PAGE 2—MARCH, 1968
THE PEN
EDirOR-IN-CHIEF
NEWS EDITOR
FEATURE EDITOR
CORRESPONDING EDITOR
LITERARY EDITOR
Danny Scarborough
Dorothy Yates
- Roosevelt Moseley
Pamela Jones
Pamela Brito
PHOTOGRAPHER William Carson
SPORTS EDITOR Hilton Smith and Edward Gill
ADVISORS Mrs. Chapman, Miss Harper, Mr,
Allen, Mrs. Reid, Mr, Bradley
Our policy is to print the neivs and views of the
students. We pledge ourselves to full, fair, and open
reporting in regard to all parties.
We Are Not
TH Mli)
The Negro
‘‘Where There Is No
Vision, People Perish”
The Pen
Dear Mr. Editor;
Before getting to the main thoughts of this letter, I want
to congratulate you and your staff for the spirited eagerly
awaited Issues of The Pen that you have published this year.
One of the measures of a good college is, I thlnjc, a student
newspaper that Is a generative, provocative and constructive
force in the life of the college as a whole. There Is a tradi
tion In such a newspaper that faculty members inject from
time to time their Ideas and concerns as part of a continuing
mutual dialogue of campus life exposing them to examina
tion by all. It Is In this spirit that I offer a few thoughts
that I hope you will see fit to print, ana whlcn i hope may
evoke some useful discussion from those Interested In the
welfare of the college In general and students In particu
lar. My comments are not to be construed as dicta but simply
as reflections on both the national student scene and on our
scene here at St. Aug.
With reference to the national picture, I think the present
student unrest and agitation Is part of the antl-ratlonal,
antl-lntellectual attitude that has been building up for decades
because of the discontent with the failure of the rational and
pragmatic leaders of our society - specifically the Bourgeoisie
- to deal successfully with the pressing problems of war,
racial prejudice, poverty, colonialism, overspeclallzation big
ness, religious archaism, and the ever-increasing concentra
tion of life of tlie acquisition of objects (materialism) rather
than on the improvement of the relatives between human
beings. The appalling rate increases In crime, divorce,-
alchollsm, racisms, suicide, highway slaughter. Juvenile de
linquency, sexual aberration, unemployiiDiiltyaremdlcatlonsof
the failures of our practical men of affairs, who tend to deal
with day-to-day problems without ever coming to grips with
the root (radical) problems of an Industrialized world.
What seems In sum, then, to be agitating students is that
2500 years of a commitment to nationality as the method to
humans happiness has led after all this time to the creation
of a society whose highest values are symbolized by televi
sion sets, automobiles, shopping centers, and endless acres
of suburban lawns - all green!
Since college and universities have long t>een considered our
prime Institutions devoted to the principle that rational learn
ing is the key to the best possible life any antl-rationallstlc,
anti-lntellectual movement or mood is bound to use colleges
as prime targets, since they are partners In the Establish
ment that has coped unsuccessfully with the Immense prob
lems created by a world becoming all the time more popu
lated with machines and masses of people.
With specific reference to St. Augustine’s College - all the
time keeping in mind the larger framework just suggested - I
should like to set forth some observations which I hope will
lead to worthwhile discussion and action.
FIRST: I think we should move to ond the Invidious distinc
tions between professors as teachers and the students as learn
ers. We are all learners! One human can teach another
very little, but they can all help each other learn. We learn
by learning not by being taught. One can usually measure the
success of a college and the degree of Intellectual and emo
tional ferment not by how much teaching Is going on, but by
how much learning (especially among the professors) Is going
on. Perhaps we need to break entirely the mould of set classes,
hours, cr^lts, etc, which are designed by the faculty and ad
ministration as a framework within which they teach and
students learn. As Jefferson said; "The only truly educated
man is the self-educated man.”
SECOND: While there are indeed many methods of learning
It would be fair to say that as of now and in the forseeable
future, the major method is reading. Until a person reads well,
he will not read easily and If he does not read easily, he will
read little and If he reads little he will learn little. Crash
programs are needed. Perhaps a battery of outside profes
sional experts should be used. Until this problem Is solved
on our campus, there will be little learning, either of facts of
about human emotions.
