Latest / Broken Record with Rick Rubin, Malcolm Gladwell, Bruce Headlam and Justin Richmond / Revisionist History Presents: The Limits of Power

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Revisionist History Presents: The Limits of Power · Broken Record with Rick Rubin, Malcolm Gladwell, Bruce Headlam and Justin Richmond

• 0:15
  Speaker 1: Pushkin. Hey everyone, this is justin Richmond. We were all
• 0:23
  Speaker 1: set to bring you a conversation between Rick Rubin and
• 0:25
  Speaker 1: Rizzard today that we tapped a couple of weeks ago,
• 0:29
  Speaker 1: but in light of the heaviness of the last week
• 0:33
  Speaker 1: and what's going on this week, we figured it'd be
• 0:36
  Speaker 1: best to hold that at least until next week. The
• 0:40
  Speaker 1: music industry is doing something called blackout Tuesday, where a
• 0:44
  Speaker 1: lot of people are refusing to do business as a
• 0:47
  Speaker 1: symbol of not wanting to go on with business as usual.
• 0:51
  Speaker 1: And even though it's a podcast, we're only really music adjacent.
• 0:56
  Speaker 1: Ricks involved in the music industry of course, and the
• 0:58
  Speaker 1: artists we have on or involved, and we just figured
• 1:02
  Speaker 1: it'd be best to take a week off and do
• 1:04
  Speaker 1: some deeper thinking. We did think instead of just not
• 1:09
  Speaker 1: running something, we would bring you something from our other host,
• 1:13
  Speaker 1: Malcolm Gladwell, who's written about policing a lot throughout his career,
• 1:18
  Speaker 1: and he had a chapter in his book, David and
• 1:21
  Speaker 1: Goliath that he really wanted to share with you guys,
• 1:25
  Speaker 1: and we hope that you get a chance to listen
• 1:28
  Speaker 1: and makes you think whatever you think you know that
• 1:33
  Speaker 1: it just maybe adds to the dialogue that's going on
• 1:37
  Speaker 1: right now, and we'll be back with the Rizzard from
• 1:41
  Speaker 1: Mutang next week talking to Rick and we hope you
• 1:44
  Speaker 1: guys all stay safe in the meantime, and we appreciate
• 1:46
  Speaker 1: you guys, and yeah, we'll be back next week. Enjoy
• 1:51
  Speaker 1: this chapter from Malcolm's book, David and Goliath. Here's Malcolm.
• 1:56
  Speaker 1: Hello there, Malcolm Gladwell here. Many people have spoken up
• 2:00
  Speaker 1: over the last few days, very eloquently about the tragic
• 2:03
  Speaker 1: death of George Floyd at the hands of a police
• 2:06
  Speaker 1: officer in Minneapolis. It says something about the country we
• 2:10
  Speaker 1: live in with the most powerful things I've heard of
• 2:12
  Speaker 1: come from mayors and preachers and rappers and talk show
• 2:15
  Speaker 1: hosts and countless ordinary people on Twitter while the White
• 2:19
  Speaker 1: House turned off its lights and the President hid in
• 2:22
  Speaker 1: an underground bunker. Sometimes words fail me. As those of
• 2:28
  Speaker 1: you who have followed my career now, I've been writing
• 2:30
  Speaker 1: and thinking about race and policing for a very long time.
• 2:33
  Speaker 1: The final chapter of my second book, Blink, was about
• 2:36
  Speaker 1: the forty one shots fired at a young African immigrant
• 2:39
  Speaker 1: named Amadu Diallo by New York City police officers in
• 2:42
  Speaker 1: nineteen ninety nine. As he stood on his front porch
• 2:46
  Speaker 1: and reached for his wallet to show them his ID.
• 2:50
  Speaker 1: My latest book, Talking to Strangers, starts and ends with
• 2:53
  Speaker 1: the tragic encounter between a young African American woman, Sandra Bland,
• 2:57
  Speaker 1: and a highway patrolman on the streets of Prairie View, Texas.
• 3:01
  Speaker 1: So I wanted to add my voice to the chorus
• 3:04
  Speaker 1: and share some of that work. And what I decided
• 3:06
  Speaker 1: on is a portion of the audiobook version of I
• 3:09
  Speaker 1: booked David and Goliath. It was published in twenty thirteen,
• 3:13
  Speaker 1: and this chapter is about a riot that took place
• 3:15
  Speaker 1: in Belfast, in Northern Ireland. It's about a situation from
• 3:20
  Speaker 1: miles away and many years ago, and about the divisions
• 3:23
  Speaker 1: of religion and class, and not the divisions of race.
• 3:27
  Speaker 1: But sometimes I think it's useful to take a step
• 3:29
  Speaker 1: back and consider policing in a broader context. What happened
• 3:34
  Speaker 1: in Northern Ireland fifty years ago and what is happening
• 3:37
  Speaker 1: now on the streets of the United States are not
• 3:39
  Speaker 1: all that different. The core question in both is if
• 3:43
  Speaker 1: you have power, what does it mean to use it wisely?
• 3:47
  Speaker 1: And what are the consequences if you don't. So here
• 3:51
  Speaker 1: we go from David and Goliathe Chapter seven, Rosemary Lawler.
• 3:56
  Speaker 1: When the troubles began in Northern Ireland. Rosemary Lawler was
• 3:59
  Speaker 1: a newly wed. She and her husband had just bought
• 4:03
  Speaker 1: a house in Belfast. They had a baby. It was
• 4:06
  Speaker 1: a summer of nineteen sixty nine. Catholics and Protestants, the
• 4:11
  Speaker 1: two religious communities that have lived uneasily alongside each other
• 4:14
  Speaker 1: throughout the country's history, or at each other's throat. They
• 4:18
  Speaker 1: were bombings and riots. Gangs of Protestant militants, loyalists, as
• 4:23
  Speaker 1: they were called, roam the streets, burning down houses. The
• 4:27
  Speaker 1: Lawlers were Catholic, and Catholics have always been a minority
• 4:30
  Speaker 1: in Northern Ireland. Every day they grew more frightened. I'd
• 4:35
  Speaker 1: come home at night, Lawlers said, and they would be
• 4:37
  Speaker 1: riding on the door tags out. Tags is a derogatory
• 4:41
  Speaker 1: word for an Irish Catholic, or no pope here. Another
• 4:46
  Speaker 1: night we were there. We were very lucky. A bomb
• 4:48
  Speaker 1: came into the back yard and didn't explode. One day
• 4:51
  Speaker 1: I went to knock on my neighbor's door and I
• 4:53
  Speaker 1: realized she was gone. I found out that day that
• 4:56
  Speaker 1: a lot of people had gone So when my husband,
• 4:59
  Speaker 1: Terry came home from work, I said, Terry, what's going
• 5:01
  Speaker 1: on here? And he said, we're in danger. We left
• 5:05
  Speaker 1: the home that night. We had no phone. You remember
• 5:08
  Speaker 1: this in the days before mobiles. We walked out. The
• 5:12
  Speaker 1: fear was in me. I put my son in his pram.
• 5:15
  Speaker 1: I guided up best we could pieces of clothes for
• 5:18
  Speaker 1: him and ourselves. There was a tray at the bottom
• 5:20
  Speaker 1: of the pram and we stuffed them all in the tray.
• 5:22
  Speaker 1: And Terry says to me, right, Rosy, We're going to
• 5:25
  Speaker 1: walk straight out of here, I'm going to smile at everybody.
• 5:29
  Speaker 1: I was trembling. I was a teenage mom, a teenage
• 5:32
  Speaker 1: girl who got married, nineteen married, new baby, new world,
• 5:35
  Speaker 1: new life taken away from me like that, do you know?
