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Can you hear me? No. When do when do you guys get off? All right. I don't get all that. I don't know why. Okay. You made that just

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a little while we're leaving. We were here before the boys night. It's not Yeah, we didn't know that sound on tv. Oh they gonna manage to get their sand on tv. Coming here. Just act normal. I like these everybody. Bye.

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I get no sharing you see? Hey man me. Shut up. Good boy. Hi. Yeah. What did you learn? What did you do? Tell me I did my math and I played and all right, there's in him. Nothing. I'll ask you the next time we

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stop then let's go learn in a place. What did you learn, Billy Cd and you can go out with me and I went to the Austin and that cameraman we're late. She was coming. I went on and Gerald classes. He one day that's because we didn't

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get there at the right time. We were late. I tell you that I want to stay there for a whole hour. Yeah. Yes. The next step is that? Me too. Everybody get out. Not everybody is a great not everybody almost everybody get off. Yeah. Okay. Mhm.

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Right. Right. I never get Hello? How can I take a picture? Take a picture. Get it. Thank you. Barbara before it goes in the hills area. She don't go to in the vicinity of stop right back and put it up where we left. Well that's where

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we need to go. All right. She's a suspension here? Yes. Okay. What's up? He was in front of the camera. Thank you. Okay. Hey, yeah, get back here. Somebody else wants some Got a loved one you're late. Yeah. Bye.

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Just fine. Why do people usually, Yeah, we have to run all the time. We have some good assemblies once in a while. Uh huh. You get me in there? Yeah, I feel Bachmann. All right. Yeah. Okay. Out of school. What would you rather than stay home

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and play? What's up? All right. I'm just trying to get dad the teachers weren't so mean because it's friday, you know? Yeah, I don't know. Can you hear us? Yeah. What they live over here like the evil and you send your check every month. I

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gotta love to send my check to him today. We get students who read very well that come down here and we get students who really can't read at all, uh, and everything in between there. But I guess in contrast to a number of other people's educational

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philosophies, we feel that black people are psychological victims. And that one of the things we have to do is to get them to come to grips with some of their psychological problems before they can even begin to start to improve on their educational deficiencies. In fact,

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a large amount of last semester was spent in trying to get over these psychological roadblocks and for the most part, I think that we've been successful. Uh, if you look at the types of what the students are doing at this point and people being willing to

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say, I can't do this. I mean it or being willing to tackle books that they never would have read before. Um being willing to write papers that were poorly written, which they never would have done before, they would have avoided writing the paper. So in front

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that they could write, but that they just didn't have the time or something like that. And we managed to get through a lot of those blocks now and in fact they are working and dealing with their problems. But there's no way of getting around the effect

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that this negative image a lot of black students having themselves has on their uh willingness or ability to deal with basic kind of skills like reading, writing and talking and thinking well that leads to the question that I'm sure you get asked a lot of times,

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how do you justify a Black house project within a school system that has raised the flag of integration for years? Yeah, it's a it's a question that seems to be asked all the time because a lot of people don't understand it, but alright, we look upon

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ourselves as being oppressed people, black people. And we also think about slows and slow masters and there are a lot of parallels that we can draw between our situation and we think that a situation in spite of the benevolence of the slave masters, you're just not

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going to get meaningful education from the slave master, with the slaves there. He's not going to teach slaves how to change the situation. He has a vested interest in remaining a slave master in the same way we feel that the oppressor has a vested interest in

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not teaching us certain things. Do you think most white teachers don't go this route? I think that most white teachers have to go this route whether they want to admit it or not, they have, you know, like they can't tell us everything they like in history

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that white people have done to us. Well you asked me what, first of all I feel about black house and actually I can not sum it up in the word, but I do feel a sense of security. I feel something that has reached me through my

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son like togetherness. He saw a black house, he didn't talk too much to me, but he does now and I like that the integration just didn't work for my son. He left home every morning to attend class. He never got to school. I went up to

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school to find out about it and they finally passed him. He graduated with a big fat D. And a deed to me is just like an F. Watts burning burning, left the black wandering minds and the result of the plundered culture. Watts burning