Make Farmers of Englewood. Do you see anything in the school situation in.

New York City?

Chicago. Englewood. The other place.

Where some of us who surely would like to help and be of help in restoring the confidence of the Negro in himself. Now, you can talk about bussing kids if you want to or something else, but I'm interested in getting to the question that you have rang a bell with me. It's been around before. Restoring the confidence and the independence of the Negro in himself, not in the school system. And can that, with the limited resources of our church, be of any help in this or.

Yes. In fact, I think you've struck one of the most important things that have been brought up here. I was in Cleveland the other day, by the way, when this man was killed, when this clergyman was killed. And although I would be very reluctant to say this publicly, primarily because it would be misused by segregationists, you know, the objective for which they were picketing was very unrealistic because they were getting ready to build a new school in a Negro community. And the the the idea was that if this new school was built in a Negro community, nothing but Negroes would be going to it. So it would be perpetuating the segregated school. If you found this out, what Negroes are saying, how then will you build new schools in Negro communities? No, we must have new schools. But along with these new schools, there must be teachers put in those schools who have an understanding of the basic psychological factors involved. When you take children from a ghetto and a slum who have 300 year history of slavery and deprivation behind them, the teachers must be a special type of teacher who knows how to restore the incentive in these children. Not only once these children, rather, I should say, who know how to build a human image, some kind of to restore that child's ability to contact with himself, to regain contact with himself or regain contact with his roots. If this is not done, then all you're going to do is producing another generation that will continue to press the power structure, not for an objective that will solve the problem, but from an objective that the distorted. Image that they have of themselves. Will make them think will solve the problem. But you must have community schools.

All right, then let me ask the first question I was going to ask you, because this leads to some rather specific action.

That perhaps I'd like to have further conversation with you about. And it comes out introduced with a story of a meeting in which a Negro was making a speech about human rights. And one of the political leaders of the town who was there came to.

Me afterwards and he said, Harry, can you explain to me the logic.

Of this man's talk? Why does he talk this way? And I said, Does it ever occur to you that no white man can.

Fully understand, feels to be a Negro? And until we begin to get at this point, then you can't answer your question. You go back and study this problem and then ask yourself the question now. I mean, this. Mm hmm. But there are few people that are sincerely trying. Not by blowing trumpets or doing all this sort of thing, but sincerely trying. And if there are such, are you willing to sit down and work with.

Certainly I work with anybody who's sincerely trying to solve this problem.

I'd like to make another date with you about the New York situation. Yes, sir. Come on. Yes, sir.

I, again, on behalf of the Cabinet, want to thank you, Mr. X, and ask you now if you would be willing to come back.

Oh, yes.

And have further conversations with us. Perhaps, uh, at a time that we could spend more time together and free discussion. Now that we have the ground rules and everything else laid out. Okay. Thank you very much. The cabinet stands adjourned till tomorrow morning at 10:00.