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PAGE TWO
CLARK PANTHER, NOVEMBER 1954, ATLANTA GEORGIA
The Clark Panther Fera Korne g a j
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.
HAROLD C. WARDLAW, Editor-in-Chief
FRED MORGAN, Associate Editor
GLENDORA PATTERSON, Assistant Editor
J. F. Summersette, Advisor
Pearson Parker-
Ned Johnson
M. Norman, T. Mathews, R. PowelL.
R. Flood, N. Johnson
Aaron Favors
M. Oliver, J. Reynolds
Shirley Ballard
E. Johnson, J. Reynolds, F. Kornegay.
Georgene Broadnax
....Sports Editor
..Religious Editor
Reporters
-Circulation Managers
-Art Editor
Staff Typists
.Exchange Editor
Copy Readers
..Secretary to Editor
Harold Wardlaw
Paradoxically Speaking
The school, which is supposedly the abode of the intelligentsia,
embraces the people regarded as, or who regard themselves as, the
Don’t Let Them Swindle You
While doing a bit of desultory reading the other day, I came across
an amusing, yet thought-provoking joke. Would you like to here it?
Here goes!
A backwoodsman went to town and eame back with a sparkler on
his finger.
“Is it a real diamond?” asked an admiring friend.
“Well, if it ain’t,” replied the backwoodsman, “I’ve been swindled
out of fifty cents!” (Quite timely, I think.)
Moreover, for some unexplainable reason, I began to think of the
many students who are entering college for the first, second, third,
fourth and ? ? ? time. I wondered if it had ever occurred to us that we
are purchasing a diamond while here in school. I too wondered how
many of us^re like the backwoodsman, that is, purchasing a fifty-cent
diamond which sparkles only for a short while, turns green and is hence
useless, therefore realizing later that we have been swindled.
No doubt you are wondering just what I mean by saying that we
mighty purchase a fifty-cent diamond here in school. Have you not seen
a student “phony” his way through a course, or perhaps become very
neighborly or parasitic when the person who sits next to him is “stu
dious” ? Such students are purchasing fifty-cent diamonds. Somewhere,
sooner or later, sad to say, he is going to awaken to the fact that he had
been swindled. Examples of such are innumerous. The best suggestion I
have for not purchasing a fifty-cent diamond is to occupy your time
purchasing a priceless one—one which shall shine forever, one which
friends will truthfully admire and enemies will undoubtedly envy. (Not
that we are trying to cause any hostility, mind you!)
Perhaps the question now arises as to how does one purchase such?
I have one suggestion to offer. Suppose we consider the primary pur
pose of the college. Is it not that of intellectual growth? Therefore, in
order to purchase this priceless diamond, one must, I should think, set
up and carry out objectives which comply with the purpose of the col
lege.'Is that too difficult to do? No!
Confidentially, students, may I say that it is you who must wear
COLLEGE STUDENT PRATS
By Ned Johnson y
Our Father, we adore Thee as
the center of all pure spirits, and
we pray thee to make us like unto
Thyself. May our minds think pure
thoughts. May our hearts love pure
things. May our very lives be pure
because Thou art pure.
Cleanse us and sanctify us, and
constantly save us, Our Father,
lest we should break down under
the wear and tear of the world and
fall beneath temptations that with
out Thy purity and strength we
could never resist. In Jesus Name,
Amen
educated and enlightened class. Offering such courses as psychology, the diamond which you are now purchasing. Consider it carefully shall
• 1 I Jl__ _ — T 1- . ..1 J — —.... — n V, lrt-wl* VT/\h"I rtl A — — **
science, and geometry, the school should serve as an excellent vehicle
for the furtherance of straight thinking on the part of the students.
The acquisition and application of knowledge being one of its major
objectives, the school should cultivate positive attitudes within the
students.
It seems somewhat paradoxical to me that such apparently liberal-
minded people should militate against the recent decision of the Su
preme Court concerning the desegregation of schools. They, of all peo
ple, should set the pace in the search for truth, because in the path of
the man who seeks truth, many pitfalls lie. The most egregious of these
is prejudice, counterfeit knowledge which leads some men to suppose
that they have the truth when, in fact, they have only a worthless
substitute.
It appears as though the educators of this country, especially those
you wear a fifty-cent one, or shall it be a priceless one ? Don’t let them
swindle you!
Personal Inventory
Why did you come to college, anyway?
