Page Meeting, part 1: Tape #4
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| - | Leave the building, which we did. | 0:05 |
| We feel now | 0:11 | |
| that this particular incident | 0:15 | |
| is the one battle, now struggle, | 0:18 | |
| to gain our humanity at this university. | 0:21 | |
| (crowd cheering) | 0:24 | |
| We decided we would live, we wanted to exist or to live, | 0:39 | |
| (mumbling) than we might continue to struggle here. | 0:44 | |
| As far as Black students are concerned, | 0:49 | |
| we have 13 demands | 0:55 | |
| that these people are going to have to deal with. | 0:57 | |
| They're going to adjust themselves to them one by one, | 1:02 | |
| and they're going to do it. | 1:06 | |
| (crowd applauding) | 1:08 | |
| At this point, | 1:17 | |
| although we left Allen Building this evening, | 1:22 | |
| at this point, our main aim is to intensify the struggle | 1:29 | |
| that we have begun. | 1:33 | |
| We're going to intensify the struggle. | 1:34 | |
| (crowd applauding) | 1:37 | |
| We believe that people, that human beings, | 1:45 | |
| reign supreme over any and all things, | 1:54 | |
| science, technology, anything that people in Allen Building, | 2:01 | |
| the Board of Trustees, Robert Scott, | 2:05 | |
| any of these big dogs can attempt to bring down upon us. | 2:10 | |
| We plan to intensify the struggle. | 2:14 | |
| Now, how are we going to do this? | 2:21 | |
| We think that | 2:25 | |
| support, the action that was exhibited outside earlier, | 2:28 | |
| is indicative of the direction that we must go. | 2:34 | |
| It is clear to us that this university | 2:42 | |
| is not dealing with the welfare of human beings. | 2:45 | |
| It's not concerned with human beings. | 2:49 | |
| It's not concerned with human beings. | 2:51 | |
| It's concerned with building new buildings | 2:53 | |
| and renovating libraries, and building new art buildings, | 2:56 | |
| and Knight's running around the damn country | 3:00 | |
| trying to get more money, | 3:03 | |
| billions of dollars for the university. | 3:05 | |
| He lives in a 350 thousand dollar home, himself. | 3:08 | |
| People out in the community, people, human beings, | 3:12 | |
| are out in the community | 3:15 | |
| living in poor, dilapidated homes. | 3:18 | |
| But this pig, like we visit him tonight, Greg was here. | 3:22 | |
| We walked in there, man. | 3:26 | |
| We were like sinking in that carpet out there. | 3:28 | |
| And there was this pig, | 3:31 | |
| this fat, sloppy, greasy pig sitting there | 3:33 | |
| lavishing in all his wealth. | 3:36 | |
| (crowd applauding) | 3:38 | |
| This is what we're dealing with. | 3:44 | |
| This is what we're dealing with. | 3:45 | |
| Knight, The Board of Trustees, | 3:47 | |
| and all of their little running lackies, all of them. | 3:49 | |
| We think | 4:01 | |
| that this university should be made for people, | 4:03 | |
| for human beings, all kinds of human beings. | 4:05 | |
| We think that until we decide to stop this crazy machine, | 4:08 | |
| this (static) machine, | 4:12 | |
| and put it in a cage like you put our freaks in, | 4:14 | |
| that it won't be able to relate to human beings, | 4:18 | |
| the things that human beings want. | 4:21 | |
| These people are stepping on people in the community, | 4:24 | |
| they're stepping on the non-academic workers here, | 4:27 | |
| they're stepping on Black students here, | 4:30 | |
| they're stepping on faculty here, | 4:33 | |
| and they're stepping on White students here. | 4:35 | |
| (crowd applauding) | 4:38 | |
| Today was a clear example of where the people were. | 4:48 | |
| A lot of people talk about pluralism in administration. | 4:53 | |
| The man thing we used to get when we used to try to deal. | 5:00 | |
| We went through this whole (mumbling). | 5:04 | |
