Blogger and retired D.C. teacher G. F. Brandenburg reminds us that Dr. King was not always popular. White racists in the south and the north hated his advocacy for equal rights for black people. Followers of Malcolm X thought he was weak-kneed. Even supposedly liberal whites thought he went too far when he announced that he would lead a campaign against poverty. When he spoke out against the war in Vietnam, President Lyndon B. Johnson was furious, and many editorialists and even other civil rights leaders distanced themselves from him. They thought that Dr. King was wrong to offend the President and wrong to link his stand on civil rights and opposition to the war in Vietnam.
We admire Dr. King today because he dared to take a stand on what mattered, even if it upset the powerful. You cannot comfort the powerful and the afflicted simultaneously. At some point, you must take a stand. You can’t claim to be on the side of “the kids,” at the same time that you oppose raising taxes for the public services that the kids and their families need. As the saying goes, a hero comforts the afflicted and afflicts the comfortable. Dr. King never bowed to his critics.
Brandenburg writes:
When King spoke against the American war in Vietnam and against segregation and discrimination in Northern states, he drew a lot of sharp attacks, even from the NYT:
‘The New York Times editorial board lambasted King for linking the war in Vietnam to the struggles of civil rights and poverty alleviation in the United States, saying it was “too facile a connection” and that he was doing a “disservice” to both causes. It concluded that there “are no simple answers to the war in Vietnam or to racial injustice in this country.” The Washington Post editorial board said King had “diminished his usefulness to his cause, his country and his people.” A political cartoon in the Kansas City Star depicted the civil rights movement as a young black girl crying and begging for her drunk father King, who is consuming the contents of a bottle labeled “Anti-Vietnam.”
‘In all, 168 newspapers denounced him the next day. Johnson ended his formal relationship with King. “What is that goddamned nigger preacher doing to me?” Johnson reportedly remarked after the Riverside speech. “We gave him the Civil Rights Act of 1964, we gave him the Voting Rights Act of 1965, we gave him the war on poverty. What more does he want?”
‘The African-American establishment, fearful of Johnson’s reaction, also distanced itself from King.
‘The NAACP under the leadership of Roy Wilkins refused to oppose the war and explicitly condemned the effort to link the peace and civil rights movements. Whitney Young, the leader of the National Urban League, warned that “Johnson needs a consensus. If we are not with him on Vietnam, then he is not going to be with us on civil rights.”
As Singer said in the preceding post, since Dr. King’s death, there has been a pretty successful attempt to sanitize his legacy so that he appears to be not a radical leader of workers for political and economic change but a sort of warm and fuzzy grandfatherly guy who stood for good stuff. The FBI tried to use a honey trap to get King to kill himself. The day before he was killed, King gave a speech in which he described a previous attempt on his life and the precautions taken to check his airplane before his trip to Memphis to support striking sanitation workers. He knew what was coming. He knew that powerful people in the U.S. planned to get him. Read these chilling words from the conclusion of that speech:
“Well, I don’t know what will happen now. We’ve got some difficult days ahead. But it doesn’t matter with me now. Because I’ve been to the mountaintop. And I don’t mind. Like anybody, I would like to live a long life. Longevity has its place. But I’m not concerned about that now. I just want to do God’s will. And He’s allowed me to go up to the mountain. And I’ve looked over. And I’ve seen the promised land. I may not get there with you. But I want you to know tonight, that we, as a people, will get to the promised land. And I’m happy, tonight. I’m not worried about anything. I’m not fearing any man. Mine eyes have seen the glory of the coming of the Lord.”
And, ofc, it was when King went to support striking workers that he was killed. The authorities couldn’t have that–it would make the cause not just about black people but about the poor and dispossessed generally. The rapacious overlords had to stop him.
The courage of this man!
I was in college during this time. My dad, a union member, who was a Republican, saw Dr. King as a “trouble maker and instigator.” I remember arguing with him then about what Dr. King was fighting for. My dad said,”You see things this way because you are young. You’ll change when you’re older.” Now that I am older, I haven’t changed. If anything, I am left of where I was in the sixties.
If you want a little exercise in the vacuity of the Common [sic] Core [sic}, imagine an exercise that quotes that passage from Dr. King’s “I’ve Been to the Mountaintop” speech and then asks, “Which of the following is an inference that can be drawn from the passage?” and gives as the correct answer, from among five possible multiple choice answers, “King was happy and not worried or fearful.” THIS, instead of
Giving students background on the speech–explaining the Memphis sanitation workers’ strike and King’s support of this, as well as the threats that had been made on King’s life.
Teaching students what an allusion is, giving them the passage from the Bible that King alludes to (Moses being taken to the top of a mountain and being shown the Promised Land), and asking students to think about what King’s situation and that of Moses have in common.
Having students discuss a) the situation to which King was responding (inequity in the treatment of sanitation workers and the threats on his life) and b) asking them to consider what effect King probably meant to have on his listeners (to encourage them to be courageous, like him, and keep up the fight).
The effect, of course, is to trivialize English Language Arts curricula and pedagogy–to divert attention from consideration of what writers and speakers are saying to trivial formal details in the mistaken belief that texts exist in a world of their own. This is, of course, an utter distortion of what readers do and what writers and speakers intend. It’s like having sailors concentrate on polishing the brightwork on deck when there is a whole in the hull. It’s like teaching a unit on the Civil War that concentrates on the relative sizes of Union and Rebel cannonballs.
If you wish to respond to this post, do not by any means address what I had to say here. Instead, write a five-paragraph theme about how my use of figurative language affected the tone and mood of the piece. See what I mean? Trivialization and distortion of reading itself and undermining of its whole purpose. That’s what the vague, backward skills list known as the Common [sic] Core [sic] in ELA actually does.
Your comments are spot on, Bob. Thank you.
It was unfortunately not clear from my original post that those eloquent words were not my own. I was quoting from The Intercept:
https://theintercept.com/2018/01/15/martin-luther-king-jr-mlk-day-2018/
I am a subscriber and I really appreciate you and your work. Because of this article about the publicâs disdain for MLK during his lifetime, I thought you might be interested in my latest piece on that issue which appeared in my blog and in my column in two Virginia newspapers.
See it here: http://www.worniereed-whatthedatasay.com/?p=1180
Regards.
WR
Wornie Reed, Ph.D.
Professor, Sociology and Africana Studies
Director, Race and Social Policy Research Center
Virginia Tech
564B McBryde Hall (0137)
225 Stanger Street
Blacksburg VA 24061
540-231-3496
wornie@vt.edu
Website: http://www.sociology.vt.edu/rsp/
Blog: http://www.worniereed-whatthedatasay.com
Professor Reed, I hope you will comment more often!
Diane
The NYT is so consistent, ever on the wrong side of history.