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Saturday, February 1, 2025

Higher Education Inquirer: Increasingly Relevant

The Higher Education continues to grow. We believe our growth stems largely from our increasing relevance and in our truth telling, which other higher education news outlets are unwilling to do in these times.

Our devotion to transparency, accountability, and value for our readers guides us. 

We invite a diverse group of guest authors who are willing to share their truths. The list includes academics from various disciplines, advocates, activists, journalists, consultants, and whistleblowers. We back up all of this work with data and critical analysis, irrespective of politics and social conventions. We are willing to challenge the higher education establishment, including trustees, donors, and university presidents.

Our articles covering student loan debt, academic labor, nonviolent methods of protest, and freedom of speech are unparalleled. And we are not shy about including other issues that matter to our readers, including stories and videos about mental health, student safety, technology (such as artificial intelligence), academic cheating, and the nature of work.  And matters of of war, peace, democracy, and climate change

Our focus, though mainly on US higher education, also has an international appeal

Some of our work takes years to produce, through careful documentation of primary and secondary sources, database analysis, and Freedom of Information Act (FOIA) requests. We share all of this information for everyone to see, at no cost.  

Of course, we could not operate without all your voices. We welcome all your voices. Something few other sources are willing to do.    




Tuesday, January 28, 2025

New Findings Highlight Borrowers' Student Loan Repayment Challenges and Impact on Key Milestones (Laurel Road)

[Editor's note: The Higher Education Inquirer is presenting this press release for information only. This is not an endorsement of the organizations mentioned in article.]

NEW YORK, Jan. 27, 2025 /PRNewswire/ -- A new survey, The Student Debt Dilemma: The Impact on Financial Milestones, released today by Laurel Road, a digital banking platform of KeyBank with specialized offerings for healthcare and business professionals, in partnership with Luminary, a global professional education and networking platform, and conducted by Kantar, reveals the obstacles borrowers face in managing student loan repayment – from information overload to confidence gaps.

The survey of 1,714 U.S. adults found that 70% felt overwhelmed when navigating repayment options, with 76% of respondents experiencing an overload of information, underscoring the significant anxiety and confusion faced by borrowers. These findings underscore the impact of debt on milestone life events as well as the difficulty of navigating an intricate repayment system.

Challenges amid Regulatory Changes
Recent changes and fluctuating regulations in the federal student loan system have created ongoing uncertainty for borrowers navigating their repayment options. According to the survey, 82% of respondents aged 25 to 44 reported feeling "unsure what plans/options are right for me," demonstrating the ever-changing environment as a primary pain point.

Additionally, 58% of individuals in the combined 25-44 age group reported feeling moderately overwhelmed – a significantly higher percentage compared to the 45 and older age group (34.8%)– emphasizing the unique challenges younger borrowers face in making informed decisions.

Low Levels of Confidence in Repayment Strategies
Navigating student loan repayment is a complicated process, requiring borrowers to understand available options, conduct thorough research to identify loan management opportunities, and select the most appropriate repayment plan or forgiveness program.

According to the survey, 26% of respondents noted that they did not have a plan for managing their student loans, while 20% indicated they planned to use Federal Income-Driven Repayment, and 15% intended to pursue the Public Service Loan Forgiveness (PSLF) program.

Confidence is another major concern, as 61% of borrowers surveyed reported a lack of confidence in their repayment strategies while only 13% reported feeling confident in their approach.

"This study confirms everything we believed to be true relating to confusion and lack of confidence student loan borrowers face today. Information overload and ambiguity has left borrowers yearning to understand the repayment and forgiveness options available to them, and to receive this information in a clear, concise manner," said Alyssa Schaefer, General Manager and Chief Experience Officer at Laurel Road. "Laurel Road is at the forefront of helping borrowers gain their confidence by offering free consultations with student loan experts who can help them make informed decisions, navigate the complexities of repayment, and build the confidence needed to reach their financial goals – ultimately securing their financial futures."

Impact of Student Loans on Financial Futures
In addition to being difficult to navigate, the student loan landscape has the potential to largely affect borrowers' overall financial well-being and long-term goals. The survey revealed that student loan debt has delayed significant life milestones for respondents, with borrowers reporting the following impacts:

  • 79% struggle to save for emergencies or retirement
  • 75% are unable to invest for the future
  • 52% are unable to purchase a home
  • 35% are postponing starting a family

"Luminary has seen first-hand the impact of student loan debt on our Members, from a lack of understanding about available options to the affect it has on an individual's mental health due to stress, worry and anxiety, " said Luminary founder and CEO Cate Luzio. "While this isn't new information for us, given our longstanding partnership with Laurel Road, we felt this survey was necessary to demonstrate the real toll it's taking on people. As we prepare for a new administration in 2025, this is top of mind as we continue developing programming to educate and inform those affected."

Delays in life milestones not only affect individual wellbeing but also pose broader risks to economic stability and financial security. Through online resources and student loan consultations, borrowers can gain confidence in understanding and tackling student loan repayment and get on track for important financial milestones.

For additional results from this survey, visit http://laurelroad.com/resources/financial-survey-student-debt-dilemma/ 

Methodology
This survey was conducted online from September 30, 2024, to October 31, 2024 among 1,714 U.S. adults with either private or federal student loans, by Luminary and the Kantar Profiles Respondent Hub. The primary age group analyzed ranged from 25–44 years old, though responses were collected from ages 18–65+. The gender breakdown of the respondents was 47% male, 51% female, 2% non-binary, and 0.4% preferring not to answer. Statistical significance testing was completed between groups to ensure the results did not occur by chance. 

About Laurel Road
Laurel Road is a digital banking platform and brand of KeyBank that provides tailored offerings to support the financial wellbeing of healthcare and business professionals. Laurel Road's banking and lending solutions – including Checking and High Yield Savings accounts, Student Loan Forgiveness Counseling, Student Loan Refinancing, Mortgages, Personal Loans, and more – provide our members with a simplified, personalized experience that helps them better navigate their financial journey with ease.

Laurel Road has reimagined banking and financial management for physicians and dentists through Laurel Road for Doctors, a tailored digital experience made up of banking, insights, and exclusive benefits to provide the financial help and peace of mind they need through each career stage. In spring of 2022, Laurel Road also launched Loyalty Checking, the first checking account designed with nurses in mind, furthering the company's commitment to healthcare professionals. Visit www.laurelroad.com for more information.

About Luminary
Luminary is a global membership-based professional education and networking platform created to address and impact the systemic challenges faced by women and underrepresented communities across all industries and sectors, and through all phases of their professional journey. Founded in 2018 by former finance executive Cate Luzio, Luminary is a dynamic, gender-inclusive, multi-generational, and intersectional community focused on creating connection, collaboration, and change through global expert- and Member-led programming, as well as services, activations, content, and culture. In addition, Members have access to perks and amenities including a vast digital content library; a five-floor building in the heart of NoMad in New York City that is home to work and social spaces, including a rooftop restaurant; and entree to Luminary's international Partner Network of women-forward communities. Luminary continues to build its ecosystem of high-touch engagement for both individual and enterprise members and has grown to be a multimillion-dollar global B2C and B2B business with more than 15,000 members and over 100 enterprise members. In late 2023, the company acquired The Cru to add to its robust product offering, and in January 2025 announced its acquisition of Hey Mama.

Media Contact: laurelroadpr@kwtglobal.com

The future of the US Department of Education: 8 tips for journalists covering the agency under Trump’s second term

The U.S. Department of Education, one of the federal government’s smallest Cabinet-level agencies, operates programs across every level of education. With an annual budget of about $242 billion, it helps fund approximately 98,000 public schools and 32,000 private schools serving kindergarten through grade 12 as well as thousands of colleges, universities, vocational schools and other higher education institutions.

During his reelection campaign, President Donald Trump pledged to close the U.S. Department of Education if he returned to the White House. In the months leading to his inauguration on Monday, some Republican state leaders and members of Congress expressed support for his proposal, although it is still unclear how he would implement it.

In Oklahoma, for example, Ryan Walters, the state superintendent of public instruction, has formed a committee to oversee the changes in federal education policy he expects the Trump administration to make.

“The education system has needed these reforms for decades,” Walters told FOX23 News Tulsa in November. “We’re going to be the first state ready to go to enact them.”

Even if the federal Education Department remains intact, which academic researchers and other experts assert is most likely, there probably will be changes. Trump has said he plans to use federal funding as leverage to limit what he considers “left-wing indoctrination” in K-12 schools and higher education institutions.

He has made it clear that he opposes so called “diversity programs” as well as school vaccine requirements, teaching critical race theory in K-12 classrooms and allowing transgender students to participate in sports that align with their gender identity.

“The big question isn’t whether the Department of Education is going to go away -- I think the big question is what it’s going to do,” says education historian Jonathan Zimmerman, a professor at the University of Pennsylvania who wrote the books Whose America? Culture Wars in the Public Schools and The Amateur Hour: A History of College Teaching in America.

We created this tip sheet to help journalists tackle this very complicated issue. Below, we spotlight eight tips to help you better understand the Education Department’s role, put Trump’s plan into historical context, and examine possible consequences for students, families, educators and their communities.

1. Make clear what the U.S. Department of Education does and that most of its funding is spent on programs for adults.

Many people don’t realize the U.S. Department of Education spends most of its budget on education and training for adults, namely college students, students enrolled in career and technical programs, and people with disabilities who need help finding jobs. In fiscal year 2024, the Education Department spent about $161 billion -- 60% of its $268 billion budget -- to fund its office of Federal Student Aid, the country’s largest provider of student financial aid.

