Convocation at Page Auditorium, part 2: Tape #13

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	(applause)	0:04
-	There's been a hell of a lot of education	0:36
	going on on this campus that hasn't come	0:38
	out of that satchel that the teacher brought	0:40
	into the classroom I can say that.	0:42
	(audience cheering and hollering)	0:45
	Two days ago we learned	0:48
	somewhat what it is to be black in the United States.	0:50
	'Cause we found out that when the police let go,	0:53
	they let go.	0:57
	And we found out that if you happen	0:59
	to trip and fall when you were running	1:00
	out there on the quad just standing watching,	1:02
	and the police happen to hit you	1:05
	and then they said something like they'd arrested you.	1:07
	And they took you down here to Durham	1:09
	and they gave you what they call justice.	1:11
	We found out what they go through all the time.	1:16
	All the time.	1:21
	(audience applauding)	1:22
	Now if this had been the convocation that it was	1:33
	intended to be Dr Knight would have spoken.	1:34
	However he still isn't around.	1:39
	I guess he's afraid.	1:43
	The next speaker will be from the student body, Wade Norris,	1:48
	who wants to come and talk about, I think,	1:52
	his experiences that he had in these last	1:54
	three or four days, 'cause he was part of,	1:57
	or in and around, where some decisions were being made.	2:00
	And he has something to say, I think,	2:03
	about how those decisions were made, Wade.	2:04
	(audience applause)	2:08
-	Before I talk about the stuff we've been	2:22
	involved in for the last couple of days,	2:24
	I'd like to say a little something about	2:26
	the type of institution I think we're involved in here	2:29
	that I don't think most of the people	2:32
	that are involved in it realize.	2:34
	There's about three or four or five groups,	2:37
	depending on how you define it, that make up a university.	2:40
	The first group, I think, one might admit, is the faculty.	2:44
	You've gotta have people to do research and to teach.	2:47
	The second group I think anybody	2:51
	would admit is the student body.	2:52
	If you're gonna call it a college or a university	2:55
	there's got to be someone there to learn.	2:57
	Another group is the group which supposedly supports	3:00
	the university financially, the trustees.	3:03
	They represent the external interests	3:07
	of the university, the alumni, and other groups like that.	3:09
	Another group, which no one realized was in existence	3:13
	until a year or two ago are the non-academic employees.	3:17
	You can't run a university without non-academic employees.	3:21
	And it's time that universities begin to realize that.	3:24
	(audience applause)	3:27
	And finally, I guess what some people	3:32
	might call the last group, would be the administration.	3:34
	They're the people that should be	3:37
	carrying out decisions that have been made	3:38
	by these people involved in the education.	3:40
	Now if you accept that sort of definition	3:44
	of a university, and I think most people do,	3:47
	I think you have to look at something else.	3:50
	If this place exists to do research,	3:53
	and if it exists to teach,	3:57
	and if it exists for several other functions,	3:59
	you know, socialization, however one defines that,	4:01
	and it's defined rather differently by different groups.	4:04
	These groups are going to disagree	4:08
	among themselves over what priorities are established	4:11
	on each of these basic purposes for the university.	4:16
	They're going to disagree naturally.	4:20
	A student is going to be more interested in teaching	4:22
	than he's going to be in applied research	4:26
	for government, corporations, things like that.	4:28
	Parents, people outside, alumni,	4:33
	are going to be more interested in seeing you	4:35
	brought up to be, conformed as some sort of a social norm,	4:36
	socialization, than you're going to be in accepting that.	4:40
	Those disagreements just exist, they're there.	4:44
	It's awfully nice to say that everyone	4:49
	in the university through reasoned discussion	4:51
	is going to agree on all of these things,	4:55
	all we need to do is sit down and talk it over.	4:57
	That isn't true.	5:00
	These groups have different interests	5:01
	and it's going to have to be from compromise.	5:03
	Now I got a couple of quotes.	5:06
	You know I think a lot of times people in the student body	5:08
	hear the trustees called, "A bunch of nasty businessmen"	5:11
	and "leaders in the military industrial complex."	5:15
	And you run away from that somewhat	5:19
	because you seem to see them as human beings also.	5:21
	I don't dispute that that's true	5:26