• 5:38
  Speaker 1: And I have no power to stop it. Fear is
• 5:41
  Speaker 1: an awful thing, and I remember being really, really scared.
• 5:47
  Speaker 1: The safest place they knew was the all Catholic neighborhood
• 5:50
  Speaker 1: of Bala Murphy in West Belfast, where Lawlor's parents lived.
• 5:54
  Speaker 1: But they had no car, and with Belfast and turmoil,
• 5:58
  Speaker 1: no taxi wanted to venture into a Catholic neighborhood. Finally,
• 6:01
  Speaker 1: they tricked a cabin to stopping by, saying their baby
• 6:04
  Speaker 1: was sick and needed to get to a hospital. They
• 6:07
  Speaker 1: shut the car door and Terry told the driver, I
• 6:10
  Speaker 1: want you to take us to Balamurphy. The driver said,
• 6:13
  Speaker 1: oh no, I'm not doing that. But Terry had a
• 6:16
  Speaker 1: poker and he took it out and he placed the
• 6:18
  Speaker 1: point against the back of the driver's neck and said,
• 6:21
  Speaker 1: you're going to take us. The cab driver drove them
• 6:24
  Speaker 1: to the edge of Balamurphy and stopped. I don't care
• 6:27
  Speaker 1: if you stick that in me. He said, I'm not
• 6:29
  Speaker 1: going any further. The Lawlers gathered up their baby and
• 6:33
  Speaker 1: their worldly possessions and ran for their lives. At the
• 6:38
  Speaker 1: beginning of nineteen seventy, things got worse. That Easter, there
• 6:43
  Speaker 1: was a ride in Balamurphy. The British Army was called in.
• 6:46
  Speaker 1: A fleet of armored cars with barbed wire on their
• 6:49
  Speaker 1: bumpers patrolled the streets. Lawler would push her pram pass
• 6:53
  Speaker 1: soldiers with automatic rifles and tear gas grenades. One weekend
• 6:57
  Speaker 1: in June, there was a gun battle in the Boordering neighborhood.
• 7:01
  Speaker 1: A group of Catholic gunmen stepped into the middle of
• 7:03
  Speaker 1: the road and opened fire on a group of Protestant bystanders.
• 7:07
  Speaker 1: In response, Protestant law whilst tried to burn down a
• 7:10
  Speaker 1: Catholic church near the docks. For five hours, the two
• 7:13
  Speaker 1: sides fought locked in deadly gun battle. Hundreds of fires
• 7:17
  Speaker 1: burned across the city. By the end of the weekend,
• 7:21
  Speaker 1: six people were dead and more than two hundred injured.
• 7:24
  Speaker 1: The British Home Secretary responsible for Northern Ireland flew up
• 7:28
  Speaker 1: from London, surveyed the chaos and ran back to his plane.
• 7:32
  Speaker 1: For God's sake, bring me a large scotch, he said,
• 7:36
  Speaker 1: burying his head in his hands. What a bloody, awful country.
• 7:41
  Speaker 1: A week later, a woman came through Ballymurphy. Her name
• 7:45
  Speaker 1: was Harriet Carson. She was famous for hitting Maggie Thatcher
• 7:49
  Speaker 1: over the head with a handbag at city Hall. Lawlor said,
• 7:52
  Speaker 1: I knew her growing up. Harriet was coming around with
• 7:55
  Speaker 1: two lids of pots and she was banging him together
• 7:58
  Speaker 1: and she was shouting, come on, come out, come out.
• 8:02
  Speaker 1: The people in the lower falls were getting murdered. She
• 8:04
  Speaker 1: was shouting it up and I went out to the door.
• 8:07
  Speaker 1: My family was all there and she was shouting, they're
• 8:09
  Speaker 1: locked in their houses. Their children can't get milk, and
• 8:12
  Speaker 1: they haven't got anything for a cup of tea, and
• 8:14
  Speaker 1: there's no bread, and come out, come out. We need
• 8:17
  Speaker 1: to do something. The Lower Falls is in all Catholic neighborhood,
• 8:21
  Speaker 1: just down the hill from Balamurfy. Lawler had gone to
• 8:24
  Speaker 1: school in the Lower Falls. Her uncle lived there, as
• 8:27
  Speaker 1: did countless cousins. She knew as many people in the
• 8:30
  Speaker 1: Lower Falls as she did in Balamurphy. The British Army
• 8:33
  Speaker 1: had put the entire neighborhood under curfew while they searched
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  Speaker 1: for illegal weapons. I didn't know what curfew meant, Lawler said,
• 8:41
  Speaker 1: hadn't a clue. I had to say to somebody, what
• 8:44
  Speaker 1: does that mean? She said, they're not allowed out of
• 8:46
  Speaker 1: their houses. I said, how can they do that? I
• 8:49
  Speaker 1: was totally stunned. Stunned, what do you mean? The people
• 8:53
  Speaker 1: are locked in their houses, they can't get out for
• 8:55
  Speaker 1: bread or milk. While the Brits, the British Army were
• 8:58
  Speaker 1: kicking indoors and racking and ruining and searching. I was
• 9:01
  Speaker 1: what the biggest thought in everybody's mind was there are
• 9:05
  Speaker 1: people locked in their houses. And as children, you have
• 9:08
  Speaker 1: to remember some houses had twelve fifteen kids in them.
• 9:12
  Speaker 1: Do you know that's the way it was? What do
• 9:15
  Speaker 1: you mean they can't get out of their houses? They
• 9:17
  Speaker 1: were angry. Rosemey Lawler is now in her sixties, a
• 9:22
  Speaker 1: sturdily built woman with ruddy cheeks and short, white blonde
• 9:25
  Speaker 1: hair swept to the side. She was a seamstress by trade,
• 9:29
  Speaker 1: and she was dressed with flair, a bright floral blouse
• 9:32
  Speaker 1: and white cropped pants. She was talking about things that
• 9:36
  Speaker 1: had happened half a lifetime ago, but she remembered every moment.
• 9:41
  Speaker 1: My father said, the Brits they'll turn on us. They'll
• 9:45
  Speaker 1: say they're in here to protect us. They'll turn on us.
• 9:47
  Speaker 1: You wait and see. And he was one hundred percent right.
• 9:52
  Speaker 1: They turned on us and the curfew was the start
• 9:54
  Speaker 1: of it. The same year that Northern Ireland descended into chaos,
• 9:59
  Speaker 1: two economists, Nathan Ladies and Charles Wolf Junior wrote a
• 10:03
  Speaker 1: report about how to deal with insurgencies. Ladies and Wolf
• 10:07
  Speaker 1: worked for the Rand Corporation, the prestigious think tank started
• 10:11
  Speaker 1: after the Second World War by the Pentagon. Their report
• 10:14
  Speaker 1: was called Rebellion and Authority. In those years when the
• 10:18
  Speaker 1: world was exploding in violence, everyone read Ladies in Wolf.
• 10:23
  Speaker 1: Rebellion and Authority became the blueprint for the war in Vietnam,
• 10:27
  Speaker 1: and for how police departments dealt with civil unrest and
• 10:30
  Speaker 1: for how governments cope with terrorism. Its conclusion was simple.
• 10:36
  Speaker 1: Fundamental to our analysis is the assumption that the population,
• 10:40
  Speaker 1: as individuals or groups behaves rationally, that it calculates costs
• 10:46
  Speaker 1: and benefits to the extent that they can be related
• 10:48
  Speaker 1: to different courses of action, and makes choices accordingly. Consequently,
• 10:54
  Speaker 1: influencing popular behavior requires neither sympathy nor mysticism, but rather
• 11:00
  Speaker 1: a better understanding of what costs and benefits the individual
• 11:04
  Speaker 1: or the group is concerned with and how they are calculated.
