Newspapers / Fayetteville State University Student … / March 25, 1969, edition 1 / Page 5
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MARCH 25. 1969 THE VOICE PAGE 5 Art of Diplomacy Alive Two presidents try the biblical notion of reasoning together to find understanding in the recent series of workshops brought on by student discontent. Presi dent of the College, Dr. Rudolph Jones, left, and President of the Student Government, Mr. Hector Mc- Eachern, display the willing flexibility of a long line of diplomats who have brought peaceful solutions to dissident factions in the history of the world for the betterment of the masses. GREAR'S HERE By JOYCE GREAR If you’ve been around here two, three or four years and you don’t think you know very much, then you’re not thinking this by yourself. What’s your problem Broncos? Are you tired of knowing little and missing out on a lot? If you are—count yourself and me. I'hat’s two, too many! I’ve heard a lot of talk in three years. I’ve seen too much of the wrong kind of action and very little of the right. What’s your problem Broncos? Do you have all day, everyday, droop in some classes? Why don’t you ask a few questions, sug gest discussions, plan projects, or play tick tack toe. Oh, you have? And you still have that prob lem, don’t you? Are you in Elementary Education? Do you ever talk with children? Are you in English and can’t write grammatically cor rect? Are you in Math and still can’t add this up and get the sum; Your problem My problem My problem Your problems Our problems Broncos Do you have yours, and I still have mine to get? In some classes, do you find it’s cheat or repeat. Does the man know his stuff? No! We’ve got a problem Broncos. Can the man get it across Bronco? Nol We have got a problem fellow. Yes, I said we. We-We-We. If he’s no good to you, I don’t want him either! TO THE INSTRUCTOR: If you’ve been around here one, two or twenty years and you don’t think you inform very much, then you’re not thinking this by yourself. What’s your problem teacher of men and women? Are you tired of knowing something and not getting it across the desk? If you are—count yourself and 1 know I can add one more. That’s two, too many! For what! For anything my friend. I’ve heard a lot of in formation In three years. I’ve heard too much about what was done in your undergraduate years, and I’ve heard very little about changing mine to keep them from walking around like Siamese twins. What’s your prob lem teacher. I don’t want what you got twenty years ago. I want all of that and more. Do you have all day, everyday droop in some or all of your classe:^? I take six courses this semester, and I’m ready. Six instructors, who in struct me, are you ready? I want some action this semester because I’m tired. I’m tired of know ing little and missing out on a lot. I want a fight. What are you going to do about it? ‘T want the facts and the ideas. I don’t want just the methods if they aren’t practiced. What would you do to change educa tion? If you won’t speak up for yourself, tell me where to find someone who has or will”. I’m ready. I’m ready for a fight. I’m ready to find. I want to fight. But, 1 can almost bet you are not willing. I want to shake your hand and come back fighting. 1 want to learn something. 1 want to learn many, many somethings . I want to learn what you know and to find it if you don’t know. I want you to tell me where to search for Ideas. But, you won’t do it, and there are a lot of thingy 1 want from life. I’m tired teacher. I’m tired of sitting in class and learning nothing. I don’t want just the methods if they aren’t practiced, I want your ideas on how to change the ideal thats not practiced. WHAT DO YOU KNOW, TEACHER? If you have been wanting a change for the better, then you’re prob ably just as tired as lam. I’ve talked, argued, ex plained, agreed, dis cussed and accepted until I’m blue-black in the face. If you want change—you have to understand. 1 would like to shake your hand and come back to class fighting, teacher of mine. I would like to learn from you, learn with you and question what we learn. I want to learn what you have learned and ask you where 1 can go from there. I want to challenge you. EMPLOYMENT RACIAL BIAS ON ALL SIDES Excerpts from “I'he Negro and Fair Employ ment,” by Irving Ko- varsky, professor of business administration at Iowa, published in the Kentucky Law Journal: Both unions and man agement, in addition to government, have impor tant roles to play in elimination discrimina tion in employment; yet thus far neither has fully accepted its responsibi lity. Although unions have always emphasized their desire to attain equal em ployment opportunities and although union lead ers have generally at tempted to eliminate dis crimination, unions con tinue to engage in the practice. Industry, on the other hand, while making ex tensive noteworthy con tributions to society, has shown little tendency to deal with moral ques tions. Industrial management can