97 20 10383 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/7a4e5b93f80a94972b1d518c28a10a52.pdf 6709b82e7fe6866c83bb136873abf626 Scripto Transcription A written representation of a document. HowARD JOHNSON lNc. OF FLORIDA 1415 BISCAYNE BLVD. P. 0. BOX 4541 MIAMI, FLORIDA 33101 TELEPHONE FR. 9 -6541 DATE To- GEORGIA STATE PATROL MAJOR R.H. WEAVER P.O. BOX 1446 ATLANTA, GEORGIA AMOUNT PLEASE DETACH AND R E TURN WITH YOUR PAYMENT DATE OCT 31 1966 REFERENCE INVOICE NUMBER ACCOUNT N U MBER CHARGES CREDITS $ ------ BALANCE BALANCE FORWARD 67.57 - ' IF THE ABOVE DOES NOT AGREE WITH YOUR RECORDS, KINDLY ADVISE US BY RETURN MAIL. ~OWARDJo1-1 nson'S PAY LAST AMOUNT IN THIS COLUMN � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document HowarD JOHNSON INC. OF FLORIDA 1415 BISCAYNE BLVD. P. O. BOX 4541 MIAMI, FLORIDA 33101 TELEPHONE FR. 9-6541 wags OCT 30068 pl ms “yt Wn aes hy GEORGIA STATE PATROL MAJOR R.H. WEAVER P.O. BOX 1446 ATLANTA, GEORGIA PLEASE DETACH AND RETURN WITH YOUR PAYMENT AMOUNT $—W——_ INVOICE ACCOUNT DATE REFERENCE SUaEE Nineee CHARGES CREDITS BALANCE BALANCE FORWARD 67.57 IF THE ABOVE DOES NOT AGREE WITH YOUR RECORDS, KINDLY ADVISE US BY RETURN MAIL. Pay Last AMOUNT IN THis COLUMN HOWARD Jounson’s  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 47 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/74854321e367c3011c440de2a1ad1f90.pdf 4d1fb638ae26dfd06cd71f923f49e59b Scripto Transcription A written representation of a document. so 'S SOUTHERN WA DIVISION "host of the highways" 3113 MAIN STREET EAST POINT, GEORGIA 30044 November 10, 1966 Honorable Ivan Allen, Jr. Mayor _C ity of Atlanta City Hall Atlanta, Georgia Dear Mayor Allen: Please find enclosed the check that you forwarded to us for payment of meals consumed in our restaurant at 735 Washington Street, S.W., by special Georgia State Patrol detail on September 6 and 7. We certainly feel that the protection offered us , and the outstanding performance of this detail warrants our paying for their meals. Yours very truly, ea Supervisor Atlanta District JW : awn Enc . � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document SOUTHERN DIVISION HowarpjJounsons “thost of the highways” 3113 MAIN STREET EAST POINT, GEORGIA 30044 November 10, 1966 / Honorable Ivan Allen, Jr. \l \ Mayor City of Atlanta City Hall Atlanta, Georgia Dear Mayor Allen: Please find enclosed the check that you forwarded to us for payment of meals consumed in our restaurant at 735 Washington Street, S.W., by special Georgia State Patrol detail on September 6 and 7. We certainly feel that the protection offered us, and the outstanding performance of this detail warrants our paying for their meals. Yours very truly, e/ Walburn Area Supervisor Atlanta District JW:awn Ene.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 46 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/881866a6840943dfbacebdd12d3e0265.pdf 3c0b014db157e740662aa70196d200c9 Scripto Transcription A written representation of a document. November 15 , 1966 Mr . Joe Walburn Area Supervisor Atlant Di triet Howard Johnson' 3113 Main Street E t Point, Georgia Dear Mr . Walburn: Attached is the city's check in payment of the to the Georgia State Pati--ol. Sine rely your , Mr • Ann Mcs J:xeeutive Secretary AM/br E ncloaure tatement sent � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document November 15, 1966 Mr. Joe Walburn Area Supervisor Atlanta District Howard Johnson's 3113 Main Street East Point, Georgia Dear Mr. Walburn: Attached is the city's check in payment of the statement sent to the Georgia State Patrol. Sincerely yours, Mrs. Ann Moses Executive Secretary AM/br Enclosure  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 45 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/b1425b3dfebea53773c8894d9cf50f46.pdf 5a74048cccc4263035e1694470a49b26 Scripto Transcription A written representation of a document. l§l.epnrtn·u~11:t nf JI-uhli.c ~nf.et:g ¥n,t (@ffi.c.e 'lfilnx 14 5.6 J\,t1nnfn t COLO N EL H . LOW ELL CONN ER D I RECTOR November 16, 1966 Honorable Ivan Allen , Jr . Mayor City of Atlanta City Hall Atlanta , Geo_gia Dear Mayor : Thank you for your kind words and we will dupli cate your letter and send it to those who ass isted . If we can be of service at any time , please let us know . With warm personal regards and best wishes , I run Sincerel y , ~ LLC : ee ~~ H. L. COIJNF.R � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Deparhuent of Public Safety jiust Office Max 1455 Atlanta 1 COLONEL H.LOWELL CONNER DIRECTOR November 16, 1966 Honorable Ivan Allen, Jr. Meyor City of Atlanta City Hall Atlanta, Georgia Dear Mayor: Thank you for your kind words and we will duplicate your letter and send it to those who assisted. If we can be of service at any time, please let us know. With warm personal regards and best wishes, I am Sincerely, H,L. CONNER Ms uw HLC:ee  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 44 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/1a1f3ff6aed7c8445439023fad5efa19.pdf cf12645a9cd1f25d5ccf41a79f955663 Scripto Transcription A written representation of a document. • • • � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document _ Mayor November 10, 1966 Honereable Ivan Allen, Jr. are a : i >. S - - 7 aay City of Atlante City Hall - Atlanta, Georgia Deay Mayor Allen: al yi net Pleeee find enclosed the that cea bn forwarded to us for payment of me our restaurant at 735 Washington Seesat ame special Georgie State Patrol detail on ae and 7. We cer ‘nly feel that the svlamacceitlertenel us, and the standing performance of ire detalt warrants ou ying for their meals, Yours very truly, Joe Walburn - Area Supervisor Atlanta Distrtat. . tau deel aise did - a hp ie Aa. — _— ae SS  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 43 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/498af2667c0f4729736e4fec82df07c0.pdf 10dc572626b9299c360eed9ad2f4268a Scripto Transcription A written representation of a document. ' ~owA 0Jo1.anson'S "host of the hiDhways" 311 3 MAIN STREET EAST POINT, GEOR G IA 30044 November 17, 1966 Mrs. Ann Moses Executive Secretary City of Atlanta City Hall, Georgia 30303 Dear Mrs. Moses: In response to your letter of November 15, with attached check in the amount of $67.57 , we are returning your check in accordance with our letter to Mayor Ivan Allen , dated November 10, a copy of which is attached. If we may be of further assistance, please do not hesitate to contact me. Yours very tru~ rea Supervisor Atlanta District JW:awn Enc. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document HowarpDjJounson$ ‘“thost of the highways” 3113 MAIN STREET EAST POINT, GEORGIA 30044 November 17, 1966 Mrs. Ann Moses Executive Secretary City of Atlanta City Hall, Georgia 30303 Dear Mrs. Moses: In response to your letter of November 15, with attached check in the amount of $67.57, we are returning your check in accordance with our letter to Mayor Ivan Allen, dated November 10, a copy of which is attached. If we may be of further assistance, please do not hesitate to contact me. _ Yours very truly, Walburn rea Supervisor Atlanta District JW:awn Ene.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 42 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/69fa4d3d6468fa424bfa521bb32efb52.pdf 7f36b0a75746e0a7473d1f0dbcef7cc5 Scripto Transcription A written representation of a document. November 18, 1966 Mr . Joe Walburn Area Supervisor Atlanta District Howard Johnson' s 3113 Main Street East Point, Georgia 30044 Dea.I' Mr. Walburn: I am returning the check for $67. 57 which was ent in payment of the statement yOQ malled to the Geo:rgf.a State Pattol. In my previous letter 1 enclosed the statement. We ppreciate your g nerous , s istance in thi matter but cei·tainly intend to pay fo>: the meals. Sincerely your , Mrs. Ann Mo es, Executive Secreta:ry AM/br Enclosur � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document November 18, 1966 Mr. Joe Walburn Area Supervisor Atlanta District Howard Johnson's 3113 Main Street East Point, Georgia 30044 Dear Mr. Walburn: Iam returning the check for $67.57 which was sent in payment of the statement you mailed to the Georgia State Patrol. In my previous letter I enclosed the statement. We appreciate your generous assistance in this matter but certainly intend to pay for the meals. Sincerely yours, Mrs. Ann Moses, Executive Secretary AM/br Enclosure  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 41 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/7b10e5b5d36a85cd9e90b17830b4a9ae.pdf 8a6150e887e083a43ccdde352b4fa6b8 Scripto Transcription A written representation of a document. _.. ---···-~-. Student Nonuiolent Coordinating Committee 360 Nelson Street, S. W. Atl11ta, Georgia 30313 688-0331 Fduca -b:i on C.omruit te JrogJ""ru:U ]A, pa.1--Lme u:t; Strait Islanders -- Tbrres --- - ---- -- - - - - Denr ·- THE Education Committee of the Student Non-Violent Coordinating connnitte met Febt1ro-y -1.th.,to the 6th,in Atlanta Ga. Sience Kingston Springs where stokley Cir rnichial was elected chainnan, The Student N n-Violent Coordinating Co.mmittee ho.s been working to deveJ.8pe new and meaningful programs around the slogan mBI.LCK POWER." These steps were. necessary when it became apparent that the nature of the struggle must change. Let's no-tt forget that the edonihmic,political,housing,education and cuJctura-li. conditions of white racism still exsist. ' Your support and' coopera.1fion is needed now,more : than ever. Demonstrate your contim1eing commit~t: ( l) by letting us know what you think of these changes:(~) by devoting a BI!l.A.11 portion of yoan· time doing something for SNCC (3) Pa.a& thim: letter bn to some of your friends,J (4) And by sending a. obntribution t-o SNCC'~ EDUCATION COMMITTEE Yours in the Struggle Fred Mealy Education Coordinator n Vne m an, ,, On• ,,, Vo.I • ~'l'.'&!i!ir � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Student Nonviolent Coordinating Committee 360 Nelson Street, S.W. 688-033] Atlanta, Georgia 30313 Education Comuitte Program Dupartment Dear Torres Strait Islanders a ee ee ———$— THE Education Committee of the Studext Non-Violent Coordinating committe met Febuary 4th,to the 6th,in Atlanta Gae Sience Kingston Springs where Stokley Ca michial was elected chairman, The Student N n-Violent Coordinating Committee has been working to devel Spe new and meaningful programs around the slogan “BLACK POWER" These steps were necessary when it became apparent that the nature of the struggle must changee Let's not forget that the edonimic,political,housing,education and cultureli conditions of white racism still exsiste Your support and cooperation is needed now,smore than evere Demonstrate your continueing commitrents ( 1) by letting us know whét you think of these changess(2) by devoting a small portion of your time doing something for. SNCC (39 Pass this letter on to some of your friendss(4) And by sending a contribution to SNCC's EDUCATION COMMITTER Yours in the Struggle Fred Meely Education Coordinator “One Man > One Vote 7  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 40 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/24458fdafce301ba59c913ffe715b3e1.pdf 50879c97257d39aa1abec81b3af07d79 Scripto Transcription A written representation of a document. BUDGET FOR TEE L FRO-.AMERIC.L'l.N EDUCATION /:...ND CULTURL L CENT ER ( l Year) Rent•••••••••••••••••••••••••••••• ••• $1800 at $150 / month Food for Coffee House • • • • • • • • • • • • • • • • • $ 600 at $ 50 / month Subsistence salaries •••••••••••••••••• , $1440 f.,. B. manager of coffee house at $40 per week two persons for pre- school pro gram a.t ~;40 p er week Materials for Pre-school program •••••• $2000 TOT A L •.....••••..•.••.••••..•...•.. $58 40 . 