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Guide to the

Collection Overview

The New School Archives and Special Collections
Creator - Speaker
Abrams, Charles, 1902-1970
Creator - Moderator
Anthony, Daniel S.
Creator - Speaker
Black, Algernon D., (Algernon David), 1900-1993
Creator - Speaker
Dodson, Dan W.
Creator - Speaker
Galamison, Milton A., (Milton Arthur), 1923-1988
Creator - Speaker
King, Martin Luther, Jr., 1929-1968
Creator - Speaker
Lomax, Louis E., 1922-1970
Creator - Speaker
Monserrat, Joseph, -2005
New School for Social Research (New York, N.Y. : 1919-1997).
Creator - Speaker
Tumin, Melvin M., (Melvin Marvin), 1919-1994
Creator - Speaker
Weaver, Robert C., (Robert Clifton), 1907-1997
Creator - Speaker
Wilkins, Roy, 1901-1981
American Race Crisis Lecture Series audio recordings
10 reels
The audio recordings and transcripts in this collection document lectures from a 15-part series on the race crisis in the United States, held in the spring of 1964 at The New School, and organized by New School professor Daniel S. Anthony. The speakers in the recordings include Charles Abrams, Algernon D. Black, Dan W. Dodson, Milton A. Galamison, Martin Luther King, Jr., Louis Lomax, Joseph Monserrat, Melvin Tumin, Robert C. Weaver, and Roy Wilkins. Open to the general public, the lectures were held in the auditorium of the school's flagship building at 66 West 12th Street in Greenwich Village. Topics discussed range from the impact of school integration, housing discrimination, affirmative action, the growing Black separatist movement, and motivations for racial prejudice. Dr. King opened the conference, and recording of his talk consists only of the question and answer session following his address.

Preferred Citation note

[title of lecture], [date], American Race Crisis Lecture Series, NS.07.02.04, The New School Archives and Special Collections, The New School, New York, NY.

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Historical Note


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Scope and Content of Collection


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Organization and Arrangement

Organized chronologically according to date of recording.

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Administrative Information

Publication Information

The New School Archives and Special Collections

66 Fifth Avenue
New York, NY, 10011

Access Restrictions

Collection is open for research use. Researchers must use digital access copies. Access to audio reels is restricted for reasons of preservation.

Use Restrictions

To publish all or part of any recording or transcription from this collection, permission must be obtained in writing from the New School Archives and Special Collections. Please contact: archivist@newschool.edu.

Custodial History note

Reels formerly housed in the Raymond Fogelman Library.

Existence and Location of Copies note

Converted from analog audio recording to digital audio recording by _____ in 201X.

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Related Materials

Administrative files documenting the organization and promotion of the lecture series will be found in the Records of Office of the Executive Dean, New School for Public Engagement (NS.02.01.01) and Records of the New School Publicity Office/Office of Public Information (NS.03.01.02) respectively.

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Other Finding Aids note

For item-level description and sound files from the American Race Crisis Lecture Series Audio Recordings, see The New School Archives Digital Collections at http://digitalarchives.library.newschool.edu/index.php/Detail/collections/NS070103.

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Collection Inventory

Title Box Folder
Question and Answer Session with Martin Luther King, Jr. 1964 Feb 6  FOG_2

Martin Luther King, Jr., responds to questions from the audience following his opening address for the American Race Crisis lecture series. He comments on the then-pending Civil Rights Act of 1964, as well as Presidents John F. Kennedy and Lyndon Baines Johnson’s commitment toward civil rights. King also comments on the Black Muslim movement, as well as the recent trajectory and projected future of the civil rights movement. He describes and explains the perceived “lull” in civil rights activism following his “I Have A Dream” speech and the August 28, 1963, march on Washington as being one of reassessment and “introspection.” King emphasizes the need for policies that remedy the United States’ history of slavery and systemic racism. He responds to concerns of reverse racism sometimes generated by such proposed policies, and likens reparations to existing programs for veterans. King draws parallels between the treatment of African-Americans with India’s caste system.