THIRD: All learning should have a chance to be articulated,
even If It only takes the form of an Interior monologue with
oneself. Until articulated, silently or overtly, learning is a
dead nothing; and memorized facts that cannot be articulated
because they are not understood or are Irrelevant are a
fraud.
FOURTH: Perhaps we need some course or some type
academic experience devised and conducted by students, with
those professors who care to - as they should - participating
as students themselves (hopefully good students).
FIFTH: Perhaps we need to experiment with some pass-
fall courses, with no grades given. And It would be worth an
try to have a course either with no grades at all, or Just
"evaluative grades” that would not go Into the record; or
perhaps even so radical an experiment as giving the student
a "guaranteed passing grade” at the beginning of a course
which goes Into his record and an "evaluative grade” which
would let him know the professor’s estimate of his work
as reflected in his performances on assignments, tests, and
In the classroom discussion, but would not be recorded.
SIXTH: Certainly we need to do some extensive experi
menting with programmed learning, either used In machine
or the special textbooks embodying this method.
SEVENTH: It might be well to try so-called T(touch) or I
(self) courses In which psychological group dynamics, and
religious spiritual exercises are used to help develop great
er sensory perceptlves and stimulate the non-cerebral. Ima
ginative modes of human awareness.
EIGHTH: Perhaps we need a formed or even informed course
on Situation Ethics versus Christian Ethics to help us all cope
with the Immense attack on our moral sensibilities that Is
now here and will continue to Intensify and multiply.
NINTH: It would be an excellent experiment to offer courses
based solely on reading with no classes, only a final oral and
written examination; based for example, on twenty select
ed books In a given learning area, areas selected by the stu
dents thereby having a real learning experience himself.
TENTH: It would surely seem worthwhile to give added
emphasis to the expressive, creative use of the body through
the arts, crafts, music, dance, sports, etc. Our excessive
concentration on spending so much of one’s youth seated at
a desk in a classroom, has robbed man of the chances to
use his organism In keeping with his maturally-evolved phy
sical and artistic expressive talents.
ELEVENTH; Effective ways must be found to express
a meaningful and relevant Christian faith. I’m afraid that many
of the traditional forms are archaic, derived from a La
tinized, pre-lndustrlal era,
TWELFTH; On the really radical side I should like to see
an experiment In which students would be paid for getting
good grades. For example, $200 for a "A” In a course;
$100 for a "B”, etc. It seems a little Incongruous to have
our basic reward system In life based bn money and have
students prepare for It with such a nebulous. Intangible
thing as getting grades.
THIRTEENTH: In these days of the ever-mounting fervor
of Afro-Amerlcanlsm and Its related emphasis on the unique
ness of being Negro (which means black) perhaps the predomi-
n.intly Negro college should become wholly so, especially In
Its control, from trustee down through departmental chairman or
perhaps even lower, so that If there Is any particular Volk-
Dead, Falcons! Against Himself
THE INK WELL
Who Is Dead?
Dear Editor,
In the past Issues of the Pen,
many students have given the
school and the administration
a hard time about existing
conditions, or promises that
are not fulfilled, or “we
wants” that we "don’t get,”
but nobody has thought to com
plain about the students, other
than call them dead, or "pick
on the Student Council. Is
this really fair? How many
of us as students are really
serious about our complaints,
or better still, how many of us
are "tad enough” to make
an attempt to help our so call
ed problems by eliminating
some of the thorns in the side
of those In charge. By now
you’re probably wondering
what I’m getting at. Consider
our existing dining hall situa
tion. There are times when
you have to wait In line to get
clean sliver or glasses, that is
If you aren’t lucky enough to
catch your buddy on his way
to return his to be washed,
or when you have to actually
“case the place” In order to
find salt-and pepper, or sugar
for coffee. There are two ba
sic reasons for this. Number
one, there aren’t enough of
these In the cafeteria to go
around, especially during the
Tuesday-Thursday rush hours
and Sunday. The second rea
son Is the answer to the first;
they are smuggled out to the
dormitories. There’s the in
cident about the girl who told
the borrower to bring the
sugar container back to her
table, because she was going
to take It back to her room.
Better still, there’s the time
that there was a "raid” on
Atkinson for some stolen ar
ticles, after which the direc
tor and other members of the
search party found approxi
mately 15 pieces of equipment
not Including that thrown from
the windows: These Included
plates, sliver, and salt and
pepper shakers.