• 11:09
  Speaker 1: In other words, getting insurgents to behave is fundamentally a
• 11:12
  Speaker 1: math problem. If there are riots in the streets of Belfast,
• 11:17
  Speaker 1: it's because the costs to rioters of burning houses and
• 11:20
  Speaker 1: smashing windows aren't high enough. And when Ladies and Wolf
• 11:25
  Speaker 1: said that influencing popular behavior requires neither sympathy nor mysticism,
• 11:30
  Speaker 1: what they meant was that nothing mattered but that calculation.
• 11:34
  Speaker 1: If you were in a position of power, you didn't
• 11:37
  Speaker 1: have to worry about how lawbreakers felt about what you
• 11:40
  Speaker 1: were doing You just had to be tough enough to
• 11:43
  Speaker 1: make them think twice. The general in charge of the
• 11:47
  Speaker 1: British forces in Northern Ireland was a man straight out
• 11:50
  Speaker 1: of the pages of rebellion and authority. His name was
• 11:53
  Speaker 1: Ian Freeland. He had served with distinction in Normandy during
• 11:57
  Speaker 1: the Second World War and later fought insurgencies in Cyprus
• 12:01
  Speaker 1: and Zanzibar. He was trim and forthright, with a straight
• 12:05
  Speaker 1: back and a square jaw and a firm hand. He
• 12:09
  Speaker 1: conveyed the correct impression of a man who knew what
• 12:12
  Speaker 1: needed to be done and would do it. When he
• 12:16
  Speaker 1: arrived in Northern Ireland, he made it plain that his
• 12:18
  Speaker 1: patience was limited. He was not afraid to use force.
• 12:22
  Speaker 1: He had his orders from the Prime Minister. The British
• 12:25
  Speaker 1: Army should deal toughly and be seen to deal toughly
• 12:29
  Speaker 1: with thugs and gunmen. On June thirtieth, nineteen seventy, the
• 12:35
  Speaker 1: British Army received a tip there were explosives and weapons
• 12:39
  Speaker 1: hidden in a house at twenty four Balkan Street in
• 12:42
  Speaker 1: the Lower Falls. They were told. Freeland immediately dispatched five
• 12:47
  Speaker 1: armored cars filled with soldiers and police officers a search
• 12:50
  Speaker 1: of the house turned up a cache of guns and ammunition. Outside,
• 12:54
  Speaker 1: a crowd gathered. Someone started throwing stones. Stones turned into
• 12:59
  Speaker 1: petrol bombs. A riot started. By ten pm, the British
• 13:03
  Speaker 1: had had enough. An army helicopter armed with a loudspeaker
• 13:07
  Speaker 1: circled the Lower Falls to ending that all residents stay
• 13:10
  Speaker 1: inside their homes or face arrest. As the streets cleared,
• 13:15
  Speaker 1: the army launched a massive house to house search. Disobedience
• 13:19
  Speaker 1: was met with firm and immediate punishment. The next morning,
• 13:24
  Speaker 1: a triumphant Freeland took two Protestant government officials and a
• 13:28
  Speaker 1: pack of journalists on a two of the neighborhood and
• 13:30
  Speaker 1: the back of an open flatbed truck, surveying the deserted streets, like,
• 13:35
  Speaker 1: as one soldier later put it, the British raj on
• 13:39
  Speaker 1: a tiger hunt. The British Army went to Northern Ireland
• 13:43
  Speaker 1: with the best of intentions. The local police force was overwhelmed,
• 13:47
  Speaker 1: and they were there simply to help to serve as
• 13:50
  Speaker 1: a peacekeeper between Northern Ireland's two warring populations. This was
• 13:55
  Speaker 1: not some distant and foreign land. They were dealing with
• 13:58
  Speaker 1: their own country, their own language, and their own culture.
• 14:02
  Speaker 1: They had resources and weapons, and soldiers and experience that
• 14:07
  Speaker 1: dwarfed those of the insert elements they were trying to contain.
• 14:11
  Speaker 1: When Freeland toured the empty streets of the Lower Falls
• 14:14
  Speaker 1: that morning, he believed that he and his men would
• 14:17
  Speaker 1: be back home in England by the end of the summer.
• 14:20
  Speaker 1: But that's not what happened. Instead, what should have been
• 14:23
  Speaker 1: a difficult few months turned into thirty years of bloodshed
• 14:28
  Speaker 1: and mayhem in Northern Ireland. The British made a simple mistake.
• 14:33
  Speaker 1: They fell into the trap of believing that because they
• 14:37
  Speaker 1: had resources, weapons, soldiers and experience that dwarfed those of
• 14:42
  Speaker 1: the insurgent elements they were trying to contain, it did
• 14:45
  Speaker 1: not matter what the people of Northern Ireland thought of them.
• 14:49
  Speaker 1: General Freeland believed Ladies and Wolf when they said that
• 14:53
  Speaker 1: influencing popular behavior requires neither sympathy nor mysticism, and Ladies
• 15:00
  Speaker 1: and Wolf were wrong. It has been said that most
• 15:04
  Speaker 1: revolutions are not caused by revolutionaries in the first place,
• 15:07
  Speaker 1: but by the stupid and brutality of governments. Sean mcstephen,
• 15:12
  Speaker 1: the Provisional IRA's first chief of staff, once said, looking
• 15:16
  Speaker 1: back on those early years, well, you had that to
• 15:19
  Speaker 1: start with in Northern Ireland, all right. The simplest way
• 15:23
  Speaker 1: to understand the British mistake in Northern Ireland is to
• 15:26
  Speaker 1: picture a classroom. It's a kindergarten class, a room with
• 15:30
  Speaker 1: brightly colored walls covered in children's drawings. Let's call the
• 15:34
  Speaker 1: teacher Stella. The classroom was videotaped as part of a
• 15:39
  Speaker 1: project at the Curry School of Education at the University
• 15:42
  Speaker 1: of Virginia, and there is more than enough footage to
• 15:45
  Speaker 1: provide a good sense of the kind of teacher Stella
• 15:48
  Speaker 1: is and the kind of classroom she has. Even after
• 15:52
  Speaker 1: a few minutes, it is abundantly clear that things aren't
• 15:55
  Speaker 1: going well. Stella is sitting in a chair at the
• 15:58
  Speaker 1: front of the room. She's reading out loud from a
• 16:01
  Speaker 1: book that she's holding up to one side. Seven slices
• 16:04
  Speaker 1: of tomatoes, eight juicy olives, nine chunks of chief. A
• 16:09
  Speaker 1: girl is standing in front of her, reading along, and
• 16:12
  Speaker 1: all around her, the class is in chaos, a mini
• 16:16
  Speaker 1: version of Belfast in the summer of nineteen seventy. A
• 16:19
  Speaker 1: little girl is doing cartwheels across the room. A little
• 16:22
  Speaker 1: boy is making faces much as a class seems to
• 16:25
  Speaker 1: be paying no attention at all. Some of the students
• 16:28
  Speaker 1: have actually turned themselves entirely around so that they have
• 16:31
  Speaker 1: their backs to Stella. If you were to walk in
• 16:34
  Speaker 1: on Stella's class, what would you think. I'm guessing your
• 16:39
  Speaker 1: first reaction would be that she has a group of
• 16:41
  Speaker 1: unruly children. Maybe she teaches in a school in a
• 16:45
  Speaker 1: poor neighborhood and her students come from troubled families. Maybe
• 16:49
  Speaker 1: her students come to school without any real respect for
• 16:52
  Speaker 1: authority or learning. Ladies and Wolf would say that she
• 16:56
  Speaker 1: really needs to use some discipline. Children like that need
• 16:59
  Speaker 1: a firm hand, they need rules. If there is no
• 17:03
  Speaker 1: order in the classroom, how can any learning take place.
