Page Two
THE CAMPUS ECHO
Friday, December 16j 1966
CamP'I^^Echo
Member
ASSOCIATED COLLEGIATE PRESS
Aaron R. Graham
Warren Leggett
Editor-in-Chief
Business Manager
Managing Editor Charles Stokes
Feature Editor Christyal Brown
Sports Editor — —- 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
Peterson
Proofreaders Brenda Hart, Faye Wynn,
Brenda Carpenter
Advisor Jean Norris
College-Church Dilemma Discussed
“The Dilemma of the Negro
Institutions — The College and
the Church” was the focus
of a forum sponsored by the
Campus Echo on December 8.
The panelists, all of North Caro
lina College, were Dr. Charles
A. Ray, chairman of the Depart
ment of English; Dr. James
Brewer, professor of History;
Mr. Russell Adams, assistant
professor of Political Science;
Reverend John Chappell, Direc
tor of the United Campus Chris
tian Ministry; and Reverend J.
Neal Hughley, college minister.
Each speaker gave his opinion of
the topic.
Dr. Ray stated that racism is
our main problem today and
that there are still impediments
which cause racism in the col
leges and churches. Dr. Ray used
the urban renewal program as
an example, indicating that
many Negro churches are open
to the white public, but that
with urban renewal some of the
churches have to move out of
their locations to more highly
Negro-concentrated areas.
Remarks made by Dr. Brewer
concerned the previous educa
tion of the Negro. He said that
the education of the Negro could
be put in a two-chapter book.
The first chapter, he pointed out,
woul^ tell how the Negro has
been educated to be slaves, out
bearing the qualities of a child
and a clown. The second chap
ter would tell how the Negro
has been taught to live with dis
crimination, segregation, and
self-hate. He said that no
toleration can be transferred in
to the technology of a modern
age. He also felt that Negroes
are not prepared for chapter
three, the period of integration.
He stated his position as, “I
favor having complete indenti-
fication in the mainstream of
life."
Both the church and the col
lege are showing a net loss, Mr.
Adams felt. “The ministers of
the Negro churches are losing
ground as compared to former
contributions,” he said. He also
said that there was a falling
away of young membership in
the churches. He thought that
since Martin L. King and a few
others, there had been no con
tributions from the church.
Schools, in his opinion, have al
ways been behind, both in equip
ment and in finances. About the
quality of schools, he said, “I
see a chaotic and dim future.”
But for quantity he said, “I see
a good future.” The difference
he felt in the professors of white
and Negro colleges is that the
Negro professors on a whole
have the attitude of having a
higher status than the professors
of comparable rank at a white
institution.
Reverend Chappell relayed
his thoughts by using two mod
els. The first model was “The
Investigation” which is the story
of World War II where the only
survivers were those who helped
the system along. In parallel, he
said that the institutions of the
church on college are a part of
the society. The solution, he said
was, “To change the Negro you
have to change the system of
society.” The problem he feels
is in choosing the direction that
those institutions should take.
Model II emphasized the point
that the Negro institution is a
reflection of the society, as a
whole.
Dr. Hughley felt that the
philosophy of accommodation is
practically dead. He said, “The
Negro school is faced with the
immediate task of becoming an
American institution.
After the panelists finished,
there was a general question and
answer period.
MERRY CHRISTMAS .
AND A
HAPPY YEAR
FROM THE
CAMPUS ECHO
STAFF
Letter To Editor
Dear Mr. Editor, ,
Recently there has been a lot
of controversy concerning Greek-
letter organizations. In the last
issue of the Campus Echo, the
Roving Reporter did an article
on the following question,
“Do Greek letter organiza
tions have a place on a college
campus?” During the week of
December 4, the SGA circulated
leaflets with a statement about
frats being warned.
The comments about Greek-
letter orgnizations have greatly
disturbed me. I guess that the
reason for this disturbance is
that most of the people making
these comments could not pledge
“How Can I Graduate in Four
Years,” or, better still, “Dog Phi
Dog.” In other words, most of
these people do not have the
average to pledge. Then since
they do not have the average to
pledge, they do not see any good
in Greek-letter organizations.
Okay, so you don’t see any
good. Well, let me ask you this
question, are you doing anything
constructive? Are you lowering
the college’s status by taking a
semester break for the whole
semester instead of the few days
between semesters. This is only
one example to start you to
thinking.
Now, let’s look at the Greek-
letter organizations. How many
of you other than those in a
sorority or fraternity use your
time to tutor children not at
tending NCC without pay? Have
any of you done volunteer work
at a hospital when you could
have been studying? Although
it is a tradition, what other
club has decided to give goods
to the needy for Thanksgiving?
How many have helped in voter’s
registration? These are only a
few of the questions that you
should ask yourself before you
jump out and say, “They do a
good job, however, of decorating
the campus with colors.” What
is it? Do you envy their dress
ing on family day?
The statement, “They are
thought of too highly and they
don’t live up to their leadership
ability,” puzzles me. What are
you trying to say? Are you say
ing that people in Greek-letter
organizations do not have the
ability to lead? If that is the
case, why do students pledge?