00 Submitted by: Charles Cobb 36 0 ITelson Street S . V! . l l.tl an ta, Ge or gai 30 3 13 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document BUDGET FOR THE /.FRO-AMERICAN EDUCATION AND CULTURAL CENTER (1 Year) WIRGMRE: So :oc.0:e-s- 025 wie o kia elere ee) a/e' era e wie eres were $1500 at $150 / month Food for Coffee House .ccccescesccessce § 600 at $ 50 / month Subsistence salaries w.esecccevccesecccse pl4ad 4.. manager of coffee house at $40 per week B, two persons for pre-school program at $40 per week Materials for Pre-school program ...... $2000 DOU LE Ls cig ge tec¥ ole eiela. Cale S06 ele e 78 Sleletatengie ates $5040, 00 Submitted by: Charles Cobb 360 Nelson Street S. VW. fitlanta, Georgai 30313  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 39 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/f6032bad731fa3424cd9a3f33a29d662.pdf 417db65aadf3d967321b58850b893e38 Scripto Transcription A written representation of a document. .PROPCSJ,. L FOR AN LFRO-AMERICJ. N EDUC/ ;. TION A ND CULTU RJ,. L CENTER Introduction: Key to the struggle for human rights that b .fro-americans are engagec1 in, is the development of internal strength. Throughout the history of the struggle this need for internal strength has been phrased in many ways: Identity, Dignity, Pride, Black Consciousness. The question then, is how is fulfillment of this need structured and programmed? The culture of a people -- what defines a people internally, is not seen and is constantly in flux. Music, art works, recorded history are all cultural expre·s sions but not culture itself. A positive awareness of the expressions of culture as clues to the nature of what one is is necesq.r y tO" the vitality of any people. P e r haps the most tragic effect of the racism directecl against Afro-am e ricans has been the systematic destruction of our cultural i d entity. A concerte d effort must be made to search out pro- grams that can deal with this denial. L ny program which seeks t o rectify close to 400 years of cultural denial must of necessity be long ranged. U sing their history, lifro- arnericans must define themselves in terms of their aspirations ~ community for the future. The Idea: The Afro-american 6iltural and Education Center would serve two specific functions . school children. During the clay, it woulcl operate for the benefit of pre ... Through programs in dance, music, reading and recr -e a- tion, it would seek to instill at an early age a positive self-awareness. �Page Two P art of this pre-school pro gram wrul d be d esigned to involve the parent s of these children as much as possible. Community support from fin an ci a l to participation. woulcl be solicited anc1 hopefully, this program will be selfsupp orting in one year. In the evening. the center would be run as an .f-:..fro-a.rne rican coffee house. The evening p rogram would feature folk music and jazz musicians, poets. movies. lectures. discussions and debates. Coffee, tea, sandwiches and pastries woulcl be sold an d a small admission fee wruld be char ge d . The concept pf the coffe house is to provide entertainment for the cmnmunity while at the same time engaging in a social pro gra...in with the communit y. Vi7hatever funds a re gained from this effort, will b e turned into the develo::_:, ment of another such c enter in a different section of the ::-i. \' community. hnplemntation: In December o f 196 5, a small coffee shop was o :,enec1 up in I tlanta on Hunter Street calle d the n Lovin 1 Spoonful. 11 It sought to provide the ghetto community of N o rthwest l,.tlanta with the opp ortunity to go to a p l ace whe re both enjoyment of the A fro-american 1 s contribution in many areas of art could be appre ciatecl and discussions of various social is s u es could b e pursued in a relxecl and informal atmosphe re. The high ove r head and the unwillingness of the managers to be prohibitive in terms of money. mad e it impossible to sustain the coffee house. Rent plu s the cost of living even minimally, eventually forced the closing of the "Lovin1 Spoonful." Since closing of the Lovin' Spoonful, s e ver al persons frorri the l's tlanta communit y �Page Three have been discussing the reopening of a similar coffee house. One person has committed himself to the full time operation of it if funds can be found to guarantee on~ year's existence without the worry of rent ancl feec1 costs. Several other persons have volunteered part time help if ever the coffee house is reopened. Lecturers and entertainers can be gotten for the cost of transportation at most. Location of the center will be on Hunter Street, the main street of the Northwest .t:.tlanta ghetto. There is a group of young parents and students who have eicpre ssed interest in the pre-school program. Volunteer help can be gotten from this group anC: at least two full time staff personnel. The main cost in operating this progra.in is material, much of which will have to be clevelo ped. The Student Voice, Incorporated, an Afro-american publishing house in Atlanta, is now laying plans for publishing children's material and it will be available at low cost. Other effective material will have to be searched into through institutions such as the Ban Street School in New York and individual educators. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ‘PROPCSAL FOR AN AFRO-AMERIC/LN EDUCATION AND CULTURAL CENTER Introduction: Key to the struggle for human rights that Afro-americans are en- gaged in, is the development of internal strength. Throughout the history of the struggle this need for internal strength has been phrased in many ways: Identity, Dignity, Pride, Black Consciousness, The question then, is how is fulfillment of this need structured and programmed ? The culture of a people -- what defines a people internally, is not seen and is constantly in flux, Music, art works, recorded history are all cultural expressions but not culture itself. A positive awareness of the expressions of culture as clues to the nature of what one is is necesary to the vitality of any people. Perhaps the most tragic effect of the racism directed against Afro-americans has been the systematic destruction of our cultural identity. A concerted effort must be made to search out pro- grams that can deal with this denial, ny program which seeks to rectify close to 400 years of cultural denial must of necessity be long ranged, Using their history, /:fro- arnericans must define themselves in terms of their aspirations as a community for the future, The Idea: The Afro-american Giltural and Education Center would serve two specific functions. During the day, it would operate for the benefit of pre~ school children, Through programs in dance, music, reading and recrea- tion, it would seek to instill at an early age a positive self-awareness. Page Two Part of this pre-school program would be designed to involve the parents of these children as much as possible, Community support from financial to participation, would be solicited and hopefully, this program will be self- supporting in one year, In the evening, the center would be run as an /fro-american coffee house, The evening program would feature folk music and jazz musicians, poets, movies, lectures, discussions and debates, Coffee, tea, sandwiches and pastries would be sold and a small admission fee would be charged, The concept pf the coffe house is to provide entertainment for the communi- ty while at the same time engaging in a social program with the community. Whatever funds are pained from this effort, will be turned into the develop- ment of another such center in a different section of the 21 +» community. Implemntation: In December of 1965, a small coffee shop was opened up in Atlanta on Hynter Street called the Lovin' Spoonful," It sought to provide the ghetto community of Northwest Atlanta with the opportunity to go to a place where both enjoyment of the Afro-american's contribution in many areas of art could be appreciated and discussions of various social issues could be pursued in a relxed and informal atmosphere, The high overhead and the unwillingness of the managers to be prohibitive in terms of money, made it impossible to sustain the coffee house, Rent plus the cost of living even minimally, eventually forced the closing of the 'Lovin' Spoonful."' Since closing of the Lovin' Spoonful, several persons from the Atlanta community Page Three GQ have been discussing the reopening of a similar coffee house. One person has committed himself to the full time operation of it if funds can be found to guarantee one year's existence without the worry of rent and feed costs, Several other persons have volunteered part time help if ever the coffee house is reopened, Lecturers and entertainers can be gotten for the cost of transportation at most. Location of the center will be on Hunter Street, the main street of the Northwest /tlanta ghetto, There is a group of young parents and students who have expressed interest in the pre-school program. Volunteer help can be gotten from this group anc at least two full time staff personnel, The main cost in operating this program is material, much of which will have to be developed. The Stud ent Voice, Incorporated, an Afro-american publishing house in Atlanta, is now laying plans for publishing children's material and it will be avail- able at low cost, Other effective material will have to be searched into through institutions such as the Ban Street School in New York and indivi- dual educators.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 38 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/6355cc33f67efe0fe4853379368db530.pdf 7ccac6346fb88f78dae353eb6bbecab5 Scripto Transcription A written representation of a document. . PACIFIC ALASKAN LAND AND LIVESTOCK CO INC An Alaskan Corporation ·• . P . 0 . Box 963 - North Pole, Alaska ~{;--c_ /~/ /r 1~ ~7/tt -:29/ /f 6 ~ fl ~;; JJ~ & . ,,,.- . ,, z:t ' --y t ) ~,"1..h I -:;f-e:,_ ~ ~ I . dv-%.,,;f Yi ·- J ~ ; ~ /l,~r .. cE,yl,£~ ~ -- ~~ o/~,q_,~yzz rf~ · ~-,,,,7 -~ - ~ ~VW- ~~ fo .a0 /a_ ~ h - 0 -~ ~r~ ~ 7 1Y',--1_ ~~7 ' J f ,,,_'.;a 1,..,:- vec·v; , ~ ""--(!_(} t:>-'-1 ~ /LU~ - t_~~:J,._i ~N 7- xfI( � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document _ PACIFIC ALASKAN LAND AND LIVESTOCK CO., INC. An Alaskan Corporation P.O. Box 963— North Pole, Alaska Aver ZX SPEC We 4 Uh We 2 8 Chai ded 2 ee Lavl, , ee — or aS" A, ied a Lnileted Mets. WE piel, plea ee Ef Of ea nd A roe J  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 37 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/f494b791f23f2dbfa953a02736130b47.pdf 9dd8b349cf792f498bbd88e4ff2bbaf8 Scripto Transcription A written representation of a document. December 8 , 1966 Mr. Clive S . Koonz Paci.fie Alaskan Land and Livestock C • P . O. Box 963 North Pole. Ala ka Dear Mr. Koonz: In reply to yo\ll." letter of December 2nd rega.-ding the racial di turbance, of Septexnbe.r 8th, I am encloijing a copy of the New York Time magazine. lf you ill r ad the article on page 32, l .ca.n a sure yo\l that this i a £actual a ·c counting of what: happened. Since:rely youra, Ivan All n, J~. Mayor lAJr/br � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document pb yA December 8, 1966 Mr. Clive S. Koonz Pacific Alaskan Land and Livestock Co. P. ©. Box 963 North Pole, Alaska Dear Mr. Koonz: In reply to your letter of December 2nd regarding the racial disturbance of September 8th, I am enclosing a copy of the New York Times magazine. If you will read the article on page 32, I can assure you that this is a factual accounting of what happened. Sincerely yours, Ivan Allen, Jr. Mayor IAJr/br  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 36 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/c2d4a84d1462ea8018e4da725a0a594a.pdf 996dbb33b1b8ec3601432d5755d26bc7 Scripto Transcription A written representation of a document. STATEMENT BY lVAN ALLEN, JRo Sentencing of William Jame to Life February 9, 1967 The conviction of William Haywood James for the murder of Hulet Varner, Jr. iB proof certain that all per ons are equal before the law and subject to the demand of the law in the City 8£ Atlanta, Georgia.o On September 11, a few hourt after the shooting of the youth, I reminded the people of this city that Atlanta 1 · effotta which have been unexcelled by any other American <:ity, to eliminate racial prejudico and inture the Negro citizen of equal ri.ghte and opportunity. Thie cannot be accomplished Ol' carried (u,it except under ihe auth.o rity of law and order; and that these two are ins e rable., and neither can · ucc ed without the other. This belief w: · A put t0, it · highest teat in thi . ca e. a teeult, all citizen• of tlanta c etand little atr iahter and el ep . little eaeier tonight. I m inati-\1.CtinS the City Attorney to con£ r with Chief Jenkin• ~ a,..rdin the dlabutaement of the $10, 000. re ard which le to th and convie ti n of 1:he murd rer. ~r t � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document STATEMENT BY IVAN ALLEN, JR. Sentencing of William James to Life February 9, 1967 ‘The conviction of William Haywood James for the murder of Hulet Varner, Jr. is proof certain that all persons are equal before the law and subject to the demands of the law in the City of Atlanta, Georgia. On September ll, a few hours after the shooting of the youth, I reminded the people of this city that Atlanta's efforts which have been unexcelled by any other American city, to eliminate racial prejudice and insure the Negro citizen of equal rights and opportunity. This cannot be accomplished or carried out except under the authority of law and order; and that these two are inseparable, and neither can succeed without the other, This belief was put to its highest test in this case. As a result, ail citizens of Atlanta can stand a little straighter and sleep a little easier tonight. I am instructing the City Attorney to confer with Chief Jenkins regarding the disbursement of the $10,000. reward which led to the arrest and conviction of the murderer.