Newspaper Page Text
2 JANUARY, 1966
The Panther
The Clark Panther
PURPOSE
A journal of college life published from September to June
by students.
To fill the vacuum of lack and effective communication be
tween students and administration; students and students.
An instrument for fostering constructive criticism of activi
ties pertaining to college life.
Reporters:
Millicent Bethea Jimmy Johnson
Earl Butler Jimmye Vaughn
Eddie Embry Jerrilyn McGhee
Wimbley Hale Lorraine Neal
Alma Hosch Shirley Slocum
Carrell Smith Editor-in-Chief
Antonio Thomas Co-Editor
William Hammond Feature Editor
Marie Banks Greek Editor
Elijah Solomon & Rufus Hudson Sports Editors
Rozclle Poignard Cartoonist
Secretaries:
Lorraine Neal
Marie Banks
Proofreaders:
Millicent Bethea
Joethel Cooper
Typists:
Willie Lou Furges
Bernice Little
Advisors:
Miss Magby
Mr. Fishman
Teresa Thomas
Mr. Hakeem
Miss D'Sousa
Betty Stembridge
Jimmye Vaughn
Lelia Marshall
Ivy Sims
Mr. Block
Why Not At Clark?
Study Period
Antonio L. Thomas
For two years, there has been an attempt to initiate a study
period before final examination on Clark’s campus. In the past,
we have heard the usual rumors about the period, but as of now,
there is no free period.
As a student here at Clark College, I feel that there is a need
for a study period and I feel that the administration should see
that we have such a period for the second semester’s finals.
This opinion is not without consensus. A great majority of the
students and a large percentage of the faculty members are in
favor of the period. They feel that the free period will provide the
students with time to complete reading assignments and provide
the students with time needed for review. Students, however, are
not the only ones who will reap the benefits of a break. The
teachers will have enough time to prepare final examinations and
enough time to prepare for the next semester.
There are study periods in colleges throughout the nation as
well as here in the Atlanta University Center. Three of the four
undergraduate schools in the Center have study periods. While
these schools do not provide the policy for Clark College, they
do provide us with working models as well as sources of infor
mation about the period. One school has had the study break for
four years. During this time, the results have been very favorable.
Another school has had the period on a trial basis for a number
of semesters. Each semester’s results are positive enough to con
tinue having the period. Most of the students feel that the period
is the best thing that has happened to them since the era of test
consciousness began. Most faculty members agree.
Last semester, I had fifteen of seventeen semester hours on
campuses that do have the period. Because of my experience, the
period gets my approval. As a result of the break, I had more time
to prepare for the examinations, 1 took the examinations assured
of doing well, and I finished the examinations with a better over
all performance than on any other occasion.
The Student Welfare Committee recently compiled a report
of the negative as well as the positive aspects of the study period.
The report has been submitted to the administration without a
recommendation that we have or that we do not have the period.
However, after due consideration has been given the report, I am
sure that Clark College will have a free period before final ex
aminations of the present semester.
Disaster befalls me, and you just keep
On turning, turning, turning as
If nothing of consequence has happened.
I sit alone and hide my face and weep
And you turn and make night and day as
If nothing of consequence has happened.
It seems as though someone as grand as you
Could stop your turning fust a while to give
Mere me a chance to pick up the pieces.
I don’t want you to tell my sorrows to
All I ask of you is a little time
To regain my balance and dust my hands.
I plead with you, great one, on bended knees
To stop a few moments . . . moments none will
Ever miss but will mean so much for me,
But you just take your soil and clouds and seas
And turn and make night and day again as
If nothing of consequence has happened.
SditaiiaClcf, . , .
Who Is an Individualist?
Carrell Smith
Just who is an individualist? Many times in campus arguments
this question comes up and very few people can really correctly
answer it. Some students say an individual is one who merely tries
to get attention and desires to be an “odd ball’’. Others say that
he is the person who is a non-conformist. These are just two
definitions given by people who assume they know what an in
dividualist is. There are many faults in these definitions and they
are very inadequate.