Another $2 billion went to the Office of Career, Technical, and Adult Education, which administers a variety of education and training programs for adults, including adults with disabilities and incarcerated individuals. About $4 billion went to the Office of Postsecondary Education, which, among other things, provides grants for colleges controlled by tribal governments and for other minority serving institutions. The Rutgers Center for Minority Serving Institutions maintains a list of MSIs, which are public and private colleges and universities that serve a large percentage of Black, Hispanic, Asian or Indigenous students.

K-12 public schools receive relatively little money from the U.S. Department of Education. In fact, less than 8% of public school revenue came from federal agencies, including the Education Department, before COVID-19 reached the U.S. in 2020. Since then, the federal government has sent schools a combined $189.5 billion in emergency aid to help them deal with the wide-ranging impacts of the pandemic.

This temporary infusion of money bumped the federal government's share of public school funding to 13.7% during the 2021-22 academic year, the most recent year for which data is available.

The U.S. Department of Education’s largest K-12 programs are grant programs, designed to help public schools afford the higher cost of educating certain groups of students. For example, special education grants help schools pay for education and services for students with disabilities until they turn 21 years old. The Title I program, which gets its name from Title I of the federal law known as the Elementary and Secondary Education Act, provides financial assistance to schools where at least 40% students come from lower-income families.

A key function of the U.S. Department of Education is investigating civil rights complaints at K-12 schools, colleges, universities, trade schools and the other institutions it funds. Meanwhile, the agency’s research arm, the Institute of Education Sciences, collects a variety of education data and publishes regular reports on topics such as K-12 student demographics, high school graduation rates, college costs and college enrollment trends.

2. Note that some federal education programs are funded by other government agencies.

Much of the public probably does not realize that several major education programs are not run by the U.S. Department of Education. For example:

  • Head Start, which provides education-related services to preschool children from low-income families, is funded by the U.S. Department of Health and Human Services.
  • The National School Lunch Program and the School Breakfast Program are funded by the U.S. Department of Agriculture.
  • While the Education Department provides some funding for K-12 schools controlled by tribal governments, most comes from the Bureau of Indian Education, part of the U.S. Department of the Interior. Some K-12 schools located on tribal land are operated and funded by the Bureau of Indian Education, which also funds and operates two tribal higher education institutions: the Haskell Indian Nations University in Kansas and the Southwestern Indian Polytechnic Institute in New Mexico.
  • The GI Bill, which helps military veterans and their family members pay for college and other types of education, is funded by the U.S. Department of Veterans Affairs.
  • The primary federal agencies that provide research funding to colleges and universities are the National Science Foundation, Department of Defense, Department of Health and Human Services, Department of Energy, National Aeronautics and Space Administration and Department of Agriculture.

3. Emphasize that closing the U.S. Department of Education has been a goal of conservative politicians for decades.

Several high-ranking Republicans have sought to eliminate the Education Department since it opened in 1980 under Democratic President Jimmy Carter. Ronald Reagan, who won the presidential election that year, announced his plan to shutter it during his first State of the Union address.

“In campaigning for the presidency, Mr. Reagan called for the total elimination of the U.S. Department of Education, severe curtailment of bilingual education, and massive cutbacks in the federal role in education,” education historian Gary K. Clabaugh writes in “The Educational Legacy of Ronald Reagan,” published in the academic journal Educational Horizons in 2004.

Bob Dole, the Republican presidential nominee in 1996, also advocated for closure, as did Trump and several other Republicans competing for the U.S. presidency in 2024. Former Vice President Mike Pence, Florida Gov. Ron DeSantis, North Dakota Gov. Doug Burgum and biotech entrepreneur Vivek Ramaswamy have all said they would eliminate the Education Department.

Shortly after Trump’s reelection in November, U.S. Sen. Mike Rounds, a Republican from South Dakota, introduced the “Returning Education to Our States Act.” The bill seeks to abolish the Department of Education and transfer its programs and responsibilities to other federal agencies. For example, the Department of the Treasury would take over federal financial aid programs and the Department of Health and Human Services would administer the special education program.

U.S. Rep. Thomas Massie, a Republican from Kentucky, introduced bills in 2017, 2019, 2021 and 2023 to either terminate or reduce the size of the Education Department.

4. Explain what it would take to close the U.S. Department of Education. 

Closing the Education Department would require federal legislation and, likely, a supermajority vote in the U.S. Senate. Although senators can pass bills with a simple majority vote, it takes a supermajority vote to halt discussion on a bill so a vote can take place.

That means that unless the Senate eliminates its filibuster rule, which often has been used to block controversial legislation, three-fifths of senators would have to vote in favor of closing the debate on such a bill to allow a vote. Political observers have said they doubt 60 of the 100 senators would vote in favor of that. Only 53 are Republicans.

Less than two years ago, the U.S. House of Representatives considered a legislative amendment that endorsed moving K-12 education programs out of the Department of Education. It failed, with 60 Republicans and 205 Democrats voting against it.

The Education Department generally enjoys bipartisan support, Pedro Noguera, dean of the Rossier School of Education at the University of Southern California, explained recently on a podcast he co-hosts and in an essay he co-wrote for The Hill.

“There are a lot of red states, red communities across the country that benefit from the policies and the programs,” Noguera said on the “Sparking Equity” podcast.

Education scholar Frederick Hess supports closing the department but says it will not happen. Not only do Republicans lack the votes to make the change, they have shown little interest in cutting programs that serve lower-income kids and kids with disabilities, says Hess, an executive editor of the Education Next journal, which, like The Journalist's Resource, is housed at Harvard Kennedy School.

Hess is also director of education policy studies at the American Enterprise Institute, a conservative-leaning think tank, and the author of several books on education policy, including "Getting Education Right: A Conservative Vision for Improving Early Childhood, K–12, and College" and "The Great School Rethink."

"What really matters for people who want to shrink the federal role or change it is: What are we changing about spending and rules and regulations?" he says, adding that journalists need to examine how the current rules for spending federal education dollars harm K-12 students. For one, he notes, they create a lot of paperwork for teachers at a time when public schools are struggling to hire and retain teachers, particularly special education teachers.

Says Hess: "There's a real opportunity here to look at the role of federal aid and the use of federal funds -- how are they used and are they actually creating budgetary problems rather than solving them?"

5. Provide your audiences with a realistic sense of how K-12 and higher education could be affected by an Education Department closure.

Educators, school administrators, policymakers and academic researchers have all speculated on how an Education Department closure could impact federal education funding and programs. Ten journalists from the Hechinger Report, a nonprofit news outlet that focuses on education issues, teamed up recently to examine that question. The resulting article is a must-read for journalists covering this topic.

Among its main takeaways: Abolishing the agency would not undo federal laws that established federal funding for K-12 programs that serve some of the nation’s most marginalized students, including students with disabilities and those from lower-income families. “But doling out that money and overseeing it could get messy,” the outlet reports.

Marguerite Roza, a research professor who studies education finances at Georgetown University, has said funding for K-12 schools probably would not change much.

“We've been telling school districts, ‘Don't expect massive changes in your federal dollars,’” Roza, who directs Georgetown’s Edunomics Lab, said in a Dec. 12 interview on a podcast produced by the right-leaning Defense of Freedom Institute for Policy Studies.

Meanwhile, higher education scholars like Marybeth Gasman, the Samuel DeWitt Proctor Endowed Chair in Education at Rutgers University, are concerned about college funding. She’s especially worried about funding aimed at helping marginalized youth get to and through college. Trump and some other conservative lawmakers have expressed disdain for so-called “diversity programs.”

A drop in funding could be devastating for minority serving institutions, which serve close to half of all U.S. college students who are racial or ethnic minorities, says Gasman, who is also executive director of both the Rutgers Center for Minority Serving Institutions and the Samuel DeWitt Proctor Institute for Leadership, Equity & Justice

For example, 25% of Historically Black Colleges and Universities’ revenue came from the federal Education Department in fiscal year 2022, according to a report released last month by the State Higher Education Executive Officers Association. At the same time, most students enrolled at HBCUs qualify for Pell grants, a type of financial aid the Education Department offers lower-income students that they do not pay back.

Most minority serving institutions, commonly referred to as MSIs, are designated as Hispanic serving institutions because a large percentage of their students are Hispanic. They get 18% of their revenue directly from the Education Department grants. Many of their students also qualify for Pell grants.

“There needs to be more exploration into the ramifications of Trump’s presidency on MSIs,” Gasman says. “If they change loan forgiveness [policies], if they change Pell [grants], if they change aid to MSIs, it will have profound impacts.”

6. Evaluate how well the U.S. Department of Education runs its programs.

When President Jimmy Carter signed the Department of Education Organization Act, which created the Education Department, he said he wanted to ensure Americans got a better return on their investment in education. He said the new department would, among other things, save tax dollars and make federal education programs more accountable and responsive.