We cry about being treat
ed like children, and not as
responsible adults. Are we
ready to be treated as adults.
Yes! We are, when It comes
to the lighting at the Saturday
night social, or golngoff cam
pus to see James Brown, but
what atiout In the good ole
dining hall where we have to
be watched like Inmates In or
der to Insure our finished
plates a safe return to the
dish room, I feel really good
when I see Mr, Smith or others
standing around the wall spy
ing on us. Then I know I’ll
have a place to sit and a glass
to drink out of.
The first part of the school
year, we the academically -
Inclined complained about the
library and its Inefficiency.
This was good, and Improve
ments were made. Mrs. Ir
ving and others did a fine
job. For what? We’re worse
off now than ever before, te-
cause we are stealing our
library blind. One "brilllkrit”
speech student had the auda
city to even tear pages from a
volume of Britannlca. Are
these acts of responsible a-
dults. If so, then I’ll re
main a child. , .
Academic atmosphere In the
dormitories is a thing of the
past. What ever happened to
the quiet hours, 8 p. m. to 7
a. m.? Unless one owns a
pair of muted ear plugs, study
before mld-nlght Is a thing
of the past, I often wonder
If there are some sort of
psychedelic benefits gained
from bouncing a basketball up
and down the corridors, or
if there are secret contests
held to see which student can
use the most profound termi
nology. To some that I’ve
heard, the world’s greatest
sailors would run a close
fourth, for the group at St.
Augustine’s has the first 3
places tied up.
I wouldn’t be among one of
the first to call this home, but
we must consider that, as stu
dents, we spend more time In
residence here than any other
place. So, since we have to
spend time here. It’s home, a-
way from home. Let’s appre
ciate It for those In charge
make It better for us.
In this Issue of The Pen,
there is a letter from our Stu
dent Council president de
fending the student council. II
there are any persons who can
defend the students actlonsiof
tearing up and stealing books,
stealing salt and pepper shak-
kers, or raising hell In the
dormitories please let me
hear from him.
Signed:
The Anti-Student of St.
Augustine’s College
geist unique to the people of African ancestry it will have a
chance to express Itself fully, although personally I think the
contemporary world Is much too complex a cultural mixture
to make cultural particularity successful in the long run.
But this Is a very knotty problem and needs much more
thought and time than we have In this already overlv Ion?
letter. ®
FOURTEENTH (and finally): Having implied throughout tnat
there Is much wrong with traditional modes of college edu
cation let me close by noting certain values derived from
these tradition modes. Our most successful form of expres
sion In recent centuries has been that of science - and In
science Is based on rationality not irrationality. Politics and
wealth may be short term power, but long term power stems
ultimately from knowledge. Knowledge Is exceedingly hard to
acquire, requiring endless hours of toll and mental wear
and tear. At present there Is no short cut, no gimmicks,
and reading Is still the basic Instrument for Its acquisition.
And to conclude, the knowledge embraced within the evolu
tion of western culture Is not. In spite of some of the obvious
moral failures of western people, to be taken lightly. Its
scope. Its flexibility, Its Inherent emphasis on progress and
the possibility of the betterment of human life offers the very
kind of cultural milieu In which cultural diversity is most at
home and has the best chance of fulfilling its potential. The
Inherent narrowness and stifling nature of all "Isms” stands
always In stark contrast to the liberating spirit of the western
Idea of progress and Its resultant cultural diversity, the guard
ian and progenitor of which should be our Institutions of higher
learning. Any goal less than this demeans the stature and
potential of the individual human. Colleges should liberate
people from all cultishness from all one track conception of
life, which always land In disaster for both the cultlst and his
victims. "Where there is no vision, the people perish.’^
E. C. SCHWERTMAN
PROF. OF HISTORY
THE PEN
ST. AUGUSTINE’S COLLEGE
Dear Students,
In the January-February is
sue of The Pen, a question was
asked, *^s the Student Council
dead?” Then It went on to say
"If so, who do you blame?”
Who ever raised that question
should come to a Student Coun
cil Meeting. Maybe the ques
tion should read 'Is the student
body dead?” And then "If so,
why?”