| Knowledge, people tell us that, you know, | 5:07 | |
| you gotta go through the proper channels. | 5:09 | |
| We got committees for this and committees for that, | 5:10 | |
| committees for, you know, for other things. | 5:13 | |
| But when Black people come together | 5:15 | |
| and try to challenge this structure, | 5:17 | |
| you see that there's no pluralism. | 5:19 | |
| There is one force that is suppressing us | 5:22 | |
| and suppressing you, there was one force. | 5:25 | |
| It was the unitary administration. | 5:27 | |
| There was no descent in administration. | 5:32 | |
| When they acted to come down upon us, it was one unit. | 5:37 | |
| We think that until these people | 5:52 | |
| attempt to deal with others as humans beings. | 5:55 | |
| A lot of these old guys that we've been talking to | 5:59 | |
| have shown, you know, in our conversations with them | 6:01 | |
| that they are uneducated as to what human beings are, | 6:04 | |
| and we have to take them back to school | 6:08 | |
| and team them what human beings are, you see? | 6:11 | |
| They talk about rationalism, technology, you know, | 6:14 | |
| and reason, and responsibility, and all this stuff. | 6:17 | |
| They don't know what human beings are. | 6:20 | |
| Some of the biggest dupes on this campus, | 6:22 | |
| these old heads who run these departments. | 6:25 | |
| I mean, these are the people that they send out to talk to | 6:28 | |
| when we were talking about setting up Black courses. | 6:31 | |
| I mean, these old fools didn't even know | 6:34 | |
| what you know, what we were talking about. | 6:35 | |
| I mean, they're not even qualified to deal | 6:39 | |
| with what we're talking about. | 6:42 | |
| They're not qualified to deal | 6:45 | |
| with what you're talking about. | 6:46 | |
| And until you stand up to them and tell them | 6:48 | |
| that you ain't going to relate to that no more, | 6:50 | |
| that, you know, it's a new day, and you know, | 6:53 | |
| that you know, you just got to off 'em. | 6:57 | |
| Like, you know. | 7:01 | |
| This ain't what you are | 7:03 | |
| and you can't relate to them anymore. | 7:05 | |
| We think that until these people learn | 7:09 | |
| that there is such a thing as humanity, | 7:13 | |
| that there is such a thing as a human being, | 7:18 | |
| that this machine that they consider to be a university | 7:22 | |
| should be stopped. | 7:26 | |
| (crowd applauding) | 7:31 | |
| They must be stopped so that the people in this university, | 7:43 | |
| the students, some of the young faculty, | 7:47 | |
| can reevaluate and sit down and deal with the issues | 7:51 | |
| that face us in the world today. | 7:54 | |
| And it's around in the community and in the world today. | 7:59 | |
| For these people, they are concerned with business as usual, | 8:02 | |
| the status quo. | 8:06 | |
| And the status quo has gotten us into Vietnam, | 8:07 | |
| has gotten y'all into the riots. | 8:15 | |
| That's the status quo. | 8:20 | |
| These suppressive mothers, we've had to deal with them, | 8:22 | |
| we've had to deal with them, we've had to deal with them. | 8:26 | |
| We say stop this thing, stop this freakshow now. | 8:33 | |
| Let the people speak. | 8:38 | |
| (crowd applauding) | 8:40 | |
| That support you can show for Black students | 8:48 | |
| in our efforts to gain our humanity on this campus, | 8:51 | |
| and we're going to gain it, | 8:56 | |
| or we're going to shake | 8:57 | |
| the damn foundation that exists here. | 8:59 | |
| We're going to gain it. | 9:01 | |
| We are intensifying this struggle, | 9:02 | |
| we are intensifying this struggle. | 9:05 | |
| We left our building with our hands up like that. | 9:07 | |
| - | Right on. | 9:11 |
| - | That's the way we left it. | 9:12 |
| (crowd applauding) | 9:14 | |