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 35 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/7a01566194659ee71ef57873972c782f.pdf 12212a108e1ad4e2f521607f3e90408a Scripto Transcription A written representation of a document. - "T- · .. . . ' ' . LACK .. y , ••~ . l ,, ' '. . '1] .. , ' !1JOOO[Q) • . f . �COOPERATION-NOT COMPETITION: COMM UNITY - NOT THE INDIVIDUAL. 11 11 From Poolhall P.-ddress De livered at It, Miesissippi ( February 2, 1960) "Keep your cue- stick chalked, 11 -Junebug Jabbo Jones- �Education, as it: is now constituted, is a disruptive force to the needs of Afro-Americans and the Afro-American community, To focus on this thesis, it is necessary to discuss the beginnings and history of Negro education. The first schools black people attended, were slave breaking schools, where black men, women and children, would have their spir-its broken in order to make them into obediant servants of their white masters. The history of our education in the United States cannot be separated from this fact. In Africa, Asia, etc., education grew out of what people had to do in order to survive and the need for one generation to pass on to the Rext the knowledge acquired through experience. But in America, where white men and black men met, this was not the case. In America, some men were taught to be masters, and others were taught to be slaves. Mass edu:: ati on in the United States grew out of the need to rationalize racism and exploitation in the United States . It i s important to understand this if we are to begin to effectiv ely deal with the problems of edu::ationwe face today. The first Negro colleges were set up for the half-breed or !!illegitimate" children of whi te slave owners. understood then, as he does not.r, Afro-American community. the nec~ss1'ty The white man of spl:tntering tJ1e The most effective mechanism for affecting this has .been the tttt.!8ht- arrl bred-in orientation towards a white culture projected as superior. �There are many historical examples of how Negro edte ational institutions have abdicated their respohsibilities to the Afro-= . \ .American cbrnmuni ty, am embraced the concept of white supremacy. During it's early days, Howard University required you to submit a picture of yourseli before you w~re admitted. Of course, the , ,I picture established yollt Golor crec1entials. ,t;If white, all right; if bladki bet back;" al6ng with the tr palm test" i--the palm of your \ I hah1 had th eome damn d1ose tb the color of your face in order for yob to get i lnl At F!sk University, the Fisk Jubilee SiI~ers were "happy ahd satisfied," educated darkies, in the finest of white cultural trad ition; and to this day are acclaimed for establishing much of the prominence and validity of Fisk University. They sang before Queen Victoria of Bri ti an (which at thr t · time was the major colonial force ' oppressing our colonia~ brothers and sisters around the wor1d ...--11 the sun never sets on the British Empire, 11 11 take up the white mans burden" am that sort of rot) --- and were acclaimed great because th ey sang by white standards (four part harmoni es, round ed tones, and pr oper diction), am didn't pat their feet, shout, and get happy- -ya 1 11 know, embarrass the race. Booker T. ~Washington and his policy of accommod ation is another example of Negro education. Tuskef;iee Institute was attempting to provide Negroes with "industri al education11 • At the beginning of the 20th Century, the industrialists who financed Booker T. kr:lliW industrial education was not going to do the black �man any good. It was outdated arrl could only keep the black man in tasks of menial, servile, labor. Today, there is a statue of Booker T. on Tuskeegee 1 s campus, in which he is supposedly raising the v&'.1:1 from over the head of a young Negro who is kneeling. At least some people say that he is raising the wil; probably he is lowering it. But, supposing for the moment t ~at he is raising it, that statue f ·-.flds as a symbol of the fact of Booker T. 1 s acceptance of the j dohc ept of Afro-Americans' inferiority- that Afro-Am~rftans had toi be raised and uplifted to the level of whites. Ih oth ~r words, Booker T~ tva~ a white supremist (an insidious example . of the white ,j war to annihilate feelings of blackness is found in the number of 1,, Negro schoo i~ Ht3med Booker T. Wash i hgton) i I I I I ' . At <Net y leve l , f.he history of our educati on has he~ motion I towards wht~~ start1 etds cuit ure~· ot a white posture, wlii ch was t;:j;f somehoJ sup~o§ed to be s Jperi or l . I Educ ated Negroes -were set up as a s ~patate class, the model toward which the community should aspi re i n order to be consid ered 11 civilized, 11 or on the way to progr ess. Negr o progress is measured by its closeness to total i mitati on of the -whi t e mode l . Another exampl e of the orient ati on towards whiteness- i s reflec t ed in the ori entat ion of freshm an males at Howard University. On the first night of residence, fr eshman males are gathered on top of Dr ew Hall and warned of the dangers of the surrounding community of northwest Washington. 11 Bl ock boys" beat up Howard men, r ape gi r ls and steal, the students are t old . The are f urther t old, that �if they have . to go out at night (to be avoided if possible), try not to go out alone. ' Avoid community parties. Always, the posture I of the university is how to defend yoursGJ.f from that savage, wild, uncivilized community. • those niggers. They are saying in fact, "yott':re better than I You might get your picture in Eboey Magazine." I' this is a double tragedy, because 1) Howard University students are subject to all the ciliove dangers. Howard is an alien in what . • •I could be a resp6nsive community; and 2) given what it is oriented I I to, it seems impossible for Howard to change itself in order to become relevant to the needs of the Afro-Americ~ns community around ! it. Therefor~, it stands as a source bf frustration !n the eJes of the A:fro1...Ameri ~an dommJni ty that surrounds it, subject to the host ili t y t hat f lows from what it (Howard) denies. Howard is typic al of Negro schools. To describe them in terms of what they r eally are is to call them is~snds of whiteness in a sea of blackness. These schools relate to the white community, and feed individual Negroes into the white community, that is they t each these i ndividuals how to step on the backs of their bl ac k broth ers, "up" towards wh itey, and/or act as a buffer and transmit th e 'tJlite mes sage and c ul ture into the Afroc:American communi t ies. In a real and profound sense, Negro schools are only i nportant as t hey rel ate to the whi t e communi ty. They t ell the Afro-American peopl e that you are inferi or; that yo u have noth i ng to offer; t hat you are rot worth giving anything to. Negro educational institutions are very much vulnerable to questions f.'rom Afro-Americans as to why th ey should be allowed to ~ist if they continue to play such a destructive role in our community.. -4- �If we accept the proposition that Negro schools are -whiteoriented, ard geared not to th~ neea of A1r6-Amerid~hs, but to the needs of white supremacy, then to examine Negrb edt.rl a.ti on is also to ekamine in part the nature 6£ education in this country. I. . The - idea b:t education as a magic key that unibcks the door, that gives you entrar.ce into the chambe~, that has tHe tuttons, that runs . things, is a myth, us in our place. The educ ad on tHat tve get i~ designed to keep For irstance, in Cctober, when Stokely Carmichael was invited to speak at Fisk as a gu<fat lecturer by students involved in the honors program; the white people of Nashville put pressure on acting Fisk President James Lawson to cancel the engagement. Knuckling under to pressure, Lawson cancelled the engagement on the supposition that Carmichael's presence would be disruptive to the campus ard the city of Nashville. We have to urderstand that education is exclusive. The persora who are educated, or the children of the persons who are educated, have the best chance of being edt..-cated. does not expand very much. ~Q this exclusiveness. In white society, class is important In the Negro community, caste and class are ~P.Y to this exclusiveness. to white ~Q And, as you know, those closest of the highest caste. Ed"tCation a myth. That circle ~.:S a key to running things in the country is also The nountry is run ~.d:f'ormally and the first requirement is no", a college degree, but a white skin. How maey presidents of mc\_:Or corporatioris have you s een ~ve-rt.:i sed for? They are bred. �I Tuey meet certain social, as well as ed~eational requ rements! If ~ . they have a college degree, it is because socially, It's required these days. And us scuffling niggers is just out here, believ.tng all the stuff the man says about up', 1get a degree arrl work your way like the brother in Ralph Ellison's Invisible Man who on seeing the contents of an envelope given him by the President of what might be Tuskegee, saw: "Keep this nigger running." Toe motion of the so-called civil rights movement around the question of edteation has been on the assumption thlit Negro schools were inferior in this society. for the teachers. The facilities were poor The teachers were poor for the students. The students were culturally inferior. Finally, in 1954, the u. s. Supreme Court decided that us poor cullud folks could go to the superior white folks schools. They did it for us, they say, however, in many respects the 195h .S,.q.:rcmC? C'.0111't . deuieion marks a new stage in the United States program of International Pacifi.