It seems to be more or less
of a custom for the students on
this campus to pass the buck
and demand things for their wel
fare. The students demand this
and that; left and right. As a
result, many of their demands
are answered. The only prob
lem Is that the Students do not
know what to do with what they
receive. The school newspap
er publishes Black Power con
temporary news. This seems to
be more of an Interest to the
student body than reading about
an Art Show on campus. It
Is much more Important to
party than to voice ones opi
nions at a Student Council meet
ing, or any other meeting. When
things go wrong, everyone Is a
pro on the Ex Post Facto Stu
dy. But when problems are
small we all go Into our In
groups with our own Ideologies
about the life and love of a
College. Our superegos and
lack of motivation have failed
us as a group. We seem to
only live to wait and see what
others will do for us. We
may at times be of different
opinions, but It can be said that
we are not at heart on the side
of the truth. And the truth Is
It’s the Student body that Is
running a lost race. It is the
Student body who Is dead.
How many of you have written
your class president lettlnghlm
know your point of view? Are
W’e Ju^ a mass of matter adding
no weight to anything here at St.
Augustine’s College?
We are the "Mighty Falcons”
better look Into a looking-glass
and see if you really are a
"Mighty Falcon.”
Conrad E. Lake
Representative to
Student Council
Freshman Class President.
Save Benson
The Student Body
% Editor of the Pen
Fellow Falcons;
^ As a member of the student
body at St. Augustine’s Col
lege I feel obligated to con
form to all of the rules set
forth by the college. I am also
certain that I do not standalone
in this belief.
I would like to refer speci
fically to the removal of refer
ence-only material from the
library. By this I mean en
cyclopedias periodicals, news
papers and all other material
designated for use only In the
library. This removal of ref
erence-only material is both a
unwarranted and selfish act. It
deprives the remaining student
body of critically needed ref
erence material and should not
be tolerated.
I trust that you, as Interest
ed students, wUI take the neces
sary action.
John B. Monroe
Your President
Dear Editor,
President Johnson asks that
we be united in support of the
Viet Nam war — but will he
have us united If we believe
that the war is wrong, wrong
in every way, a defilement of
American goals and of con
science? He leads, yes, but
In a war to which we gave
no mandate. How long can he
go this course without our as
sent?
Perhaps something Is being
won on the field of battle, the
Viet farmer’s field. But not
so in the President’s struggle
to persuade us to unite behind
him. All that he has to of
fer is the same old cold-war
rhetoric.
President Johnson says that
we must defeat the Commu
nists in South Viet Nam or
face them on another battle
field, almost as If Indonesian
and Cambodian and Indian and
Vietnamese Communists were
physically the same people.
They are not even politically
the same people. Moreover,
It Is not at all clear that
Communist guerrillas in other
Southeast Asian nations, or the
oppressed to whom Commu
nism may appeal, will be de
terred In the slightest by the
outcome of the war in Viet
Nam.
To argue that Is to ignore
the real reasons why Com
munist gains occur In under
developed countries: social
injustice, economic Inequali
ties, rightest dictatorships. It
Is also to Ignore the Impor
tant forces of nationalism
(with which Com.munlsm of
ten seeks to ally Itself). The
most important considera
tions for Malayan Commu
nists, for example, will be for
Malaya.
Yours truly,
A PROTESTOR
EXCERPTS FROM A
REPORT BY CLEMMONT
E. VONTRESS
BY LARRY BROWN AND
JOHN MONROE
Througnoui tue Negro’s stay
In America, he has been mis
represented, misjudged, and
maligned; he has been talked
and written about. The growing
tendency of the Negro to de
valuate self and its far-reach
ing repercussions have been
almost overlooked. Hehasbeen
denied by the dominant group his
rightful place In the American
stream of life.
Never, has the American Ne
gro been treated as a person
valued as such rather than an
instrument, a stepchild of de
mocracy. His status in so
ciety, even in the North, has
shaped his personality. The
Negro with his black face and
klnkj' hair has been reacted
to In varying degrees of horror,
disgust, avoidance, indiffer -
ence, and toleration.
In his relations with whites,
he receives an unpleasant Image
of himself that eventuates into
self devaluation. He, therefore,
denies whenever possible not
only his background but his race
as well. To be taken as an
Indian, Oriental, or Mexican Is
a compliment. He spends much
money and time onmaklnghlm-
self look less Negroid. The
frantic desire to be something
other than American Negro has
recently resulted in some A-
merlcan Negro women’s as
suming coiffures of Africans,
since the latter usually receives
better treatment in the United
States than native Negroes. A
few Negro males are also wear
ing their hair longer and get
ting haircuts less frequently;
they use neither promade nor
process. Even so, there Is no
escape from Identity for the
vast majority of American Ne
groes.
