PAGE TWO
THE LANCE
THE LANCE
St. Andrews Presbyterian College
Laurinburg, N. C. 28352
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The Love Generation?
We are the love generation. If outsiders don’t believe this,
Just look at our bells and beads. Do you need more proof? Well,
then, listen to our slogans, “Give Peace A Chance” and “We
Shall Overcome”. Still doubt our loveliness? Well then cast your
eyes upon our peace signs, our marijuana, and our McCarthy
buttons. Convinced? Yes, indeed, we are the love generation;
the peaceniks; the under-thlrty crowd.
I, for one, feel It is time the love generation grew up. We
need to examine our love and peace platitudes and decide
whether they will ever progress from being merely platitudes.
We have to decide, In essence, If in fact the “movement” Is a
movement with some goals ahead, or U It merely represents
our own petty and selfish desire to escape the responsibilities
and repressions of the system without offering any viable al
ternatives. Once we do make this examination of ourselves, I
think we will find that we have Indeed been lax In regard to our
mottos of love and peace. We may in fact be loving and peaceful
with one another, but this does little to spread the move. To
bring about a society of love and peace, one must love others
besides his friends. We have not done this and we must.
Once we agree that the movement needs to grow and move,
we must plan tactical action. Where do we want to take peace
and love? The war, the draft, civil rights, poverty—all are
pressing points that need immediate and unlimited action. The
United States Is a warring nation, and it Is a racist one too.
To alleviate these horrible blotches on our society, we have our
greatest challenge. Peace and love can become more than
“hippie chants’’, and Instead be solid goals for our entire coun
try. Thus with concrete social problems before us, our next step
Is to plan how to move the movement effectively to meet these
challenges. Education is the best lubricant. Knowing more than
your opponent Is an excellent way to overcome him. Know your
facts! Don’t Just say people are starving, or war Is bad. Have
facts to back up your statements, and better yet, have answers
ready to problems. Offer solutions to war and plans for racial
equality and justice. With education and goals the movement
will be a vital, potential force.
Some may ask what good It will do to prepare for a crusade
no one Is willing to hear or notice. The payoff will come soon,
but not immediately. We will be establishment quickly enough;
eventually we will be a part of the over-thlrty crowd. Our views
need not change, however, once we Join this group. When we are
admitted to the confines of power and position, we can press
for social changes, for peace and love. And if we want the
changes badly enough, we will have the changes. We will replace
the Ervins and Rivers and Stennls’. We will be the leaders.
The love generation must Indeed grow up. Once our own self-
interest has been replaced by meaningful action, the move
ment can and will take on tremendous and ominous proportions.
It Is after all an International movement. Young people in
France, Japan, Mexico, the Congo, Czechoslovakia, and In fact
nearly every country, are guiding the movement toward a world
of peace and Justice and love. Thus the love generation In the
United States must grow up and be an active force If It Is to
exist at all. The mystical words love and peace are obsolete. In
stead, love and peace must become concrete goals toward which
we all reach. We must plan nowl Once we are in the establish
ment, peace and love may be words we not only reach for but
actually obtain. Right on, brothers and sisters!
reprinted from AGAPE, published by the American Friends Ser
vice Committee In High Point, North Carolina. The author Is
oy Curlee who Is in the Peace Corps teaching English.
Contributors to this Issue;
Janet Moses
Wilburn Hayden
Jim Pope
Tom Cocke
Jeff Neill
Vann Jolnes
R. A. Young
Photographers:
John Campbell
Mike McQuown
Richard The Lyin'-Hearted
Reigns In Troubled Times
by R. a. YOUNG
Once upon a time, America
was ruled “Impeachably” by
two men who brought about an
extraordinary era of reaction
and regression. Thus began
what historians call the De
cadent Period, when acute de
cline set in rapidly--the latter
half of the twentieth century.
It seems that there was an
emperor, Richard I, and his
demonic minister, Metternich
(“Menschleln”) Agnostopou-
los. Agnostopoulos was adept at
setting class against class, and
at misusing dictionaries. Quite
often his speeches were heard,
desecrating the king’s English.
Using Richard’s system of
political change, “Lostpolltlk”,
(which involves no change what
soever), the two so Inflamed
dissatisfied factions that Gothic
hordes (living in the cities) at
tacked peripatetic tribes (native
to the suburbs). Now, Richard
had had a traumatic childhood,
in which pagans. Democrats,
and anybody wUh any degree of
common sense had kicked him
around quite a bit. Emperor
Richard now mistook the wan
dering tribes to be Democrats,
and ordered his helmeted Goths
(associated with buUdlng
trades) to attack early and of
ten. The excuse was that one of
the suburban tribesman carried
a Hunnlsh flag. These peace
ful wandering tribes (notably
the Hippies and Leftists) were
dealt serious blows at the
battles (read slaughters) of New
York and St. Louis.
Richard was a colorful. If
ignominious, emperor. He had
many homely sayings, such as
“Let me make one thing clear
about that”, and a convincing
manner with which to conduct
plebescltes. He came to power
by promising to hide The Hot
Potato of Integration and to
bring everybody together.
The Hot Potato game was an
enjoyable diversion until 1970,
when an underling, Finch, was
caught with It. The object of
the game was to toss the Potato
around, yet claim ignorance of
where it was. One day Finch
caught it, but the skin split, and
he was Out of the Game.
