Newspaper Page Text
2 NOVEMBER, 1965
The Panther
The Clark Panther
A journal of college life published from October to June by
students of Clark College, Atlanta, Georgia.
A promoter of school spirit by encouraging projects and ef
forts among student groups and individual students.
A medium through which an opportunity is provided for stu
dents to obtain experience in newsgathering, reporting, review
ing and writing.
An instrument for fostering friendly and constructive criticism
of campus activities.
Carrell Smith
Antonio Thomas
Editor
Co-Editor
Alma Housch
Millicent Bethea
Secretary
Proofreader
Leila Marshall
Ellen L. Magby
Ivy Sims
ban Hakeem
Typists
Adyisors
Marie Banks
William Hammond
Wimberly Hale
Feature Editor
Rufus Hudson
Jimmy Johnson
Reporters
The American Dream ...
A Reality "On A Hill''
Franklin N. Powell
The American Dream has become a reality. Never before have
the less fortunate, the working man’s son, found it so difficult to
advance both educationally and culturally than he finds today. The
administrators of “our” institutions of higher learning—on whom
most learners rely for encouragement and counsel—have all be
come indifferent to the problems of the handicapped searchers for
Enlightenment. The administrators have sought to discourage rather
than encourage; to tear down rather than enhance the ambitions
and aspirations of the less fortunate pupil. They say to the group
of students assembled here that some are “too poor” to attend col
lege. This is, indeed, a fallacy in thought. Surely, the degree elite
must realize that anyone having the mentality capable of grasping
and learning is not “too poor” to matriculate at any institution, i.e.,
of this nature or of a higher nature.
The college official’s strict adherence to the “them that got”
code of action is but another instance wherein they discourage am
bitions and aspiring youth. These officials cater to the sons of the
so-called, well-off. They cater to the son whose folks carry a little
or much “weight” in the community, or whose mother plays bridge
with their wives. It is these students, fortunate few, (the envious
might make such reference) who receive the considerations and
fringes of work-aid, the extra ten points at grade time so as to
place them in that “honor” bracket. It is these sons who least need
it! Other incidents could be cited in the same deplorable vein. How-
ever, the aim, ultimately, is not to flatter the administration and
faculty by citing their many and wondrous deeds which perpetuate
the American Dream.
Overtly, then, the less fortunate youth is greeted with the airs
of willingness and dedication on the part of both administration and
faculty, to give to him the consideration and understanding so es
sential in his efforts to become a refined and knowledgeable person.
The higher-ups of the college’s personnel create by their every
action a situation quite to the contrary. This point needs no elabora
tion. Kindly accept a first star for your crown.
Consider, if you will, the experience of a former student. Jon
athan or Samuel (it really makes no difference) come to college
prepared to labor both manually and mentally to attain his goal of
Enlightenment. So well prepared was he! As it turned out, how
ever, Jonathan was ill-prepared to cope with the prejudicial whims
of a college bursor, a dean of personnel or even a facutly member.
For him it was impossible to crack the mighty men at the top.
Jonathan was an unequal member of the college community. He
sought in vain for the same considerations thrust upon Doctor So
and So’s son. He became discouraged. Today, Jonathan has the
desire for Enlightenment but he has not the inclination. You robbed
him! Indeed, you have no hearts.
These cold and detached inflictions are more than enough to
make one wonder. Did the Black Elite cry for milk when they were
babies? Evidently, they did not. Were they born human? They
were. How then, did they grow to perform in such an inhuman
manner? They suffer from the mental plague called prejudice. This
great ill should not be found to exist in their positions. But it is
found there. Unless the experience related by Jonathan was a lie
or an illusion. It was no lie or illusion. It is the truth if there ever
was truth. Were it otherwise, it would not have been mentioned
here. Congratulations, you make real the American Dream.
The American Dream is fact. Is this good or is this bad? Only
the psychic know your reply. Most mortals are not endowed with
this sense; therefore, it becomes necessary to weigh the obvious
merits and products of your actions and efforts.
It is agreed, then, that you have made real the American
Sfeea&iny . . .
Primitive Thinking
In the Space Age
Apparently, the space age in which we live has little, if any,
alleviation on the continuous degradation of student values. Al
though we live in a world of constant endeavors and progress, some
students still tend to keep themselves orientated to primitive ways
of thinking. Many students have also established ridiculous as well
as unorthodox value systems. Attention is no longer given to pri
mary goals and activities, but instead to secondary groups and in
terests. Our main interests seem to be
centered around those non-essential and
fruitless values of life. It is very obvious
that if a person is to be successful, he must
secure those values that will be beneficial
to him.
While observing college life around the
Atlanta University Center, I have noticed
that a great deal of emphasis is placed on
secondary matters. Too many students
foolishly waste time and money on having
a “good time” and being a “good old Joe”
in hopes that this will add to his economi
cal and social status. There is very little
student concern about carrying on intel
lectual conversations and expressing new
less interested in creative thinking and an
expansion of cultural knowledge.