The dominant characteristic
of the Negro personality is
that of feeling, feeling that he
Is inferior, worthless; and since
this feeling has been planted in
him by the superior group, a
paternal figure against whom he
cannot relieve his frustration,
he must hatehlmself, must pun
ish himself and/or others like
himself. Thus, there appears
In the Negro a personality bent
toward self-destruction, both
conscious and unconscious.
That aggression and destruc
tiveness are Innate to the Ne
gro Is unacceptable. He be
comes pugnacious and destruc
tive to others (usually of his
own race) and to himself when
his Inner nature Is twisted In
chains of racial hatred and bi
gotry on the outside, he often
becomes victim to alcoholic fa
talities.
Understanding that being a
Negro In the American society
Is apt to color practically ev
ery act and thought of the Negro
child is Instrumental In grasp
ing the meaning of the Negro
against himself. From the earl
iest beginnings the Negro child
finds himself In a world In
which most of the beauty and
glory, the heroism and worth
are measured by a "white”
standard.
The child comes to associate
his dark skin, broad nose and
kinky hair not only with ugli
ness but with inferiority as well.
This conviction may be rein
forced within the Negro group.
The darker child In the family
often becomes the ugly duck
ling, and as a result generally
develops accordingly.
In Negro organizations spe
cial considerations are often
given tP lighter Negroes, so that
even success within the group
may become associated with a
lighter skin, diminished Ne
groid features, and "good”
hair,
A vast majority of Negroes
have learned who they are and
what they are from things which
have happened to them. The
Negro Is caught up in the white
web, a white point of view
which has held for so long
that anything Negroid Is infer
ior, to' be avoided, disliked,
or despised. Thus, in a sense
the Negro In this kind of en
vironment is denying the good
ness of himself and is all too
often operating to his own dis
advantage.
Poverty
"A dlsmtegratlng neighbor
hood and Its social casualties
are in every way a burden,”
says John W. Gardner, former
secretary of Health, Education
and Welfare.
Recently Mr. Gardner, one of
the most distinguished educa
tors in America, resigned from
the cabinet In order to head
up the Urban Coalition, which Is
an ambitious private attempt
to attack the poverty problem.
"Poverty is not easy to eli
minate,” he admitted, and cited
the comfortable American who
turns his attention away from
the other end of towm. SomeA-
merlcans prefer to forget that
other Americans live in condi
tions which breed social Ills.
‘In the case of the Negro
(poverty), (Its elimination) Is
made harder by the evil of ra
cism.”
'T have heard the authentic
voices of hatred, and the threats
of violence — from white men
and black. But those who hate
cannot save us; they can only
destroy...
The Pen.. Change
Of Policy
The Pen of St. Augustine’s College Is a student publication
"of the students, by the students, and for the students.” Yet,
some have fall to realize the power of the "Pen.” As a student
publication, the school paper requires the aid of everyone
Interested In the betterment of the college Discussing an
explosive issue in the privacy of Lynch, Baker, Gould, Delany,
Tuttle, or Atkinson HaHs is one thing - bringing the issue Into
the open - through the medium of the school paper is another.
Since October, 1967, The Pen of St. Augustine’s College has
campaigned for the following Innovations:
Issue: An extension in library hours.
Issue; Open stacks. ^
Issue: Freedom with Responsibility and Respectability.
Issue; Free use of Alcoholic beverages.
Issue: The 90% (them) 10% (us) Policy (against).
Issue: A plea for student interest in campus and world affairs.
Issue: A plea for a Jazz concert on campus.
Issue: A cry for better lyceum participation.
Issue: Freedom for Baker Hall girls.
Issue: An attack on the business office (the attitudes of some of
the secretaries).
Issue: Improvements for Hunter Building.
Issue: An appeal to apathetic students.
Issue; A discontinuation of Senior Comprehensive Examina
tions.
Issue: A decrease in the ROACH population in Lynch Hall.
Issue: Respect for the equipment In Benson Library.