• 17:07
  Speaker 1: The truth is, though, that Stella's school isn't in some
• 17:10
  Speaker 1: terrible neighborhood. Her students aren't particularly or unusually unruly. When
• 17:16
  Speaker 1: the class begins, they are perfectly well behaved and attentive,
• 17:20
  Speaker 1: eager and ready to learn. They don't seem like bad
• 17:23
  Speaker 1: apples at all. They only start to misbehave well into
• 17:26
  Speaker 1: the lesson, and only in response to the way Stella
• 17:30
  Speaker 1: is behaving. Stella causes the crisis. How So, by doing
• 17:35
  Speaker 1: an appalling job of teaching the lesson, Stella had the
• 17:39
  Speaker 1: girl from the class reading alongside her as a way
• 17:41
  Speaker 1: of engaging the rest of the students, but the pacing
• 17:44
  Speaker 1: of the back and forth between the two of them
• 17:46
  Speaker 1: was excruciatingly slow and wooden. Look at her body language.
• 17:51
  Speaker 1: One of the Virginia researchers, Bridget Hamry said, as we
• 17:53
  Speaker 1: watched Stella right now, she's just talking to this one kid,
• 17:57
  Speaker 1: and no one else is getting in. Her colleague, Robert
• 18:00
  Speaker 1: Pianta added, there's no rhythm, no pace. This is going nowhere.
• 18:04
  Speaker 1: There's no value in what she's doing. Only then did
• 18:08
  Speaker 1: the class begin to deteriorate. The little boys started making faces.
• 18:12
  Speaker 1: When the child started doing cartwheels, Stella missed it entirely.
• 18:16
  Speaker 1: Three or four students to the immediate right of the
• 18:18
  Speaker 1: teacher were still gamely trying to follow along, but Stella
• 18:22
  Speaker 1: was so locked onto the book that she wasn't giving
• 18:24
  Speaker 1: them any encouragement. Meanwhile, to Stella's left, five or six
• 18:29
  Speaker 1: children had turned themselves around, but that was because they
• 18:32
  Speaker 1: were bewildered, not because they were disobedient. Their view of
• 18:36
  Speaker 1: the book was completely blocked by the little girl standing
• 18:39
  Speaker 1: in front of Stella. They had no way of following
• 18:41
  Speaker 1: along we often think of authority as a response to disobedience.
• 18:46
  Speaker 1: A child acts up, so a teacher cracks down. Stella's classroom, however,
• 18:52
  Speaker 1: suggests something quite different. Disobedience can also be a response
• 18:56
  Speaker 1: to authority. If the teacher doesn't do her job properly,
• 19:00
  Speaker 1: then the child will become disobedient. With classrooms like this one,
• 19:05
  Speaker 1: people will call what is happening a behavioral issue. Said
• 19:10
  Speaker 1: we were watching one of Stella's kids wiggling and squirming
• 19:13
  Speaker 1: and contorting her face and altogether doing whatever she could
• 19:16
  Speaker 1: to avoid her teacher. But one of the things we
• 19:19
  Speaker 1: find is that this sort of thing is more often
• 19:22
  Speaker 1: an engagement problem than a behavioral problem. If a teacher
• 19:26
  Speaker 1: is actually doing something interesting, these kids are quite capable
• 19:31
  Speaker 1: of being engaged. Instead of responding in a let me
• 19:34
  Speaker 1: control your behavior way, the teacher needs to think, how
• 19:38
  Speaker 1: can I do something interesting that will prevent you from
• 19:41
  Speaker 1: misbehaving in the first place. The next video Pianta and
• 19:45
  Speaker 1: Hamrey played was of a third grade teacher giving homework
• 19:48
  Speaker 1: to her students. Each student was given a copy of
• 19:52
  Speaker 1: the assignment, and the teacher in the class read the
• 19:55
  Speaker 1: instructions aloud together. Pianta was aghast. Just the idea that
• 20:01
  Speaker 1: you would be choral reading a set of instructions to
• 20:03
  Speaker 1: a bunch of eight year olds is almost disrespectful, he said,
• 20:07
  Speaker 1: I mean, why is there any instructional purpose they know
• 20:11
  Speaker 1: how to read. It's like a waiter in a restaurant
• 20:14
  Speaker 1: giving the menu and then proceeding to read every item
• 20:17
  Speaker 1: to you just as it appears on the page. A
• 20:20
  Speaker 1: boy sitting next to the teacher raises his hand midway
• 20:23
  Speaker 1: through the reading, and without looking at him, the teacher
• 20:26
  Speaker 1: reaches out, grabs his wrists and pushes his hand down.
• 20:30
  Speaker 1: Another child starts to actually do the assignment, an entirely
• 20:34
  Speaker 1: logical action given the pointlessness of what the teacher is doing.
• 20:38
  Speaker 1: The teacher addresses him sharply, sweetie, this is homework. It
• 20:44
  Speaker 1: was a moment of discipline. The child had broken the rules.
• 20:48
  Speaker 1: The teacher had responded firmly and immediately. If you were
• 20:51
  Speaker 1: to watch that moment with a sound turned off, you
• 20:54
  Speaker 1: would think of it as Ladies and Wolf perfectly applied.
• 20:58
  Speaker 1: But if you were to listen to what the teacher
• 21:00
  Speaker 1: was saying and think about the incident from the child's perspective,
• 21:04
  Speaker 1: it would become clear that it is having anything but
• 21:07
  Speaker 1: its intended effect. The little boy isn't going to come
• 21:10
  Speaker 1: away with the renewed appreciation of the importance of following
• 21:14
  Speaker 1: the rules. He's going to come away angry and disillusioned.
• 21:18
  Speaker 1: Why because the punishment is completely arbitrary. He can't speak
• 21:23
  Speaker 1: up and give his own side of the story, and
• 21:25
  Speaker 1: he wants to learn. If that little boy became defiant,
• 21:29
  Speaker 1: it was because his teacher made him that way, just
• 21:32
  Speaker 1: as Stella turned an eager and attentive student into someone
• 21:36
  Speaker 1: who did cartwheels across the floor. When people in authority
• 21:40
  Speaker 1: want the rest of us to behave, it matters first
• 21:43
  Speaker 1: and foremost how they behave. This is called the principle
• 21:48
  Speaker 1: of legitimacy, and legitimacy is based on three things. First
• 21:52
  Speaker 1: of all, the people who are asked to obey authority
• 21:55
  Speaker 1: have to feel like they have a voice, that if
• 21:57
  Speaker 1: they speak up, they will be heard. Second, the law
• 22:01
  Speaker 1: has to be predictable. There has to be a reasonable
• 22:04
  Speaker 1: expectation that the rules tomorrow are going to be roughly
• 22:07
  Speaker 1: the same as the rule today. And third, the authority
• 22:12
  Speaker 1: has to be fair. It can't treat one group differently
• 22:16
  Speaker 1: from another. All good parents understand these three principles Implicitly,
• 22:21
  Speaker 1: if you want to stop little Johnny from hitting his sister,
• 22:24
  Speaker 1: you can't look away one time and scream at him another.
• 22:27
  Speaker 1: You can't treat his sister differently when she hits him,
• 22:31
  Speaker 1: And if he says he really didn't hit his sister,
• 22:33
  Speaker 1: you have to give him a chance to explain himself.
• 22:36
  Speaker 1: How you punish is as important as the act of
• 22:39
  Speaker 1: punishing itself. Nor is the story of Stella all that surprising.