| That means we are intensifying the struggle. | 9:16 | |
| So I say that this university should be stopped | 9:19 | |
| and the people should decide how it's going to be run. | 9:25 | |
| We've got to get them pigs out of Allen Building, | 9:28 | |
| we've got to deal with them | 9:31 | |
| 'cause they ain't human beings. | 9:32 | |
| They've lost their place in humanity; | 9:34 | |
| therefore, we don't have to consider | 9:35 | |
| dealing with them as human beings. | 9:37 | |
| They are freaks. | 9:39 | |
| (crowd applauding) | 9:40 | |
| - | I've got a question! | 10:10 |
| - | Yeah, Joe. | 10:11 |
| (faint speaking) | 10:13 | |
| (crowd chattering) | 10:26 | |
| (crowd laughing and applauding) | 10:30 | |
| (mumbling) | 10:33 | |
| - | It seems to me that now we can direct ourselves | 10:34 |
| to the question that Chuck raised, | 10:36 | |
| as what do we do support and help assist the Blacks | 10:37 | |
| in their demands on this university. | 10:41 | |
| Yeah. | 10:44 | |
| OK. | 10:47 | |
| I think Tom Rainey wanted to speak, | 10:48 | |
| and several other people. | 10:51 | |
| John? | 10:54 | |
| Yeah. | 10:56 | |
| Tom, you want to come up and say something? | 10:58 | |
| (laughing) | 11:02 | |
| (crowd applauding) | 11:04 | |
| - | I don't think it's my place | 11:28 |
| to offer any specific recommendations on action. | 11:30 | |
| This is your university. | 11:36 | |
| You, the students of this university, | 11:38 | |
| not the Board of Trustees. | 11:41 | |
| And as of today, not the faculty of this university. | 11:42 | |
| (crowd applauding) | 11:46 | |
| During our jaunt back and forth across the quad today, | 11:56 | |
| (crowd laughing) | 12:00 | |
| I heard some rather disturbing things. | 12:02 | |
| Terms like (mumbling), and rednecks. | 12:05 | |
| Man, that ain't where the source of pain is. | 12:10 | |
| Those people were paid to do a job. | 12:14 | |
| If they lost their nerve | 12:16 | |
| and threw tear gas at us without provocation, | 12:18 | |
| I think that's understandable in some respects. | 12:21 | |
| They don't understand what we're about. | 12:25 | |
| They're alienated by this machinery as we are. | 12:28 | |
| (crowd applauding) | 12:30 | |
| Tom Watson said it a long time ago, | 12:41 | |
| these people in Allen Building, | 12:44 | |
| these people downtown, | 12:46 | |
| these people in the corporate structure | 12:47 | |
| keep the poor Whites and the poor Blacks divided | 12:50 | |
| in order to police them, in order to exploit them. | 12:53 | |
| (crowd applauding) | 12:57 | |
| So let's put the blame where it is, | 13:02 | |
| not on the (mumbling) and on the rednecks. | 13:04 | |
| Let's put the blame where it is, | 13:07 | |
| on the man that runs this university, | 13:09 | |
| a man by the name of Wade, and the people, | 13:11 | |
| and the Board of Trustees, | 13:14 | |
| the representatives of the corporate structure. | 13:16 | |
| (crowd applauding) | 13:19 | |
| We used to have a faculty here | 13:33 | |
| or something that caused itself a faculty, | 13:34 | |
| but they sullied themselves | 13:36 | |
| by selling out to the structure today | 13:38 | |
| when they gave Douglas Knight a blank check | 13:40 | |
| to bring the pigs in here on top of us, | 13:43 | |
| and don't you forget it! | 13:45 | |
| (crowd applauding) | 13:47 | |
| (faint speaking) | 14:25 | |
| - | Uh, John, you want to say something? | 14:37 |
| - | Yeah. | 14:40 |
| A group of students. | 14:41 | |
| - | Over here. | 14:43 |
| - | A group of students and several professors, | 14:48 |
| I'm sure you can imagine who they were, | 14:50 | |
| have come up with a few points | 14:52 | |
| that we as White students can make | 14:54 | |
| as one initial response, one immediate response. | 14:57 | |
| This is not necessarily a long-term thing. | 15:01 | |