Has the department accomplished those goals? That’s a question journalists should try to answer for their audiences. Here are resources to get you started:

  • Investigative reports from the U.S. Government Accountability Office, often referred to as Congress’ watchdog. The office examines the use of public funds and makes recommendations for improvement.
  • Performance Results Reports and Congressional Reports compiled by the U.S. Department of Education’s Office of Inspector General. The purpose of that office is to “promote the efficiency, effectiveness, and integrity of the Department’s programs and operations through independent and objective audits, investigations, inspections, and other activities.”
  • The National Center for Education Statistics provides an assortment of data on various K-12 student groups, including students who participate in Title I, special education and English language acquisition programs. It also provides data on students who participate in federal higher education programs, including the graduation rates of lower-income college students who receive Pell grants, one type of federal financial aid.
  • The Congressional Research Service, which assists Congress in researching issues and creating laws and policies, regularly releases reports focusing on Education Department programs.
  • Researchers have studied the effectiveness of the Title I program specifically, although no academic articles have been published in recent years. An analysis from George Mason University’s School of Policy, Government and International Affairs, updated in 2015, looks at the results of national assessments of the Title I program conducted from 1966 to 2013. It finds “little evidence that Title I has contributed significantly to closing achievement gaps nationwide.” A 2015 analysis by the Brookings Institution, a centrist think tank, asserts that the Title I program “doesn’t work,” in part because Title 1 “is spread so thin that its budget of $14 billion a year turns out not to be much money.”
  • Some school districts have hired the American Institutes for Research to review their special education programs. A handful of recent reviews are posted on the organization’s website, and others could be obtained directly from school districts through public records requests.
  • Several academic journal articles examine the burden of paperwork associated with federal K-12 education programs. In a paper published in 2023, for example, researchers write that “excessive paperwork” is a main reason special education teachers leave the field.
  • A June 2024 analysis from EdSource, a nonprofit news outlet in California, finds that students who are learning to speak English do worse on California’s state exam the longer they are enrolled in the federal English language acquisition program.
  • Many news outlets have reported on the Education Department’s botched rollout of the new FAFSA -- the Free Application for Federal Student Aid -- that students must submit to determine their eligibility for college grants and loans.

7. Find out whether state Education Departments are prepared to take on additional duties if the U.S. Department of Education closes.

Trump and many other influential Republicans want states to oversee their own education programs. But it is unclear which responsibilities would be transferred from the federal Education Department and how changes would be rolled out. What also is unclear is whether individual states are ready and able to take on these new duties.

It’s well known that state and local governments struggled with staffing during the COVID-19 pandemic, particularly in law enforcement, public health and education. Hiring has picked up recently, but some human resource managers have reported an uptick in resignations and retirements, according to a 2024 analysis conducted on behalf of the National Association of State Personnel Executives and the Public Sector HR Association. Some of the hiring officials surveyed for that report also said they expect a major wave of retirements during the next few years.

Veteran education journalist Daarel Burnette recommends journalists visit state Education Departments and look into how well they are handling their current workloads.

“You can just walk into those buildings and see rows and rows of empty desks -- they look like newsrooms,” says Burnette, a senior editor at The Chronicle of Higher Education and a former assistant managing editor and reporter for Education Week.

He notes that state education officials have been widely criticized for their response to the pandemic and the decline of K-12 students’ test scores in the wake of it. Individual legislators and the American Civil Liberties Union have requested investigations into the alleged misuse of schools’ COVID-19 relief funds.

The federal Education Department’s Office of the Inspector General has released several reports investigating individual state’s use of those funds. In December 2024, a subcommittee of the U.S. House of Representatives released a 557-page report examining the nation’s response to the pandemic, indicating that “[t]he unprecedented scale and lack of transparency in COVID-19 pandemic relief programs exposed vulnerabilities for waste, fraud, and abuse.”

8. Ask education experts about angles and issues you have not yet considered.

Even if the Education Department is not dismantled, close federal scrutiny could easily open the door for other conversations about funding cuts and changes to the agency’s programs and procedures. Journalists should ask education researchers and other experts for help identifying issues the public needs to know about.

Laura Enriquez, director of the University of California Collaborative to Promote Immigrant and Student Equity, urges journalists to look beyond their regular sources and ask about students the news media tend to overlook. For example, while journalists frequently report on how public policies affect unauthorized immigrants, their coverage does not often include children born in the U.S. to parents who are unauthorized immigrants, she says.

These individuals can face challenges accessing programs and services that government agencies provide to U.S. citizens. Last year, these students had trouble submitting their FAFSA forms to obtain financial aid for college if their parents did not have social security numbers, says Enriquez, who is also an associate professor of Chicano/Latino studies and director of the Center for Liberation, Anti-racism, and Belonging at the University of California, Irvine. 

“There are so many ways to tinker with aid award formulas and make the process more complicated than it already is for first-generation college students, racial minorities and citizens with undocumented parents,” she says.

She urges journalists to routinely ask themselves who is missing from their coverage. She adds: “The question you need to ask of yourself as a reporter is ‘Who else could be impacted through social ties?’ That’s a guiding question I wish more reporters asked of themselves.”

This article first appeared on The Journalist's Resource and is republished here under a Creative Commons license.

Monday, January 27, 2025

Exposing Duchateau: A Shocking Case of Academic Misconduct at Universite Libre de Bruxelles (Emmanuel Legeard)

A Flagrant and Repeated Breach of Academic Ethics (Université Libre de Bruxelles and European Journal of Applied Physiology)

For several years now, Jacques Duchâteau and his team at the Université Libre de Bruxelles (ULB) have sought to misappropriate the 3/7 Method, a strength-training protocol I independently developed more than 20 years ago. Jean-Pierre Egger revealed the method — while respecting its intellectual property — during seminars and university lectures in 2012. Regardless of this elementary fact, ULB’s claims are contradicted by ample evidence proving my authorship, such as correspondence with Egger dating back to 2008, his documented public presentation at the University of Lausanne in 2012 within the ISSUL Master’s program, and Duchâteau’s recorded presentations at the French National Institute of Sport (INSEP).

THE 3/7 METHOD, ALSO KNOWN AS THE LEGEARD PROTOCOL (Presented by Jean-Pierre Egger at the University of Lausanne in 2012)

(You can download the full .pdf here: (PDF) Emmanuel Legeard Le 3–7 Master en sciences du sport, Université de Lausanne)

Initially, Jacques Duchâteau organized conferences about me — curiously, without my involvement or consent — where the 3/7 Method was even referred to as “Legeard’s Method”. Gradually, Duchâteau resorted to insinuating that the method might not solely be my creation, a claim he knew was false. My method has never been modified by anyone. At the time, I dismissed these rumors as baseless. However, it became clear that this was a calculated strategy to dilute my rights and claim ownership of my work.

2014: DUCHÂTEAU PRESENTS THE “LEGEARD’S METHOD” AT INSEP

Subsequently, Duchâteau’s team — including Séverine Stragier, Stéphane Baudry, and Alain Carpentier — published a 12-page article in the European Journal of Applied Physiology about my method. Shockingly, my name, Emmanuel Legeard, WAS ENTIRELY OMITTED ! This publication, titled “Efficacy of a new strength training design: the 3/7 method”, audaciously describes the method as “new”, a blatant misrepresentation given its development over two decades ago and its public introduction in 2012 by Egger.

European Journal of Applied Physiology’s predatory publishing — Predatory publishing, also write-only publishing or deceptive publishing, is an exploitative academic publishing business model, where the journal or publisher prioritizes self-interest at the expense of scholarship. It is characterized by misleading information, deviates from the standard peer-review process, and is highly opaque.

The misrepresentation has not gone unnoticed. T.C. Luoma, a renowned American sports journalist and editor of T-Nation — a site with over three million monthly visitors — highlighted the issue, stating:

“That’s why reading about the 3/7 method aroused my interest. It’s a set-rep scheme developed by French strength coach Emmanuel Legeard in the early 2000s.”

(Source: T-Nation Forums)

2023: THE DUCHÂTEAU TEAM’S UNABASHED IDEA THEFT

Last year, GrigoraÈ™ Diaconescu, an international rugby player, shared his outrage after discovering a post by Gaël Deboeck, identified as the head of Physical Therapy and Rehabilitation at ULB. Deboeck congratulated Alexis Gillet, a doctoral student, for using the 3/7 Method to “prove” what I demonstrated 20 years ago. Unsurprisingly, the publication made no mention of the method’s original creator. It is now evident that ULB intends to mislead the public into believing that their laboratory developed the 3/7 Method. These unethical actions demand accountability.

2023: THE DUCHÂTEAU TEAM’S UNABASHED IDEA THEFT


CONSEQUENCES OF THIS ACADEMIC MISCONDUCT

If the Université Libre de Bruxelles believes I will quietly accept the theft of my work, they are mistaken. This scandal, indicative of dishonesty incompatible with academic integrity, must result in sanctions. Public funding cannot continue to support crooked research where my work is falsely attributed to impostors like Jacques Duchâteau, Séverine Stragier, Stéphane Baudry, Alain Carpentier, Gael Deboeck or Alexis Gillet. I have been lenient for years, but my patience as the rightful creator has reached its limit. I have begun publicly correcting this falsehood online, as seen in similar cases — such as one involving the University of Zurich — which have led to severe consequences for academic dishonesty.

Dr Emmanuel Legeard, Ph.D. — Creator, among quite a few others, of the 3/7 Method, also known as the “Legeard Method”.

This article originally appeared on Medium.

Friday, January 24, 2025

Coalition for Mutual Liberation at Cornell University

WHO WE ARE

The Coalition for Mutual Liberation (CML) is a broad-based coalition of over 40 organizations on Cornell University's Ithaca Campus and in the surrounding community. Many of these orgnizations are publicly members of CML; the others wish to remain anonymous.
 

COALITION MEMBERS

The Arab Graduate Student Association
Asian Pacific Americans for Action
The Basic Needs Coalition
Black Students United
The Buddhist Sangha
The Cadre Journal
Climate Justice Cornell
Cornell Progressives
Ithaca Ceasefire Now
Jewish Voice for Peace at Cornell
The Mass Education Campaign
The Muslim Educational and Cultural Association
El Movimiento Estudiantil Chicanx at de Aztlán
Native American and Indigenous Students at Cornell
The People’s Organizing Collective Cornell, United Students Against Sweatshops Local 3
The South Asian Council
Students for Justice in Palestine
Young Democratic Socialists of America

OUR MISSION

Our mission is to educate, empower, and organize our community to take action against imperialism, settler colonialism, and all other forms of oppression. Our struggles are deeply interconnected, and it is only through our collective resistance that we will achieve mutual liberation.