	but I think their interests are different.	5:28
	And the same thing goes for students and faculty.	5:29
	I'd like to read a couple a quotes from journals.	5:31
	And you know, the experts have been writing on this stuff,	5:34
	so you can see what they've got to say,	5:37
	most of which you've probably heard,	5:39
	or from people that you would think are radicals.	5:40
	You might look, for instance, at how teaching and research	5:44
	stack up with faculty and students.	5:49
	They took a survey of a lot of political scientists	5:52
	in the United States about two years ago,	5:55
	and this is what the political scientists involved	5:58
	ranked as most important in their profession for success.	6:02
	The volume of publication was first.	6:07
	The quality of publication was ranked sixth.	6:10
	Teaching ability, of course, was ranked last.	6:14
	Now if you think that's true in political science	6:17
	what do you think about the natural sciences?	6:19
	And if you think that reasoned discussion can resolve	6:21
	in all cases, and reasoned discussion alone	6:25
	can resolve that I believe you're wrong.	6:27
	(audience applause)	6:30
	A lot of times questions come up about trustees,	6:36
	you know, "Exactly how far away from the people	6:40
	"inside of the university are trustees?"	6:42
	I'd like to read a few things that came out	6:45
	of an article that was in the Durham Morning Herald,	6:48
	but it was done by the Association of Governing Boards	6:53
	on how trustees feel on a number of things.	6:56
	This survey indicated, it included	7:00
	over 17% of the nation's 30,000 trustees.	7:02
	And,	7:07
	these are some of the issues and how they stacked up.	7:08
	Over half of the trustee respondents did not feel	7:10
	that faculty should play a part in the selection	7:13
	of the academic dean and the awarding of honorary degrees	7:15
	or in the determination of policies	7:18
	on faculty tenure and leave.	7:20
	Now what do you think they think about students?	7:22
	(audience laughter)	7:24
	Furthermore nearly half indicated, or believed,	7:26
	that students punished by civil authorities	7:29
	for acts of civil disobedience	7:31
	should also be punished by the college,	7:33
	and almost an equal number favor	7:35
	loyalty oaths for faculty members.	7:37
	(audience jeering)	7:39
	About one-third favored censorship of student publications	7:42
	and 60% felt that campus speakers should be screened.	7:46
	This isn't bull that a bunch of radicals	7:53
	on campus are throwing out this was a survey	7:55
	which was done in the United States.	7:58
	These conditions are worse in public institutions,	8:01
	especially at the junior college level,	8:04
	but the same sort of thing	8:06
	does exist in a private university also.	8:07
	These are things that can't be denied.	8:11
	Now,	8:13
	I want, if I can, I'd like for you to look	8:14
	at the structure that's been set up to govern	8:17
	this sort of a multifaceted university.	8:19
	All of the authority to make final decisions	8:23
	in this university rests within one of those groups,	8:27
	the Board of Trustees.	8:32
	That's the way it is.	8:35
	And some of that's passed down.	8:37
	You might think some of the authority	8:39
	is actually exercised in the faculty and the administration,	8:43
	and that's true, but the trustees can reverse	8:46
	any decisions that are made.	8:49
	Now if you agree with that first tenant	8:55
	that these people have different interests,	8:57
	they're going to establish different priorities.	8:59
	And if you don't think reasoned discussion alone	9:03
	can settle that, and I don't believe it can,	9:05
	when vested interests like that are involved.	9:07
	(audience applause)	9:10
	Then there doesn't exist within this university,	9:16
	or within most other American colleges and universities,	9:19
	a decision making process that gives students	9:24
	a means whereby they can effectively	9:29
	have an input in the decisions that affect	9:33
	That doesn't exist.	9:38
	Now what I think has happened with	9:41
	the black students here at Duke this week,	9:43
	what I think is happening with students	9:46
	all over the country in colleges and universities	9:48
	for the last four years or so,	9:51
	is the fact that they've begun to realize	9:53
	that these sort of basic differences	9:55
	can't be resolved just by going in	9:57
	and talking upwards to someone.	9:58
	(audience cheering and applauding)	10:01
	And because they aren't given any power or authority	10:09
	to make make final decisions,	10:12
	or to partake in final decisions,	10:14
	they try to get power.	10:18
	There's several ways this might be done.	10:20
	Last spring it was down with pass and withdraw.	10:23