| One initial response that we can make now | 15:03 | |
| to the situation the Blacks are in | 15:06 | |
| to go along with what they're doing, | 15:08 | |
| and hopefully to help them. | 15:10 | |
| Now, the tactical implementation of these things | 15:12 | |
| is still open to question, | 15:15 | |
| whether it's through petitions, through general strikes, | 15:17 | |
| through a number of other things | 15:19 | |
| and I won't comment on that right now. | 15:21 | |
| I'll just give you the-- | 15:22 | |
| (people chattering) | 15:23 | |
| Well, let me just tell you what the things are | 15:25 | |
| we came up with in about half an hour of discussion. | 15:28 | |
| First is to call for the immediate resignation | 15:31 | |
| of Douglas Knight, | 15:32 | |
| (crowd applauding) | 15:36 | |
| and Chairman of the Board, Wade. | 15:42 | |
| The second point, | 15:45 | |
| (crowd applauding) | 15:46 | |
| The second point is complete | 15:50 | |
| and immediate amnesty for all Blacks | 15:51 | |
| including the 15 who had initially failed out, | 15:53 | |
| immediate reinstatement of their status as student | 15:56 | |
| without any questions asked. | 15:59 | |
| (crowd applauding) | 16:01 | |
| The third point was a change in the university bylaws | 16:06 | |
| and eliminating the Board of Trustees in their power-- | 16:09 | |
| (crowd applauding) | 16:13 | |
| And the fourth, | 16:24 | |
| and possibly something that could be the most interesting, | 16:25 | |
| was in our classes, for us to organize | 16:28 | |
| and demand that our professors in any class, | 16:31 | |
| doesn't matter which class it is, | 16:34 | |
| discuss what took place today, | 16:36 | |
| demand of them how they voted in the faculty meeting, | 16:38 | |
| and make them explain their vote. | 16:42 | |
| (crowd applauding) | 16:44 | |
| There was another thing discussed that went along with this | 16:56 | |
| that might fall into the realm of tactic, | 16:58 | |
| but I will mention it now as the last thing | 17:01 | |
| for some of you to think about. | 17:03 | |
| This will probably take the form of | 17:05 | |
| students signing a petition | 17:07 | |
| pledging to initiate attempts on their own individual part | 17:08 | |
| to transfer to another university | 17:14 | |
| if these things are not done. | 17:16 | |
| (crowd applauding) | 17:18 | |
| (faint speaking) | 17:27 | |
| - | There is a rumor out about that. | 17:35 |
| (crowd chattering) | 17:37 | |
| There's comics in the newspaper, too. | 17:40 | |
| I mean, you know. | 17:42 | |
| There has been a rumor out and it was on the radio, | 17:45 | |
| but that is, you know. | 17:49 | |
| I mean, you can't believe what's in the press | 17:51 | |
| and on the radio. | 17:53 | |
| (crowd applauding) | 17:54 | |
| Just when you | 17:59 | |
| (microphone feedback) today in the press. | 18:00 | |
| When you pick up the Good Morning Herald, | 18:02 | |
| they'll probably have a picture of a police car | 18:04 | |
| and talk about student rioting on this campus. | 18:08 | |
| They aren't going to talk about | 18:12 | |
| the police rioting on this campus today. | 18:13 | |
| (crowd applauding) | 18:16 | |
| But I have heard that there were reports, | 18:21 | |
| that Governor Scott had called up the National Guard | 18:24 | |
| to keep the students from running back | 18:27 | |
| and forth in the (mumbling). | 18:30 | |
| (crowd applauding) | 18:33 | |
| Now, since the (mumbling). | 18:39 | |
| What are we going to do now? | 18:42 | |
| We've been stepped on, right? | 18:44 | |
| And it's about time that we do something in response. | 18:46 | |
| The faculty have, as usual, sat on its ass, | 18:49 | |
| and it's about time that somebody took some initiative. | 18:52 | |
| And this, I think, to me, is our university. | 18:55 | |
