Newspapers / North Carolina Central University … / Nov. 29, 1966, edition 1 / Page 2
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Page Two THE CAMPUS ECHO Tuesday, November 29, 1966 ^*wi6we Member ASSOCIATED COLLEGIATE PRESS Editor-in-Chief Aaron R. Graham Business Manager Warren Leggett Managing Editor Charles Stokes Feature Editor . - Christyal Brown Sports Editor r— - - Douglas Gills Executive Secretary Norma Brown Circulation Manager Felix Polly Advertising Manager Betsy Washington Cartoonist Carlton L. Lloyd Columnist - Pat Washington, Floyd Ferebee, L. Thurston Vick Reporters Carol Jones, Linda Weston, Grova L. Bridges, John Banks, Rufus Goldston, Bessie Dingle, Sadie Smith, Andre Talley, John Mizelle, Mildred McKiever, Karen Haynes, Hilda Durham, Sandra Larkins, Joyce Grant, William Chapmon, Quentine Finch. Typists Joyce McNeil, Melissa Sampson, Linda Moore, Brenda Proofreaders - Brenda Hart, Faye Wynn, Brenda Carpenter Advisor Jean Norris Do We Need The Negro College? By Aaron R. Graham Recently, North Carolina College’s fund raising steering com mittee invited John P. Davis, editor of Keport of the Cooperative College Department Program, New York City, and Dr. F. D. Pat terson, founder of the United Negro College Fund and Ex Officio Chairman of the Cooperative College Development Program, to speak at a workshop and luncheon meeting to discuss methods of scholarship fund raising. Though this was the core purpose of the meeting, ranging through the discussion was the question “Is the Negro college on its way out?” We are concerned about this issue and feel it merits discussion. Integration is one on the best things that has happen to the Negro. It has certainly provided new horizons for the Negro in educational fields. As many whites tell it, ’’O.K., you have inte gration, why not close shop” (the Negro College). Based on the forestated points someone may ask “Do we need the■ predominately Negro college?” We have no hesitancy in echo ing a thunderous “yes” as long as the economic situation of the Negro is as it realistically exists today. We need the Negro College; to close it now would shut the door of education in the faces of most of us. We are reminded of an incident in one predominately white Southern School when the new federal Opportunity Grants pro gram was passed which makes grants to needy students with abili ty. Administrators screened the student body to see who needed such aid. Only 3 per cent needed the aid. We need not take a poll to find out that this percentage would take a tremendous hike in the Negro college community, even if its student body was smaller as it is in most cases. The question we would like to pose to the “Negro-CoIIege- close-shop advocates” is “Where would the 140 thousand Negroes now in the Negro colleges go, when we know it is real that he does not have the financial mechanics to pay the increased cost that he would encounter by matriculating at a predominately white college? Let us assume that the 140 thousand Negroes in college now were accepted. Then this leads us to our second question for the “Close-shop-advocates,” “In light of the increasingly more burden some college enrollment increase, how will you accommodate this addition justifiably? As a result of the 1964 civil rights bill which has a provision which calls for state supported institutions to have Negroes enroll ed if it wishes to continue getting federal aid, many white institutions have now endorsed programs of recruitment of talented Negro students and give them scholarship aid to assure the federal government that it has a safe classroom mosaic of stu- 'dents. This means that the Negro college would get all the lower .achievers. We need scholarship funds for support of the Negro in stitution. It is commendable that the federal government has initiated, including the two programs this fall, four financial aid programs. There is the National Defense Student Loan, College Work-Study, Opportunity Grants, and the Guaranteed Loan Program. We are concerned about the absence of financial support of business, in dustry and private concerns in making their stake in education. The federal government should not have to shoulder financial support to people who need it alone. Along with the “close-shop” theory there also exist an invasion of paternalism from white institutions. We are gravely concerned about this misconception that the white institution has attached to the Negro institution. They have the attitude of mothering the Negro institution along. This is as false as the Council on Human Relations in the civil rights struggle. Once there did exist a time when Negroes needed someone to talk for them, but gone are the days; Negroes now speak for themselves. And so it