Dr. Clark, many of the students on the campus, I mean, I'm not sure if you remember this, but many of the students felt they that the school should have a curriculum that was more Black oriented. I mean, you were just talking about that you felt, you know, when you went to Howard that the school had a commitment, that you had went downtown and had been active and stuff like that. What would your reaction be to the students in '68 wanting to help have a more Black oriented curriculum? Didn't you think Howard already had that?
Well I certainly did. I had a great deal of respect for--
I have to ask you to include that Howard already had a curriculum that was oriented toward Black people.
They won't hear his questions--
I felt that Howard had a very strong commitment. And by Howard I mean faculty members of Howard, certainly those whom I respected and talked with had a strong commitment for racial justice. The commitment term I thought was a sort of a fashionable term when Howard was really being concerned with how do we use intelligence and law to remove the more flagrant and eventually, I suppose, subtle examples of racial injustice. And, ah, To me a university is a place where ideas are made to be dynamic and to be places where, universities, you have concern with basic human values. And my feeling was that Howard University could be a institution that would bring this dimension of primary concern for justice as an important part of higher education. And I felt that certainly my five or six years at the university, I felt this very strongly. I felt that the university was doing this. I also feel that the Black Power movement wanted something else. I don't know that I quite understood what they wanted the university to do in terms of Black Power demonstrations. It seemed to me that what went on in the seminars, in the classrooms, in the conferences, in the legal, the discussions of the law school, these were the kinds of things that a university could contribute.