“Oh,” is the perfunctory reply, “it’s the traditional thing to do.
Why, everybody’s doing it.”
From your reply, I gather that you are a “ship without a rudder.”
Entrance into college can be an exciting experience, but it may also be
a terrifying one with so many new faces and unaccustomed surround
ings and with new adjustments to be made.
Why
The Humanities?
The college’s concern for the to
tal growth of the student led it to
add to the curriculum this year a
course in “humanities.”
It grows out of an attempt by
the colleges, states a report from
the faculty, to help the student
form workable attitudes, skills, and
habits for effective living. It is
hoped that it will bridge the gap
that has existed between related
subject matter. In the areas of sec
ondary and elementary education,
music, and the social sciences, it
informs and gives the student a
sense of human values which have
to do with beauty and human
thought.
The humanities through the me
dia of music, literature, sculpture,
painting, and architecture place
emphasis and concentration upon
the Fine Arts, that helps form a
personal and social philosophy of
life. This requirement through ex
amination and exemplification of
former students taking competitive
it appears as tnougn tne educators oi tms country, especiany tnuss Statistically speaking, less than half of the members of every fresh-
abiding in the southern section, need to add to their curriculum a course man class complete four years at college. However, you should frankly ^owledite of the humanS™
in “The Elimination of Prejudices.” As Will Rogers once stated: “There and P roud,y face the fact that you are a highly privileged member of tl f acki If an amireciation
man, if you get off the thing that the American youth group. But why? And for what purpose? If you f g Qr beauty s to le fostered he
are honest with yourself, you are more likely to approach an under- 7 J ^ , to , . f t ed ~ the
is nothing so stupid as an educated
he was educated in.”
I have ascertained also that the staunch advocates of segregated
schools are for the most part so-called educated persons. We have, how
ever, often been reminded that “A wise fellow who is also worthless
always charms the rabble.”
Is the school failing to perform adequately its function ? If we can
not rely on the educated people to further the principles of democracy,
on whom shall we rely? Bitterness, disillusionment, and cynicism seem
to 1 characterize our supposedly intelligent Southern leaders.
What, I ask you, causes this cultural lag? Evidently, in the case
of some groups, the cause is ignorance. Some people just don’t know
the score, so far as the realities of the modem world are concerned.
They adhere unfalteringly to their groundless prerogatives. But what
of the people who study and discuss these less fortunate members of
society—namely, the intelligensia ? They—some of them—are staunch
supporters of the system of segregation within public schools. Are they
too so disillusioned that they are unable to adjust themselves to a
beneficial social change?
In the past they hid behind the law of “separate but equal” schools.
Now that this has been annulled, behind what shall they conceal their
lack of resourcefulness ? Most assuredly, I expect them to concoct some
form of rationalization. Furthermore, I expect to hear a series of ha
rangues from the Southern demagogues, because as Macaulay once
stated: “In every age the vilest specimens of human nature are to be
found among demagogues.”
No matter how many institutions of learning one has attended, he
cannot consider himself educated, in the truest sense of the word, if he
standing of yourself and of your real motives.
Why must I analyze my ulterior motives?” is the ensuing query.
“I’m here, and that’s sufficient!”
But ... I hasten to remind you, or to inform you: eminent psy
chologists state that one’s success or failure in college is largely pro
portional to his effective or ineffective motivation. It is most difficult
for one to concentrate on his collegiate studies when he attends college
mainly to have a good time; to “make” a society; or because of the lack
of other definite plans. In brief, a conducive formula is often this: Know
then thyself; gain a perspective of yourself; replace less effective mo
tives with more effective ones.
The following is a list of what you might consider “dull values in
college studies.” Nevertheless, I think that they will prove helpful if
you are open to suggestion. If you disagree with some of them, that is
your prerogative. I think you should, first of all, ascertain what bene
fits you are deriving from your present studies. Write down in your
notebook the benefits that you expect to derive from each course. Dis
cuss your notations with your instructors, and add to your list other
benefits that may be suggested in these interviews. Are you now gaining
these benefits ? How can you overcome any obstacle ?
Know your educational needs. List your major interests, your abilities
to' be further developed, weakness or limitations to be overcome, the
requirements for your contemplated life work, and other demands for
effective living.
KnKow what courses will best meet these needs. For each of your
important interests and needs list available courses that offer promise
of contributing something of value.' You may need to consult your col-
intellectual,/ aesthetic, and moral
qualities have to be developed. If
we as students are to become civic,
responsible citizens, a knowledge
into all areas and fields should be
of great significance and impor
tance.
