Newspaper Page Text
PAGE TWO
CLARK PANTHER, OCTOBER, 1949
The Clark Panther
A Journal of College Life Published from September to June
By the Students of Clark College^ Atlanta, Georgia
A promoter of school spirit by encouraging projects and efforts
among student groups and individual students.
A medium through which an opportunity is provided for students
to obtain experience in news gathering, reporting, book-reviewing, edi
torial, and creative writing.
An instrument for fostering friendly and constructive criticism
of campus activities.
DAVID CHARLES COLLINGTON
Editor-In-Chief
HULEY B. DODSON
Associate-Editor
WILLIAM STANLEY
News-Editor
Daughtry Thomas Feature
Fred White Art
Harry Atkins Sports
Lillian Graves ! Fashion
David Stanley Poet
Alfred Wyatt Circulation
Fred Ross Advertising
Julius Conway Photographer
REPORTERS: Lorenzo Jones, Delores Arnold, Juanita Taylor, James
Woodard, Rose Ward, Marie Young and Yvonne Abel.
TYPISTS: Lois Richardson, Annie Burts, Ruth Paradise, Kathryn Shan-
nell and Rueben Dawkins.
Helen Thomas and Marion Brown Staff Secretaries
ADVISORS: J. F. Summersette, Darwin T. Turner, Franklin S. Jones.
Homecoming at Clark
Year after year homecoming at Clark has provided an
opportunity for someone from the junior or senior class to
state in his own terms the functions of a liberal arts col
lege of education relating to homecoming as he has ex
perienced it.
Our task does not grow simpler but more complex as the
years pass. We are all dreamers of peace, freedom, and the
good life that is so necessary in an individual’s life span.
That is why we come to Clark. We believe that if we have
faith in her, she will in turn pledge her best.
Homecoming to us should be an awakening of ideas, ideals,
and values in which we may pursue the truth. It is more
than just another day. It is our tribute to the dignity and
importance of the student to his motto: “Culture for Service.”
Are we in the process of planning for our own future, our
own responsibilities, or will we in years to come be dependent
on our family or charity ? For those of us who are here
and also have the advantages of a college education there
is an even higher sense of responsibility for which we must
strive. Not only must we be responsible to and for ourselves,
but we must be responsible to and for our fellow-men and
society.
We must not only accept the duties and obligations which
are thrust upon us by our families, teachers, and our own
work but we must also assume and seek burdens which we
might avoid. We must accept positions of leadership, not
for selfish ends, I repeat, but for the benefit of our fellow-
men and our communities. We young people of Clark College,
who are a highly selected group and who have demonstrated
more than average ability, find this to be not merely an
opportunity to help ourselves, but also an obligation to our
school. Why must one use the word obligation? Because
we are on the receiving end: the teachers have helped us
to know ourselves; to understand others; to gain a love for
truth; to gain joy and happiness in the search fpr truth;
and to acquire wisdom and humility before God.
—Daughtry L. Thomas
Minorities and Social Text Books
The position of minorities in this social world of ours dates
back many years ago, even before the discovery of America.
Negroes, Chinese, Japanese and other minorities along with
the white man began their contributions of our common cul
ture many years ago. They have contributed to or partici
pated in every conceivable activity which has made our cul
tural heritage such as we know it.
Now for various reasons, many of the contributions of
minorities have been neglected by writers of social studies
textbooks and are therefore unknown to students in second
ary schools and colleges. The basis of this tendency to mini
mize the achievements and contributions of minority groups
is two-fold. It is either a lack of first-hand knowledge on the
part of authors, or it is conscious or unconscious prejudice.
Regardless of the cause, the results are the same and one
reason for ascertaining the cause is to propose remedial
measures to combat so grave a condition.
Of all the minority groups in America, the Negro is espe
cially victimized by this negligence. His past and present
achievements are almost entirely ignored by the press. I was
startled some weeks ago while reading from a ten line article
hidden away in the back pages of one of our leading daily
papers, that some American scholars today think that Africa
rather than Asia may be the cradle of civilization. Africa
and her children have been played down so long that the
truth is difficult to tell and hard to believe.
Similarly, American textbooks discount the achievements
of the Negro. We note first that Negroes illustrated in most
(Continued on Page 4)
Poet's Corner whaJ Matlers Mosl Student
HOMECOMING .
By Moses Barrett
This morning I awoke in the usual
way,
But, I awoke upon an unusual day,
I bowed my head and lifted a
It is very important for a student
•to realize what matters most with
him at college. There are many
things one must consider, but a
definite start is one thing that most
of us will readily agree on. School
loyalty is necessary for a person in
Government
One of the most prized heritages
of any American citizen is the
right to participate in our demo
prayer,
And thanked God that for this
day I was spared.
This day was one of great re
joicing,
This day was one which is ever
lasting,
To some this day would not seem
becoming,
But to many others it meant Home
coming.
On this day the horns will sound,
The black and red will place its
crown,
The band will parade; the students
shout,
All their spirit and faith will out.
We will carry our banners to the
field,
And to our team, our opponents
will kneel,
If we win a well fought victory,
Then indeed it will be a wonderful
day.
“Miss Clark” will be crowned;
“Miss Loyalty” too,
They haVe worked hard and this
honor is to them due;
The alumni will boast, the students
praise,
And to our Alma Mater our hearts
we raise.