-a-t-.iou. Faced with a world-wide struggle against westerm imperla- lism, the u. s. had to project an appearance of resolving the contradiction between it 1s claims as a representative of "democracy', arrl "freedom", and it 1 s domestic policy of racial exploitation. Needless to say, the hypocrisy of that move is reflected today in both the Vietnam war an::l the situation of Afro-Americans. The white schools decided to integrate with speed". That is, about 4 or 5 years apart. II all deliberate We were supposed to be most appreciative of this opportunity opened up to tS through the II good" graces of white society. Halleluah, we could all go to white schools. -6- �We began to feel as if we had to push as many Negroes as we could into these schools, in order that they get the information that we felt whites were getting. This was vitally necessary to functioning in the white society. The whole Afro-American community was kept in motion, directing our energies towards the responsibilities necessary to allow individuals .from our community to function in the white mans society. Several thi~s happened in regards to this integration effort. There was massive resistarce, especially in the south and in the north when we came in great masses. became all black. Fo~merly all-white schools We began to realize that if we ever wanted to integrate with whites, we would have to chase them all over the country. The south in macy instanc es put up [hysical resistance. - ---- In order to make it easier on the whites, in some northern areas it was proposed that a few black students be bussed out of the ghetto before dark. Sort of a daytime whiteness attempt. And in the south, we were asked to ignore spit in our faces, mobs around our children ard bombs thrown at our homes. On the col lege level, the effort of Negr o colleges is to become as "good" as white am , therefor e, schools like Harvard, Yale, etc. are being used to evaluate the needs of Negr o educ ation. One result of t hese kinds of evaluati ons is th at the President of Howard University has recommended that within five to ten years, Howard become 60% white in order to be able to compete with white schools. In essence he was saying that it was impossible for a Negro school--that is a school for those of African descent, a black -7- �school--to measure up to white schools; therefore, these schools must be flooded with whites, who 1s presence by definition would brir:g superiority. Another development in regards to Negro colleges is the concept of pairing. Prioceton takes responsibility for Miles, the University of Michigan for Tuskeegee, Brown for Tougaloo. These schools irould corre{;t standards, design a better curriculum in f- c: nns ci.1 n a ti onal edttc a.t i onal st andards. Whiten them. Brothers an:1 Sisters "First there is a tragedy, then there is a farce". The deep crisis in education that we face today flows from a much broader and profound political problem that pervades every segment of the black community. In a ]itiase, we, blacks, control none of the resources and institutions in our communities. And, until ~e can begin to move to exercise this control over our lives, anything else is an exer cise in futility. Ed~ation consists mainly of t wo factors: indoctrination to a certain poi nt of v i ew (e.g. the slaves we r e civ i li zed by being brought here; the I nd ians were savages and destroying them was tami r.g the west); arrl the accumulation of factual infor matio n (e.g . the s un is~tn the sky - water is wet). However, our indoc trination in many r espects determines wh at i s fac t ual . For example, you would laugh if we said that England wasn' t discovered unti 1 t he first time Sekou Toure, President of the African country of Guinea, first set foot there, but we accept the idea of Columbus' discovery of America, despite the fact that pilq:le were here to meet him. - 8- �• - Columbus, a poor navigator at best, accidentally got here trying to get to India ar.d he died thinking he had made it to India. We are only educated in our schools, but the white attitude also breaks into the Afro-American community through television, radio, movies and magazines (both white and white aspiring-dig Ebony); through advertising such as Nadinola, Silky Straight and the white knight that drives out dirt. In fact, we are overwhelmed. It is safe to say that every device for indoctrination irx::ludi ng institutional education is used to lock us mentally within the white prison of western civilization. If we are to survi"':~, we must break the chains that bind our minds and bodies within the prison of western civilization. We must, ~therefore, build within our communities, educational insitutions that allow us to locate and utilize in our own interests, the resources that we have as a people. This effort, which we must all commit ourselves to, will be resisted, as it has been historically by this country and her sister countries of the West, who 's committment to the protection of white supremacy prevents an urrl erstanding of human rights and r.eeds. We want to begin now, to bre.ak out of a very negative concept of ourselves an::1 of our possibi liti-es taught us as a result of our American captivity. •' We should urderstand that thile th ere world wide oppression an::1 exploitation along color lines, there is strength for us in the struggle against the oppression. For we, the oppressed, represent 87% of the worlds population. We have outlined a di'seription of white cultural ard educational domination arrl many of you must be asking by now, how do we deal with this? -9- �How do we move as Afro-lIJericans to meet our educational needs? Let us begin to think of a school, international in i tts scope, yet parochial in that it 1s aimed at the needs of Afro-Americans colonized within the United States. Toe thrust of su::h a school would be to break out of the mental barriers posed by western (the u.s. in particular) education. There would be a positive and a direct effort to relate to Africa, Asia and Latin America. Langu99e as a basic communications tool, would be very important; emµiasis would be put on these lengu99es: Swahili and French in terms of Africa; Spanish in terms of Latin America; Chinese an~ Japanese inr:terms of Asia. Coupled with this language learnir:g process would be to travel to countries in these areas to begin to break through the overwhelming mental effect of a life with in the American society who-iif every fuoction is controlled by whit es. We need to begin to conceive of our community light. in a different Instead of a place to esc ape from, we must now see our lif e, · work, l abor and love, in t erms of th at community. With t his different attitude toward s our community in t erms of our life work, we mus t begin to get specifi c technic a l s kills directly r elevant to the AfroAmerican c ommuni ty. Spec ific t echnic a l ski l l s gotten by indiv iduals should be seen as c ommunity resources rather than individual profit; for true profit for the indiv idual flows from t he profit of his community. Medical care and health for example, would be organized as community programs, not as lucrative private practices. Technicians would see as a part of their work, the organizing and eocourage\ ment of their communities to tap it 1s own resources in it's own mr~~e.$t~. -10- �For in the fh1al analysis, education is not a gathering of intellectual skills, but a preparation for participation in living; and life is lived with people and community. Integral to the purpose of this kind of s&.n ool, is the shedding of our inability to understand in anything other than - western cultural standards. The west is not the culture, but a - culture; one of many and in many ways more primitive than most. We, asAfro-Americans, mt.JSt choose on which side of the color line we stand. We have, in fact, only one choice. choice is made by the color of our skins. LET US NON FREPARE. Copyright 1967 Student Voice 36o Nelson Street, s. w. Atlai~-~~ Geo't'gia 30313 The � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Ki L | A = eer os tind a i :: ; "COOPERATION-NOT CCMPETITION: COMMUNITY - NOT THE INDIVIDUAL," From Poolhall Address Delivered at It, Miesisséippi (February 2, 1960) "Keep your cue-stick chalked,"' -Junebug Jabbo Jones- Education, as it is now constituted, is a disruptive force to the needs of Afro-Americans and the Afro-American community, To focus on this thesis, it is necessary to discuss the beginnings and history of Negro education. The first schools black people attended, were slave breaking schools, where black men, women and children, would have their spirits broken in order to make them into obediant servants of their white masters, The history of our education in the United States cannot be separated from this fact. In Africa, Asia, etc., education grew out of what people had to do in order to survive and the need for one generation to pass on to the next the knowledge acquired through experience, But in America, where white men and black men met, this was not the casee InAmerica, some men were taught to be masters, and others were taught to be slaves. Mass education in the United States grew out of the need to rationalize racism and exploitation in the United States. Itis important to understand this if we are to begin to effectively deal with the problems of edwation we face today. The first Negro colleges were set up for the half-breed or "illegitimate" children of white slave owners, The white man understood then, as he does now, the necessity of spiintering the Afro-American community, The most effective mechanism for affecting this has been the taught and bred-in orientation towards a white culture projected as superior, wo Leo There are many historical examples of hay Negro eduational institutions have abdicated their responsibilities to the Afro-== American community, and embraced the concept of white supremacy, During it's early days, Howard University required you to submit a picture of yourself before you were admitted, Of course, the picture established yolts color credentials, "If white, all right; if black, Wet back;" along with the "palm test"--the palm of your hand had 20 come damn close to the color of your face in order for you to get bnij At Fisk University, the Fisk Jubilee Singers were "happy ahd satisfied," educated darkies, in the finest of white cultural tredi- tions and to this day are acclaimed for establishing much of the prominence and validity of Fisk University, They sang before Queen Victoria of Britian (which at thet time was the major colonial force | oppressing our colonial brothers and sisters around the world---{"the sun never sets on the British Empire," "take up the white mans burden" and that sort of rot)--— and were acclaimed great because they sang by white standards (four part harmonies, rounded tones, and proper diction), ard didn't pat their feet, shout, and get happy--=ya'll know, embarrass the race, Booker T. Washington and his policy of accommodation is another example of Negro education. Tuskeejee Institute was attempting to provide Negroes with "industrial education". At the beginning of the 20th Century, the industrialists who financed Booker T. knew industrial education was not going to do the black ang ee man any good, It was outdated ard could only keep the black man in tasks of menial, servile, labor. Today, there is a statue of Booker T. on Tuskeegee’s campus, in which he is supposedly raising the vél from over the head of a young Negro who is kneeling, At least some people say that he is raising theveils; probably he is lowering it, But, supposing for the moment that he is raising it, that statue $:snds as a symbol of the fact of Booker T.'s acceptance of the gontept of Afro-Americans! inferiority==that Afro-Amerivans had tot be raised and uplifted to the level of whites, In other words, Booker T, was awhite supremist (an insidious example of the white war to annihilate feelings of blackness is found in the number of Negro schools hamed Booker T. Washington) 4 At every Level, the history of our education has been motion towards white standards of auldiee, or awhite posture, which was somehow supposed to be superior, Educated Negroes were set up as a separate class, the model toward which the community should aspire in order to be considered "civilized," or on the way to progress, Negro progress is measured by its closeness to total imitation of the white model. Another example of the orientation towards whiteness is reflected in the orientation of freshman males at Howard University. On the first night of residence, freshman males are gathered on top of Drew Hall and warned of the dangers of the surrounding community of northwest Washington. "Block boys" beat up Howard men, rape girls and steal, the students are told. The are further told, that =z. if they have to go out at night (to be avoided if possible), try not to go out alone. Avoid community parties, Always, the posture of the university is how to defend yourself from that savage, wild, uncivilized community, They are saying