• 22:44
  Speaker 1: Anyone who has ever sat in a classroom knows that
• 22:47
  Speaker 1: it is important for teachers to earn the respect of
• 22:50
  Speaker 1: their students. What is harder to understand, however, is the
• 22:54
  Speaker 1: importance of these same principles when it comes to law
• 22:57
  Speaker 1: and order. We know our parents and our teachers, so
• 23:00
  Speaker 1: it makes sense that legitimacy should matter a lot inside
• 23:03
  Speaker 1: the home or the school. But the decision about whether
• 23:07
  Speaker 1: to rob a bank or shoots one seems like it
• 23:10
  Speaker 1: belongs to a very different category, doesn't it. That's what
• 23:13
  Speaker 1: Ladies and Wolf meant when they said that fighting criminals
• 23:16
  Speaker 1: and insurgents requires neither sympathy nor mysticism. They were saying
• 23:21
  Speaker 1: that at that level, the decision to obey the law
• 23:25
  Speaker 1: is a function of a rational calculation of risks and benefits.
• 23:29
  Speaker 1: It isn't personal. But that's precisely where they went wrong,
• 23:33
  Speaker 1: because getting criminals and insurgents to behave turns out to
• 23:37
  Speaker 1: be as dependent on legitimacy as getting children to behave
• 23:41
  Speaker 1: in the classroom. We'll be right back with more of
• 23:43
  Speaker 1: Malcolm's reading from his book David and Glithe. We're back
• 23:51
  Speaker 1: with more of Malcolm's reading of David and Glythe When
• 23:55
  Speaker 1: Ladies and Wolf wrote that influencing popular behavior requires neither
• 23:59
  Speaker 1: sympathy nor mysticism, they meant that the power of the
• 24:02
  Speaker 1: state was without limits. If you wanted to impose order,
• 24:07
  Speaker 1: you didn't have to worry about what those whom you
• 24:09
  Speaker 1: were ordering about thought of you. You were above that.
• 24:13
  Speaker 1: But Ladies and Wolf had it backwards. That was the
• 24:16
  Speaker 1: mistake General Freeland made in the Lower Falls. He didn't
• 24:20
  Speaker 1: look at what was happening through the eyes of people
• 24:22
  Speaker 1: like Rosemary Lawler. He thought he'd ended the insurgency when
• 24:26
  Speaker 1: he rode around the hush streets of the Lower Falls
• 24:29
  Speaker 1: like a British raj on a tiger hunt. Had he
• 24:32
  Speaker 1: bothered to drive up the street to Balamurphy where Harriet
• 24:35
  Speaker 1: Carson was banging the lids of pots and saying, come on,
• 24:39
  Speaker 1: come out, come out. The people in the lower falls
• 24:42
  Speaker 1: are getting murdered. He would have realized the insurgency was
• 24:46
  Speaker 1: just beginning. July in Northern Ireland is the height of
• 24:50
  Speaker 1: what is known as Marching season, when the country's Protestant
• 24:54
  Speaker 1: loyalists organized parades to commemorate their long ago victories over
• 24:59
  Speaker 1: the country's Catholic minority. There are church parades, arch banner
• 25:05
  Speaker 1: and hall parades, commemorative band parades, and blood and Thunder
• 25:10
  Speaker 1: and Kick the Pope flute band parades. There are parades
• 25:14
  Speaker 1: with full silver bands, parades with bagpipes, parades with accordions,
• 25:19
  Speaker 1: and parades with marchers wearing sashes and dark suits and
• 25:22
  Speaker 1: bowler hats. There are hundreds of parades in all, involving
• 25:26
  Speaker 1: tens of thousands of people, culminating every year in a
• 25:30
  Speaker 1: massive march on the twelfth of July that marks the
• 25:33
  Speaker 1: anniversary of the victory by William of Orange in the
• 25:37
  Speaker 1: Battle of the Boyne in sixteen ninety, when Protestant control
• 25:41
  Speaker 1: over Northern Ireland was established once and for all. The
• 25:46
  Speaker 1: night before the twelfth, as it is known marches around
• 25:50
  Speaker 1: the country, hold street parties, and build enormous bonfires. When
• 25:54
  Speaker 1: the fire is at its height, the group chooses a
• 25:57
  Speaker 1: symbol to burn. In past years it has often been
• 26:00
  Speaker 1: an effigy of the Pope or some hated local Catholic official.
• 26:05
  Speaker 1: Here's how one old twelfth ditty goes, sung to the
• 26:08
  Speaker 1: tune of Clementine. Build a bonfire, Build a bonfire, stick
• 26:13
  Speaker 1: a Catholic on the top, put the Pope right in
• 26:16
  Speaker 1: the middle, and burn the fucking lot. Northern Ireland is
• 26:20
  Speaker 1: not a large country. Its cities are dense and compact,
• 26:24
  Speaker 1: and as the loyalists march by each summer in their
• 26:27
  Speaker 1: bowler hats and sashes with flutes, they inevitably pass by
• 26:31
  Speaker 1: the neighborhoods of the people whose defeat they are celebrating.
• 26:35
  Speaker 1: The central artery of Catholic West Belfast is in places
• 26:39
  Speaker 1: no more than a few minutes walk from the street
• 26:41
  Speaker 1: that runs through the heart of Protestant West Belfast. There
• 26:45
  Speaker 1: are places in Belfast where the houses of Catholics back
• 26:48
  Speaker 1: directly onto the backyards of Protestants, in such close proximity
• 26:53
  Speaker 1: that each house has a giant metal great over its
• 26:56
  Speaker 1: backyard to protect the inhabitants against debris or petrol bombs
• 27:01
  Speaker 1: thrown by their neighbors. On the night before the twelfth,
• 27:04
  Speaker 1: when loyalists lit bonfires around the city, people in Catholic
• 27:09
  Speaker 1: bhods would smell the smoke and hear the chants and
• 27:12
  Speaker 1: see their flag going up in flames. In Marching season,
• 27:17
  Speaker 1: violence always erupts in Northern Ireland. One of the instants
• 27:21
  Speaker 1: that began the troubles was in nineteen sixty nine, after
• 27:25
  Speaker 1: two days of riots broke out when a parade passed
• 27:28
  Speaker 1: through a Catholic neighborhood. When the marchers went home, they
• 27:31
  Speaker 1: went on a rampage to the streets of West Belfasts,
• 27:34
  Speaker 1: burning down scores of homes. The gun battles the following
• 27:39
  Speaker 1: summer that so tried Freeland's patients also happened during Protestant marches.
• 27:45
  Speaker 1: Imagine that every summer US Army veterans from the Northern
• 27:48
  Speaker 1: States paraded through the streets of Atlanta and Richmond to
• 27:52
  Speaker 1: commemorate their long ago victory in the American Civil War.
• 27:56
  Speaker 1: In the dark years of Northern Ireland, when Catholic and
• 27:59
  Speaker 1: Protestant were at each other's throat, that's what Marching season
• 28:03
  Speaker 1: felt like when the residence of the Lower Falls looked
• 28:08
  Speaker 1: up that afternoon and saw the British Army descend on
• 28:11
  Speaker 1: their neighborhood. Then they were as desperate as anyone to
• 28:14
  Speaker 1: see law and order enforced in Belfast, but they were
• 28:18
  Speaker 1: equally anxious about how law and order would be enforced.
• 28:22
  Speaker 1: Their world did not seem fair. The twelfth, when either
• 28:26
  Speaker 1: their flag or their pope would be burned in giant bonfires,
• 28:31
  Speaker 1: was only days away. The institution charged with keeping both
• 28:34
  Speaker 1: sides apart during marching season was the police force, the
• 28:38
  Speaker 1: Royal Ulster Constabulary, but the RUC was almost entirely Protestant.