Question and Answer Session with Martin Luther King, Jr., 1964 Feb 6

The Puerto Ricans: An Integrated Community Faces a Segregated Society by Joseph Monserrat 1964 Feb 13  FOG_2

Joseph Monserrat discusses the Puerto Rican experience as a colony and as principality; he also emphasizes the Puerto Rican community’s integrated nature. Monserrat explains that segregation has never been legally sanctioned in Puerto Rican society, and relates it to contemporary difficulties faced by the Puerto Rican community in segregated American society. Monserrat relates this struggle to the American race crisis, which he calls an American race revolution, and to struggles in the global South and among persons of color worldwide, which he calls “the Color Revolution.” Monserrat gives a historical perspective on the role of colonialism and slavery in the evolution of contemporary Puerto Rican society. He also gives an overview of the processes of immigration and assimilation. Monserrat references Martin Luther King, Jr., repeatedly. During the question and answer portion of the lecture, Monserrat responds to questions on Adam Clayton Powell, Jr., the desegregation of and proposed second boycott of New York City public schools.

The Puerto Ricans: An Integrated Community Faces a Segregated Society by Joseph Monserrat, 1964 Feb 13

How Realistic Is the Goal of Desegregated Education in the North? by Dan W. Dodson 1964 Feb 20  FOG_2

Dan W. Dodson is introduced; he was, at the time, professor of sociology at NYU New York University and director of the NYU Center for Human Relations Studies. Dodson describes his work community organizing for housing reform and against segregation (both legislated and de facto). He specifically discusses a number of court cases, including Brown V. Board of Education, Bulah v. Gebhart, and Plessy v. Ferguson. He also expresses the view that obstructions to desegregation are in fact obstructions to requests for additional funds; Dodson argues that at least $200 million is required to restore schools’ quality to 1940 levels. Dodson also emphasizes the many outcomes of segregation — whether ipso facto or de facto — from psychological trauma on enrolled children to its impact on teachers. He details the impact of the Great Migration and white flight on urban school districts, specifically New York, Pittsburgh, Newark, and Chicago. He also discusses the infrastructural challenges faced by New York City public schools, and mentions several measures taken to assist and intervene with at-risk youth. During the question and answer period, Dodson, one of the few speakers in the lecture series who is not a person of color, answers a number of questions about identity, integration, and a potential second boycott of public schools.

How Realistic Is the Goal of Desegregated Education in the North? by Dan W. Dodson, 1964 Feb 20

Current Federal Housing Problems and Other Urban Development Problems by Robert C. Weaver 1964 Feb 27  FOG_2

Robert C. Weaver discusses his work as Secretary of Housing and Urban Development. He gives historical context to the impact of the Great Migration, beginning in 1910, and population shifts in northern urban centers. Weaver describes the prevalence of female-headed households in urban African-American households, and emphasizes the importance of a living wage as a pathway to financial stability. Weaver discusses class stratification within the African-American demographic, specifically as it relates to home ownership and mortgage financing (e.g., redlining); he also describes New York’s fair housing legislation and its mechanisms for the enforcement thereof. He mentions the writings of Eli Ginzburg and E. Franklin Frazier. He also describes the living conditions and general climate faced by Puerto Ricans and Mexican-Americans. During the question and answer period, Weaver emphasizes that poverty and socio-economic inequality is an issue that is not specific to race, and discusses white flight, federally-subsidized housing, and housing quotas in urban areas.

Current Federal Housing Problems and Other Urban Development Problems by Robert C. Weaver, 1964 Feb 27

The Urban Dilemma by Milton A. Galamison 1964 Mar 5  FOG_2

Milton A. Galamison emphasizes a need for a philosophical underpinning for advocacy and activism surrounding education reform, specifically as it pertains to desegregation and integration. He discusses the recently discredited (and legally overturned) “separate but equal” philosophy, and the long-term damages and traumas affected and exacerbated by segregation. Galamison is careful to note the relationship between segregated education and issues of fair housing, disparities in hiring and wages, and socio-economic inequality. He argues for a schedule and timeline for desegregation. He discusses the current pedagogy among activists and educators, which he describes as a kind of “if-ism,” that shifts responsibility for educational outcomes to situations and actors outside educators’ control. He also describes efforts to improve educational outcomes in segregated schools. During the question and answer period, Galamison responds to questions about 1962 US Senate candidate and New York City Council member James B. Donovan, the Princeton Plan, the New York City public schools boycott, the Black Islam movement and Malcolm X, the fiscal cost of integration, and the psychological trauma of segregation.