in fact, "youlre better than those niggers. You might get your picture in Ebony Magazine." This is a double tragedy, because 1) Howard University students are subject to all the above dangers. Howard is an alien in what could be a pednanaloe community; and 2) given what it is oriented to, Ht seems impossible for Howard to change itself in order to become relevant to the needs of the Afro-Americans community around it. Therefore, it stands as a source of frustration tn the eyes of the AfrotAmerican community that surrounds it, subject to the hostility that flows from what it (Howard) denies, Howard is typical of Negro schools, To describe them in terms of what they really are is to call them isiands of whiteness in a sea of blackness, These schools relate to the white community, and feed individual Negroes into the white community, that is they teach these individuals how to step on the backs of their black brothers, "up" towards whitey, and/or act as a buffer and transmit the white message and culture into the AfroeAmerican communities, In a real and profound sense, Negro schools are only inportant as they relate to the white community, They tell the Afro-American people that you are inferior; that you have nothing to offer; that you are rot worth giving anything to, Negro educational institutions are very much vulnerable to questions from Afro-Americans as to why they should be allowed to exist if they continue to play such a destructive role in our communi ty. adie If we accept the proposition that Negro schools are white oriented, amd geared not to the need of Afro-Ameri dks, but to the needs of white supremacy, then to examine Negro edication is also to examine in part the nature 6f education in this country. The idea of education as a magic key that cunt betles the door, that gives you entrarce into the chamber, that has thie buttons, that runs things, is & myth, The education that we get is designed to keep us in our place. For instance, in October, when Stokely Carmichael was invited to speak at Fisk as a guest lecturer by students involved in the honors program; the white people of Nashville put pressure on acting Fisk President James Lawson to cancel the engagement, Knuckling under to pressure, Lawson cancelled the engagement on the supposition that Carmichael's presence would be disruptive to the campus ard the city of Nashville. We have to understand that education is exclusive, The persons who are educated, or the children of the persons who are educated, have the best chance of being edwated, That circle does not expand very much. In white society, class is important to this exclusiveness. In the Negro community, caste and class are key to this exclusiveness. And, as you know, those closest to white ere of the highest caste. Eacation és a key to running things in the country is also amyth, The country is run informally and the first requirement is no> a college degree, but a white skin, How many presidents of ma‘or corporations lave you seen advertised for? ‘They are bred. =e They meet certain social, as well as edwational requitements, If they have a college degree, it is because socially, it's required these days. And us scuffling niggers is just out here, believéng all the stuff the man says about 'get a degree ard work your way up?, like the brother in Ralph Ellison's Invisible Man who on seeing the contents of an envelope given him by the President of what might be Tuskegee, sav: "Keep this nigger running," | The motion of the so-called civil rights movement around the question of education has been on the assumption thiit Negro schools were inferior in this society, The facilities were poor for the teachers, The teachers were poor for the students, The students were culturally inferior, Finally, in 1954, the U. S. Supreme Court decided that us poor cullud folks could go to the superior white folks schools. They did it for us, they say, however, in many respects the 195h Siyreme Com+. decision marks a new stage in the United States program of International Pacifi- cation, Faced with a worldewide struggle against westerm imperla— lism, the U. S. had to project an appearance of resolving the contradiction between it's claims as a representative of "democracy", and "freedom", and it's domestic policy of racial exploitation, Needless to say, the hypocrisy of that move is reflected today in both the Vietnam war amd the situation of Afro-Americans. The white schools decided to integrate with "all deliberate speed", That is, about or 5 years apart, We were supposed to be most appreciative of this opportunity opened up to iw through the "good" graces of white society, Hallelush, we could all go to white schools. abe We began to feel as if we had to push as many Negroes as we could into these schools, in order that they get the information that we felt whites were getting, This was vitally necessary to functioning in the white society, The whole Afro-American community was kept in motion, directing our energies towards the responsibili-= ties necessary to allow individuals from our community to function in the white mans society, Several things happened in regards to this integration effort. There was massive resistarce, especially in the south and in the north when we came in great masses, Fogmerly all-white schools became all bleck. We began to realize that if we ever wanted to integrate with whites, we would have to chase them all over the country. The south in many instances put up physical resistance, In order to make it easier on the whites, in some northern areas it was proposed that a few black students be bussed out of the ghetto before dark, Sort of a daytime whiteness attempt, And in the south, we were asked to ignore spit in our faces, mobs around our children and bombs thrown at our homes. On the college level, the effort of Negro colleges is to become as "good" as white and, therefore, schools like Harvard, Yale, etc, are being used to evaluate the needs of Negro education. One result of these kinds of evaluations is that the President of Howard University has recommended that within five to ten years, Howard become 60% white in order to be able to compete with white schools, In essence he was saying that it was impossible for a Negro schoole«-that is a school for those of African descent, a black «f= school-=to measure up to white schools; therefore, these schools must be flooded with whites, who's presence by definition would bring superiority. Another development in regards to Negro colleges is the concept of pairing. Princeton takes responsibility for Miles, the University of Michigan for Tuskeegee, Brown for Tougaloo, These schools would correct standards, design a better curriculum in ies ef national educational standards, Whiten them, Brothers am Sisters "First there is a tragedy, then there is a farce", The deep crisis in education that we face today flows from a much brogder and profound political problem that pervades every segment of the black community, Ina phrase, we, blacks, control none of the resources and institutions in our communities. And, until #e can begin to move to exercise this control over our lives, anything else is an exercise in futility. Eduwation consists mainly of two factors: indoctrination to a certain point of view (e.ge the slaves were civilized by being brought here; the indians were savages and destroying them was taming the west); ami the accumulation of factual information (e.g- the sun isifin the sky - water is wet). However, our indoce trination in many respects determines what is factual. For example, you would laugh if we said that England wasn't discovered until the first time Sekou Toure, President of the African country of Guinea, first set foot there, but we accept the idea of Columbus! discovery of America, despite the fact that fargle were here to meet him oo ieee Columbus, a poor navigator at best, accidentally got here trying to get to India amd he died thinking he had made it to India. We are only éducated in our schools, but the white attitude also breaks into the Afro-American community through television, radio, movies and magazines (both white and white aspiring-dig Ebony); through advertising such as Nadinola, Silky Straight and the white knight that drives out dirt. Infact, we are overwhelmed, It is safe to say that every device for indoctrination including institutional education is used to lock us mentally within the white prison of western civilization, If we are to survive, we must break the chains that bind our minds and bodies within the prison of western civilization, We must, stherefore, build within our communities, educational insitutions that allow us to locate and utilize in our own interests, the resources that we have as a people. This effort, which we mst all commit ourselves to, will be resisted, as it has been historically by this country and her sister countries of the West, who's committment to the protection of white supremacy prevents an understanding of human rights and needs. We want to begin now, to braak out of a very negative concept of ourselves and of our possibilities taught us as a result of our American captivity. We should urderstand that bhile there world wide oppression am exploitation along color lines, there is strength for us in the struggle against the oppression, For we, the oppressed, represent 87% of the worlds population. We have outlined a déscription of white cultural ani educational domination ard many of you must be asking by now, how do we deal with this? =9= How do we move as Afro-iiericans to meet our educational needs? Let us begin to think of a school, international in itts scope, yet parochial in that it's aimed at the needs of Afro-Americans colonized within the United States, The thrust of swh a school would be to break out of the mental barriers posed by western (the U.S. in particular) education, There would be a positive and a direct effort to relate to Africa, Asia and _ Latin America, Language as a basic communications tool, would be very importants; emphasis would be put on these languages: Swahili and French in terms of Africa; Spanish in terms of Latin America; Chinese and Japanese intterms of Asia, Coupled with this language learning process would be to travel to countries in these areas to begin to break through the overwhelming mental effect of a life within the American society whoga every function is controlled by whites, We need to begin to conceive of our community in a different light. Instead of a place to escape from, we must now see our life, © work, labor and love, in terms of that community, With this different attitude towards our community in terms of our life work, we must begin to get specific technical skills directly relevant to the Afro- American community. Specific technical skills gotten by individuals should be seen as community resources rather than individual profit; for true profit for the individual flows from the profit of his community. Medical care and health for example, would be organized as community programs, not as lucrative private practices. Techni- cians would see as a part of their work, the organizing and encourage= ment of their communities to tap it's own resources in it!s own interests. For in the final analysis, education is not a gathering of intellectual skills, but a preparation for participation in living; and life is lived with people and community. Integral to the purpose of this kind of s&hool, is the shedding of our inability to understand in anything other than western cultural standards, The west is not the culture, but a cultures one of many and in many ways more primitive than most, We, asAfro-Americans, must choose on which side of the color line we stand. We have, in fect, only one choice. The choice is made by the color of our skins. LET US NOW FREPARE. Copyright 1967 Student Voice 360 Nelson Street, S. W. Atlaita, Georgia 30313  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 34 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/f1b38ec6a46f029b8087f74c13d4de23.pdf 028872bf7c1ef8e23fd302faf8866e72 Scripto Transcription A written representation of a document. GEORGIA ASSOCIATION OF JUSTICES OF THE PEACE • AND CONSTABLES, INC. P . 