goes with pa ternalism from the white institutions. The Negro needs their co operation, but nay for their paternalistic attitude. We feel that as long as an institution performs a service it should be retained. The good school is not limited to the white institution. The evaluative quality of an institution depends on the resources of the institution and not the color of those who at tend. Ladies and Gentlemen, if we had the mechanics of finance, ac- commendations for 140 thousand Negro college students, justiable facilities for this addition, preparation for the increase college bur den, available quality instructors, divorcement from white pater nalism, proper methods of student motivation, a broad range of educational resources, we would endorse the “close-shop” theory. But we have not yet begun to grasp these needs. We feel that the Negro college has a role in education as long as the forestated needs leave much to be desired. Life In Dormitory •/ Widens Education By John Mizelle During my stay at North Carolina College, I find that living in the dormitory is edu cational. Before a person can understand fully why living in the dormitory is educational, he must realize that education in volves at least three aspects. They are (1) that of teaching the accumulated heritage of the past, (2) that of training stu dents for life by helping them to learn to adjust to their sur rounding environment and (3) that of building a rich meaning ful world in which to live. It is the purpose of this article to discuss several advantages in living in the dormitory. Let us first consider social develop ment. Since the beginning of time man has always wanted to be accepted by his fellowman. This truth can be seen most vi vidly in group living. Since as sociation together is necessary for our survival, we have a so cial impulse to live with others of our kind. Man also possesses a social drive, the wish for recognition. Every man desires to have his associates think highly of him and to recognize him as a desir able, superior creature. This so cial appetite has been the major force behind the making of man’s complex societies and cultural habits. This force which has driven man through out the year will also make the average college student living in the dormitory into the type of person who is accepted by so ciety. The personality and social habits acquired in the dormi tory are priceless in helping one meet the challenges of the^ world. For example, in holding down a responsible job in this modern age, it is essential for the individual to be well versed in his given field, but he also must be able to socialize and communicate with his co-work ers in an • intelligent manner. Dormitory life alone, however, doesn’t develop well-rounded individuals; it plays a major part along with campus activi ties and sports. To give a specific case in which I prospered, I will state a rewarding experience with one of my roommates. My room mate, who was from Africa, gave me a wealth of knowledge about his section of the world: its history, status in the world, customs and culture. In return, he learned a lot about America from me. But, most of all, I saw how America looks in the eyes of other p>eople. Everyone’s roommate, how ever, is not from Africa; nine out of every ten roommates come from different parts of the country or state. Hence, the bringing together of different cultures and ways of life, ex changing of knowledge, and learning to live with students broaden one’s education greatly. ROVING REPORTER Question: Do Greek-Ietter organizations have a place on a college campus? ' Alva Taylor, junior, majoring in sociology and minoring in Li brary Science from Columbia, S. C. “Yes, I definitely feel that Greek letter organizations have a place on the college campus, but I also feel that the prestige and position of the organization dominates or should dominate the place that the organization holds.” Daniel Holding, freshman, majoring in business adminis tration and minoring in eco nomics from Durham, N.C. “Yes, I think they have a place on a college campus because they give the student a feeling of seniority.” Tommie Porter, senior major ing in physical education and minoring in health education from Chicago, Illinois. “No I do not agree with the method that the Greek organizations use to recruit new members. After all, if one is qualified scholastical ly, he should not be subjected to this public humiliation. Pub lic humiliation should not be used to measure one’s loyalty to the organization.” Vivian Biggs, sophomore, ma joring in biology and minoring in chemistry from Williamston, N. C. “Yes, a Greek-letter or ganization for that matter gives a person a chance to develop socially.” Maurice D. Hinton, sopho more