	The students got the pass and withdrawal	10:27
	on a mass scale, maintained it,	10:30
	and they, for the time being at any rate, they won.	10:32
-	Where were the deals done then?	10:35
	(audience applause)	10:39
-	That isn't, rather, that isn't a very easy thing to do	10:45
	if you're a group of black students	10:48
	asking their concerns be met with a,	10:50
	that the rest of the student body and university	10:53
	can't identify with very well.	10:56
	And what I think needs to be done here	10:59
	is first of all one's got to try to identify	11:02
	what it is these people are asking.	11:04
	They're asking for the right to make decisions	11:06
	that are going to affect their lives.	11:10
	I think that's what students, white students,	11:13
	black students, have all been asking	11:15
	all across this country for several years now.	11:17
	(audience applause)	11:21
	In the past majorities of student bodies	11:28
	haven't realized this on the whole.	11:31
	And therefore things like the vigil last year weren't,	11:34
	you couldn't bring that off, you couldn't get	11:37
	that large of a group to withdraw	11:38
	and therefore effectively build power.	11:40
	So what happens is you have to actively	11:43
	disrupt that decision making process.	11:46
	You have to walk into a central records office	11:49
	and grab some files and say.	11:51
	That if you want to get power,	11:57
	now I'm sure you're sitting out there saying,	11:59
	"Well is this legitimate or is it illegitimate?"	12:01
	That's an individual bag I guess	12:05
	but the thing is that's the only other viable alternative.	12:07
	I believe if you really want to get power	12:10
	and make rapid changes, which I think	12:13
	the black student's concerns	12:15
	certainly come under that category.	12:16
	(audience applause)	12:18
	So what we've got to do here	12:28
	is as well as deal with the concerns,	12:31
	the immediate concerns the black students have brought up,	12:34
	and as well as deal with the issue, I think,	12:38
	of amnesty, which is terribly important,	12:40
	I think we've got to take a look	12:43
	at this decision making process.	12:44
	You aren't going to cease to have this sort of activity	12:47
	in the university environment,	12:52
	on the part of black students, dissatisfied white students,	12:54
	on the part of any students, until they're given	12:58
	a means of determining decisions that affect them.	13:01
-	Right on.	13:04
-	I think it's time that this university take a look	13:04
	at student participation in the election	13:08
	and the promotion and retention of administrators	13:12
	as well as faculty members.	13:17
	(audience applause)	13:18
	I think it's time that this university take a look	13:23
	as other universities are beginning to do,	13:25
	although on a token basis, at student participation	13:29
	in that board of trustees.	13:32
	(audience applause)	13:34
	Now while that probably seems terribly unrealistic	13:42
	if you haven't been involved in this sort of thing	13:45
	I believe that that's the sort of thing	13:48
	that's going to have to come about	13:50
	if the university doesn't want to function	13:52
	in a political context for the next several decades.	13:54
	So I would ask that as you consider these things this week	13:58
	you also consider some of these more permanent	14:01
	changes that you might bring about in the process.	14:04
	Nobody in this university had been gassed	14:08
	before the other day and maybe that'll wake some people up.	14:10
	I entered the office of student body president last spring	14:15
	with a very form conviction as most of you, I think, know,	14:20
	that one could go in	14:25
	into a meeting with trustees and administrators,	14:28
	high level faculty members.	14:33
	And if one's argument seemed just,	14:34
	and seemed sound, that you could deal with these people,	14:37
	you could reason with them.	14:41
	And that you didn't have to resort	14:43
	to tactics of pressure	14:46
	to achieve the ends in what you believe.	14:49
	Quite frankly I still believe the ends have to be just	14:54
	but I don't think in all cases those ends can be achieved	14:59
	in this present process without the application of pressure.	15:02
	(audience applause)	15:06
	I hate to see in a university the sort of violence	15:29
	that we had on campus yesterday	15:33
	and that other universities have already had.	15:35
	I've spent about the last three days	15:38
	trying as hard as I could to prevent	15:40
	that very sort of thing from coming about.	15:42
	I hope the student body in this university	15:48
	will do everything that it can	15:50
	to turn away from violence in any of the events	15:52