OUR FOCUS

Today, we join international humanitarian organizations, political leaders, scholars, activists, and most recently the state of South Africa incondemning Israel's genocide of the Palestinian people. We come together in solidarity with the people of Palestine in particular because Palestine is among the clearest manifestations of American economic and military hegemony—the force that perpetuates imperialism, racism, white supremacy, transphobia, homophobia, as well as religious- and gender-based violence across the world's historically exploited nations and populations.

DIVESTMENT DEMANDS

We find Cornell University complicit in the genocide of the Palestinian people through its endowment investments in weapons manufacturers and military technology developers, its corporate and institutional partnerships with the producers of these technologies, and its lack of screening procedures and transparency around these ties. Cornell must take immediate action to sever its ties with the US-backed Israeli siege on Palestine which has already left more than 30,000 Palestinians dead. We demand:

1. Divestment from any company complicit in genocide, apartheid, or systematic cruelty against children perpetrated against Palestinians in Gaza and the West Bank, in accordance with Cornell's 2016 Standard to Guide Divestment Consideration. As outlined in Cornell's 2016 Standard to Guide Divestment Consideration, the Board of Trustees must consider divestment from companies whose actions constitute "genocide, apartheid, or systemic cruelty to children." By doing business with Israel as it conducts its genocide, responsibility for these three morally reprehensible actions fall on the shoulders of the following weapons companies: BAE Systems, Boeing, Elbit Systems, General Dynamics, L3Harris Technologies, Leonardo, Lockheed Martin, Northrop Grumman, RTX, and ThyssenKrupp. In order for Cornell to abide by its own divestment standards and precedents for divestment (in the cases of the Sudanese genocide and the fossil fuels industry), the university must immediately liquidate all of its holdings in the companies listed above and enact a moratorium on all investments in arms manufacturers that supply weapons, munitions, and other military supplies to Israel.

2. The termination of all corporate partnerships with companies complicit in the genocide, apartheid, or systematic cruelty towards children perpetrated against Palestinians in Gaza and the West Bank. Cornell currently maintains corporate partnerships with a number of weapons companies whose products have been used against civilians in Gaza. These companies include BAE Systems, Boeing, and Lockheed Martin. Cornell Systems Engineering also partners with RTX (Raytheon), which is described as being “an extended part of the Cornell Systems Engineering community.” Cornell’s partnerships with these weapons companies amounts to complicity in the genocide of the Palestinian people. We are therefore calling on Cornell University to sever their corporate partnerships with these companies as soon as possible. We call on Cornell University to begin this process immediately and to have fully dissolved these partnerships by the end of the 2024 calendar year.

3. A comprehensive ban on the research and development of any technologies used by the Israeli Offensive Forces at the Jacobs Cornell-Technion Institute in New York City. The Jacobs Technion-Cornell Institute, a partnership between Cornell University and the Israel Institute of Technology (Technion), is part of Cornell Tech, a campus for graduate research in New York City. Independently of Cornell Tech, Technion researches and develops geospatial, intelligence, and weapons technologies used by the Israeli Ministry of Defense. Cornell Tech’s publicly stated founding purpose is “to advance technology as a means to a better quality of life for all communities [...] around the world.” Its “Diversity and Inclusion” mission includes “[engaging] in research that promotes justice, equity, diversity, and inclusion” and “[educating and training] ethical technology leaders of the future.” In light of Technion’s numerous connections to Israel’s occupation and genocide in Palestine, Cornell Tech’s supposed commitment to ethical and just technological development rings hollow. We demand a comprehensive ban on the research and development of any technologies used by the Israel Offensive Forces at the Cornell Tech/Technion Campus in New York City.

As Israel continues its relentless genocide in Gaza and further militarizes its occupation of the West Bank, the world watches as Palestinians are displaced, starved, and killed every day. The horrors of Israel’s siege on Gaza are broadcast in full display across multiple news outlets and social media platforms, and yet, the American institutions that fuel this violence refuse to act.

Thirty years ago, when over fifty other universities across the country divested from South African apartheid, Cornell faltered in its commitment to humanity and never severed its ties with a state dependent on the perpetuation of horrific racial violence. Today, the global community once again stands at a crossroad—Cornell University has the opportunity to do what it couldn’t three decades ago.

Cornell University must make a choice: to toe the line drawn by a foreign nation and remain complicit in the genocide of the Palestinian people, or to establish itself as a leader among elite educational institutions by being the first to materially recognize the Palestinian right to life and dignity.

We envision a future for Cornell University that does not fund and partner with the corporate entities responsible for the decimation of an entire people, their cultural artifacts, and the land they inhabit. The Board of Trustees must have the courage and moral fortitude to cut ties with Israel’s unrelenting campaign of violence against Palestine so that Cornell may truly do the greatest good.

For more information about our divestment demands, the companies listed as divestment targets, Cornell's complicity in Israel's genocide against the Palestinian people, and Cornell's violation of its own standards, procedures, and values, see CML's full Divestment Report

DEMANDS FROM LIBERATED ZONE

Cornell students, staff, faculty, and community members join the cross-campus wave of organizers establishing liberated zones in solidarity with Gaza. The campers' ongoing act of nonviolent resistance will include teach-ins, art builds, and other activities to highlight the urgency with which Cornell must act in response to the Israeli government's genocide of Palestinians in Gaza. Students from across the globe have joined together to protest the genocide in Gaza during which the Israeli Offensive Forces have murdered over 34,000 Indigenous Palestinians in under seven months. Students are organizing in outrage that Palestinian universities have been obliterated with weapons funded and developed through Cornell University's partnerships and investments. Distinctly, the Cornell University Board of Trustees adopted a commitment in 2016 to divest from companies engaged in "genocide, apartheid, and systematic cruelty against children.” Cornell's failure to divest is not only a violation of the university's stated policies, but also an act of genocide denialism.

Cornell’s refusal to cut ties to Palestinian genocide reflects its history of profiteering from the violent dispossession of Indigenous Peoples across North America. Cornell is the largest beneficiary of the Morrill Act of 1862, which redistributed Indigenous land as public domain to states to establish and endow land-grant institutions. Through the dispossession, Cornell accrued nearly 1 million acres of land, some of which it sold for profit, and some to which it currently retains the rights. Today, Cornell showcases its land-grant status—its status as an institution supposedly dedicated to the promotion of practical disciplines such as agriculture, mining, and engineering—to signal its commitment to accessible higher education and mask its refusal to provide reparations or restitution to the 251 tribal nations affected by land-grant dispossession. Cornell's settler colonial project in the United States is the foundation for its settler colonial interests in Palestine. Through this encampment, students highlight Cornell's role in dispossession and genocide across the globe.

The encampment on the oldest commons on Cornell's campus invites all members of the community to support the students' demands that Cornell University:

1. Acknowledge its role in the national genocide of Indigenous Peoples through the Morrill Act and its sale of 977,909 acres of Indigenous land; return all mineral interests to Tribal Nations dispossessed by the Morrill Act; provide restitution for the dispossessed nations; provide restitution for the Cayuga Nation; establish an Indigenous Studies department; and return surplus land in New York state to the Haudenosaunee Confederacy, the Lenni Lenape, and their descendants who have been forced out of New York.

2. Annually disclose a comprehensive account of its endowment and land holdings, and divest from entities involved in “morally reprehensible activities,” in accordance with Cornell’s 2016 Standard to Guide Divestment Consideration.

3. End profit-generating partnerships, volunteer arrangements, and other significant corporate and academic affiliations with institutions involved in “morally reprehensible activities,” including but not limited to the dissolution of the Jacobs-Technion Cornell Institute and all other partnerships with the Technion Israel Institute of Technology.

4. Call for an unconditional, permanent ceasefire in Gaza.

5. Establish a Palestinian Studies program housed in the College of Arts and Sciences, along with an accredited minor that is available to all undergraduate and graduate students. Representatives from Cornell’s chapter of “Students for Justice in Palestine” and “Cornell Collective for Justice in Palestine” must serve on the committees that oversee the hiring of the program’s faculty.

6. Publicly acknowledge and protect anti-Zionist speech, viewpoints, and histories in both religious and academic contexts. Recognize the legitimate and historical claim that anti-Zionism is not anti-Semitism.

7. Remove all police from campus, beginning with the elimination of police presence at demonstrations. Replace police with an emergency response team composed of healthcare workers and first responders trained in de-escalation. A majority of team members must be providers who share lived experiences and identities with Cornell’s diverse student body.

8. Ensure total legal and academic amnesty for all individuals involved with the Liberated Zone and related demonstrations.
 

POINTS OF UNITY

1. The principal contradiction of our world is that between the exploited nations and the exploiters in the imperial core: imperialism.

2. The underdevelopment of the exploited nations was and is the dialectical necessity for the development of the exploiters.

3. Capitalism has always been a global, racialized system—primitive accumulation could not have occurred without genocide, enslavement, and ecocide.

4.Imperialism creates a stratification that rewards some proletarians as settlers and/or citizens, thus forming a labor aristocracy.

5. The labor aristocracy’s wages and incorporation into the nation-state allow them to benefit from the exploitation of the low-waged labor of the exploited nations, intensifying imperialism in the form of unequal exchange.

6. Unequal exchange precludes the universality and internationalism of the proletariat, and hinders the solidarity of the “workers of the world”.

7. Imperialism manifests itself in a variety of other ways today, in sanctions regimes, indebtedness, military intervention, nuclear aggression, extractivism, and other forms.

8. Capitalism cannot be defeated globally while imperialism persists—without anti-imperialism, efforts at socialism in the exploiting nations can only produce social imperialism.