| Let's, you know, | 18:58 | |
| start taking some of the decision making priority. | 18:59 | |
| (crowd applauding) | 19:02 | |
| Now, John has made some proposals | 19:07 | |
| as to things that we can do. | 19:09 | |
| I think we ought to discuss, you know, tactics. | 19:11 | |
| What should we do now | 19:14 | |
| to implement the kinds of demands | 19:15 | |
| that we want to make now of the administration? | 19:18 | |
| You know. | 19:21 | |
| And like they're gonna throw the floor open to this now. | 19:23 | |
| I know in this kind of the situation, | 19:26 | |
| I'd like to say that people down here, | 19:28 | |
| that, you know, they've opened up the path up there | 19:30 | |
| if you want to sit down. | 19:32 | |
| You know. | 19:34 | |
| We can open up to a general kind of discussion | 19:35 | |
| as to what kind of tactics we want to take now. | 19:38 | |
| This is a fair number of people here | 19:41 | |
| representing a good number of the student body. | 19:44 | |
| Yes? | 19:47 | |
| (faint speaking) | 19:48 | |
| OK. | 20:03 | |
| - | Uh, yeah. | 20:04 |
| Well, I just think that, | 20:05 | |
| like all those demands are really groovy. | 20:07 | |
| But, like, they're all not possible (mumbling) tomorrow. | 20:09 | |
| And that maybe we can differentiate some from another | 20:13 | |
| and speak practically about (mumbling). | 20:16 | |
| (faint speaking) suggestion | 20:19 | |
| and that is that we can get with the general strike. | 20:21 | |
| (crowd applauding) | 20:24 | |
| We can make these demands (mumbling) general strike. | 20:29 | |
| That is, we'll continue a general strike | 20:31 | |
| at all official university functions | 20:33 | |
| until these two demands have been met. | 20:36 | |
| If those meetings (mumbling), | 20:38 | |
| the reinstatement of all Black students, | 20:41 | |
| both those of us who spend the day | 20:43 | |
| and those who were at that meeting | 20:45 | |
| (crowd chattering) | 20:47 | |
| (mumbling) | 20:49 | |
| (crowd applauding) | 20:51 | |
| - | OK, you know. | 20:56 |
| Anybody else want to say something to this point? | 20:58 | |
| (crowd chattering) | 21:02 | |
| Wait, yeah, pardon? | 21:04 | |
| (faint speaking) | 21:05 | |
| Uh, if someone was here from the faculty meeting | 21:09 | |
| that walked out. | 21:12 | |
| Yeah, Doctor (mumbling). | 21:13 | |
| You want to come on up here? | 21:14 | |
| It's an interesting kind of meeting. | 21:16 | |
| I think that, you know, | 21:18 | |
| you'd like to know what went on there. | 21:19 | |
| - | Let me say first of all | 21:32 |
| something that happened this morning at about 10 o'clock. | 21:36 | |
| At approximately 10 o'clock, Professor Sull and myself, | 21:40 | |
| Sull is the faculty member that was asked | 21:45 | |
| to be a go-between between the Afro-Americans | 21:48 | |
| and the administration at point and he refused. | 21:52 | |
| Sull and myself went up to the second floor | 21:54 | |
| of Allen Building | 21:57 | |
| where the critical crucial meetings were taking place | 21:58 | |
| and tried to get in to the meeting. | 22:04 | |
| We got in as far as the lobby. | 22:08 | |
| We spoke then with one of the Deans | 22:12 | |
| and one of President Knight's personal aides. | 22:16 | |
| Our object was to see if it was possible | 22:21 | |
| to prevent the bringing of police onto campus. | 22:25 | |
| We were assured at that time | 22:32 | |
| that there was no thought of doing so. | 22:34 | |
| We tried to make it perfectly clear | 22:40 | |
| and made it very explicit, | 22:43 | |
| the consequences that would occur on campus | 22:45 | |
| if this were done, | 22:49 | |
| and tried also to suggest the very grave repercussions | 22:52 | |
| that could occur in the community | 22:57 | |