Evidently they must be doing
something. Students are not
coerced to join. Pledging and
joining are strictly voluntary.
Yet students join groups where
there is no leadership ability,
says some people.
Now what do you mean by
this, “I do not agree with the
method that the Greek organ
izations use to recruit new mem
bers.” Let me get you straight
from the jump. Greek organ
izations do not have recruiting
stations. It makes no difference
to them whether Lottie, Dottie,
and the rest pledge. Students
pledge on their own accord. If
they want to be subjected to
, “public "humiliation,” whatever
is meant by this word, then they
■. pledge. If' they don’t, so well
and good. Although these or-
ganizations.. maintain a great
deal of . ^ secrecy, everybody
knows what is going on. Fresh
men might be dumb at fit^t, but
: later they learn. You would be
crazy to jump in a {>ile of bushes
not knowing what was there.
So the next, time that you are
' confronted with this question,
don’t just make a comment to
be making one. Think before you
speak. ‘ ■
NORMA BROWN
eaueTmT
M.1ES
baffJ Dee*'
A UMSUio^l4i'mnei -fo S'Ck.
ROVING REPORTER
QUESTION: Do you think NCC is doing all it can to
educate its students?
Billy Shropshire, senior, majoring in Geography and minoring in
Biology from Charlotte, N. C. “No, but are the students doing all
they can to educate themselves? I often think about the students in
large colleges and universities throughout the nation, the fact that
they do not have compulsory anything, (class, assemblies, etc.)
The students of these institutions usually make the best out of the
college rules. In our case here at NCC, discipline has a lot to do
with the students’ success. NCC’s campus is building and we can
make or break it.”
Martha Cooley, freshman, majoring in Sociology and minoring
in Biology from Rowland, N. C. “Yes, I think NCC is doing all it
can to educate its students. The various facilities and activities are
evidence that NCC is striving to prepare its students for the world
which they will have to face when they complete their education.”
Milton Jenkins, sophomore, majoring in Chemistry and minor
ing in Mathematics from Roanoke Rapids, N. C. “Yes, I think NCC
is doing a fairly good job in educating its students under the cir
cumstances. With due respect to the financial situation of the col
lege and where this finance is coming from, I think NCC is doing a
sizable job, even though there are a few other small things that can
be done to enrich the education of the students here. Proof of the
effective educational system here at NCC can be seen in the fact that
it is rated very highly among Negro colleges.”
Barbara Avery, sophomore, majoring in Sociology and minor
ing in Psychology from Getvel, N. C. “No, I don’t think NCC is
doing all it can to educate its students because we are not given the
best possible library service, the best possible classroom teachers and
the best possible equipment to work with. It is true that we do
have some very bad teachers. I realize the fact that by NCC’s being
a Negro college in the South, it does not have the means to get the
best. But 1 do feel that NCC can do better than it is doing. Per
haps, with the coming of the new President of this institution, things
will improve.”
Walter Carrington, freshman, Health Education major and
Biology minor from Durham, N. C. “I think NCC is doing all it can
to educate its students. There are several things, however, to take
into consideration to support this assumption. Most of the teachers
are doing all they can to help the students get an understanding of
their work and accomplish the goals they have set.”
Gloria Walker, sophomore, majoring in Sociology and minor-
in Psychology from Littleton, N C. “I think NCC is doing what it
can to educate its students. It is really left to the individual to
grasp or educate himself. If NCC has the material then, I feel that
it is the responsibility of the student to get it.”
Saadra Harris, sophomore, English major and Drama minor
from Durham, N. C. “Yes, I think NCC is doing all it can to edu
cate its students. I feel that NCC has adequate facilities and enough
time to put them to work for us. Going to college involves the
participation of both the students and teachers. I feel that NCC has
done its job by securing the best possible instructors.”
Larry Hexstali, senior, majoring in Public Health and minor-
oring in Psychology from Elizabeth City, N. C. “Yes, NCC is doing
all that it can do within the range of the econoniuc, psychological,
and individual barriers that must be abolished. These are the
barriers which I think need to be overcome in order that the true
academic freedom may exist.
Richard Shannon, freshman, majoring in Business Administra
tion and minoring in Accounting from Winston-Salem, N. C. “No,
I don’t think NCC is doing all it can to educate its students. Some
teachers don’t explain the lessons to students and then give the
hardest tests possible. All some of them think of are theSr pay
checks and not the students’ welfare.”
Patricia Evans, senior, majoring in Home Economics and minor
ing in Education from Durham, N. C. “I think NCC has a good
educational program; however I can’t say whether it is doing all it
can to educate its students. To me, this is a two-way situation;
students must want to be educated and they need to be motivated
to the extent that they will do all they can to educate themselves.
This brings in the role of the students and the teachers. No instruc-’
tor can educate alone."
Samuel Snipes, Jr., sophomore, majoring in Sociology and
minoring in Economics from Durham, N. C. “Definitely no. I think
that the administration of NCC and some members of its staff are
not as accurate and up-to-date as the staff of a college of this size
should be.”