Theodore Matthews
Season’s
First Dance
A Success
On Saturday night, October 9th,
brightly clad senors and senorettas
danced to the music of Lloyd Ter
ry’s band when the Clark family
enjoyed its first dance of the sea
son—a Latin Motif.
The appropriately decorated
Crogman Dining Hall presented a
most fitting background for the
occasion.
is unwilling to lay aside in the presence of new facts, his convictions, U .V “ ay 1166(1 t0 C ° nSUlt y0Ur co1 - m T color , ed balloans ™ a ba p
the historical traditions, and customs of his social class, long enough S voll l« T° 0m !? swns - Above a11 ’ know b ™ you shall buncb ^aced the water fountain,
to find out if these new facts ought to change his point of view. ^ Terrier fo T “ y °” T „ * while near the center of the hall a
It looks egregiously bad for the institutions of learning and culture sta tefa£ “ immediate benefit from what has been mn f are of colored water
to be segregated o„ „lse proves when they supposedly cater to the “15^7>” !
superior-minded, unbiasedly reasoning individuals.
Perhaps a bit of reflective reasoning is needed to guide us success
fully through this social change. The following prayer is attributed to
Admiral Hart, quoted by George Sessions Perry and Isabel Leighton in
“Where Away.”
“Dear God, give us strength to accept with serenity the
things that cannot be changed. Give us courage to change the
things that can and should be changed. And give us wisdom to
distinguish one from the other.”
The statute change has been effected; the glibness of its practical
application will depend upon our prudent or imprudent attitudes toward
this innovation. Intelligent people throughout America . . . Unite, De
liberate, and Act! You have nothing to lose but your groundless preju
dices and fears.
commonly accepted terminology—this is the beginning of the end.'
Dinner Music Welcome Innovation
In an effort to tone up the music
appreciation of the college and to
instill within its students a more
discreet choice in music, an in
novation was substituted for the
“juke box.” Many students, after
having spent hectic hours on their
trips from distant points, found to
their disappointment that the “juke
the journalism class: “Those things
which are best for one are usually
reluctantly accepted.” For exam
ple, take the child who does not
know that spinach is nourishing
thinks of it as being unsavory and
does all he can to keep from eating
it. He is given at his displeasure.
Likewise, college students are ex-
ATOMIC COURTESY
Ethel Jackson
To smash the simple atom
All mankind was intent.
Now any day
The Atom may
Return the compliment.
“Let us fly”! said the flea
So they flew through the flaw in
the flue.
FLIGHT
A fly and a flea in a flue were
Imprisoned, so what could they do ?
Said the fly, “Let us flee”!
MIND AND MATTER
Anonymous
There was a faith-healer of deal,
Who said, “Although pain isn’t real
If I sit on a pin
And it punctures my skin
I dislike what I fancy I feel”!
box” was no longer the source of posed to some things which are of
music to which they usually danc- benefit and they, too, refuse to ac
cept them because they are not
cognizant of the validity of these
things. When this is so, the college
makes these things requirements,
the student will have the oppor
tunity to make selection by way of
a sort of popularity poll. As soon
as the Student Government Associ
ation can get organized for the
year, this procedure will go into
effect. This system purports to keep
our musical tastes a caliber or so
ed to forget their “fatigue.” And as
they listened, with a pathetical lack
of appreciation to the melodious
strains of recordings chosen by au
thorities and a few students, they
began immediately to express dis-
satifaetion. This was to such an
extent that at one of the informal
lectures an explantion was given by
members of the personnel depart
ment. Cited one member of the de
partment to an interviewer from
of the hall were attractively dis
guised by enormous painted posters
made by the Art Department and
strips of red and yellow crepe pa
per. Soft lights added much effect.
Promptly at 8:30 the band began
the evening with a Latin rumba.
Throughout the dance numbers of
such type were spaced. Many were
Latin versions of completely Amer
ican popular tunes.
After a terrific session of the
rumba and samba, a brief inter
mission was welcomed and refresh
ments were served in the recrea
tion room to the approximate two
hundred persons present.
Following the intermission, sev
eral tunes were played and the
dance climaxed with “Good Night,
Sweetheart.”
Comments indicate that the af
fair was a grand success.
higher
joint.”
than that of the “juke
Rufus B. PowelJ