9. The obligation of revolutionaries today is to challenge imperialism by any means necessary. In the exploiting nations, that primarily means acting in solidarity with anti-imperialist movements in the exploited nations.

10. Solidarity cannot be simply symbolic—it must be material; it must be something we can hold in our hands.
 

CONTACT US
Information address: cml.information@proton.me
Press address: cml.press@proton.me

Liberty University in the Trump Era

Responding to changing demographics, beliefs, and norms, US religious colleges must reflect what's popular and profitable: Christian evangelism, prosperity theology, contemporary technology, and international outreach. Like other areas of higher education, Christian higher education must focus on the realities of revenues, expenses, and politics, as well as religious dogma.  

While a number of Christian colleges and seminaries close each year, and many more face lower enrollment and financial woes, one conservative Christian university stands out for robust enrollment, stellar finances, and political pull: Liberty University. There are other older schools, particularly Catholic schools with more wealth and prestige, but that's changing. And it could be argued that those schools are religious in a historical sense rather than a contemporary sense.    

Two Liberties

Liberty University is an educational behemoth, and has the advantage of being a nonprofit school that uses proprietary marketing strategies. The brick-and-mortar school, with an enrollment of less than 20,000 students, is predominantly straight, white, and middle-class. The school also has a strict honor code called the Liberty Way, which prohibits activity that may be counter to conservative Christian beliefs.

The growing campus includes a successful law school that serves as a pipeline to Christian businesses and conservative government. The Jesse Helms School of Government and the ban of a Young Democrats club reflect its conservative principles. Liberty also houses the Center for Creation Studies and Creation Hall, with a museum to promote a literal interpretation of the Christian Bible, to include the stories of God and the beginning of time, Adam and Eve, Noah and the Ark, and Moses and the Ten Commandments. 

Liberty University Online (LUO), an international Christian robocollege with about 100,000 students, is more diverse in terms of age, race/ethnicity, nationality, and social class. The online school is thriving financially, and excess funds from the operation help fund the university's growing infrastructure, amenities, and institutional wealth. Liberty spends millions on marketing and advertising online, using its campus as a backdrop. And those efforts result in manifold profits.  

Liberty History

Liberty University was founded in 1971 by Jerry Falwell Sr., a visionary in Christian marketing and promotion, who used technology the technology of the time--television--to gain adherents and funders. Fawell's vision was not to create a new seminary, but to educate evangelical Christians to be part of the fabric of professional society, as lawyers, doctors, teachers, and engineers.

Responding to the political and cultural winds, Falwell Sr. moved away from his segregationist roots as he built his church Liberty University. It was not easy going for Liberty in the early years, which had to rely on controversial supporters. The minister also used the abortion question, the homosexual question, and conservative Christian evangelism in Latin America and Africa to energize his flock and to create important political alliances during the Ronald Reagan era. Information about those years are available at the Jerry Falwell Library Archives.

During the Reagan era and beyond, Falwell's idea of a Moral Majority proposed that Church and State should not be divided, and those thoughts of a strong Christian theocracy have spread for more than four decades. 

In March 2016, Jerry Falwell Jr. referred to presidential candidate Donald Trump as America's King David. And under the first Trump Administration, the school gained favor from the President

Under Donald Trump's second term, Liberty University should be expecting to get closer to that goal of a Christian theocracy. For the moment, LU has the political power and the economic power that few other schools have to enjoy.

Related links:

Jerry Falwell Library Digital Archives 

Dozens of Religious Schools Under Department of Education Heightened Cash Monitoring 

Liberty University fined record $14 million for violating campus safety law (Washington Post) 

How Liberty University Built a Billion Dollar Empire Online (NY Times) 

Wednesday, January 22, 2025

Where do we go from here? (Martin Luther King, 1967)

16 August 1967

Atlanta, Georgia

Dr. Abernathy, our distinguished vice president, fellow delegates to this, the tenth annual session of the Southern Christian Leadership Conference, my brothers and sisters from not only all over the South, but from all over the United States of America: ten years ago during the piercing chill of a January day and on the heels of the year-long Montgomery bus boycott, a group of approximately one hundred Negro leaders from across the South assembled in this church and agreed on the need for an organization to be formed that could serve as a channel through which local protest organizations in the South could coordinate their protest activities. It was this meeting that gave birth to the Southern Christian Leadership Conference.

And when our organization was formed ten years ago, racial segregation was still a structured part of the architecture of southern society. Negroes with the pangs of hunger and the anguish of thirst were denied access to the average lunch counter. The downtown restaurants were still off-limits for the black man. Negroes, burdened with the fatigue of travel, were still barred from the motels of the highways and the hotels of the cities. Negro boys and girls in dire need of recreational activities were not allowed to inhale the fresh air of the big city parks. Negroes in desperate need of allowing their mental buckets to sink deep into the wells of knowledge were confronted with a firm “no” when they sought to use the city libraries. Ten years ago, legislative halls of the South were still ringing loud with such words as “interposition” and “nullification.” All types of conniving methods were still being used to keep the Negro from becoming a registered voter. A decade ago, not a single Negro entered the legislative chambers of the South except as a porter or a chauffeur. Ten years ago, all too many Negroes were still harried by day and haunted by night by a corroding sense of fear and a nagging sense of nobody-ness. (Yeah)

But things are different now. In assault after assault, we caused the sagging walls of segregation to come tumbling down. During this era the entire edifice of segregation was profoundly shaken. This is an accomplishment whose consequences are deeply felt by every southern Negro in his daily life. (Oh yeah) It is no longer possible to count the number of public establishments that are open to Negroes. Ten years ago, Negroes seemed almost invisible to the larger society, and the facts of their harsh lives were unknown to the majority of the nation. But today, civil rights is a dominating issue in every state, crowding the pages of the press and the daily conversation of white Americans. In this decade of change, the Negro stood up and confronted his oppressor. He faced the bullies and the guns, and the dogs and the tear gas. He put himself squarely before the vicious mobs and moved with strength and dignity toward them and decisively defeated them. (Yes) And the courage with which he confronted enraged mobs dissolved the stereotype of the grinning, submissive Uncle Tom. (Yes) He came out of his struggle integrated only slightly in the external society, but powerfully integrated within. This was a victory that had to precede all other gains.

In short, over the last ten years the Negro decided to straighten his back up (Yes), realizing that a man cannot ride your back unless it is bent. (Yes, That’s right) We made our government write new laws to alter some of the cruelest injustices that affected us. We made an indifferent and unconcerned nation rise from lethargy and subpoenaed its conscience to appear before the judgment seat of morality on the whole question of civil rights. We gained manhood in the nation that had always called us “boy.” It would be hypocritical indeed if I allowed modesty to forbid my saying that SCLC stood at the forefront of all of the watershed movements that brought these monumental changes in the South. For this, we can feel a legitimate pride. But in spite of a decade of significant progress, the problem is far from solved. The deep rumbling of discontent in our cities is indicative of the fact that the plant of freedom has grown only a bud and not yet a flower.

And before discussing the awesome responsibilities that we face in the days ahead, let us take an inventory of our programmatic action and activities over the past year. Last year as we met in Jackson, Mississippi, we were painfully aware of the struggle of our brothers in Grenada, Mississippi. After living for a hundred or more years under the yoke of total segregation, the Negro citizens of this northern Delta hamlet banded together in nonviolent warfare against racial discrimination under the leadership of our affiliate chapter and organization there. The fact of this non-destructive rebellion was as spectacular as were its results. In a few short weeks the Grenada County Movement challenged every aspect of the society’s exploitative life. Stores which denied employment were boycotted; voter registration increased by thousands. We can never forget the courageous action of the people of Grenada who moved our nation and its federal courts to powerful action in behalf of school integration, giving Grenada one of the most integrated school systems in America. The battle is far from over, but the black people of Grenada have achieved forty of fifty-three demands through their persistent nonviolent efforts.

Slowly but surely, our southern affiliates continued their building and organizing. Seventy-nine counties conducted voter registration drives, while double that number carried on political education and get-out-the-vote efforts. In spite of press opinions, our staff is still overwhelmingly a southern-based staff. One hundred and five persons have worked across the South under the direction of Hosea Williams. What used to be primarily a voter registration staff is actually a multifaceted program dealing with the total life of the community, from farm cooperatives, business development, tutorials, credit unions, etcetera. Especially to be commended are those ninety-nine communities and their staffs which maintain regular mass meetings throughout the year.

Our Citizenship Education Program continues to lay the solid foundation of adult education and community organization upon which all social change must ultimately rest. This year, five hundred local leaders received training at Dorchester and ten community centers through our Citizenship Education Program. They were trained in literacy, consumer education, planned parenthood, and many other things. And this program, so ably directed by Mrs. Dorothy Cotton, Mrs. Septima Clark, and their staff of eight persons, continues to cover ten southern states. Our auxiliary feature of C.E.P. is the aid which they have given to poor communities, poor counties in receiving and establishing O.E.O. projects. With the competent professional guidance of our marvelous staff member, Miss Mew Soong-Li, Lowndes and Wilcox counties in Alabama have pioneered in developing outstanding poverty programs totally controlled and operated by residents of the area.

Perhaps the area of greatest concentration of my efforts has been in the cities of Chicago and Cleveland. Chicago has been a wonderful proving ground for our work in the North. There have been no earth-shaking victories, but neither has there been failure. Our open housing marches, which finally brought about an agreement which actually calls the power structure of Chicago to capitulate to the civil rights movement, these marches and the agreement have finally begun to pay off. After the season of delay around election periods, the Leadership Conference, organized to meet our demands for an open city, has finally begun to implement the programs agreed to last summer.