	that follow and the university's future.	15:55
	I very strongly believe that we should try	15:59
	as hard as we can to avoid that.	16:01
	I also hope on the other hand	16:04
	that the people who are now in power	16:06
	in the university system will act with	16:09
	a little bit more patience,	16:12
	with a little bit more humanity	16:15
	before they set up a situation	16:16
	where that violence can occur again.	16:18
	(audience applause)	16:20
	I haven't attempted here, and I don't want to do so now,	16:32
	to talk to you about the black student demands.	16:36
	I think they've done that more adequately	16:39
	than I could ever hope to do.	16:41
	There's one thing that I think is crucial,	16:44
	which should be talked about,	16:47
	and that I would like to mention,	16:48
	and that's the issue of amnesty.	16:49
	We often get tied up in the university with legalisms,	16:52
	with our, our system of,	16:57
	how people are tried and heard,	17:01
	the whole thing about due process.	17:03
	Now I'm not saying all of that's bad,	17:06
	I think that can provide a protection	17:07
	if it's implemented right.	17:09
	But I would like to take this situation	17:11
	and put it to you like this on the idea of amnesty.	17:15
	I ask you which is worse,	17:20
	a group of students going into an office because they felt	17:24
	they had no other channel for the input	17:27
	of their concerns and taking it over for a day,	17:28
	doing very little damage in the office	17:33
	and writing on the walls.	17:36
	The place was left with food lying around	17:37
	and that sort of thing.	17:39
	However cash which was laying out on tables was not touched.	17:41
	As far as they can now tell none of the records	17:47
	in there were damaged in any way.	17:49
	I don't think those students went in there to,	17:54
	to uselessly wreak havoc on the records	17:56
	of the university or anything else.	17:59
	And the fact of the matter is that's the situation.	18:01
	That building was occupied for about nine or 10 hours	18:04
	and that's what happened there.	18:06
	Now I ask you if that is worse	18:08
	than someone somewhere who is responsible for decisions	18:10
	allowing the situation to exist out there on the quad	18:15
	for about 20 minutes where there was a standoff between	18:18
	a mass of students and people inside	18:22
	of the university and policemen?	18:24
	Which anyone with any level of intelligence	18:28
	and experience would know was going	18:31
	to erupt sooner or later into a violent conflict.	18:32
	And someone was either too incompetent	18:36
	or too intransigent to stop that.	18:39
	Now when you think about the idea of amnesty	18:41
	I think you ought to think about	18:44
	which one of those two was worse.	18:45
	(audience applause)	18:47
-	Since we felt that this should be a convocation	19:39
	of the whole community not just the Duke community,	19:41
	we have invited someone from outside the Duke community,	19:45
	someone who is concerned with the community	19:48
	in which we live, Durham.	19:50
	And so I think the next speaker will be Howard Fuller.	19:52
	(audience applause and cheering)	19:55
-	Well first of all	20:15
	I'd like to take this opportunity	20:17
	to say something to my black brothers and sisters.	20:20
	As you know I first started coming on this thing	20:25
	that we call Duke's Campus about two years ago.	20:28
	And,	20:32
	you know, I was trying to talk about being black.	20:34
	And I was talking to walls and to a couple	20:37
	of interested white students,	20:39
	and I wanted to tell the black students	20:42
	how beautiful y'all look.	20:45
	And I'm really glad that you're all	20:47
	finally coming home to the real thing.	20:49
	(audience applause and cheering)	20:51
	You know,	20:55
	I heard a white girl	20:57
	ask a white fella,	21:00
	and of course that was the only way	21:03
	it was gonna be you understand?	21:04
	She said,	21:07
	you know.	21:09
	(audience laughing)
	Okay, we'll leave that one.	21:14
	(audience laughing)	21:16
	You know she said,
	"What, what is this all about?"	21:20
	"Why are they doing this on our campus?"	21:23
	And, "Why are all those people doing all those things?"	21:27
	And, "We were doing just fine	21:32
	"before they started to do that."	21:34
	And the fella was saying,	21:36
	I guess that he must have been	21:38
	trying to make his thing 'cause he was saying,	21:39
	"Yes, yes, you know, you are right."	21:41
	(audience laughter and applause)	21:43
	And so when they asked me to speak	21:48
	the first thing that I said is, to myself,	21:52
	"What is this all about?"	21:55
	Well you know what this is all about.	21:57
	This is about Kelly Fuller.	21:59