• 28:45
  Speaker 1: It belonged to the other side. The RUC had done
• 28:48
  Speaker 1: almost nothing to try and stop the riots of the
• 28:50
  Speaker 1: previous summer. A tribunal convened by the British government concluded,
• 28:55
  Speaker 1: after the Protestant loyalists had torched houses that the RUC
• 28:59
  Speaker 1: officers had failed to take effective action. Journalists at the
• 29:04
  Speaker 1: scene reported loyalists going up to police officers and asking
• 29:08
  Speaker 1: them if they could borrow their weapons. One of the
• 29:11
  Speaker 1: reasons the British Army had been brought into Northern Ireland
• 29:14
  Speaker 1: was to serve as an impartial referee between Protestant and Catholic.
• 29:20
  Speaker 1: But England was an overwhelmingly Protestant country, so it seemed
• 29:24
  Speaker 1: only natural to Northern Ireland's beleaguered Catholics that the sympathies
• 29:28
  Speaker 1: of the soldiers would ultimately lie with the Protestants. When
• 29:33
  Speaker 1: a big Loyalist march had run through Balamurfy in the
• 29:36
  Speaker 1: easter before the Lower Falls curfew, British soldiers had stood
• 29:41
  Speaker 1: between the marchers and the residents, ostensibly to act as
• 29:44
  Speaker 1: a buffer. But the troops faced the Catholics on a
• 29:47
  Speaker 1: sidewalk and stood with their backs to the loyalists, as
• 29:50
  Speaker 1: if they saw their job as to protect the Loyalists
• 29:53
  Speaker 1: from the Catholics, but not the Catholics from the Loyalists.
• 29:57
  Speaker 1: General Freeland was trying to enforce the law in Belfast,
• 30:01
  Speaker 1: but he needed to first ask himself if he had
• 30:04
  Speaker 1: the legitimacy to enforce the law, and the truth is
• 30:08
  Speaker 1: he didn't. He was in charge of an institution that
• 30:11
  Speaker 1: the Catholics of Northern Ireland believed with good reason was
• 30:15
  Speaker 1: thoroughly sympathetic to the very people who had burned down
• 30:18
  Speaker 1: the houses of their friends and relatives the previous summer
• 30:22
  Speaker 1: and when the law is applied in the absence of legitimacy,
• 30:26
  Speaker 1: it does not produce obedience, it produces the opposite. It
• 30:31
  Speaker 1: leads to backlash. The great puzzle of Northerland is why
• 30:35
  Speaker 1: it took to British so long to understand this. In
• 30:39
  Speaker 1: nineteen sixty nine, the troubles resulted in thirteen deaths, seventy
• 30:44
  Speaker 1: three shootings, and eight bombings. In nineteen seventy, Freeland decided
• 30:49
  Speaker 1: to get tough with thugs and gunmen, warning that anyone
• 30:52
  Speaker 1: caught throwing gasoline bombs was liable to be shot. What happened,
• 30:58
  Speaker 1: The historian Desmond Hamil rights. The IRA retaliated by saying
• 31:03
  Speaker 1: that they would shoot soldiers if irishmen were shot. The
• 31:07
  Speaker 1: Protestant Ulster Volunteer Horse, an extreme and illegal paramilitary unit,
• 31:12
  Speaker 1: quickly joined in, offering to shoot a Catholic in return
• 31:15
  Speaker 1: for every soldier shot by the IRA. The Times quoted
• 31:19
  Speaker 1: a Belfast citizen saying, anyone who isn't confused here doesn't
• 31:24
  Speaker 1: really understand what is going on. That year, there were
• 31:28
  Speaker 1: twenty five deaths, two hundred and thirteen shootings, and one
• 31:32
  Speaker 1: hundred and fifty five bombings. The British stood firm. They
• 31:36
  Speaker 1: cracked down even harder, and in nineteen seventy one there
• 31:40
  Speaker 1: were one hundred and eighty four deaths, one thousand and
• 31:43
  Speaker 1: twenty bombings and one thousand and seven hundred and fifty
• 31:47
  Speaker 1: six shootings. Then the British drew a line in the sand.
• 31:51
  Speaker 1: The Army instituted a policy known as internment. Civil rights
• 31:57
  Speaker 1: in Northern Ireland were suspended, The country was flooded with
• 32:00
  Speaker 1: troops and the Army declared that anyone suspected of terrorist
• 32:04
  Speaker 1: activities would be arrested and held in prison indefinitely without
• 32:09
  Speaker 1: charges or trial. So many young Catholic men were rounded
• 32:13
  Speaker 1: up during in tournament that in a neighborhood like Balamurphy,
• 32:17
  Speaker 1: everyone had a brother, or a father or a cousin
• 32:20
  Speaker 1: in prison. If that many people in your life have
• 32:23
  Speaker 1: served time behind bars, does the law seem fair anymore?
• 32:27
  Speaker 1: Does it seem predictable? Does it seem like you can
• 32:31
  Speaker 1: speak up and be heard? Things got even worse. In
• 32:35
  Speaker 1: nineteen seventy two, there were one thousand, four hundred and
• 32:38
  Speaker 1: ninety five shootings, five hundred and thirty one armed robberies,
• 32:42
  Speaker 1: one thousand, nine hundred and thirty one bombings, and four
• 32:46
  Speaker 1: hundred and ninety seven people killed. One of those four
• 32:50
  Speaker 1: hundred and ninety seven was a seventeen year old boy
• 32:53
  Speaker 1: named Amen. Amen was Rosemary Lawler's little brother. Amen appeared
• 33:00
  Speaker 1: at my door. Lawlers said, he said to me, I'd
• 33:03
  Speaker 1: love to stay here for a day or two, and
• 33:05
  Speaker 1: I said, why don't you? He said, I would have
• 33:09
  Speaker 1: a fit, she would go ballistic. Then he confided in
• 33:13
  Speaker 1: myself and my husband that he was getting harassed by
• 33:16
  Speaker 1: the British Army every time he was out, every corner
• 33:19
  Speaker 1: he turned, everywhere he went, they were stopping him and
• 33:23
  Speaker 1: they threatened him. Was he actually working with the IRA.
• 33:27
  Speaker 1: She didn't know, and she said it didn't matter. We
• 33:31
  Speaker 1: were all suspects in their eyes. She went on, that's
• 33:34
  Speaker 1: the way it was. And Aimon was shot shot by
• 33:37
  Speaker 1: a British soldier. Him and another fellow were having a
• 33:41
  Speaker 1: smoke and one shot rang out and Aimen got it.
• 33:45
  Speaker 1: He lived for eleven weeks. He died on the sixteenth
• 33:48
  Speaker 1: of January, at seventeen and a half years of age.
• 33:52
  Speaker 1: She began to tear up. My father never worked again
• 33:55
  Speaker 1: at the dock. My mother was destroyed, heartbroken. It's forty
• 34:00
  Speaker 1: years ago. This year. It's still rough. Lolla was a
• 34:05
  Speaker 1: young wife and mother living what she had expected would
• 34:08
  Speaker 1: be a normal life in modern Belfast. But then she
• 34:11
  Speaker 1: lost her home. She was threatened and harrassed. Her relatives
• 34:15
  Speaker 1: down the hill were imprisoned in their homes. Her brother
• 34:19
  Speaker 1: was shot and killed. She never wanted any of it,
• 34:22
  Speaker 1: nor asked for any of it, nor could even make
• 34:24
  Speaker 1: sense of what happened. That was my life, my whole
• 34:28
  Speaker 1: new life, she said. And then this was forced upon me,
• 34:33
  Speaker 1: and I go, this is not right. Do you know?
• 34:36
  Speaker 1: Here are my people I grew up within school being
• 34:39
  Speaker 1: burnt out of their houses. The British Army that came
• 34:42
  Speaker 1: in to protect us has now turned on us and
• 34:45
  Speaker 1: has rackin and ruinin. I became hooked. I don't mean
• 34:49
  Speaker 1: that flippantly. I became that way because I can't sit
• 34:53
  Speaker 1: in the house while this is going on. I can't
• 34:56
  Speaker 1: be a nine to five mother. People call it the troubles,
• 35:00
  Speaker 1: she continued. It was war. The British Army was out
• 35:04
  Speaker 1: there with armored cars and weapons and you name it.