But this is not the most important aspect of our work. As a result of our tenant union organizing, we have begun a four million dollar rehabilitation project, which will renovate deteriorating buildings and allow their tenants the opportunity to own their own homes. This pilot project was the inspiration for the new home ownership bill, which Senator Percy introduced in Congress only recently.

The most dramatic success in Chicago has been Operation Breadbasket. Through Operation Breadbasket we have now achieved for the Negro community of Chicago more than twenty-two hundred new jobs with an income of approximately eighteen million dollars a year, new income to the Negro community. [Applause] But not only have we gotten jobs through Operation Breadbasket in Chicago; there was another area through this economic program, and that was the development of financial institutions which were controlled by Negroes and which were sensitive to problems of economic deprivation of the Negro community. The two banks in Chicago that were interested in helping Negro businessmen were largely unable to loan much because of limited assets. Hi-Lo, one of the chain stores in Chicago, agreed to maintain substantial accounts in the two banks, thus increasing their ability to serve the needs of the Negro community. And I can say to you today that as a result of Operation Breadbasket in Chicago, both of these Negro-operated banks have now more than double their assets, and this has been done in less than a year by the work of Operation Breadbasket. [applause]

In addition, the ministers learned that Negro scavengers had been deprived of significant accounts in the ghetto. Whites controlled even the garbage of Negroes. Consequently, the chain stores agreed to contract with Negro scavengers to service at least the stores in Negro areas. Negro insect and rodent exterminators, as well as janitorial services, were likewise excluded from major contracts with chain stores. The chain stores also agreed to utilize these services. It also became apparent that chain stores advertised only rarely in Negro-owned community newspapers. This area of neglect was also negotiated, giving community newspapers regular, substantial accounts. And finally, the ministers found that Negro contractors, from painters to masons, from electricians to excavators, had also been forced to remain small by the monopolies of white contractors. Breadbasket negotiated agreements on new construction and rehabilitation work for the chain stores. These several interrelated aspects of economic development, all based on the power of organized consumers, hold great possibilities for dealing with the problems of Negroes in other northern cities. The kinds of requests made by Breadbasket in Chicago can be made not only of chain stores, but of almost any major industry in any city in the country.

And so Operation Breadbasket has a very simple program, but a powerful one. It simply says, “If you respect my dollar, you must respect my person.” It simply says that we will no longer spend our money where we can not get substantial jobs. [applause]

In Cleveland, Ohio, a group of ministers have formed an Operation Breadbasket through our program there and have moved against a major dairy company. Their requests include jobs, advertising in Negro newspapers, and depositing funds in Negro financial institutions. This effort resulted in something marvelous. I went to Cleveland just last week to sign the agreement with Sealtest. We went to get the facts about their employment; we discovered that they had 442 employees and only forty-three were Negroes, yet the Negro population of Cleveland is thirty-five percent of the total population. They refused to give us all of the information that we requested, and we said in substance, “Mr. Sealtest, we’re sorry. We aren’t going to burn your store down. We aren’t going to throw any bricks in the window. But we are going to put picket signs around and we are going to put leaflets out and we are going to our pulpits and tell them not to sell Sealtest products, and not to purchase Sealtest products.”

We did that. We went through the churches. Reverend Dr. Hoover, who pastors the largest church in Cleveland, who’s here today, and all of the ministers got together and got behind this program. We went to every store in the ghetto and said, “You must take Sealtest products off of your counters. If not, we’re going to boycott your whole store.” (That’s right) A&P refused. We put picket lines around A&P; they have a hundred and some stores in Cleveland, and we picketed A&P and closed down eighteen of them in one day. Nobody went in A&P. [applause] The next day Mr. A&P was calling on us, and Bob Brown, who is here on our board and who is a public relations man representing a number of firms, came in. They called him in because he worked for A&P, also; and they didn’t know he worked for us, too. [laughter] Bob Brown sat down with A&P, and he said, they said, “Now, Mr. Brown, what would you advise us to do.” He said, “I would advise you to take Sealtest products off of all of your counters.” A&P agreed next day not only to take Sealtest products off of the counters in the ghetto, but off of the counters of every A&P store in Cleveland, and they said to Sealtest, “If you don’t reach an agreement with SCLC and Operation Breadbasket, we will take Sealtest products off of every A&P store in the state of Ohio.”

The next day [applause], the next day the Sealtest people were talking nice [laughter], they were very humble. And I am proud to say that I went to Cleveland just last Tuesday, and I sat down with the Sealtest people and some seventy ministers from Cleveland, and we signed the agreement. This effort resulted in a number of jobs, which will bring almost five hundred thousand dollars of new income to the Negro community a year. [applause] We also said to Sealtest, “The problem that we face is that the ghetto is a domestic colony that’s constantly drained without being replenished. And you are always telling us to lift ourselves by our own bootstraps, and yet we are being robbed every day. Put something back in the ghetto.” So along with our demand for jobs, we said, “We also demand that you put money in the Negro savings and loan association and that you take ads, advertise, in the Cleveland Call & Post, the Negro newspaper.” So along with the new jobs, Sealtest has now deposited thousands of dollars in the Negro bank of Cleveland and has already started taking ads in the Negro newspaper in that city. This is the power of Operation Breadbasket. [applause]

Now, for fear that you may feel that it’s limited to Chicago and Cleveland, let me say to you that we’ve gotten even more than that. In Atlanta, Georgia, Breadbasket has been equally successful in the South. Here the emphasis has been divided between governmental employment and private industry. And while I do not have time to go into the details, I want to commend the men who have been working with it here: the Reverend Bennett, the Reverend Joe Boone, the Reverend J. C. Ward, Reverend Dorsey, Reverend Greer, and I could go on down the line, and they have stood up along with all of the other ministers. But here is the story that’s not printed in the newspapers in Atlanta: as a result of Operation Breadbasket, over the last three years, we have added about twenty-five million dollars of new income to the Negro community every year. [applause]

Now as you know, Operation Breadbasket has now gone national in the sense that we had a national conference in Chicago and agreed to launch a nationwide program, which you will hear more about.

Finally, SCLC has entered the field of housing. Under the leadership of attorney James Robinson, we have already contracted to build 152 units of low-income housing with apartments for the elderly on a choice downtown Atlanta site under the sponsorship of Ebenezer Baptist Church. This is the first project [applause], this is the first project of a proposed southwide Housing Development Corporation which we hope to develop in conjunction with SCLC, and through this corporation we hope to build housing from Mississippi to North Carolina using Negro workmen, Negro architects, Negro attorneys, and Negro financial institutions throughout. And it is our feeling that in the next two or three years, we can build right here in the South forty million dollars worth of new housing for Negroes, and with millions and millions of dollars in income coming to the Negro community. [applause]

Now there are many other things that I could tell you, but time is passing. This, in short, is an account of SCLC’s work over the last year. It is a record of which we can all be proud.

With all the struggle and all the achievements, we must face the fact, however, that the Negro still lives in the basement of the Great Society. He is still at the bottom, despite the few who have penetrated to slightly higher levels. Even where the door has been forced partially open, mobility for the Negro is still sharply restricted. There is often no bottom at which to start, and when there is there’s almost no room at the top. In consequence, Negroes are still impoverished aliens in an affluent society. They are too poor even to rise with the society, too impoverished by the ages to be able to ascend by using their own resources. And the Negro did not do this himself; it was done to him. For more than half of his American history, he was enslaved. Yet, he built the spanning bridges and the grand mansions, the sturdy docks and stout factories of the South. His unpaid labor made cotton “King” and established America as a significant nation in international commerce. Even after his release from chattel slavery, the nation grew over him, submerging him. It became the richest, most powerful society in the history of man, but it left the Negro far behind.

And so we still have a long, long way to go before we reach the promised land of freedom. Yes, we have left the dusty soils of Egypt, and we have crossed a Red Sea that had for years been hardened by a long and piercing winter of massive resistance, but before we reach the majestic shores of the promised land, there will still be gigantic mountains of opposition ahead and prodigious hilltops of injustice. (Yes, That’s right) We still need some Paul Revere of conscience to alert every hamlet and every village of America that revolution is still at hand. Yes, we need a chart; we need a compass; indeed, we need some North Star to guide us into a future shrouded with impenetrable uncertainties.

Now, in order to answer the question, “Where do we go from here?” which is our theme, we must first honestly recognize where we are now. When the Constitution was written, a strange formula to determine taxes and representation declared that the Negro was sixty percent of a person. Today another curious formula seems to declare he is fifty percent of a person. Of the good things in life, the Negro has approximately one half those of whites. Of the bad things of life, he has twice those of whites. Thus, half of all Negroes live in substandard housing. And Negroes have half the income of whites. When we turn to the negative experiences of life, the Negro has a double share: There are twice as many unemployed; the rate of infant mortality among Negroes is double that of whites; and there are twice as many Negroes dying in Vietnam as whites in proportion to their size in the population. (Yes) [applause]

In other spheres, the figures are equally alarming. In elementary schools, Negroes lag one to three years behind whites, and their segregated schools (Yeah) receive substantially less money per student than the white schools. (Those schools) One-twentieth as many Negroes as whites attend college. Of employed Negroes, seventy-five percent hold menial jobs. This is where we are.

Where do we go from here? First, we must massively assert our dignity and worth. We must stand up amid a system that still oppresses us and develop an unassailable and majestic sense of values. We must no longer be ashamed of being black. (All right) The job of arousing manhood within a people that have been taught for so many centuries that they are nobody is not easy.

