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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.