• 35:07
  Speaker 1: That's a war zone lived in the British Army came
• 35:11
  Speaker 1: in here with every means that they had available to
• 35:14
  Speaker 1: put us down, and we were like rubber dolls. We'd
• 35:17
  Speaker 1: just bounced back up again. Don't get me wrong, we
• 35:20
  Speaker 1: got hurt on the way down. A lot of people
• 35:22
  Speaker 1: had heartache. I suffered from anger for a long long time,
• 35:26
  Speaker 1: and I've apologized to my children for that. But the
• 35:29
  Speaker 1: circumstances dictated that it wasn't how I was. I wasn't
• 35:34
  Speaker 1: born that way. This was forced upon me. Malcolm will
• 35:38
  Speaker 1: finish reading from this chapter of his book David and
• 35:41
  Speaker 1: Goliath when we come back. We're back with the rest
• 35:47
  Speaker 1: of Malcolm's chapter from David and Goliath. When General Freeland's
• 35:52
  Speaker 1: men descended on the Lower Falls, the first thing the
• 35:55
  Speaker 1: neighbors did was to run to Saint Peter's Cathedral, the
• 35:59
  Speaker 1: local Catholic church, just a few blocks away. The defining
• 36:03
  Speaker 1: feature of the Lower Falls, like so many of the
• 36:05
  Speaker 1: other Catholic neighborhoods of West Belfast, was its legiosity. Saint
• 36:11
  Speaker 1: Peter's was the heart of the neighborhood. Four hundred people
• 36:14
  Speaker 1: would attend mass at Saint Peter's on a typical week day.
• 36:18
  Speaker 1: The most important man in the community was the local priest.
• 36:23
  Speaker 1: He came running. He went up to the soldiers The
• 36:27
  Speaker 1: raid must be done quickly, he warned them, or they
• 36:29
  Speaker 1: would be trouble. Forty five minutes passed, and the soldiers
• 36:34
  Speaker 1: emerged with their hall fifteen pistols, a rifle, a Schmeisser's
• 36:38
  Speaker 1: submachine gun, and a cache of explosives and ammunition. The
• 36:43
  Speaker 1: patrol packed up and left, turning onto a side street
• 36:46
  Speaker 1: that would take them out of the lower Falls. In
• 36:49
  Speaker 1: the interim, however, a small crowd had gathered, and as
• 36:52
  Speaker 1: the armored cars turned the corner, a number of young
• 36:55
  Speaker 1: men ran forward and started throwing stones at the soldiers.
• 36:59
  Speaker 1: The patrol stopped. The crowd grew angry. The soldiers responded
• 37:04
  Speaker 1: with teargas. The crowd grew angrier. Stones turned to petrol bombs,
• 37:09
  Speaker 1: and petrol bombs to bullets. A taxi driver said he
• 37:13
  Speaker 1: had seen someone carrying a submachine gun heading for Balkan Street.
• 37:17
  Speaker 1: The riders set up roadblocks to slow the armies advance.
• 37:21
  Speaker 1: A truck was set ablaze one block away, blocking the
• 37:25
  Speaker 1: end of the street. The soldiers fired even more tear
• 37:28
  Speaker 1: gas until the wind had carried it clear across the
• 37:31
  Speaker 1: Lower Falls. The crowd grew angrier. Still, why did the
• 37:37
  Speaker 1: patrol stop? Why didn't they just keep going lingering in
• 37:41
  Speaker 1: the neighborhood is exactly what the priests told them not
• 37:44
  Speaker 1: to do. The priests went back to the soldiers and
• 37:47
  Speaker 1: pleaded with them again. If they stopped the tear gas,
• 37:50
  Speaker 1: he said he would get the crowd to stop throwing stones.
• 37:54
  Speaker 1: The soldiers didn't listen. Their instructions were to get tough
• 37:58
  Speaker 1: and be seen to get tough with thugs and gunmen.
• 38:02
  Speaker 1: The priests turned back towards the crowd. As he did,
• 38:05
  Speaker 1: the soldiers fired off another round of tear gas. The
• 38:08
  Speaker 1: canisters fell at the feet of the priest, and he
• 38:11
  Speaker 1: staggered across the street, leaning on a window sill as
• 38:14
  Speaker 1: he gasped for air. In a neighborhood so devout that
• 38:18
  Speaker 1: four hundred people would show up a mass on a
• 38:20
  Speaker 1: typical weekday, the British Army gassed the priest. That was
• 38:26
  Speaker 1: when the riots started. Freeland called in reinforcements to subdue
• 38:30
  Speaker 1: a community of eight thousand people packed into tiny houses
• 38:34
  Speaker 1: along narrow streets. The British brought in three thousand troops,
• 38:39
  Speaker 1: and not just any troops to a fiercely Catholic neighborhood.
• 38:42
  Speaker 1: Freeland brought in soldiers from the Royal Scots, one of
• 38:46
  Speaker 1: the most obviously and self consciously Protestant regiments in the
• 38:50
  Speaker 1: entire Army. Army helicopters circled overhead, ordering the residence by
• 38:55
  Speaker 1: megaphone to stay inside their homes. Row blogs were placed
• 38:59
  Speaker 1: at every exit, a curfew was declared and a systematic
• 39:03
  Speaker 1: house by house search began. Twenty and twenty one year
• 39:07
  Speaker 1: old soldiers, still smarting from the indignity of being pelted
• 39:11
  Speaker 1: with stones and petrol bombs, forced their way into home
• 39:15
  Speaker 1: after home, punching holes in walls and ceilings, ransacking bedrooms.
• 39:21
  Speaker 1: Listened to one of those British soldiers looking back on
• 39:24
  Speaker 1: what happened that night. A guy still in his pajamas
• 39:28
  Speaker 1: came out, cursing, wielding a lamp and waxed stand across
• 39:31
  Speaker 1: the head stand, dodged the next one and decked the
• 39:34
  Speaker 1: bloke with his rifle butt. I knew full well that
• 39:37
  Speaker 1: a lot of the lads were taking this opportunity to
• 39:40
  Speaker 1: vent their anger over things already done. Heads were being
• 39:44
  Speaker 1: cracked and houses trashed from top to bottom. Everything in
• 39:48
  Speaker 1: the houses became a mass of rubble, but out of
• 39:51
  Speaker 1: the blur, little sharp details still cut through school photos,
• 39:56
  Speaker 1: smiley family pictures, cracked trinkets and crucifixes, stamped kids crying,
• 40:04
  Speaker 1: crunching on the glass of the Pope's picture, unfinished meals
• 40:08
  Speaker 1: and bad wall paper, colored toys and TV noise and
• 40:12
  Speaker 1: radio crackle, painted plates, shoes, a body in the hall
• 40:17
  Speaker 1: flattened against the wall. This is when I did feel
• 40:20
  Speaker 1: like we'd invaded. Three hundred and thirty seven people were
• 40:25
  Speaker 1: arrested that night. Sixty were injured. Charles O'Neill, a disabled
• 40:30
  Speaker 1: Air Force veteran, was run over and killed by a
• 40:33
  Speaker 1: British armored car. As his body lay on the ground,
• 40:37
  Speaker 1: one of the soldiers poked a bystander with a baton
• 40:40
  Speaker 1: and said, move on, you Irish bastard. There were not
• 40:44
  Speaker 1: enough of you dead. A man named Thomas Burns was
• 40:47
  Speaker 1: shot by a soldier on the Falls Road at eight
• 40:49
  Speaker 1: pm as he stood with a friend who was boarding
• 40:52
  Speaker 1: up the windows of his store. When his sister came
• 40:55
  Speaker 1: to pick up his body, she was told he had
• 40:58
  Speaker 1: no business being on the street at that time. At
• 41:01
  Speaker 1: eleven PM, an elderly man named Patrick Ellman, thinking the
• 41:06
  Speaker 1: worst was over, went out at his bedroom slippers and
• 41:09
  Speaker 1: shirt sleeves for a pre bedtime stroll. He died in
• 41:13
  Speaker 1: a burst of army gunfire. One of the neighborhood accounts
• 41:17
  Speaker 1: of the curfew says of Ellman's death that very night
• 41:21
  Speaker 1: British troops actually entered and courted themselves in the shopman's home,
• 41:27
  Speaker 1: the distraught sister having been moved to the other brothers
• 41:30
  Speaker 1: up the street. This tasteless intrusion into the abandoned home
• 41:34
  Speaker 1: was discovered the next afternoon during the interval and the curfew,
• 41:38
  Speaker 1: when the brother with his daughter and son in law
• 41:41
  Speaker 1: went down to the house and found the door broken down,
• 41:44
  Speaker 1: a window broken, kit lying on the floor, shaving tackle
• 41:48
  Speaker 1: on the settee, and used cups in his scullery. Neighbors
• 41:53
  Speaker 1: informed them that the soldiers had dust down in the
• 41:56
  Speaker 1: upstairs rooms as well, a door broken down, a window broken,
• 42:02
  Speaker 1: dirty dishes left in the sink. Ladies and Wolf believed
• 42:06
  Speaker 1: that all the counts are rules and rational principles, but
• 42:10
  Speaker 1: what actually matters are the hundreds of small things that
• 42:13
  Speaker 1: the powerful dew or don't do to establish their legitimacy,
• 42:18
  Speaker 1: like sleeping in the bed of an innocent man you
• 42:21
  Speaker 1: just shot accidentally and scattering your belongings around his house.