| if an explosion happened on this university campus. | 22:59 | |
| The community right now is very uptight | 23:05 | |
| about this kind of issue. | 23:07 | |
| We felt that taking such action by the administration | 23:12 | |
| would be irresponsible in terms of the community at large. | 23:16 | |
| I felt at that time that some impression had been made. | 23:23 | |
| Then the faculty meeting this afternoon at four o'clock, | 23:29 | |
| the faculty was convened for four o'clock | 23:35 | |
| on East Campus and away from the ruckus | 23:39 | |
| so that none of us could witness what was happening, | 23:44 | |
| I suppose, | 23:48 | |
| we rose to a point of order, to a point of information, | 23:51 | |
| at the beginning of the meeting | 23:57 | |
| asking for confirmation of reports we had heard | 23:59 | |
| of an ultimatum that had been delivered | 24:03 | |
| to the Black students in Allen Building. | 24:05 | |
| After some delay and hemming and hawing, | 24:08 | |
| partly because Knight did not yet arrive. | 24:11 | |
| This was already after four o'clock. | 24:14 | |
| Actually, I should add that it was necessary | 24:17 | |
| to request the Chairman to please convene the meeting | 24:20 | |
| since there was some urgency after four o'clock. | 24:24 | |
| He did so. | 24:30 | |
| We finally got them to read the statement. | 24:31 | |
| By that time as I recall, it was about 4:15. | 24:34 | |
| We then rose and made a motion, | 24:39 | |
| resolved something to this effect, | 24:46 | |
| resolved that the faculty of Duke University | 24:49 | |
| request and direct the President and Provost | 24:52 | |
| to suspend the force of the statement | 24:56 | |
| that was made to the Afro-Americans in Allen Building | 25:02 | |
| until the faculty had completed its deliberations. | 25:06 | |
| This was an attempt to give the faculty some opportunity | 25:12 | |
| to present the bringing of police onto campus. | 25:20 | |
| In fact, all of the efforts of this kind | 25:25 | |
| were made in the direction of achieving negotiation | 25:29 | |
| rather than confrontation. | 25:34 | |
| And if any of you feel that there was irresponsibility today | 25:36 | |
| in how unfortunate all of this was, | 25:42 | |
| and isn't it a terrible thing | 25:46 | |
| when we have violent confrontation on this campus, | 25:48 | |
| I want to emphasize that every effort was made | 25:52 | |
| to inform the administration | 25:56 | |
| of the implications of doing so, | 26:02 | |
| that they were fully cognizant of that, | 26:05 | |
| that they made the decision | 26:08 | |
| at the admission of President Knight himself | 26:10 | |
| before the faculty was convened. | 26:14 | |
| In that meeting | 26:17 | |
| and during the course of discussion on this motion, | 26:19 | |
| President Knight informed the faculty | 26:22 | |
| that when wheels are put in motion, | 26:24 | |
| it is sometimes not possible to stop them. | 26:28 | |
| And that even if we pass to such a motion, | 26:33 | |
| that it would not necessarily be binding on the university. | 26:36 | |
| And the motion ultimately, | 26:42 | |
| there was some attempt actually to simply spin out the time. | 26:45 | |
| The floor was open to discussion, time was running out. | 26:51 | |
| The Chair, which at that point | 26:55 | |
| was chaired by President Knight himself. | 26:57 | |
| Or earlier the (mumbling) had been in the chair | 26:59 | |
| until Knight arrived. | 27:02 | |
| The Chair ruled a motion out of order from the floor | 27:04 | |
| which requested a cessation of debate and a vote, | 27:10 | |
| ruled it out of order | 27:15 | |
| although it was a perfectly parliamentary motion. | 27:17 | |
| The Chair asked for various officers of the university | 27:19 | |
| to start explaining the background | 27:26 | |
