Page Two
THE CAMPUS ECHO
Monday, March 31, 1969
Camp^'^^Echo
Member
ASSOCIATED COLLEGIATE PRESS press
Esther Silver a— EDITOR
Talulla Reid BUSINESS MANAGER
William Haley, Otis Jordan ADVERTISING MANAGERS
Granger Martin CIRCULATION MANAGER
Winford Hooker NEWS MANAGER
Robert Bell - SPORTS EDITOR
Rhonda Perry, Barbara Dorsey, Evelyn Willis TYPISTS
Evelyn Willis, Larry Johnson PROOFREADERS
REPORTERS
Barbara Wright, Granger Martin,Ronald Miller, Celia Sessoms,
Otelis Kearney, Otelia Artis, Edgar Grier, Pat Troxler, Roseline
McKinney, Michael Garrett, Alma Maxwell, Francis Majette.
Julius Small - - PHOTOGRAPHER
Jean Norris ADVISOR
In Support Of Black Studies
One of the most progressive steps towards translating into
college policy what is legitimate among black students’ demands
is the action recently taken at NCC—the initiation of an Afro-
American Studies Program.
The realization that the truth can no longer be hidden from
black Americans by covering it up with a blank in history has
finally hit home. NCC has taken its step in revealing the truth
to its students.
The success of the program, which will get underway in the
fall, will have to be proven under obvious handicaps. Let us face
it, there are very few scholars who have great familiarity with
the black man in history. Therefore, such courses will have to
be developed carefully and tediously. That this is true is dramatic
evidence that our role in history has been grieviously overlooked,
not only by white historians and educators but by Negro scholars
as well.
If one does not agree with the demand for and implementation
of black studies and brand it as a move towards isolation and
separation, let them consider the reasoning.
The reason is simple. If NCC can offer courses in the culture
of the classical Greeks and other defunct civilizations, it can also
offer black courses. The adoption of such courses is a reasonable
realization by the college authorities that blacks are a group that
need to know their history and social needs—a known natural
function of a college.
Culture I. Q.
(Answers, page 3)
a. Edward Brooke
b. Carl Stokes
c. Julian Bond
“MY MOTHER SAYS MY BROTHER IS IN JAIL
FOR BURNING BUILDINGS IN WASHINGTON!"
Prom **DI TOCQUEVILLE’S AMERICA REVISITED:”
A Oroplik Cemm«fitary by Jooqvtn cf« Alba
pwMI«h»d by ACROFOUS tOOKS, WASHINOTpN, D. C
COLLEGE PAPERS FACES CHARGES
1. In 1941 this scientist intro
duced the revolutionary idea of
a central depository for blood;
the world’s first blood bank.
a. Jefferson Long
b. George W. Carver
c. Charles Drew
2. Harambee is a Swahili word
that means;
a. Freedom now!
b. Let’s pull together!
c. Black is beautiful!
3. The 1968 receiver of the
presidential nomination at the
Democratic Convention.
a. Richard Hatcher
b. Rev. Channings Phillips
c. Sen. Edward Brooks
4. Which of the following
athletes won the men's single
title in the first U. S. Open
Tennis championship?
a. Arthur Ashe, Jr.
b Bob Gibson
c. John Carlos
5. What leader said “I resolved
that I would permit no man no
matter what his color might be
to narrow and degrade my soul
by making me hate him.”
a. W. E. DuBois
b. Booker T. Washington
c. Stokely Carmichael
6. Who said “The ambition of
every Negro is to be white?”
a. George Wallace
b. Richard Nixon
c. Roy Harris
7. What author said “If you
don’t know my name you don’t
know yours?”
a. Leroi Jones
b. Malcolm X
c. James Baldwin
8. Who was in 1965 was denied
his seat to the Georgia House
until the Supreme Court took
his side?
9. Who was the 39-year-old
black nationalist leader mur
dered on February 21, 1965?
a. Austin Walden
b. Nat Turner
c. Malcolm X
10. Which famous president was
praised for destroying an in
stitution which he openly sup
ported while speaking to one
group, then denoimced while
speaking to another.
a. George Washington
b. Lyndon B. Johnson
c. Abraham Lincoln
-Lecture Series-
(Continued from Page 1)
1942. She received wide recog
nition for her 1966 novel—
Jubilee. Miss Walker is now
professor of English and direc
tor of the Institute for the Study
of History, Life and Cultxire of
Black People at Jackson State
College Mississippi.
Miss Walker opened her lec
ture series with “Creativity and
the Black Experience.” In other
lectures during the week, she
talked on “Towarjis a Black
Theory of the Arts,” “Black
Writers and Artists of the Past
30 Years.”
One of the highlights of Miss
Walker’s series was a discus
sion of her unpublished manu
script of poetry which she i3
presently calling October Jour
ney.
Miss Walker is a native of
Birmingham, Alabama. She re
ceived her A.B. degree from
Northwestern Unversity and her
M.A. and Ph.D. degrees froi» the
University of Iowa, i
(College Press Service)
The use of four-letter words
in campus publications, and a
strong reaction against them,
seems to be growing at colleges
and universities this year. More
than ten attempts to censor al
lege obscenities have been re
ported.