The Urban Dilemma by Milton A. Galamison, 1964 Mar 5

Facts and Fictions in Human Relations by Melvin M. Tumin 1964 Mar 19  FOG_2

Melvin Tumin discusses desegregation, including, specifically, the Princeton Plan, and general resistance to social change and manifestations of racism among a variety of social groups. Tumin describes his experiences on campus at Princeton University, where he was a professor; in particular he discusses the formation of a group on Princeton’s campus called Students for Segregation, as well as work by segregationist and Princeton University alumni Carleton Putnam. Tumin details his work with the Anti-Defamation League, and discusses race as social construct and a recent report by UNESCO scientists that discredits genetic pretenses for racist assumptions. Tumin also describes the impact of the Cold War on education policy, and addresses concerns regarding infrastructure in public schools. During the question and answer period, Tumin responds to queries on issues of desegregation (specifically as it pertains to public schools in the New York City borough of Queens), and Malcolm X.

Facts and Fictions in Human Relations by Melvin M. Tumin, 1964 Mar 19

Unsettled Issues in the Cities by Charles Abrams 1964 Mar 26  FOG_2

Unsettled Issues in the Cities by Charles Abrams, 1964 Mar 26

An Examination of the Techniques in Action: What the Individual Can Do by Algernon D. Black 1964 Apr 2  FOG_2

Algernon Black prefaces his lecture with the intent that it be more casual and informal. Black discusses race as a social construct. He mentions Franz Boas’s The Primitive Man, and discusses patterns of immigration to the United States, and emphasizes African-Americans as an exception to the pattern of assimilation, drawing the connection between ghettoization of African-Americans and the fact that the vast majority were forcibly emigrated to the United States through the transatlantic slave trade. Black details the impact of segregation, Jim Crow laws, and the Ku Klux Klan; he delineates between racist attitudes and beliefs, and relates these to social conditioning. Black discusses his work with the City-wide Citizens’ Committee on Harlem, the NAACP, the Urban League, and with grassroots civil rights organizations in the South, the potential impact of the not-yet-passed Civil Rights Act, and the need for improved education for young African-Americans. Black also details the disparity in housing conditions and public health outcomes for African-Americans in New York City, and a “threefold philosophy of action”: research, mobilization, and legislation. There is a question and answer session that follows, in which Black discusses desegregation efforts in New York City public schools as well as protests planned for the upcoming World’s Fair.

An Examination of the Techniques in Action: What the Individual Can Do by Algernon D. Black, 1964 Apr 2

The Negro Revolt as Part of the International Non-White Uprising by Louis E. Lomax 1964 Apr 9  FOG_2

Louis E. Lomax opens with a description and examples of “ignorance in high places”: systemic and inculcated racism in the federal government that has negatively impacted foreign and domestic policy. He describes the very high stakes faced by organizers and advocates for civil rights. He discusses numerous contemporary political figures, including Nikita Khrushchev, Malcolm X, Governor George Wallace, and President Harry S. Truman, Fidel Castro, Mao Tse-Tung, Kemala Nehru, Jomo Kenyatta, Martin Luther King, and Lyndon Johnson. He relates American racism to the Cold War and US imperialism, as well as ongoing decolonization efforts in Africa and elsewhere, and his book, The Reluctant African. Lomax discusses the ongoing impacts of segregation and exclusionary and racist policies, specifically in Grosse Pointe, Michigan, and Cleveland, Ohio, as well as more broadly, as it relates to perpetuating existing power structures. Lomax ends by urging the audience to join him “on the picket line.”

The Negro Revolt as Part of the International Non-White Uprising by Louis E. Lomax, 1964 Apr 9

Untitled Speech by Roy Wilkins 1964 May 14  FOG_2

Roy Wilkins begins by thanking the audience for attending an hour earlier than usual. He explains that as a leader within the NAACP, he must attend to its upcoming Freedom Spectacular, to benefit the NAACP’s voter registration work in the South. He also details the amount of cash bond monies that the NAACP has dispensed in support of such work, and announces that Elizabeth Taylor and Richard Burton will be attending the Spectacular. He discusses the Supreme Court cases of Brown v. Board of Education as well as Plessy v. Ferguson; he also details a number of specific ongoing actions in which the NAACP is involved: fair housing legislation in California, voting rights advocacy in the south, work to ensure fair funding of public schools in Boston’s African-American community, and the Civil Rights Act. During the question and answer portion, there is discussion of the Supreme Court’s phrase from Brown v. Board, “with all deliberate speed,” the proposed integration of New York City schools, an upcoming demonstration at New York’s City Hall, and socialist theory as applied to civil rights advocacy.

Untitled Speech by Roy Wilkins, 1964 May 14


Collection guide Last Updated: 11/06/2015

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