0 . ADDRESS B O X 18 13, A T LANTA, GEORGIA 3 0 301 A Resolution We, the Justices of the Peace, and Constables from every part of the State, in meeting assembled at the State Capitol, hereby express our deep concern over the disturbances in our Capitol City in recent days by persons not really concerned with the welfare of all ·o ur citizens. As Judges and Law Enforcement Officers, we deplore any violent rupture in the peaceful life of all people within our State. Particularly, we wish to commend the Honorable IVAN ALLEN, JR., as Mayor of the City of Atlanta, for his forthright and courageous stand in this matter, and for his outstanding leadership and personal command of the situation. Let a copy be furnished to Hon. Ivan Allen, Jr. AND to the news media. ADOPTED, this 19th day of September, 1966, at the House of Representatives, State Capitol, Georgia. Georgia Association of Justices of the Peace and Constables, Inc. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document AND CONSTABLES, INC. P. O. ADDRESS @ GEORGIA ASSOCIATION OF JUSTICES OF THE PEACE @ BOX 1813, ATLANTA, GEORGIA 30301 A Resolution We, the Justices of the Peace, and Constables from every part of the State, in meeting assembled at the State Capitol, hereby express our deep concern over the disturbances in our Capitol City in recent days by persons not really concerned with the welfare of all our citizens. As Judges and Law Enforcement Officers, we deplore any violent rupture in the peaceful life of all people within our State. Particularly, we wish to commend the Honorable IVAN ALLEN, JR., as Mayor of the City of Atlanta, for his forthright and courageous stand in this matter, and for his outstanding leadership and personal command of the situation. Let a copy be furnished to Hon. Ivan Allen, Jr. AND to the news media. ADOPTED, this 19th day of September, 1966, at the House of Representatives, State Capitol, Georgia. Georgia Association of Justices of the Peace and Constables, Inc. Wo Option Naa  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 33 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/cff146aa57664bee6cfc5c15fad4c8e7.pdf d998089ed9d728dbacc553cfaf65bfd8 Scripto Transcription A written representation of a document. 226A EST SEP 17 65 AA09} ~ - ·--"-/ · '. ,,_ __ A LLC21 NL PO 11 EXTRA ATLANTA GA 15 -THE HONORAll..E !VAN ALLEN Cil'Y HAL.l ATU I M GRATEFUi.. FOR YOUR COORTESY NO HOSPITALITY HOIIEVER KTffi -_,. I PSEETIIIG TOOAY VrTH YOUR FINE POL1CE CH?a:' JEMING THE OAY INVESTIGATING ~ICE DEPARTMENT THAT SOJ11£ OIGOTEO rtatBERS <F THE ATLANTA POLICE OE?AR~T Mt S0LEL Y RESPOl«>tS.E FOR THE CRISES lN TOUR CITY. I A~ OIS!V.YED Af.O SHOCKED AT THE Yll.E RACIST TTP£ SUPERINT'Et«lENf CARROt.l AT l>£ FULTON COONTY JAIL ¥HO VOOLO N0i ALLOW llf£ TO YS!T THOSE PRISONERS. _,_ CCH-"lNEO THERE AS A RESULT Of nE" RE.BELLI~ ·/,,-S ih~;:.:. 1,·_ c., .•_ . . ntE AEV A IIENHU.. INITM CHAUIMAN tWl.!tl crn.'ZENS I r C1t co,,mvNrrY ACTION ~IRESSl\1! NEV YaftK :TAT~ _BAPTIST cONYENTtoN _:..~ ~ELL H0USE HOTEL ~TLANTA. y ·:i- ~1 <-'..__ 1270 (t-5 1 ) ... -·~ 1 • 1~;':_~__. ~ J ··-t � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 32 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/147514848f2b078c7fbaa4631469c4b5.pdf d781e8b1599ce48b6982b7218d89975b Scripto Transcription A written representation of a document. 93'7P EST DEBS36 DE ARA255PD ANN ·atiROOR MICH 16 '750P ES1' PIA 'YOR IVAN AlJ.EN JR CITY )(A_LL ATLA VE PRDT£ST U ILLEGAL ARREST OF S1'0K1£Y C~RMICKAL 2> ATTE'MPT TO S'ITr PUBLIC 81.AflfE FOR REC£Nt RIOTS fllOM £STU3ILS\ttD POVER STRucrtrltE TO SNCC VHICll lS. IJOING N3ST IEUVANt WOK TO CP.EATE ·NDI l:~ID C:OOD SOCIETY l> ATT£MPT TO DESTROY S.NCC BECAUSE OF ACTI'\'t --. 'U . um r, '& 7 ---z- STIIONG DISSE'NT FROM ESTABLI~M£NT ,'/ or K FO StfCC VOICE-SD$ • •) • • I ·' ., . i1" , , "f -~ -~- - .y . ,>,, .;, ~ . I .' . ·,J I 12 7 0 ( 1-5 1 ) -· f ' ,< ' l '--"fl'v' � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 31 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/64237404550c0e60f28770e00a7491a6.pdf d45695f589b396145822d0256b9010cb Scripto Transcription A written representation of a document. Ann-· This was being handed out tofay at corner of Marietta and Forsyth streets by a negro girl. Henry Bowden I _ I _ I II �LAST MONTH / JULY S M T W T F s 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 5 6 111213 18 19 20 25 26 27 7 14 21 28 1966 s M 7 14 21 28 1 8 15 22 29 NEXT MONTH AUGUST w 2 3 9 10 16[17) 23 24 30 31 T 1966 T F 4 11 18 25 5 12 19 26 SEPTEMBER s 6 13 20 27 SMTWTFS 4 5 6 11 J 2 13 18 '19 20 25 26 27 1 2 7 8 9 14. 15 16 21 22 23 28 29 .30 3 10 17 24 I/ WED. 229 · 17 AUG. WEDNESDAY,AUGUST17 -136 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Ann: This was being handed out tofay at corner of Marietta and Forsyth streets by a negro girl, Henry Bowden  NEXT MONTH SEPTEMBER Ww 1966 AUGUST 1966 s F SoeM STE WET 2 9 1 2 3 LAST MONTH JULY SaMeTAWe TORRES 31 ~ WED. 17 AUG. WEDNESDAY, AUGUST 17 - 136 229-  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 30 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/a469b5df8914d544b58bf0c7759fd867.pdf 357af50bdfa19a504adca2bfda6c28ff Scripto Transcription A written representation of a document. zc:::, • 1 1I • m PI 1 a: C 1-- z C • 1-- c PI 1 I 1-- zc:::, �I I. "Business is business. I work with white men every day and I get along. But when they start fooling around with my brothers, that's it. I don't care anymore. Long as his skin's the same as mine, he's my brother." -Atlanta Journal, Sept . 7, 1966 Photo: Julius L este r PERSPECTIVE on THE ATLANTA REBELLION Copyright 1967 Aframerican News Service 360 Nelson Street, SW Atlanta, Georgia 30313 Published by The Movement Press 449 14th Street San Francisco, California 94103 Additional copies available from either address 50¢ Text by Julius Lester Photos by Ru fus Hinton Juliu s Leste r Jimmy Lytle In seeking to determine the cause of the recent rebellions * in Atlanta, Georgia , the mayor, city officials and the press looked no further than to the presence in the city of the Student Non-Viole nt Coordinating Committee a nd then closed their investigation. By attacking SNCC the y joine d the increasi ng number of government officials and newspapers who claim that the rebellions of this past summer have not been acts against a s ys tem th at offers a Ii vi ng dea th to black me n, but h ave been only th e result of agitation by Communists and / or bl ack nationa list groups . No evi de nce has ever been put forward to substantiate th ese cl a ims. Yet th ey a re repeated over a nd over aga in in th e face of much evide nce to the contrary. The refusal to accept the meaning of the rebellion s of this past summer will only result in more disturb a nces of the same nature. We u se t he word "r ebe lli on" in stead of riot , b eca u se it c0 nveys a tru e r mea ning of what has been occurring. In no ne of the in 'c idents of the summer of '66 did black people go int o white ne ighbor h oods . Their first target was always tbe po li ce . Their second has been wh it e - owned busi nesses in th e g he tt o . These targets h ave bee n chosen deliberately, be ca us e they a re the most visib le s igns of oppress ion in the ghetto . These reb e llions h ave be en co nsci o us political ac t s, just as the s it-in s and picket lin es were co ns cio us political acts. Demonstrations in the g h etto do not te nd to co mply with the accep t able mea ns of protest. To use the word riot gives rise to images of black men running amok, w ithout ca use or reason. This im age does the black man no h arm, because he knows why he's throwing bricks at policemen. It does do a disservice to whit es, though, wh o are n ot given the opportuni ty to understand. �No grievances justify mob action and insurrection." -Congressman Charles Weltner, Sept. 7, 1966 II. Atlanta had many warnings of something to come. In June 1966 there were street demonstrations in Mechanicsville, a black ghetto that is adjacent to Summerhill, the rebellion area. These demonstrations were organized by local residents to protest inadequate facilities . The police managed to quiet th e residents and some temporary measures we re taken to provide adequate playground facilities. In August there were two consecutive nights of incidents outside the Palladium, a black club, in southwest Atlanta, when black people felt that the police were unjustly arresting patrons of the club . In both instances the y tried to free the arrested pad:ies and run the police from the area . In one instance they succeeded. The most direct warning to the city of Atlanta came in a report presented to the mayor in February, 1966. This report was prepared by the Community Council of the Atlanta Area, Inc. , under a Federal grant from the Urban Renewal Administration of the Department of Housing and Urban Redevelopment. It was called "Social Blight and its Causes (with special reference to the blighted areas surrounding Atlanta Stadium.)" This area, in part , is Summerhill-the area where the rebellion occurred , the rebellion for which the Mayor can find no other cause than Stokely Carmichal and SNCC. C: 0 c i: Ill , i a:: 0 0 ..c: 0.. �III. Atlanta, Georgia is hailed by many as the most progressive city in the South. The New York Times of September 7, 1966 says: The city has been Widely praised as a model for the South in its peaceful acceptance of school desegregation , and its two daily newspapers-The Constitution and The Journalare among the most liberal in the region in racial matters. Perhaps Atlanta is the most progressive city in the South beca use it , more than any other Southern city, resembles the cities of the North . It has its industry , its imposing skyline, an air of affluence , a symphony orchestra, an annual arts festiva l , a major league baseball team, a professional football team, a nd air pollution. If these credentials are not enough to qualify Atlanta as a metropolis of the sixties , it also· has urban renewal. As it has bee n exercised in most cities, including Atlanta, urban ren ewal is nothing more than evicting poor black people from their homes , razing the area and "renewing" it with high cost apartm ents, hotels, motels , and e xpressways. In Atlanta the Ma rriot Hotel , a delu xe accommodation for those who can a ffo rd to be delu xely a ccommodated , sta nds in the heart of what use d to be a bla ck slum a rea, Buttermilk Bottom. Bl ack s lums a re never a nything to brag about. .. shacks, rats, roa che s, ga rbage th at spills out of the cans and into the stre ets beca use the Sa nitation Departme nt seems to collect more on a whim than a sche dule. The shacks and apartments in the s lums that bl ack people dignify b y calling home are usually rented fr om la ndlord s who pocke t the rent and refuse to make re pa irs . If he is e ve r c a rrie d to court for refusing to maintain his ·property acco rding to the building and health codes, the resulta nt fine i s s o low a s to enc ourage him to continue to do nothing. Eve ntua ll y, these "homes" a re conde mned a s unfit; the city pays the slumlord a health y sum for the prope rty (which he has inte n tiona lly a llo wed to de te riora te so it would be condemned a nd bou ght by th e city) a nd th e residents , poor , black powerless, are told they mu st move . The are a is t o be "re newed". T his " re newa l " is ha iled almost as loudl y a s would be an annou ncement tha t J es us was goin g to prea ch a t First Baptist on the third Sunday. T he newspa pe rs procl a im the new s far and wide . The Chamber of Comm e rce pre pa res a new publicity brochure. T he mayor is inte rv iewed on his wa y to th e ba nk with his latest haul of graft fr om this "boo n to th e c ity . " The victims of this "boon", blac k people, rece ive the he a rtfelt s ympath y of city offic ials a nd are kno wn throughout hi s tor y a s the "ine vitable victims of progress." (Afte r a ll , didn 't Jesus Himse lf l ay the cornerstone for capitalis m whe n he sa id , 'A nd the poor ye shall always have with yo u .'