	This is about the Warren that's gonna be here in March.	22:02
	The Warren that's gonna be named Malcolm if he's a boy.	22:07
	This is about Pearl Wagner, this is about Chuck Hopkins,	22:11
	this is about Anne Attwater, this is about Marie Hill.	22:15
	This is about Martin Luther King,	22:19
	this is about Malcolm X, this is about you!	22:20
	This is about you!	22:24
	You know why it's about Kelly?	22:26
	It's about Kelly because Kelly is going to grow up	22:28
	to know that she is black and she is beautiful	22:31
	and that she is gonna have all of the things	22:35
	that a human being is gonna have.	22:37
	You know why?	22:39
	(audience applause)	22:40
	You know why it's about Pearl Wagner?	22:43
	Because Pearl Wagner is my grandmother.	22:45
	And she is 63 years old.	22:48
	And she worked in white people's kitchens for over 30 years!	22:51
	Ironing shirts,	22:56
	taking care of snotty nosed white brats	22:58
	just like you have snotty nosed black ones.	23:01
	Taking care of some of yours, seeing to it that you eat,	23:04
	seeing to it that you knew how to go to the bathroom	23:08
	and what hand to use and what to do!	23:11
	And she did that.	23:14
	And it's about her, it's about her.	23:15
	Because now at 63 years of age she's saying,	23:18
	"When are black people gonna be free?	23:22
	"When are black people gonna be free?	23:24
	"How long is it gonna be	23:27
	"before we can be like human beings?	23:29
	"I slaved	23:32
	"for over 40 years and things	23:34
	"are still bad for my people."	23:36
	That's what it's about.	23:39
	That's what it's about.	23:41
	It's about	23:42
	human beings.	23:43
	All men are created equal	23:45
	with certain unalienable rights.	23:48
	(audience applause)	23:50
	And that among these rights
	are life, liberty, and the pursuit of happiness.	23:53
	That's what it's about.	23:57
	(audience applause and cheers)
	You know I am who I am	24:19
	and I am finally proud to be who I am.	24:22
	And I want to be all of the things	24:26
	that I know that I can be	24:28
	but I must decide my own ways	24:30
	and means of realizing my potential.	24:33
	And only I can do that.	24:37
	And anybody who stands	24:39
	in my way	24:42
	of me being me	24:43
	is committing a crime against humanity.	24:45
	I don't care who he is and I don't care	24:48
	what he uses as his rationalization for doing that.	24:51
	And you know what?	24:55
	What we gotta start realizing is time	24:57
	there ain't no time!	25:00
	There ain't no time!	25:02
	Whaddya mean time?	25:03
	Time	25:05
	has run	25:06
	out.	25:07
	Look around you, look around you.	25:08
	Even the maids have started spitting	25:11
	in the pots more than they used to do.	25:13
	Even,	25:16
	even, people are sayin',	25:17
	"I'm not gonna work on that tobacco farm	25:18
	"anymore for 50 cents an hour."	25:21
	People are sayin', "I'm not gonna slave	25:23
	"for this that and the other thing."	25:25
	And you know why?	25:26
	Because time is running out.	25:27
	Because people are seeing that they have got to be treated	25:29
	like human beings and you gotta see that.	25:33
	And all of those of you who are coming in	25:35
	hissing and jiving around,	25:37
	you can jive us, you can hiss me, that ain't no big thing	25:39
	but you only really hissing yourself.	25:42
	You only really doing the thing to yourself.	25:45
	(audience applause)	25:47
	Let me pose a question.	25:56
	Why is the administration	25:58
	and the Board of Trustees	26:02
	uptight about 13 demands	26:04
	that relate to people being people?	26:07
	You know why?	26:09
	Why?!	26:10
	First of all 'cause they black people.	26:11
	First of all 'cause they black people	26:14
	and understand that, first of all 'cause they black people.	26:15
	And second of all because they are	26:18
	beginning to act in their self interest.	26:21
	In other words they're beginning to understand	26:24
	how America operates.	26:26
	And so the man is saying,	26:28
	"Ooh, you know, they're getting educated.	26:30
	"They beginning to see what we been doing,	26:31
	"and we don't want that."	26:33
	But you know what the real reason is?	26:34
	Know what the real reason is?	26:36
	They worried that if they have to	26:38
	deal with the black students,	26:40
	and they gonna have to deal with 'em,	26:41
	then some of y'all are gonna wake up and say,	26:43
	"Damn,	26:46
	"if they gettin' that why ain't I	26:47
	"got something to do with myself!"	26:49
	(audience applause and cheers)	26:51
	You know and this has been said over and over again	27:14
	and it can't be said enough, and I said it yesterday,	27:15
	this institution	27:19
	exists for the students.	27:22
	It exists for you.	27:25
	And you know what?	27:27