At Purdue University, Wil
liam R. Smoot, II, editor of The
Purdue Exponent, was threaten
ed with dismissal after the news
paper published a poem that re
ferred to perversions, and a col
umn in which an official was
described in earthy terms.
Mr. Smoot and other senior
staff members have been allowed
to continue their duties pend
ing the results of an investiga
tion by a special review board
of five students, five faculty
members and three administra
tors.
At the University of Wiscon
sin in Madison, The Daily Car
dinal was criticized, especially
by regents and legislators, after
it printed a story about a meet
ing in Boulder, Colo.
The newspaper responded to
criticism and calls for dismis
sals of staff members with an
editorial that quoted passages
from books assigned to English
classes at the University, such as
Lady Chatterley’s Lover and
By James McNeil
In the last six years we have
heard many speakers, including
the Governor, and heard from
the Southern Governor’s (Con
ference, on the subject of “The
Negro College.” Let’s take a
look at some of the problems
confronting “The Black Col
lege.”
WhUe students walked by in
their Sunday dress, the campus
decked with golden brown
leaves and sim, in that un
matched, quiet beauty of a
Southern Black College, I
thought about the new era: How
to repair the blight of a century
of segregation and impoverish-
James Joyce’s Ulysses.
After the incident, the regents
asked the university administra
tion to develop policies for the
future in such cases.
Later the Michigan State Uni
versity News reprinted parts o£
The Daily Cardinal editorial.
The senior staff members were
threatened with salary cuts by
the paper’s faculty adviser, and
a student-faculty judiciary com
mittee was named to conduct
hearings on the issue.
Editors of campus papers at
Hunter College in New York,
and Oakland (Mich. University
also reported having to find new
printers for issues which were
considered offensive by the reg
ular printers.
At Mankato State College in
Minnesota, the owner of the
firm which prints the literary
magazine objected to a story by
the magazine’s editor and agreed,
to publi^i it only with a dis
claimer that will say the maga
zine carries a story to which the
owner objected.
At Boston University, dean of
students Station R.. Curtis has
said he will name a committee
to study the status of the cam
pus newspaper — The News —
recently published a controver
sial issue, including photographsi
of nudes.
ment without taking on the
worse characteristics of most
American colleges and universi
ties.
What are these characteristics?
On occasions of seU-criticisHi,
educators in both white and
Black colleges have pointed to
them. Many colleges are too
frantic for money and physical
growth, too complacent about
social problems, too removed
from the ghettoes of the poor
which surround the universities.
To White America, the Black
college has always been a trou
bling presence. Bom in the pas
sion of civil war and recon-
(See McNeil Views, page 5)
Black Studies
Offered At Wayne
Ozell Bonds walked into
Room 2 of the Wayne State
University Education Building
looking much like any other
student. But instead of heading
for a seat, he strode up to the
podium and put down his lecture
notes. Dressed in levis, ^ turtle-
neck, socks and tennis shoes, all
black, he looked, down through
his sunglasses at a classroom
full of education school profes
sors—men and women more
than twice his age.
Ozell’s lecture was one of
several being offered by mem
bers of the Wayne Association
of Black Students in a course
on “Black Social Thought” for
Education faculty members. It
is all part of a burgeoning, yet
peaceful, black movement on
this campus just a few blocks
from the 12 th Street ghetto
where the 1967 Detroit riots
began.
Black students at Wayne are
busy mapping a new black col
lege that will offer a full
four-year curriculum as well as
courses for students and faculty
from other departments.
The Wayne developments,
which are moving ahead with
moral and financial support
from the campus administration,
have turned many conventional
educational concepts inside out.
Perhaps most important is the
idea that students have as much,
if not more, to contribute to the
educational process than teach
ers. Not only can students skill
fully organize new curriculum
by themselves—they can also
teach it impressively.
Lonnie Davis, head of the
ABS at Wayne, points out that
the syllabus for the “Black
Social Thought” course offered
a reading list of no less than
45 books (from Baldwin to Du
Bois). Some faculty were so
astounded by the reading list,
they almost dropped the course.
Graduate student Davis com
plains that “It’s obvious to us
that most of the teachers taking
our course aren’t reading all
their assignments. Many of them
come to class imprepared.”
Still, they have had stimula
ting two-hour weekly sessions
on topics like “Who is the Black
Man,” “Who is the White Man
to Us,” “Black Music,” and
“Third World Revolution.” A
discussion of “White Woman,
Black Man” was so provocative
that it was carried over to a
second session.
In one of Ozell’s recent lec
tures, he offered a terse 25-
minute lecture on the relation
ship of slavery to present-day
conditions in the South.
“The black man served in the
house during slavery so he had
frequent personal contact with
whites. That’s part of why the
southerner today can associate
freely with the black as long as
he stays in his place.”
After the lecture ended, one
teacher launched into a lengthy
argument with Ozell about the
use of violence in the present-
day civil rights struggle:
"I see all your aggression and
aggression and racism as defen
sive violence. I see it as aS
assertion of your humanity,
pushing off the oppressor instead
of using a direct hit. But the
problem with using all these
threats is that you are scaring
away many whites who might
otherwise rally to your side.”
Ozell replied: “I come here
to attack you verbally with
w^ords—to call you racist honk-
ies. People who react with fear
(See Black Stndies, page 5)
McNEIL VIEWS BLACK COLLEGES