Issue: A plea for the "now”, construction of the Student
Union Building.
Issue: The Dining Hall
Thus, the "Pen" needs your help. It is bound by no faction,
controlled by no clique, but published in the interest of the
students and school. With a limited staff (students seem to think
the "Pen” Is a personal problem) the "Pen” struggles
to do justice to the students and tries (at time things are pretty
rough) to do Justice to the college.
BY D. L, S,
Falcons.. Let’s Get
Ourselves Together
(iver S900.000 has been approved for the construction of
a Student Onion Building on St. Augustine’s College campus.
If the building aids In the formulation of student unity, the
development of school spirit,, and a decrease in apathy on
the part of all students, the building wUl prove to be a welcomed
asset to a "Big Family Society” which is slowly decaying.
However, If the building fails in any of the areas mentioned
above, the school loses $900,000. By now, it’s a known fact
that the school needs every dollar that it can possibly obtain.
At other colleges, on both the local and national level, the
Student Union Building is the focal point of campus activities.
It’s the setting for student council conventions, chamber
music, movies which have received critical acclaim, noted
authors, poets, and lecturers, attacks on the school paper,
jazz concerts, art shows, government officials, and - if you
are looking for soul - Aretha Franklin, and Dionne Warwick.
The problem which should be of concern to all Falcons Is,
"How can I prevent the school from jyastlng $900,000.”
D. L. S.
Editorials In Brief
Return Of May 25th
On May 25th, not one, but two weddings will occur In the
college chapel, puess who. ^
Malnutrition
The Pen of St. Augustine’s College Is suffering from mal
nutrition - a lack of student help. Yet, "the struggle (to
exist) prevails.”
To B. M.
Since the **Pen** is a student paper, we will convey the
message of B, M. to the student body.
B. M. announces that .she .is giving up her good looks for
Lent.
Something Good About The Cafeteria
From The Halls Of Lynch
Some students pick up more dirt (gossip) than the bulldozer
being used to level the ground for the student union building.
Happ
mess
H^piness was seeing The Pen of St. Augustine’s Col-
lege in the Benson Library newspaper rack. **The Pen**
Pnl Times” and "The Washington
i display carried some type mes-
sage?
Review
Junior: Have you seen the movie, “Guess Who's Coming
to Dinner?**
Senior: No, but I have been to the cafeteria and have
heard students talk about *Guess What's Coming to Din
ner.
Food Line Calling
Sophomore: What’s for dinner?”
Member of "The Pen” staff;
"Name something.”
WalJdng Through The Campus
BY PETE MORGAN
As I stroll through the small
but relatively dull St. Augus
tine’s campus, a feeling of dis
appointment hits me dead In the
heart. I was expecting a beau
tiful, spacious, well kept cam
pus Instead I find an old de
crepit school of higher learn
ing. For the prices paiu (l,bdd
some odd dollars) I think at
least we could have heat In the
rooms of the boys’ dormitory.
From this startling feature, I
will start this general look of
the school. As you walk from
the boys’ dormitory to the lunch
room your shoes will be torntc
shreads or eaten up by .the
rocks and red mud you must
walk through. There is nopav
ed walk from the t>oys’ dorm
to the dining hall. As you reacli
the hall you must wait 15 to
20 minutes before you eat a
small, cold, under cooked meal
served to you ^by the meanest
bunch of women on earth. After
receiving your meal you must
then wait another 10 to 30 min
utes for a dirty glass and dirty
silverware. After lunch you
leave the lunch room and start
your walk to class. Now the
classrooms are all right except
some of those in the Hunter
Building. In these dingy, poor
ly lighted rooms you must study
either cold In winter or too hot
In summer. But the exciting
feature of St. Augustine’s Is
the red tape you must go through
to get enrolled. This along with
other facets of the schools run
ning must be greatly improved.
If all these things appeal to you
I suggest with no regret that you
go to that lovely tun retreat,
St. Augustine’s College.
Student Protest
In the January-February edi
tion of "The Pen of St, Augus
tine’s College,” the Pen Staff
asked the members of the stu
dent body to become involved
in world affairs and campus
events. During the Orangeburg
crisis, many of the male stu
dents on campus responded to
the plea Students from Lynch
Hall and Atkinson Hall parti
cipated in a silent and orderly
protest against the slaying of
three Orangeburg -students.