THURSDAY, OCT. 1 io,„
~oinr^
(Continued from Page n
vate schools. OUisisverymud,
opposed to this movement vrti®
it is based on race and feels
that the tax exemption status ot
these schools should be re-
moved. “It will Just be a mat
ter of time,” although it is a
fact that very few of these seg.
regationalist schools have had
their exemptions taken down a
this date.
In the political realm, the
advisory council is under the
jurisdiction oftheCablnetCom-
mlttee on Education which is
headed by Mr. Agnew. It is oi-
Us’ contention that the reason
Agnew has taken no part In this
operation is the fact “he would
n’t be too effective In thisposi-
tion because his public stands
on the issue of desegregation
have turned people oft.” Also
when asked if Nixon had done
enough to further desegrega
tion in thepubUc school system,
Oil is remarked “he ^Jlxon)
doesn’t give the impression that
he particularly is an educa
tional president.” OUis feels
that “Much more must be
done — more money must be
devoted to education than is
now allotted. ’ ’ But what is really
needed Is a genuine concern for
other people.
Gregory's Comic Myths
vs. Rational Radicals
BY JEFF NEILL
Two weeks ago Eric Gregory
wrote an article entitled “Re
cruitment: Compromise or
Conflict?” concerning military
recruiters coming on college
campuses. His article, accord
ing to him, rebutted radical
reasoning, Implying it hypocri
tical. He argues that “The radi
cal groups contend that military
recruiting on campus is a vio
lation of their rights ... if the
radicals do not gain their own
way they seek to deny the right
of the Individual. A concept they
teach is taboo”. As he puts
forth radical thinking. It would
indeed be hypocritical—if this
was a major radical argument.
Even perhaps If this were a mi
nor radical argument ... but
it’s not.
As a radical, it is my opin
ion that military recruiters
have every right to come on
campus and present their In
formation, if that information
is an exchange of ideas: the
armed services defending their
point of view and I mine. That
is academic freedom. But the
Army does not come here to
present their views, nor will
they attempt to defend their
presence in Vietnam. Neither
will they attempt to defend our
subjecting our wiU on a people
who fought the French, Jap
anese, the French again and now
us in order to obtain home rule;
nor will they defend the prac
tice of gKiocidal acts such as
My Lai and Song My that have
leaked out to us; nor the tiger
cages used by the South Viet-
names government that we sup
port because of its Integrit)
and “Justice”.
In effect the military re
cruiters do not come here to
partake of academic freedom,
exchange of ideas, reasons, ar
guments or rebutals; they come
here for the express purpose
of taking college students to fill
their ranks with well-trained
and educated personnel. They
are interested solely in the en
ticing of young males to pledge
themselves to fill the junior of
ficers ranks In order to help the
armed forces continue Viet-
nams and Cambodias. Accord
ing to a “New York Times”
article of January 5, 1969,
“Campus ROTC programs turn
out 85% of all Junior officers,
many of whom serve in Viet
nam. Many more students be
come officers through officer
candidate school on campus”.
By students eliminating their
college’s ROTC programs and
military recruiters in general,
they help to force the military
to cease their aggression and
stop their intimidation of third
world countries (those not
specifically claiming the titles
“socialist” or “western”).
I fail to see hypocrisy in this.
I do fall to understand how A-
mericans do not and cannot see
the hypocrisy in our justifica
tion of the Kent State killings
by arguing that a ROTC build
ing was burned and yet then
turn around and generally think
nothing of seeing American
troops practicing “scorched
earth” policy by burning entire
villages to the ground night
after night on the news.
And finally Eric’s worry ot
denying military recruiters ac
cess to the campus actually
being a denial of personal free
dom is answered by the Univer
sity of Illinois’ SDS chapter
which states the “U.S. Armed
Forces (is) engaged In a war
against the Vietnamese people.
The American government’s
right of conquest” Is here coun
terposed to the Vietnamese peo
ples right to rebel. But only
one of these mutually exclusive
rights is in fact a genuine right.
The force applied to maintain
social conditions in which the
great majority live on the edge
of starvation and are treated
as animals and a small number
of men live luxuriously (e.g. in
Vietnam both French colonia
lism and U.S. Imperallsra from
Diem through Ky) caimot manu
facture a right of conquest.
Students Named To
Faculty Committees
Executive Committee:
Campus PlanningandSpaceUU-
Mandy Duddy
licatlon
Samuel Sutton
Janet Macy
Louis Swanson
Martin Walker
Student Life Committee
John Davis
Wilburn Hayden, Jr.
Committee for the Implementa
Tony Fernandez
tion of the Code
Craig Barton
Lani K. Baldwin
Dianne Ellison
Cathy Holmes
Ceclia Herman
Jody Dixon
Melanie Smith
Committee for the Selection
David Buim
of the Dean of the College
Educational Policy Committee
Mary Lynn Mimday
Sara Lee
Anita Adams
Mlllicent Gibson
Mac Croswell
Sidney Atkinson
the Attorney General Craig
Assemblies and Public Events/
Barton as consultant.
Calendar Committee
Faculty Publications
Darlene Mobly
Wayne Warren
Annette Lauber
Sandy Bridges
Library
John Lawson
Suzanne Moyers
Winter Committee
Carter McKelthon
Lucy Scott
Hosea Jones
John Davis