majoring in sociology and minoring in psychology from Knightdale, N. C. “Generally speaking, I think Greek-letter organizations have a place on campus. These organizations help students become mature women and men. Besides, that’s what college is for, not just for an education but to develop mature women and men. Ellis Jones, junior, majoring in German and minoring in Eng lish from Durham, N.C. “No, I think the position of the Greek- letter organizations on the campus has been greatly over emphasized. They are thought of too highly and they don’t live up to their leadership image. Hattie Long, senior, major ing in business education and minoring in education from Burlington, N. C. “Yes, I think the Greek-letter organizations have a place on a college cam pus just as any other club. Per sonally, I don’t like Greek-letter organizations, but for those who do, then they should be placed on campus for their own inter est.” Yvonne Adams, junior, ma joring in English and minoring in music from Kings Mountain, N. C. “Yes, I feel that any type organization enables one to get along better with his fellow students and to work together whether socially or otherwise. The Greek-letter organizations carry the same effect on this campus. They also, in more ways than one, encourage stu dents to strive harder for bet ter grades.” Edna M. Davis, sophomore, majoring in business education and minoring in education from Greek- belong Beaufort, N. C. “Yes, letter organizations do on a college campus. But I also believe that it should be left up to the individual whether or not to join. There are some who believe that unless one is a member of a Greek-letter or ganization, he is not recognized very much. But this is not true, and it has been proved many times on this campus.” Larry Barden, junior, major ing in Art and minoring in His tory from Durham, N. C. “No, I think the Greek-letter organi zation on the campus is that of a social order. The organiza tions are the biggest pretense, since unsuccessful revolt. Brotherly love. I say more like “Big Brother.” Franklin Lowe, junior, ma joring in Chemistry and minor ing in Mathematics from Pana ma. “I think that the only rea son that Greek-letter organiza tions occupy a place on campus is that they constitute an old tradition. Other than that, they are of no constructive benefit to the college.” Mildred Joyce, sophomore, majoring in Mathematics from Mayodan, N. C. “Yes, I think Greek organizations add to the moral, social, and academic sta tus of college students. They help to promote togetherness, brothor-and-sisterhood as well as fellowship. Through active participation in one of these or ganizations, a student may also broaden his horizons and obtain a sense of pride in himself and his school. Albertine Hunter, senior, ma joring in English and minoring in psychology from Rocky Mt., N. C. “No, they have no practi cal purpose academically. Their only purpose is for popularity and prestige. They do a good job, however, of decorating thef campus with colors. Patricia Gant, senior, major ing in business education and minoring in education from Winston-Salem, N. C. “Yes I feel that the Greek-letter or ganizations have a place on a college campus in that they bet ter enable young men and young women to work together harmoniously in an effort to at tain some definite goals in their lives.” Burnette Williams, Jr., junior, majoring in sociology and mi noring in education from Merry Hill, N. C. “Yes, Greek-letter organizations do have a place on a college campus. They provide an opportunity for each member to carry out a responsibility. They also have a tendency to isolate members, somewhat, from the entire student body. They create a feeling of belong ing to and as long as they cre ate this feeling, Greek-letter or ganizations do have a place on a college campus.” Elaine Walker, sophomore majoring in psychology and minoring in sociology from Hen derson, N. 0. “Yes, I think that a Greek-letter organization has a place on campus because there is a position that must be achieved. This achievement motivates many students to ad vance more than they ordinari ly would.” Sherlane Adams, sophomore majoring in accounting and minoring in mathematics from Winston-Salem, N. 0. “Yes, Greek-letter organizations pro mote scholarship, leadership and togetherness among the student society. Through Greek organizations, students learn true loyalty and obtain a feeling of true belonging.” Eulis Parker, freshman ma joring in accounting and minor ing in business administration (See Roving Reporter, Page 4)
North Carolina Central University Student Newspaper
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Nov. 29, 1966, edition 1
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