Even semantics have conspired to make that which is black seem ugly and degrading. (Yes) In Roget’s Thesaurusthere are some 120 synonyms for blackness and at least sixty of them are offensive, such words as blot, soot, grim, devil, and foul. And there are some 134 synonyms for whiteness and all are favorable, expressed in such words as purity, cleanliness, chastity, and innocence. A white lie is better than a black lie. (Yes) The most degenerate member of a family is the “black sheep.” (Yes) Ossie Davis has suggested that maybe the English language should be reconstructed so that teachers will not be forced to teach the Negro child sixty ways to despise himself, and thereby perpetuate his false sense of inferiority, and the white child 134 ways to adore himself, and thereby perpetuate his false sense of superiority. [applause] The tendency to ignore the Negro’s contribution to American life and strip him of his personhood is as old as the earliest history books and as contemporary as the morning’s newspaper. (Yes)

To offset this cultural homicide, the Negro must rise up with an affirmation of his own Olympian manhood. (Yes) Any movement for the Negro’s freedom that overlooks this necessity is only waiting to be buried. (Yes) As long as the mind is enslaved, the body can never be free. (Yes) Psychological freedom, a firm sense of self-esteem, is the most powerful weapon against the long night of physical slavery. No Lincolnian Emancipation Proclamation, no Johnsonian civil rights bill can totally bring this kind of freedom. The Negro will only be free when he reaches down to the inner depths of his own being and signs with the pen and ink of assertive manhood his own emancipation proclamation. And with a spirit straining toward true self-esteem, the Negro must boldly throw off the manacles of self-abnegation and say to himself and to the world, “I am somebody. (Oh yeah) I am a person. I am a man with dignity and honor. (Go ahead) I have a rich and noble history, however painful and exploited that history has been. Yes, I was a slave through my foreparents (That’s right), and now I’m not ashamed of that. I’m ashamed of the people who were so sinful to make me a slave.” (Yes sir) Yes [applause], yes, we must stand up and say, “I’m black (Yes sir), but I’m black and beautiful.” (Yes) This [applause], this self-affirmation is the black man’s need, made compelling (All right) by the white man’s crimes against him. (Yes)

Now another basic challenge is to discover how to organize our strength in to economic and political power. Now no one can deny that the Negro is in dire need of this kind of legitimate power. Indeed, one of the great problems that the Negro confronts is his lack of power. From the old plantations of the South to the newer ghettos of the North, the Negro has been confined to a life of voicelessness (That’s true) and powerlessness. (So true) Stripped of the right to make decisions concerning his life and destiny he has been subject to the authoritarian and sometimes whimsical decisions of the white power structure. The plantation and the ghetto were created by those who had power, both to confine those who had no power and to perpetuate their powerlessness. Now the problem of transforming the ghetto, therefore, is a problem of power, a confrontation between the forces of power demanding change and the forces of power dedicated to the preserving of the status quo. Now, power properly understood is nothing but the ability to achieve purpose. It is the strength required to bring about social, political, and economic change. Walter Reuther defined power one day. He said, “Power is the ability of a labor union like UAW to make the most powerful corporation in the world, General Motors, say, ‘Yes’ when it wants to say ‘No.’ That’s power.” [applause]

Now a lot of us are preachers, and all of us have our moral convictions and concerns, and so often we have problems with power. But there is nothing wrong with power if power is used correctly.

You see, what happened is that some of our philosophers got off base. And one of the great problems of history is that the concepts of love and power have usually been contrasted as opposites, polar opposites, so that love is identified with a resignation of power, and power with a denial of love. It was this misinterpretation that caused the philosopher Nietzsche, who was a philosopher of the will to power, to reject the Christian concept of love. It was this same misinterpretation which induced Christian theologians to reject Nietzsche’s philosophy of the will to power in the name of the Christian idea of love.

Now, we got to get this thing right. What is needed is a realization that power without love is reckless and abusive, and that love without power is sentimental and anemic. (Yes) Power at its best [applause], power at its best is love (Yes) implementing the demands of justice, and justice at its best is love correcting everything that stands against love. (Speak) And this is what we must see as we move on.

Now what has happened is that we’ve had it wrong and mixed up in our country, and this has led Negro Americans in the past to seek their goals through love and moral suasion devoid of power, and white Americans to seek their goals through power devoid of love and conscience. It is leading a few extremists today to advocate for Negroes the same destructive and conscienceless power that they have justly abhorred in whites. It is precisely this collision of immoral power with powerless morality which constitutes the major crisis of our times. (Yes)

Now we must develop progress, or rather, a program—and I can’t stay on this long—that will drive the nation to a guaranteed annual income. Now, early in the century this proposal would have been greeted with ridicule and denunciation as destructive of initiative and responsibility. At that time economic status was considered the measure of the individual’s abilities and talents. And in the thinking of that day, the absence of worldly goods indicated a want of industrious habits and moral fiber. We’ve come a long way in our understanding of human motivation and of the blind operation of our economic system. Now we realize that dislocations in the market operation of our economy and the prevalence of discrimination thrust people into idleness and bind them in constant or frequent unemployment against their will. The poor are less often dismissed, I hope, from our conscience today by being branded as inferior and incompetent. We also know that no matter how dynamically the economy develops and expands, it does not eliminate all poverty.

The problem indicates that our emphasis must be twofold: We must create full employment, or we must create incomes. People must be made consumers by one method or the other. Once they are placed in this position, we need to be concerned that the potential of the individual is not wasted. New forms of work that enhance the social good will have to be devised for those for whom traditional jobs are not available. In 1879 Henry George anticipated this state of affairs when he wrote in Progress and Poverty:

The fact is that the work which improves the condition of mankind, the work which extends knowledge and increases power and enriches literature and elevates thought, is not done to secure a living. It is not the work of slaves driven to their tasks either by the, that of a taskmaster or by animal necessities. It is the work of men who somehow find a form of work that brings a security for its own sake and a state of society where want is abolished.

Work of this sort could be enormously increased, and we are likely to find that the problem of housing, education, instead of preceding the elimination of poverty, will themselves be affected if poverty is first abolished. The poor, transformed into purchasers, will do a great deal on their own to alter housing decay. Negroes, who have a double disability, will have a greater effect on discrimination when they have the additional weapon of cash to use in their struggle.

Beyond these advantages, a host of positive psychological changes inevitably will result from widespread economic security. The dignity of the individual will flourish when the decisions concerning his life are in his own hands, when he has the assurance that his income is stable and certain, and when he knows that he has the means to seek self-improvement. Personal conflicts between husband, wife, and children will diminish when the unjust measurement of human worth on a scale of dollars is eliminated.

Now, our country can do this. John Kenneth Galbraith said that a guaranteed annual income could be done for about twenty billion dollars a year. And I say to you today, that if our nation can spend thirty-five billion dollars a year to fight an unjust, evil war in Vietnam, and twenty billion dollars to put a man on the moon, it can spend billions of dollars to put God’s children on their own two feet right here on earth. [applause]

Now, let me rush on to say we must reaffirm our commitment to nonviolence. And I want to stress this. The futility of violence in the struggle for racial justice has been tragically etched in all the recent Negro riots. Now, yesterday, I tried to analyze the riots and deal with the causes for them. Today I want to give the other side. There is something painfully sad about a riot. One sees screaming youngsters and angry adults fighting hopelessly and aimlessly against impossible odds. (Yeah) And deep down within them, you perceive a desire for self-destruction, a kind of suicidal longing. (Yes)

Occasionally, Negroes contend that the 1965 Watts riot and the other riots in various cities represented effective civil rights action. But those who express this view always end up with stumbling words when asked what concrete gains have been won as a result. At best, the riots have produced a little additional anti-poverty money allotted by frightened government officials and a few water sprinklers to cool the children of the ghettos. It is something like improving the food in the prison while the people remain securely incarcerated behind bars. (That’s right) Nowhere have the riots won any concrete improvement such as have the organized protest demonstrations.

And when one tries to pin down advocates of violence as to what acts would be effective, the answers are blatantly illogical. Sometimes they talk of overthrowing racist state and local governments and they talk about guerrilla warfare. They fail to see that no internal revolution has ever succeeded in overthrowing a government by violence unless the government had already lost the allegiance and effective control of its armed forces. Anyone in his right mind knows that this will not happen in the United States. In a violent racial situation, the power structure has the local police, the state troopers, the National Guard, and finally, the army to call on, all of which are predominantly white. (Yes) Furthermore, few, if any, violent revolutions have been successful unless the violent minority had the sympathy and support of the non-resisting majority. Castro may have had only a few Cubans actually fighting with him and up in the hills (Yes), but he would have never overthrown the Batista regime unless he had had the sympathy of the vast majority of Cuban people. It is perfectly clear that a violent revolution on the part of American blacks would find no sympathy and support from the white population and very little from the majority of the Negroes themselves.

This is no time for romantic illusions and empty philosophical debates about freedom. This is a time for action. (All right) What is needed is a strategy for change, a tactical program that will bring the Negro into the mainstream of American life as quickly as possible. So far, this has only been offered by the nonviolent movement. Without recognizing this we will end up with solutions that don’t solve, answers that don’t answer, and explanations that don’t explain. [applause]

And so I say to you today that I still stand by nonviolence. (Yes) And I am still convinced [applause], and I’m still convinced that it is the most potent weapon available to the Negro in his struggle for justice in this country.