| of all of this ruckus to the faculty. | 27:28 | |
| By that time, we had about five minutes to go. | 27:32 | |
| One of my colleagues arose and said, "In five minutes, | 27:35 | |
| "students on this campus are going to be clubbed and gassed. | 27:40 | |
| I'm sorry to report to you | 27:45 | |
| that some of my colleagues heard that prospect | 27:47 | |
| and said they had it coming. | 27:51 | |
| (crowd protesting) | 27:53 | |
| - | Who? | 27:57 |
| - | Ultimately, the debate did cease finally. | 28:03 |
| The motion was lost by a large majority. | 28:11 | |
| A motion, let me remind you, | 28:15 | |
| which simply called for a suspension | 28:17 | |
| of the force of the ultimatum | 28:21 | |
| until we had completed our deliberation. | 28:25 | |
| Now, I suggest that you that in view of all these facts, | 28:29 | |
| there is only one place for responsibility | 28:36 | |
| for this confrontation | 28:39 | |
| in terms of what happened on quad, at least. | 28:41 | |
| There's only one place for responsibility | 28:44 | |
| for bringing police onto campus | 28:46 | |
| even after the Afro-Americans had left the building. | 28:48 | |
| There is only one place for responsibility | 28:51 | |
| for police who charged with tear gas into a crowd | 28:54 | |
| that stampeded and people around me were falling | 28:58 | |
| and being trampled. | 29:01 | |
| There's only one place for responsibility, | 29:02 | |
| and that is with the people who are responsible, | 29:05 | |
| knowing in advance, being warned in advance | 29:09 | |
| of the implications of their actions | 29:12 | |
| for bringing the police onto campus. | 29:14 | |
| They are responsible in the sense | 29:17 | |
| that you don't do such things | 29:19 | |
| unless you foresee the kinds of consequences | 29:22 | |
| that might result. | 29:25 | |
| Yes, you want to plead, | 29:27 | |
| "Oh, but the situation got out of hand," | 29:29 | |
| and, "I wasn't there to give that explicit order." | 29:32 | |
| Then I suggest you are incompetent. | 29:35 | |
| (crowd laughing and applauding) | 29:38 | |
| In any case, the faculty who had proposed these motions, | 29:55 | |
| a rather small group of faculty I'm sorry to say, | 30:01 | |
| then moved that since the faculty of Duke University | 30:05 | |
| were obviously not to be included in decision making | 30:11 | |
| in this matter, | 30:16 | |
| that the meeting of the faculty be adjourned. | 30:17 | |
| That's a motion that does not permit debate. | 30:22 | |
| It was lost by a large majority. | 30:25 | |
| At which point, that small group of some 35 faculty I'm told | 30:29 | |
| got up, left the meeting amid hisses, jeers, | 30:34 | |
| and a hearty, large, derisive applause | 30:40 | |
| by a considerable number, | 30:46 | |
| a very considerable number of their colleagues. | 30:48 | |
| (crowd applauding) | 30:51 | |
| - | It's so nice to know | 31:04 |
| the faculty sometimes act rationally, you know? | 31:05 | |
| These are the people who are teaching us, | 31:09 | |
| teaching us not just that dribble in the classroom | 31:13 | |
| but how they act, and we know how they act, you know? | 31:15 | |
| And I question their humanity, I really do | 31:19 | |
| having called the police into this university | 31:22 | |
| to attack first, an empty building. | 31:25 | |
| And second-- | 31:28 | |
| (crowd applauding) | 31:29 | |
| After having victoriously conquered the empty building, | 31:39 | |
| they turned to the spectators who were watching | 31:42 | |
| and decided that they ought to conquer them, | 31:46 | |
| and so we played tag around the quad. | 31:49 | |
| (crowd laughing) | 31:54 | |
| There are some serious matters that need to be discussed. | 31:59 | |
| One of them is | 32:03 |
Item Info
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