	Do you know,	27:28
	like, you know, white people always come out,	27:30
	"How y'all gonna deal with your Uncle Tom?"	27:32
	And most of y'all, you know what y'all are?	27:34
	You're Uncle Toms.	27:37
	Most of y'all are white Uncle Toms	27:38
	either in the pre-Uncle Tom stage	27:40
	or the post Uncle Tom stage.	27:42
	(audience laughter and applause)	27:44
	And you know why?	27:45
	'Cause most of y'all are getting ready,	27:46
	like, they're not teaching you to think,	27:48
	they want you to absorb.	27:50
	And most of y'all are getting ready	27:52
	to go into that man's office	27:54
	and look up at that sign that says,	27:55
	"Think but think only like we want you to think."	27:57
	And all y'all are gonna get into that ole raggedy bag	28:01
	or having to smile at some ugly woman	28:03
	just 'cause she belongs to the boss,	28:05
	going to all them teas 'cause you trying to get promoted.	28:07
	Where is your individual being gonna be?	28:10
	You see that's what you gotta begin to look at.	28:14
	And you can't say it enough.	28:16
	(audience applause)	28:18
	Now	28:24
	why am I here?	28:25
	People saying, "Fuller, you ain't no student.	28:27
	"You don't belong on Duke's Campus."	28:30
	Well you know Knight's been coming out to my campus.	28:33
	That's out there in Durham, my campus,	28:39
	that's my campus out there.	28:41
	And he been coming out there trying to help us	28:43
	solve our problems so I thought I'd come up here	28:46
	and try and help him solve his!	28:49
	(audience applause and cheers)	28:51
	And you know why else I'm here?	29:03
	Because I don't accept geographical limitations	29:05
	when my black brothers and sisters are involved.	29:08
	That's why I'm here because they're here	29:11
	and I'm gonna be here.	29:13
	And I'm also here because I work to try	29:15
	and change the lives of all poor people.	29:18
	And one of the things that's been standing	29:21
	in the way of changing the lives of poor people	29:23
	have been black Uncle Toms and white Uncle Toms.	29:26
	And when these brothers and sisters out here	29:29
	started talking about doing their thing and doing it right	29:31
	that means we gonna start getting rid of those Toms	29:33
	that we been graduating out into the black community	29:36
	and they're gonna start dealing with	29:39
	the rest of the brothers and sisters out there.	29:40
	And so I want to be here to celebrate	29:42
	the death of the Uncle Toms,	29:44
	and we gonna celebrate that tonight.	29:46
	'Cause Uncle Tom's dead on Duke's Campus, or he's gone,	29:47
	he's dead!	29:52
	And you see, you know,	29:53
	all the little boys that came to Duke?	29:55
	They ain't here no more they been replaced by black men.	29:57
	All of the little girls that came here they're gone.	30:01
	Ain't nuthin' here now but revolutionary black sisters.	30:04
	And that's what we talkin' about.	30:07
	(audience applause and cheers)	30:09
	And the other reason I'm here is because Duke,	30:11
	Duke is still messing over the non-academic workers.	30:14
	They still messing over.	30:19
	Duke still own slum housing.	30:20
	They build a few trees around it but they still slum houses.	30:23
	Duke still owns it.	30:27
	Duke is still getting into shaky dealings	30:28
	with the Housing Authority.	30:31
	And let me run it down to you.	30:32
	Wasn't but too long ago that a man	30:34
	who was the chairman of the Housing Authority	30:37
	also was working with one of those mills out there.	30:40
	The one.	30:43

Item Info

Title:

Convocation at Page Auditorium, part 2: Tape #13

Date:

February 15, 1969

Subject:

Format:

Extent:

0:30:43

Digital Collection:

Silent Vigil (1968) and Allen Building Takeover (1969) Audio Recordings

Source Collection:

WDBS collection, 1949-1983

Series:

WDBS Tapes of the Allen Building Takeover

Rights:

Rights Note:

Duke has not determined the copyright status of this item. Regardless of its status, we have made a good faith determination that online access through the Duke Digital Repository is an acceptable fair use and otherwise permitted under U.S. copyright law. For more information, see our page on copyright and citations: https://library.duke.edu/rubenstein/research/citations-and-permissions.

Identifier:

UA31120005-RR-0040
7c38771dd46178681202862fdac8df40
uawdbs2
duke:372832
silau001039
ark:/87924/r42z13t54
3ab4b676-6a41-44c2-b970-2b912cc2c8a1

Permalink:

https://idn.duke.edu/ark:/87924/r42z13t54

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Convocation at Page Auditorium, part 2: Tape #13

Transcript

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Duke University Archives

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