And the other thing is, I’m concerned about a better world. I’m concerned about justice; I’m concerned about brotherhood; I’m concerned about truth. (That’s right) And when one is concerned about that, he can never advocate violence. For through violence you may murder a murderer, but you can’t murder murder. (Yes) Through violence you may murder a liar, but you can’t establish truth. (That’s right) Through violence you may murder a hater, but you can’t murder hate through violence. (All right, That’s right) Darkness cannot put out darkness; only light can do that. [applause]

And I say to you, I have also decided to stick with love, for I know that love is ultimately the only answer to mankind’s problems. (Yes) And I’m going to talk about it everywhere I go. I know it isn’t popular to talk about it in some circles today. (No) And I’m not talking about emotional bosh when I talk about love; I’m talking about a strong, demanding love. (Yes) For I have seen too much hate. (Yes) I’ve seen too much hate on the faces of sheriffs in the South. (Yeah) I’ve seen hate on the faces of too many Klansmen and too many White Citizens Councilors in the South to want to hate, myself, because every time I see it, I know that it does something to their faces and their personalities, and I say to myself that hate is too great a burden to bear. (Yes, That’s right) I have decided to love. [applause] If you are seeking the highest good, I think you can find it through love. And the beautiful thing is that we aren’t moving wrong when we do it, because John was right, God is love. (Yes) He who hates does not know God, but he who loves has the key that unlocks the door to the meaning of ultimate reality.

And so I say to you today, my friends, that you may be able to speak with the tongues of men and angels (All right); you may have the eloquence of articulate speech; but if you have not love, it means nothing. (That’s right) Yes, you may have the gift of prophecy; you may have the gift of scientific prediction (Yes sir) and understand the behavior of molecules (All right); you may break into the storehouse of nature (Yes sir) and bring forth many new insights; yes, you may ascend to the heights of academic achievement (Yes sir) so that you have all knowledge (Yes sir, Yes); and you may boast of your great institutions of learning and the boundless extent of your degrees; but if you have not love, all of these mean absolutely nothing. (Yes) You may even give your goods to feed the poor (Yes sir); you may bestow great gifts to charity (Speak); and you may tower high in philanthropy; but if you have not love, your charity means nothing. (Yes sir) You may even give your body to be burned and die the death of a martyr, and your spilt blood may be a symbol of honor for generations yet unborn, and thousands may praise you as one of history’s greatest heroes; but if you have not love (Yes, All right), your blood was spilt in vain. What I’m trying to get you to see this morning is that a man may be self-centered in his self-denial and self-righteous in his self-sacrifice. His generosity may feed his ego, and his piety may feed his pride. (Speak) So without love, benevolence becomes egotism, and martyrdom becomes spiritual pride.

I want to say to you as I move to my conclusion, as we talk about “Where do we go from here?” that we must honestly face the fact that the movement must address itself to the question of restructuring the whole of American society. (Yes) There are forty million poor people here, and one day we must ask the question, “Why are there forty million poor people in America?” And when you begin to ask that question, you are raising a question about the economic system, about a broader distribution of wealth. When you ask that question, you begin to question the capitalistic economy. (Yes) And I’m simply saying that more and more, we’ve got to begin to ask questions about the whole society. We are called upon to help the discouraged beggars in life’s marketplace. (Yes) But one day we must come to see that an edifice which produces beggars needs restructuring. (All right) It means that questions must be raised. And you see, my friends, when you deal with this you begin to ask the question, “Who owns the oil?” (Yes) You begin to ask the question, “Who owns the iron ore?” (Yes) You begin to ask the question, “Why is it that people have to pay water bills in a world that’s two-thirds water?” (All right) These are words that must be said. (All right)

Now, don’t think you have me in a bind today. I’m not talking about communism. What I’m talking about is far beyond communism. (Yeah) My inspiration didn’t come from Karl Marx (Speak); my inspiration didn’t come from Engels; my inspiration didn’t come from Trotsky; my inspiration didn’t come from Lenin. Yes, I read Communist Manifesto andDas Kapital a long time ago (Well), and I saw that maybe Marx didn’t follow Hegel enough. (All right) He took his dialectics, but he left out his idealism and his spiritualism. And he went over to a German philosopher by the name of Feuerbach, and took his materialism and made it into a system that he called “dialectical materialism.” (Speak) I have to reject that.

What I’m saying to you this morning is communism forgets that life is individual. (Yes) Capitalism forgets that life is social. (Yes, Go ahead) And the kingdom of brotherhood is found neither in the thesis of communism nor the antithesis of capitalism, but in a higher synthesis. (Speak) [applause] It is found in a higher synthesis (Come on) that combines the truths of both. (Yes) Now, when I say questioning the whole society, it means ultimately coming to see that the problem of racism, the problem of economic exploitation, and the problem of war are all tied together. (All right) These are the triple evils that are interrelated.

And if you will let me be a preacher just a little bit. (Speak) One day [applause], one night, a juror came to Jesus (Yes sir) and he wanted to know what he could do to be saved. (Yeah) Jesus didn’t get bogged down on the kind of isolated approach of what you shouldn’t do. Jesus didn’t say, “Now Nicodemus, you must stop lying.” (Oh yeah) He didn’t say, “Nicodemus, now you must not commit adultery.” He didn’t say, “Now Nicodemus, you must stop cheating if you are doing that.” He didn’t say, “Nicodemus, you must stop drinking liquor if you are doing that excessively.” He said something altogether different, because Jesus realized something basic (Yes): that if a man will lie, he will steal. (Yes) And if a man will steal, he will kill. (Yes) So instead of just getting bogged down on one thing, Jesus looked at him and said, “Nicodemus, you must be born again.” [applause]

In other words, “Your whole structure (Yes) must be changed.” [applause] A nation that will keep people in slavery for 244 years will “thingify” them and make them things. (Speak) And therefore, they will exploit them and poor people generally economically. (Yes) And a nation that will exploit economically will have to have foreign investments and everything else, and it will have to use its military might to protect them. All of these problems are tied together. (Yes) [applause]

What I’m saying today is that we must go from this convention and say, “America, you must be born again!” [applause] (Oh yes)

And so, I conclude by saying today that we have a task, and let us go out with a divine dissatisfaction. (Yes)

Let us be dissatisfied until America will no longer have a high blood pressure of creeds and an anemia of deeds. (All right)

Let us be dissatisfied (Yes) until the tragic walls that separate the outer city of wealth and comfort from the inner city of poverty and despair shall be crushed by the battering rams of the forces of justice. (Yes sir)

Let us be dissatisfied (Yes) until those who live on the outskirts of hope are brought into the metropolis of daily security.

Let us be dissatisfied (Yes) until slums are cast into the junk heaps of history (Yes), and every family will live in a decent, sanitary home.

Let us be dissatisfied (Yes) until the dark yesterdays of segregated schools will be transformed into bright tomorrows of quality integrated education.

Let us be dissatisfied until integration is not seen as a problem but as an opportunity to participate in the beauty of diversity.

Let us be dissatisfied (All right) until men and women, however black they may be, will be judged on the basis of the content of their character, not on the basis of the color of their skin. (Yeah) Let us be dissatisfied. [applause]

Let us be dissatisfied (Well) until every state capitol (Yes) will be housed by a governor who will do justly, who will love mercy, and who will walk humbly with his God.

Let us be dissatisfied [applause] until from every city hall, justice will roll down like waters, and righteousness like a mighty stream. (Yes)

Let us be dissatisfied (Yes) until that day when the lion and the lamb shall lie down together (Yes), and every man will sit under his own vine and fig tree, and none shall be afraid.

Let us be dissatisfied (Yes), and men will recognize that out of one blood (Yes) God made all men to dwell upon the face of the earth. (Speak sir)

Let us be dissatisfied until that day when nobody will shout, “White Power!” when nobody will shout, “Black Power!” but everybody will talk about God’s power and human power. [applause]

And I must confess, my friends (Yes sir), that the road ahead will not always be smooth. (Yes) There will still be rocky places of frustration (Yes) and meandering points of bewilderment. There will be inevitable setbacks here and there. (Yes) And there will be those moments when the buoyancy of hope will be transformed into the fatigue of despair. (Well) Our dreams will sometimes be shattered and our ethereal hopes blasted. (Yes) We may again, with tear-drenched eyes, have to stand before the bier of some courageous civil rights worker whose life will be snuffed out by the dastardly acts of bloodthirsty mobs. (Well) But difficult and painful as it is (Well), we must walk on in the days ahead with an audacious faith in the future. (Well) And as we continue our charted course, we may gain consolation from the words so nobly left by that great black bard, who was also a great freedom fighter of yesterday, James Weldon Johnson (Yes):

Stony the road we trod (Yes),

Bitter the chastening rod

Felt in the days

When hope unborn had died. (Yes)

Yet with a steady beat,

Have not our weary feet

Come to the place

For which our fathers sighed?

We have come over a way

That with tears has been watered. (Well)

We have come treading our paths

Through the blood of the slaughtered.

Out from the gloomy past,

Till now we stand at last (Yes)

Where the bright gleam

Of our bright star is cast.

Let this affirmation be our ringing cry. (Well) It will give us the courage to face the uncertainties of the future. It will give our tired feet new strength as we continue our forward stride toward the city of freedom. (Yes) When our days become dreary with low-hovering clouds of despair (Well), and when our nights become darker than a thousand midnights (Well), let us remember (Yes) that there is a creative force in this universe working to pull down the gigantic mountains of evil (Well), a power that is able to make a way out of no way (Yes) and transform dark yesterdays into bright tomorrows. (Speak)

Let us realize that the arc of the moral universe is long, but it bends toward justice. Let us realize that William Cullen Bryant is right: “Truth, crushed to earth, will rise again.” Let us go out realizing that the Bible is right: “Be not deceived. God is not mocked. (Oh yeah) Whatsoever a man soweth (Yes), that (Yes) shall he also reap.” This is our hope for the future, and with this faith we will be able to sing in some not too distant tomorrow, with a cosmic past tense, “We have overcome! (Yes) We have overcome! Deep in my heart, I did believe (Yes) we would overcome.” [applause]