?) But a few ca n 't be a llowed to hold back what is good for a ll , we are told , s o th e y pa ck up their clothes and belongings a nd move in to a n a lready overcrowded part of the city . T his is the urba n re newa l blue print from city to city across America . Atlanta has fo llowed it c onscientiously . "I don't care how many buildings they put up. They ain't for us ." -Resident of street in ph oto to author . �J ] IV . "I'm running this city,,, There're a lot of people in it who're not very good, but I'm running it," - Mayor Ivan All en, At lanta Const itu tion , Sept. 7, 1%6 There was much e xc itement in the halls of the Chamber of Commerce when ta lk began abo ut the possibility of Atlanta acquiring a major l eague bas eball team . You can't be a big le ague city without a ball team a nd Atlanta wanted to be "big lea gue " . An 18-million-dollar s tadium was built s o that Atlant a could be . The bl a ck victim s of thi s s te p toward progress were forced to move without any hous ing being provided for that which was to be dest royed. L ike refugees from the conflagration of a wa r the y didn' t understand , they moved into Sum merhill and Mechanics ville . Prior to the e rection of this hous e of progress, Summerhill was not considere d a slum, although the trend had begun due to the changing e mployment opport unities and the aging of the hous e s. According to the Community Council's report: This deterioration h as been accentuated through clearance by reduci ng the available lowincome housing·-units. This increased demand for housing has resulted in a further division of old houses into several apartments and in a more widespread doubling up of families . One of the most common remark s to our inte rviewers by long-term re sidents concerned how rapidly the areas nearest the s tadium have changed since the clearance . The doubling up and increased pressure for housing caused "a good many of the s table people to move away . " During the four months that we have been talking with people in the area closes t to the s tadium , the interviewers ha ve observed an extremely high turnover among renters and a loss of homeowners ... Many of the area s surrounding clearance s eem to become little mo re than temporary qua rters for people who are constantly forced to move. Thus , clearance and relocation , without careful cons ideration of the effect on neighborhoods , has a sn owballing effect in the destru ction of the surrounding areas. That is Summerhill, expendable , as black people have always been. �f V. To many, including Mayor Ivan All en and Mr. Ralph Mc Gill of the Atla nta .Constitution, it is possible fo r someone to ente r a n area with a soundtruck, shout "Black Power!" several times a nd people will knock each other ove r getting out to the s t reets with bric ks a nd bottles i n the ir ha nds . If the Mayor a nd the press a re t o be believed , this i s actua lly wha t happened. A re bellion , howe ver, cann ot be induced by some witch docto r na med Stokely from the s tone-age SNICK tribe. Rebellions ha ppen beca use people know no other way in which to ma ke themse lve s heard. T hose who de mons t rate with Molotov c ocktails a re not people who can go to c ity pl annin g c ommissi on hearings a nd hear thems e lve s discus sed as an it em in the budge t. A re be llion i s the la nguage of those who must ta lk t o the deaf. The report by t he C ommunity Council was prepa red in language that the Mayor could hear a nd understand. In the a rea a round the stadium 8 to 12% of the families have annual inc omes of less · tha n $1 ,000 Another 15-25% have incomes betwee n $1,000 a nd $2,000. Educ ation s h ows a simil a r pa tte rn: 5-10% of the adults ha ve ne ver been in school. Another 20-30% have ha d le ss tha n 5 yea rs of educa tion. About one-fourth to one-third of the children live with only one pa re nt. The infant mo rta lity rate is betwee n 40 a nd 50 de a ths pe r 1,000 live births, twice a s high as middle cla ss areas . The ir streets a re unpaved ; the school s are muc h more crowde d; the e nforcement of sanit ation , ho us ing and other s ta nda rds is muc h less stringent; in man y nei ghborhood s s treet li ghts are virtually no n-existe nt. . . Cou pled with t he absence of services have been many unfu lfille d promises to improve condit ions. Bond iss ue s have been sold on the promises of improved school s o r s tre ets or pa rks, but the s e servi ces h a ve not mate rialized. P ublic officia ls have stated the ir desires to improve this or that si t uation , but conditions re main e s sentially unchanged. It s hould be no s urprise that mos t people simply do not believe the be nign express ions of good intent made by local officials. our summers of riots are caused by America' s winters of delays." 11 •• • - Martin L uth er Ki ng, Jr . At lanta Journal, Sept. 10, 1966 " �VI. "The Atlanta Community-Negro and white-will be making a sad mistake if it writes off Tuesday's disturbances in the South Side as a plot of outside agitators, to be dealt with by replenishing the police department's supply of tear gas." -The Counci l on Human Relations of Greater Atlanta, Inc . Atlanta Constitution, September 9, 1966 The summer was almost over and Atlanta was about to relax, because "niggers ain't never been known to riot in the winter." The day after Labor Day a white policeman shot a black man suspected of auto theft. (Given a chance he could have proven he had borro wed the car he was driving. ) "The ambulance come to take him off and he lay down there ," said Mrs. Marjorie Prather, mother of the victim . "My other s on and this other police was about to get into it out there . He wa s saying, ' I know you didn 't have to shoot him. You didn't have to cause this. You could ha ve caught him cause he wasn't running that fast.' And some of the people told me that when the policeman shot him once , he said, 'Lord , let me make it back to the house. Let me make it back t9 the house. ' I told the policeman 'You didn 't have to do an ything except take a long step to catch him , but you didn't even try·. You were too busy s hooting at him'.' Thus, it began. How many other times had wh ite policemen shot black men? How many other times had white policemen beaten black men and taken them off to jail? How many other times? But this time was the one time too many. In Cleveland it was not being able to get a glass of water in a bar run by a white man. In Watts it was the simple arrest of two men on a traffic violation. It's always something that has happened an infinite number of times before, but on one occasion it becomes the proverbial straw breaking the camel's back. �"You go home and eat a big steak with mushrooms, while we has to go home and eat sardines. Let us go home with you." -Atl anta Constitution, Sept. 12, 1%6 VII. , No matter how many times the city of Atlanta and the press scream that SNCC was respon s ible for the rebe llion, the black people of Atlanta know that SNCC did not des troy h o~es for hot els , mote l s , expressways and a ball s tadium . The y know that SNCC did not fo rce the se people to move into Summerhill , Mechanicsville and other a l ready crowded are as of the city. They know tha t SNCC does not set the exorbitant prices bl ack pe ople are forced to pay for groceries in the ghetto s tores o wned by whites . Yet , Ivan Allen s ays SNCC is respons ible for the rebe llions. Thos e black men he has bought off with tea a nd c ookies can say, a s did the Rev. Otis Smith, "Our main c oncern i s Stokely Ca rmichal. Whethe r or not we have a riot is up to him . " . The Re v . William Holmes Borde rs can s a y, " We 've got to s top him before he s tops us. " Dr. 0. W. Davis can s ay , "Mr. Ca rmichal is an albatross around our necks.' ' Like Shadrach, Mesha ch and Abednego, Ivan Allen a nd the city of Atlanta a re in a fiery furnace , but they do not feel the heat. It is not, howe ver, the grace of God that keeps t hem from feelin g the flame s. It is their own inability or unwill ingne ss to respond to des pera tion a nd des pair. Rather than recognize this , which would be no sha me, the y launch a ve ndetta against SNCC . Whether SNCC lives or dies i s not important, becau s e the black c ommunity will continue to fi ght unti l a s ociety i s c reated in which the black ma n will be able to fulfi ll him s elf. In that society there will be no place for the Ivan All ens , who think a city' s image and progre ss can be s eparated from the peop le of that city . P h oto : Jimmy Lytle �� Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document uoyUTH snyny :oj704g ~-NOITIO3Y VINVILV HL NO Te ee: “Business is business. | work with white men every day and | get along. But when they start fooling around with my brothers, that’s it. | don’t care anymore. Long as his skin’s the same as mine, he’s my brother.” —Atlanta Journal, Sept. 7, 1966 Photo: Julius Lester PERSPECTIVE on THE ATLANTA REBELLION Copyright 1967 Aframerican News Service 360 Nelson Street, SW Atlanta, Georgia 30313 Published by The Movement Press 449 14th Street San Francisco, California 94103 Additional copies available from either address 50¢ Text by Julius Lester Photos by Rufus Hinton Julius Lester Jimmy Lytle In seeking to determine the cause of the recent rebellions* in Atlanta, Georgia, the mayor, city officials and the press looked no further than to the presence in the city of the Student Non-Violent Coordinating Committee and then closed their investigation. By attacking SNCC they joined the increasing number of government officials and newspapers who claim that the rebellions of this past summer have not been acts against a system that offers a living death to black men, but have been only the result of agitation by Communists and/or black nation- alist groups. No evidence has ever been put forward to sub- stantiate these claims. Yet they are repeated over and over again in the face of much evidence to the contrary. The refusal to accept the meaning of the rebellions of this past summer will only result in more disturbances of the same nature. *We use the word ‘‘rebellion’’ instead of riot, because it conveys a truer meaning of what has been occurring. In none of the incidents of the summer of ’66 did black people go into white neighborhoods. Their first target was always the police. Their second has been white-owned businesses in the ghetto. These targets have been chosen deliberately, because they are the most visible signs of oppression in the ghetto. These rebellions have been conscious political acts, just as the sit-ins and picket lines were conscious political acts. Demonstrations in the ghetto do not tend to comply with the acceptable means of protest. To use the word riot gives rise to images of black men running amok, without cause or reason. This image does the black man no harm, be- cause he knows why he’s throwing bricks at policemen. It does doa disservice to whites, though, who are not given the opportunity to understand. Il. Atlanta had many warnings of something to come. In June 1966 there were street demonstrations in Mechanicsville, a black ghetto that is adjacent to Summerhill, the rebellion area, These demonstrations were organized by local residents to protest inadequate facilities. The police managed to quiet the tesidents and some temporary measures were taken to provide adequate playground facilities. In August there were two con- secutive nights of incidents outside the Palladium, a black club, in southwest Atlanta, when black people felt that the police were unjustly arresting patrons of the club. In both instances they tried to free the arrested parties and run the police from the area. In one instance they succeeded. The most direct warning to the city of Atlanta came in a report presented to the mayor in February, 1966. This report was prepared by the Community Council of the Atlanta Area, Inc., under a Federal grant from the Urban Renewal Adminis- tration of the Department of Housing and Urban Redevelopment. It was called ‘‘Social Blight and its Causes (with special reference to the blighted areas surrounding Atlanta Stadium.)’’ This area, in part, is Summerhill—the area where the rebellion occurred, the rebellion for which the Mayor can find no other cause than Stokely Carmichal and SNCC. "'No grievances justify mob action and insurrection.” —Congressman Charles Weltner, Sept. 7, 1966 Photo: Rufus Hinton ITI. Atlanta, Georgia is hailed by many as the most progressive city in the South. The New York Times of September 7, 1966 says: The city has been widely praised as a model for the South in its peaceful acceptance of school desegregation, and its two daily news- papers—The Constitution and The Journal— are among the most liberal in the region in racial matters. Perhaps Atlanta is the most progressive city in the South be- cause it, more than any other Southern city, resembles the cities of the North. It has its industry, its imposing skyline, an air of affluence, a symphony orchestra, an annual arts festi- val, a major league baseball team, a professional football team, and air pollution. If these credentials are not enough to qualify Atlanta as a metropolis of the sixties, it also has urban renewal. As it has been exercised in most cities, including Atlanta, urban renewal is nothing more than evicting poor black people from their homes, razing the area and ‘‘renewing’’ it with high cost apartments, hotels, motels, and expressways. In Atlanta the Marriot Hotel, a deluxe accommodation for those who can afford to be deluxely accommodated, stands in the heart of what used to be a black slum area, Buttermilk Bottom. Black slums are never anything to brag about...shacks, rats, roaches, garbage that spills out of the cans and into the streets because the Sanitation Department seems to collect more on a whim than a schedule. The shacks and apartments in the slums that black people dignify by calling home are usually rented from landlords who pocket the rent and refuse to make repairs. If he is ever carried to court for refusing to main- tain his property according to the building and health codes, the resultant fine is so low as to encourage him to continue to do nothing. Eventually, these ‘“‘homes’’ are condemned as unfit; the city pays the slumlord a healthy sum for the property (which he has intentionally allowed to deteriorate so it would be con- demned and bought by the city) and the residents, poor, black powerless, are told they must move. The area is to be ‘‘renewed’’, This ‘‘renewal’’ is hailed almost as loudly as would be an announcement that Jesus was going to preach at First Baptist on the third Sunday. The newspapers proclaim the news far and wide. The Chamber of Commerce prepares a new publicity bro- chure. The mayor is interviewed on his way to the bank with his latest haul of graft from this ‘‘boon to the city.’’ The victims of this “‘boon’’, black people, receive the heartfelt sympathy of city officials and are known throughout history as the ‘‘inevi- table victims of progress.’’ (After all, didn’t Jesus Himself lay the cornerstone for capitalism when he said, ‘And the poor ye shall always have with you.’?) But a few can’t be allowed to hold back what is good for all, we are told, so they pack up their clothes and belongings and move into an already over- crowded part of the city. This is the urban renewal blueprint from city to city across America. Atlanta has followed it con- scientiously. "{ don’t care how many buildings they put up. They ain’t for us.” —Resident of street in photo to author. Photo: Julius Lester ce ee Ee en 7 | | F. “Pm running this city... There’re a lot of people in it who’re not very good, but I’m running it,’’ —Mayor Ivan Allen, Atlanta Constitution, Sept. 7, 1966 Photo: Julius Lester IV. There was much excitement in the halls of the Chamber of Commerce when talk began about the possibility of Atlanta acquiring a major league baseball team. You can’t be a big league city without a ball team and Atlanta wanted to be “‘big league’’. An 18-million-dollar stadium was built so that Atlanta could be. The black victims of this step toward progress were forced to move without any housing being provided for that which was to be destroyed. Like refugees from the conflagration of a war they didn’t understand, they moved into Summerhill and Mechanicsville. Prior to the erection of this house of progress, Summerhill was not considered a slum, although the trend had begun due to the changing employment opportunities and the aging of the houses. According to the Community Council’s report: This deterioration has been accentuated through clearance by reducing the available low- income housing-units. This increased demand for housing has resulted in a further division of old houses into several apartments and in a more widespread doubling up of families. One of the most common remarks to our interviewers by long-term residents concerned how rapidly the areas nearest the stadium have changed since the clearance. The doubling up and increased pressure for housing caused ‘‘a good many of the stable people to move away.’’ During the four months that we have been talking with people in the area closest to the stadium, the interviewers have observed an extremely high turnover among renters and a loss of homeowners...Many of the areas surrounding clearance seem to become little more than temporary quarters for people who are constantly forced to move. Thus, clear- ance and relocation, without careful considera- tion of the effect on neighborhoods, has a snowballing effect in the destruction of the surrounding areas. That is Summerhill, expendable, as black people have always been. V. To many, including Mayor Ivan Allen and Mr. Ralph McGill of the Atlanta Constitution, it is possible for someone to enter an area with a soundtruck, shout ‘‘Black Power!’’ several times and people will knock each other over getting out to the streets with bricks and bottles in their hands. If the Mayor and the press are to be believed, this is actually what happened. A rebellion, however, cannot be induced by some witch doctor named Stokely from the stone-age SNICK tribe. Rebellions happen because people know no other way in which to make themselves heard. Those who demonstrate with Molotov cocktails are not people who can go to city planning commission hearings and hear them- selves discussed as an item in the budget. A rebellion is the language of those who must talk to the deaf. The report by the Community Council was prepared in lan- guage that the Mayor could hear and understand. In the area around the stadium 8 to 12% of the families have annual incomes of less than $1,000 Another 15-25% have incomes between $1,000 and $2,000. Education shows a similar pattern: 5-10% of the adults have never been in school. Another 20—30% have had less than 5 years of education. About one-fourth to one-third of the children live with only one parent. The infant mortality rate is between 40 and 50 deaths per 1,000 live births, twice as high as middle class areas. Their streets are unpaved; the schools are much more crowded; the enforcement of sani- tation, housing and other standards is much less stringent; in many neighborhoods street lights are virtually non-existent...Coupled with the absence of services have been many unfulfilled promises to improve conditions. Bond issues have been sold on the promises of improved schools or streets or parks, but these services have not materialized. Public officials have stated their desires to improve this or that situa- tion, but conditions remain essentially un- changed. It should be no surprise that most people simply do not believe the benign expres- sions of good intent made by local officials. # * "... Our summers of riots are caused by America’s winters of delays.” —Martin Luther King, Jr. Atlanta Journal, Sept. 10, 1966 4h AVA NAVAN —- ? hat “The Atlanta Community—Negro and white—will be making a sad mistake if it writes off Tuesday’s disturbances in the South Side as a plot of outside agitators, to he dealt with by replenishing the police department’s supply of tear gas.” —The Council on Human Relations of Greater Atlanta, Inc. Atlanta Constitution, September 9, 1966 Photo: Rufus Hinton VI. The summer was almost over and Atlanta was about to relax, because “‘niggers ain’t never been known to riot in the winter.’? The day after Labor Day a white policeman shot a black man suspected of auto theft. (Given a chance he could have proven he had borrowed the car he was driving.) “‘The ambulance come to take him off and he lay down there,’”’ said Mrs. Marjorie Prather, mother of the victim. ““My other son and this other police was about to get into it out there. He was saying, ‘I know you didn’t have to shoot him. You didn’t have to cause this. You could have caught him cause he wasn’t running that fast.’ And some of the people told me that when the police- man shot him once, he said, ‘Lord, let me make it back to the house. Let me make it back to the house.’ I told the policeman ‘Vou didn’t have to do anything except take a long step to catch him, but you didn’t even try. You were too busy shooting at him?’ Thus, it began. How many other times had white policemen shot black men? How many other times had white policemen beaten black men and taken them off to jail? How many other times? But this time was the one time too many. In Cleveland it was not being able to get e glass of water in a bar run by a white man. In Watts it was the simple arrest of two men on a traffic violation. It’s always something that has happened an infinite number of times before, but on one occasion it becomes the proverbial straw breaking the camel’s back. “You go home and eat a big steak with mushrooms, while we has to go home and eat sardines. Let us go home with you.’’ —Atlanta Constitution, Sept. 12, 1966 Photo: Julius Lester VII... No matter how many times the city of Atlanta and the press scream that SNCC was responsible for the rebellion, the black people of Atlanta know that SNCC did not destroy homes for hotels, motels, expressways and a ball stadium. They know that SNCC did not force these people to move into Summerhill, Mech- anicsville and other already crowded areas of the city. They know that SNCC does not set the exorbitant prices black people are forced to pay for groceries in the ghetto stores owned by whites. Yet, Ivan Allen says SNCC is responsible for the rebel- lions. Those black men he has bought off with tea and cookies can say, as did the Rev. Otis Smith, ‘‘Our main concern is Stokely Carmichal. Whether or not we have a riot is up to him.’’ The Rev. William Holmes Borders can say, ‘‘We’ve got to stop him before he stops us.’’ Dr. O. W. Davis can say, ‘‘Mr. Carmi- chal is an albatross around our necks.’’ Like Shadrach, Meshach and Abednego, Ivan Allen and the city of Atlanta are in a fiery furnace, but they do not feel the heat. It is not, however, the grace of God that keeps them from feeling the flames. It is their own inability or unwillingness to respond to desperation and despair. Rather than recognize this, which would be no shame, they launch a vendetta against SNCC. Whether SNCC lives or dies is not important, because the black community will continue to fight until a society is created in which the black man will be able to fulfill himself. In that society there will be no place for the Ivan Allens, who think a city’s image and progress can be separated from the people of that city. e Py a | \ Photo: Jimmy Lytle _ ~~? iL» , Pe a ‘% 4 . ieysaq snipng +0704  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 29 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/26b7de4055afdd7b97b8b421944f0a83.pdf 7cb06a17cd4630a9bc28162359259165 Scripto Transcription A written representation of a document. ��l � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Qtharta. Ha bait 18, 1966  0 / ' eg CITT 1A ye) Norris what we do; | at S22.-¢¥4£63 fee ee - Ast alk ti put oy B ate Se, aslids th Comittee 360 Neheen dtd ( QMtawkis Ba. 3935/4 Mo Hay Cites oe AS For Aya. cncforondtin, coll 4597.4 55  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 19, Folder 6, Document 28 Box 19 Box 19 Folder 6 Folder topic: SNCC disturbance | 1966