In order for the Negro student to become really equal on the
intellectual level, and compete in a world of hostility, he must
first give a long, but objective look at himself and think about what
he value's* most in life. Students must realize that there are many
meaningful g. als to be obtained and they must seek to secure them
with a wholehearted effort.
The time has also come when we must stop placing our greatest
values on relatively insignificant matters as fraternities and sorori
ties. There is a great psychological and social need for affiliation
on the part of some persons with a fraternity or sorority. These
may serve as a boost to a person’s morale, but one shouldn’t let
his life be led by an organization of this type or any other organ
ization. These organizations are of secondary importance, and
should be treated in that respect. It is only a human reaction that
all people like recreation and desire to have fun, but fun is not our
basic purpose in college or in everyday life, therefore less emphasis
should be placed on dances, parties and having an all out good time.
We must change these secondary, distorted, and misplaced val
ues to more constructive, mature, and realistic ideas. There must
be a concern over the many apathetic students on the campus, the
poor lectures, and poor classroom discussions. Talking about sex
and petty experiences is fine, depending on the limit in which one
carries the conversation. But when sex and petty experiences sum
marize a student’s conversation, the student is out of contact with
reality. A person's conversation should also encompass primary
aims and objectives of life.
In order to succeed in a fast pacing and changing world, the
undergraduate must really begin to “think.” Don’t just read a
book only to get the main ideas and to remember them long enough
to reproduce at examination time. Think about what you read and
question yourself as well as the author of the selection you are
reading. Try to apply the knowledge, theories and ideas that you
have previously learned to your conversations, classroom discus
sions, and life in general, wherever applicable. Can a student really
be said to be learning just because he can read a great deal of facts,
memorize them, and recall them at the time of a testing period?
Of course not. This type of ill-preparation for life can be very
damaging to a student. A student should question what he writes
on an examination and wonder why certain problems can only be
solved by a certain solution.
Today’s student takes little time to think and integrate knowl
edge and many of the educational institutions aid in seeing that he
doesn’t. Institutions place too much emphasis upon grades, and
the passing of stiff examinations at prearranged times during the
school year, resulting in much cheating in colleges and universities
throughout the nation.
I believe just as many psychologists believe that in the healthier
personalities, the values in life and the ideal of conscience are
hierarchically arranged, an order from the least important to the
most important. A personal value system of this type provides the
individual with a guide, not only in ethical conduct, but also the
good life—one that remains zestful, satisfying and challenging.
How are your values measuring up?
ideas. Students are even
Dream. You have made it impossible for the impoverished to rise
above the impoverished. You have sown the seed of complacency,
giving rise to social stagnation. You have deprived posterity of
countless individuals possessive of potential worth. You have sown,
also, the seed of hostility and anger, giving rise to social disorder
and chaos. You, fortunate few, have failed to curtail the weed of
ignorance which plagues the great Black Masses . . . You have been
highly successful. You have done well. You have made real the
American dream.
Know Yourself
Is there a Meaning in my ex
istence? If ultimate values exist
can they be obtained? What de
gree of man is still a part of na
ture? These are some of the
questions which are being dis
cussed by the members of the
Honors Seminar as they consid
er this semester’s theme “Under
standings of the Nature of
Man.”
The theme is being ap
proached with the aid of works
by Viktor Frankl, Sigmund
Freud, Robert Maslow, Carl
Rogers, Albert Camus, and
Martin Buber. Moreover, to aid
in conceptulization, each stu
dent is required to relate this
material to his major area of
concentration in a paper to be
presented to the entire body.
The seminar, which was be
gun last year with the aid of the
Woodrow Wilson Foundation,
has as its purpose the enhance
ment of the scholastic atmos
phere of the college and pre
paredness for graduate study. It
is composed of a selected num
ber of upperclassmen from the
academic departments of the
college and Rev. William Char-
land, a Woodrow Wilson Teach
ing Fellow.
Antonio L. Thomas
WHY WE FLUNK
.... the pressure of status-seek
ing parents also results fail
ure.
.... vicissitudes of the human
lots.
.... hampering circumstances
and low ability.
.... immaturity of the freshman
who has had little chance
to handle personal respon
sibilities in the past.
.... overindulgence in social
life.
.... the cavorting, casual, cava
lier time-wasters who do
not have even the saving
excuse of an “activity.”
.... being good old Joe.
.... chronic midnight oil burn
ers.
.... unrealistic dreams.
.... rigid or unimaginative in
stitutional policy.
.... surreptitious rebel — lip
service person or individ
ual.
.... an individual with demand
ing parents.
\ Smile!
Why are flowers always
known to be lazy? — Because
they are, always in bed.
* *
The customs man poked
through an. old gentleman’s lug
gage and Located a flask of
whiskey.
“I thought you said you have
nothing but clothes in here,” the
inspector said.
“I did, and it’s t,rue,” the old
gent replied. “That, sir, is my
nightcap!”
* * i *
Why does a frog vyear glass
eye-glasses? — Because plastic
fogs up underwater.
i x