curtail discrimina tion in industry only if it accepts the responsi bility to do so and exerts the appropriate effort. Recent studies have shown that with positive management planning, equal employment op portunity can be achieved. Government Inaction To date, not one federal government contract has been terminated nor is there any evidence of a refusal to let a contract because of discrimina tion. In one case reaching the federal district court, the President’s Committee on Equal Employment Opportunity had delayed action on a complaint for two years. If an employer hires only white employees when Negroes are avail able or a union excludes Negro applicants, there is evidence of discrim ination. But we are a concerned group of lead ers and future leaders. It is a shame that year after year we carry the same ugly statistics, to wit: fifty per cent of our freshman class does not return the following year. Yet, we do not regard it as shameful: we reflect upon it with pride! In structors pin it to their chests as a badge to as sert the difficulty of grasping their subject matter. The students bask in glory that they are of the surviving half. Is that good? Is that good when we realize that we are losing more stud ents than we are gradua ting? So we feign an at tempt at helping! We institute tutorial pro grams, Isn’t anyone aware that the subject matter is not failing the students? Maybe the real problem requires more effort than we are willing to give. Maybe no one wants to get at the real problem, but certainly no one can deny its ex istence. This is just one of the lies. You know them, all of them, I am not concerned with spot lighting the lies; I want to spotlight you! You made them, and you must destroy them! Lying is a sin, and sins lead to hell. These lies are on the verge of making this institution our hell, I am afraid that all of the self-acclaimed angels are about to have their wings singed, I am con vinced that all of us, stud ents and teachers, are faced with the choice to either destroy the lies, or be destroyed by lies. This problem can wait no longer—it is a now problem that demands a now solution. If you wish to be an Individual, then you must work toward the solution. If not, then don’t pretend too. We don’t need pre tenders; we need doers. If you must ride, then ride a horse! Don’t continue to ride on the waves of pseudo-intellectual a- chievement, A teacher (Continued on Page 6) PEACE CORPS VOLUNTEERS TO CONGO WASHINGTON — The Peace Corps has been invited to send Volun teers to the Congo, Peace Corps Director Jack Vaughn announced this week. The Congo becomes the 61st country in the devel oping world in which the Peace Corps is involved in programs to serve. Twenty four are in Africa. Earlier this week Vaughn said the Peace Corps had agreed to return to Guinea. Volunteers will go to Swaziland for the first time next month in an other new program an nounced earlier this year. Vaughn said a Peace Corps representative will soon go to Kinshasa, the capital of the Congo in January to consult with Congolese officials on ways to best utilize Vol unteers, and how many. Volunteers are sched uled to go to Guinea next spring and to the Congo, a nation of more than 15 million people, next fall, at the earliest. A representative in Guinea last week worked out details on a request by the Guinean government for some 20 volunteers trained as mechanics In a program similar to one Volunteers were involved in when the Peace Corps was asked to leave that West African country two years ago. Currently, about 3,000 Volunteers serve in Africa. Iowa Institute Prepares Minority Students For Law To help increase minority-group membership in the legal profession, a pre-law institute will beheld this summer at Iowa. For six weeks, 48 minority-group students who have received their bachelor’s degrees will get special instruction to help them enter law schools in the fall. Paul M. Neuhauser, Associate Dean of Law at Iowa, is director of the summer program. The Iowa session will be one of 10 regional institutes organized by the Council on Legal Education Op portunity. The program’s goal Is to expand law opportunities for members of minority groups, such as Afro- Americans, Indian Americans, Mexican Americans and Puerto Ricans, Neuhauser said. The institute is expected to include courses in con stitutional law, contracts and property. The institute will be staffed by five professors from cooperating universities in the Midwest, two English instructors and several law students who will serve as tutors, Neuhauser said, students passing examinations at the end of the institute will be admitted to a law school in the fall. The program is sponsored by the Association of American Law Schools, American Bar Association, National Bar Association and Law School Admission Test Council.
Fayetteville State University Student Newspaper
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March 25, 1969, edition 1
5
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