Well, to me it's quite an analogy. I think Mr. Nixon became president by
playing to the base, biased prejudice of white America. You see, of the
votes that Richard Nixon got for president, sixty-five percent of those
votes. . . well, sixty-five percent of the vote in the country went to
Richard Nixon. Of the other thirty-five percent that was left,
twenty-five percent of that that went to George McGovern was black.
George McGovern got less than ten percent of the white vote in this
country. So, you see, every time Nixon used the word busing, that was nothing but a code word for nigger. Every time he
used welfarism, permissiveness. You see, it gave Americans who felt
chagrined to say that they were for segregation of the races,
segregation forever, and all that bull . . . but when he gave them a
convenient umbrella under which to stand and say, "I'm against busing,"
well, what they're really saying . . . it ain't the bus, it's who's on
the damn bus. It's us. That's, you know, that's the question about
busing. And if they were busing nothing but white kids, there'd be no
problem. See, busing has been used as a tool for getting children to
school as long as the public school system has been a part of America.
But as long as they were using busing to maintain segregation, there was
nothing wrong with busing. And now that we're using busing to effect
integration, then the president and everybody—not everybody—the
president and several other people get the impression that busing is so
wrong.
It's really an issue that is attempting to return America to the days
when segregation, when racial segregation had a legal foundation in this
country. If we return to the neighborhood school idea with housing as
segregated as it is, with many of the larger cities where whites have
moved to the suburbs, et cetera . . . if there is not the tool of
busing, black children and white children again are going to be
separated. You don't learn from books. You don't learn from movies. You
don't learn from osmosis that other people are just like you. Except you
have the opportunity of dealing man-to-man or person-to-person with them
meeting. White boys get the idea that they're better than black boys
because they are separated from black boys. And they don't have any way
of comparing their ability with black children. And of course black
children begin to feel that they are less than white children because
they have no positive way of identifying their abilities with white
children.
And the textbook structure of this nation so ignores the black
contributions that it helped make America the kind of country that it is today. That the textbooks expose the virtues of
the whites and either plays down or absents the activities of blacks. So
consequently, without models, without heros, without persons of black
stature for black kids to look up to, they are going to be brainwashed
by the textbooks of this country that only white men have been involved
in building America the way it is. It's subtle. But if you look at the
elementary books of your and my time where Dick and Jane was always
white, you know. There was no blacks involved in any of the primary
books that were around when you were in grammar school or when I was in
grammar school. The nearest thing you had to it was little black Sambo.
And of course black Sambo was always a buffoon. He was a very unsavory
character. And as long as these are the kind of models we are going to
give children to emulate, you're bound to get a master-servant
philosophy, you're bound to justify Gunnar Myrdal's position in American Dilemma when he says that when you separate
children from others because of their race, that you commit an act that
is calculated to warp their minds in a manner never likely to be undone.
And the warping of the mind suggests to the white child that he's better
than the black child, suggests to the black child that he's less than
the white child. And consequently this master-servant thing
prevails.