• 42:26
  Speaker 1: By Sunday morning, the situation inside the Lower Falls was
• 42:30
  Speaker 1: growing desperate. The Lower Falls was not a wealthy neighborhood.
• 42:34
  Speaker 1: Many of the adults were unemployed, or if they were not,
• 42:37
  Speaker 1: relied on piecework. The streets were crowded and the homes
• 42:41
  Speaker 1: were narrow, cheaply built nineteenth century terraced red brick row
• 42:45
  Speaker 1: houses with one room to a floor and bathrooms in
• 42:49
  Speaker 1: the backyard. Very few houses had a refrigerator. They were
• 42:54
  Speaker 1: dark and damp. People bought bread daily because it grew
• 42:57
  Speaker 1: moldy otherwise, but the curfew was now thirty six hours
• 43:01
  Speaker 1: old and there was no bread left. The Catholic neighborhoods
• 43:05
  Speaker 1: of West Belfast are packed so tightly together, linked by
• 43:09
  Speaker 1: so many ties of marriage and blood, that words spread
• 43:12
  Speaker 1: quickly from one to the next about the plight of
• 43:15
  Speaker 1: the Lower Falls. Harriet Carson walked through Balamurphy, banging together
• 43:20
  Speaker 1: the lids of pots. Next came a woman named Mary Drum.
• 43:25
  Speaker 1: She had a bullhorn. She began walking through the streets
• 43:28
  Speaker 1: shouting out to the women, come out, fill your prams
• 43:32
  Speaker 1: with bread and milk. The children haven't gotten any food.
• 43:36
  Speaker 1: The women started to gather in groups of two and four,
• 43:39
  Speaker 1: and ten and twenty, until they numbered in the thousands.
• 43:43
  Speaker 1: Some people still had their rollers in their hair and
• 43:45
  Speaker 1: their scarves over their head. Lawla remembers we linked arms
• 43:49
  Speaker 1: and sang, we shall overcome, We shall overcome. Some day
• 43:55
  Speaker 1: we got down to the bottom of the hill, she
• 43:57
  Speaker 1: went on. The atmosphere was electric. The Brits were standing
• 44:01
  Speaker 1: with their helmets and their guns already, their batons were out.
• 44:05
  Speaker 1: We turned and went down the Grosvenor Road, singing and shouting.
• 44:09
  Speaker 1: I think the Brits were in awe. They couldn't believe
• 44:12
  Speaker 1: that these women with prams were coming down to take
• 44:14
  Speaker 1: them on. I remember seeing one Brits standing there scratching
• 44:18
  Speaker 1: his head, going, what do we do with all these women?
• 44:21
  Speaker 1: Do we go into riot situation here? Then we turned
• 44:24
  Speaker 1: onto Slate Street where the school was my school, and
• 44:28
  Speaker 1: the Brits were there. They come flying out of the
• 44:31
  Speaker 1: school and there was hand to hand fighting. We got
• 44:34
  Speaker 1: the hair pulled out of us. The Brits just grabbed us,
• 44:37
  Speaker 1: threw us up against the walls. Oh aye, They beat
• 44:40
  Speaker 1: us like and if you fell you had to get
• 44:42
  Speaker 1: up very quickly because you didn't want to get trampled.
• 44:45
  Speaker 1: They came out with brutality. I remember standing up on
• 44:48
  Speaker 1: top of a car and having a look at what
• 44:50
  Speaker 1: was going on in the front. Then I saw a
• 44:52
  Speaker 1: man with shaving cream on his face and putting his
• 44:55
  Speaker 1: braces on, and all of a sudden, the soldiers stopped
• 44:58
  Speaker 1: beating us. The man putting his braces on was the
• 45:02
  Speaker 1: commanding officer of the Slate Street checkpoint. He might have
• 45:06
  Speaker 1: been the only voice of sanity on the British side
• 45:09
  Speaker 1: that day, the only one who understood the full dimensions
• 45:12
  Speaker 1: of the catastrophe unfolding. A heavily armed group of soldiers
• 45:17
  Speaker 1: was beating up a group of pram pushing women coming
• 45:21
  Speaker 1: to feed the children of the lower Falls. He told
• 45:25
  Speaker 1: his men to stop. You have to understand the march
• 45:28
  Speaker 1: was still coming down the road and the people the
• 45:31
  Speaker 1: back hadn't a clue what was going on at the front.
• 45:33
  Speaker 1: Lawla went on. They kept coming, women were crying, People
• 45:38
  Speaker 1: started coming out of their houses, pulling people in because
• 45:41
  Speaker 1: they were so many injured. Once all the people started
• 45:44
  Speaker 1: coming out of their houses, the Brits lost control. Everyone
• 45:47
  Speaker 1: came out on the streets, hundreds and hundreds of people.
• 45:51
  Speaker 1: It was like a domino effect. One street that come out.
• 45:54
  Speaker 1: Next thing you know, doors are opening on another street,
• 45:57
  Speaker 1: another street, and another street. The Brits gave up. They
• 46:01
  Speaker 1: had their hands up. The women forced, and we forced,
• 46:04
  Speaker 1: and we forced until we got in, and we got
• 46:06
  Speaker 1: in and we broke the curfew. I've thought about it. God,
• 46:10
  Speaker 1: it was like everybody was jubilant. It was like we
• 46:13
  Speaker 1: did it. I remember coming home and suddenly felt very
• 46:17
  Speaker 1: shaky and upset and nervous about the whole episode. Do
• 46:20
  Speaker 1: you know. I remember speaking to my father about it afterward.
• 46:24
  Speaker 1: I said, Daddy, your words came true. They turned on us,
• 46:29
  Speaker 1: and he said, true, British army, that's what they do.
• 46:34
  Speaker 1: He was right. They turned on us and that was
• 46:38
  Speaker 1: the start of it.