I am now just a student proud,
But for my school my head is
bowed,
One of these days my schooling
will be done,
But there will be a day when
back to Clark I’ll come.
Clark—a college second to none,
A place where many happy lives
were begun,
A college so full of life and gaiety,
That it will and must remain that
way.
Here is the school that held our
hearts,
Upon us it has made its eternal
mark,
We can never forget what it did for
us,
£.nd to return to it someday, is a
“must.”
I am nc» expert with a pen,
My knowledge of writing is very
dim,
But I do feel, and I do say,
That I shall return to Clark on
Homecoming Day.
QUEEN OF KAPPA LAND
Oh pretty queen- of Kappa Land
Come with us and take your
stand
You are the darling of Kappa Alpha
Psi
Yes, lovely maiden of Phi Nu Pi.
\ r ou penetrate the bottom of our
hearts
We admired you from the very
start
No one can ever take your place,
Nor win the security of our em
brace.
We worshipped you from far away
But you are one of us today
Your very wish is our respond
You reign supreme in the Bond.
So come with us, oh queen divine,
And you like our diamond shines
So bright that no one can deny
That you’re the darling of Phi
Nu Pi.
—William J. Breeding
PORTRAIT
I mean it, Dear.
I know I lack the words to say
How much I love you, dear
And I can never quite convey
That I am real sincere
And I am clumsy when X try
To show my thoughts of you
But any special deed that I
May undertake to do
But, dear, you are the only one
For whom I truly care
For you are like the morning sun
That smiles upon my prayer
And you are like a moonbeam
bright
That reaches out to sea
Or like a star of silvery light,
That lives in Memory.
And though my words may fail
again
To make my meaning clear,
I am sincerely truthful dear when
I say I love you, dear dear.
—James T. Metcalfe
order that he might have the cor
rect attitude toward the institution.
Any of his actions, manners, and
school outlook is a direct reflec
tion upon thfe institution.
College adjustment is relatively
easy if one has the adequate facili
ty and the attitude toward establish
ing himself in the functions that
take place around him. The student
finds that throughout his college
years there are many civic and
social responsibilities that he must
accept. The student must be aware
that as a college student he is ex
pected not only to accept such re
sponsibilities, but also to think in
terms of the causes and factors
promulgating such social and civic
problems; thus, he should train his
mind along ways and means of
allievating these problems.
A student is further confronted
with the problem of ■•just what is
expected of me while I am in col
lege;” The primary idea of college
training engulfs not only that of
instructon and raising the intelli
gence quotient but also attempts
to guide the student along the de
sired channels of civic, social, and
intellectual responsibility. Much of
the responsibility lies with the
student, and not with the instruc
tor, as is thought by many indi
viduals. The instructors are in the
capacity of guides whose duty it is
to see that the student operates
along the lines that will serve the
student best in his intended goals.
There is no doubt that the instruc
tor does more than his share of
duty. Sometimes he must reach be
neath the student and bring out the
better qualities that are most fitting
to the individual. Other times he
must meet the student on an even
level in order to emphasize the,
necessity of the way in which the
student must be directed. The
student readily ignores the fact
that the instructor is fully capable,
experienced, and seeks only to
channelize the individual along the
lines that will prepare him for the
future; hence, the instructor has a
three-fold task: Instruction, guid
ance, and counsel.
A wise student almost always
finds his way into the nucelus of
college activity, organizations, t and
intellect. His aim is to draw upon
the experience of his instructors
and to read and discuss courses
widely; for, in this way, the per
son becomes more thoroughly ac
quainted with his subject matter.
By seeking throughout his college
years to make and to take the most
of what matters in college life, the,
individual at the end of his college
years finds himself developed into
the valuable asset which ac
complishes the aim of the instruc
tion.
cratic form of government. Here
in America we have had, for well
over a century and a half, a form
of government where the will of
the majority ruled. This can be
attributed to the foresight of the
men who formed our present
theory of government. The process
of government here in America is
in reality a beautiful thing, but it
is also complicated. There are
many Americans who have not had
the opportunity to see our govern
ment function or to actually run
it; but here at Clark our student
body, if interested, can see a minia
ture democracy.
At the close of last school year
a student president and secretary
were elected. At the beginning of
this year, representatives from
each class were elected to form
the student governing body here
at Clark. It is significant to note
that the administrators of our in
stitution have recognized the need
for such an organization. With this
student organization working in
conjunction with our liberal and
co-operative faculty, we feel that
a bigger and better Clark is in the
making.
There is also a vital part that we
as students must play for the suc
cess of this new organization. The
student council must have the full
support of every Clarkite. One
might ask: How can I give my full
est support? It can be done in
several ways. The first and most
important is to make the council
not the object of malicious corner
gossip. We as college men go all
out for bull sessions, but in these
sessions suppose we say only those
things that will aid the council in
fulfilling its function.
We must bear in mind that this
organization was created for the
betterment of our college life as
well as to provide an opportunity
to see a democracy work within a
democracy. This organization can
accomplish the first function only
if you, through your class repre
sentatives, present those problems
which they might have jurisdic
tion. The latter can be accomplished
by an annual rotation of class rep
resentatives.
-—Lorenzo Jones.