First of all, an individualist does not
seek attention and does not care if he
gets any attention because he is usually
pretty healthy minded. The only thing
the true individualist is concerned with
is doing what he thinks is best for him
no matter what consequences lie in the
future for him. Secondly, everyone con
forms to something. It is thoroughly im
possible for a person to be a non-con
formist. What separates the individualist
from the ordinary person is that the in
dividualist does not accept many of the
folkways and mores that society im
presses upon the public. Usually when
the individualist does not conform to a certain prescribed behavior
set up by society, it is because he feels strongly against this par
ticular standard that the group consciously or unconsciously de
mands of him.
For example, a student may not want to sing the “National
Anthem” or recite the “pledge of allegiance” because he may feel
that the way he is unjustly treated in his country does not warrant
such an appraisal. People who are aware of his reason for not
wanting to take part in these activities usually say “he is just
trying to be an ‘odd ball’.” But really he can justify his action.
People should realize that there is usually a very good reason
on the part of the individualist for deviating from conformist be
havior. Instead of persons judging an individualist for what he is
as a human being, most people illogically judge a person by his
hair style, dress and other irrelevant factors.
No longer must we conform to the group’s way of thinking
and be in with the “in crowd.” The newest thing now is to keep
your individuality. Keeping one’s individuality does not mean
doing the opposite of what everyone else is doing—just be dif
ferent. Instead, it means doing what you enjoy. It means thinking
for yourself, and making independent decisions to the best of your
ability and broadening your interests.
Before we can cultivate our abilities, broaden our interests, or
decide wisely, we should stop and take inventory of ourselves.
Ask yourself such questions as: Am I doing what I want to do
most of the time? Or am I merely doing what my group will con
sent to? What do I really enjoy doing? Is what I enjoy doing
worth-while? What can I do best?
Students, stop doing what other students are doing just for
the sake of conformity. Do something different and don’t feel
ashamed of what you do. To release oneself from the psychological
prison of society, one must feel secure and take a chance on feeling
independent and acting the way you desire sometimes instead of
the way your friends and acquaintances desire you to act.
Are you really an individualist? Or are you merely what
everyone else wants you to be?
Clark and the Pregnant Girl
by Shirley A. Slocumb
Upon reading the most hallowed Student Guide to Wholesome
Living, I discovered that the college has a most unreasonable at
titude towards the pregnant student. First, it has the right “. . . to
request the student’s withdrawal at any time after the need be
comes apparent.” What does this mean? Does it mean that the
college will ask for withdrawal of a student because her abdomen
has expanded? Or does it refer to her health; if so, isn’t the student
able to determine when she is too ill to come to school. Second,
this article in the Guide refers only to the married student. But
what about the unmarried student? At this point, the college
evidences an archaic, Medieval attitude. This girl—unmarried—is
speedily sent home. As punishment for her cardinal sin. But why?
Why should a girl have to leave in the middle of a semester when
she can quite easily finish it. At a time when she’ll need all the
education she can get to support her child, she’s outlawed. Why
can’t she return after the birth of the baby to receive a degree if
she has the funds? Why must she lose her value as a human being?
Perhaps she has made a mistake, perhaps not. But does she have
to suffer the rest of her life for it? Perhaps one of our deans would
say that she has not behaved in a ladylike manner, that she will
be an awful influence on the other students. If so, the Clark Col
lege student body is unbelievably naive! The college talks of kind
ness, love and forgiveness and tolerance—Let’s show some!
Interviews
by Shirley Slocumb
Question: Would the Atlanta
University Center profit more
from the quarter system?
Answers:
1. Ann F. Downer—“I don’t
think so. Basically the students
will do the same kind of work
no matter what system they are
on. If you change from the se
mester to the quarter system, the
students will only have more
excuses—that is, if they are do
ing poor work.”
2. Andrea Golden—“I think
so. I feel that the quarter sys
tem is more beneficial to the
student. It enables him to
achieve more because he knows
that he will be tested quarterly.”
3. Clara Bridges — “I don’t
think so. Since we have more
work in college this system gives
the student a better chance.”
4. Carl Isaac—“I don’t think
you could get as much out of
the quarter system. The curricu
lum would have to be changed
—that would be too much risk
just to set up a quarter system.”
5. Otis Sangster—“I like it
the way it is. I have more time
to pass.”
6. Emma Passmore—“No, I
don’t think Clark itself would
profit from the quarter system,
but I think that the students
would profit. For this reason,
final exams will be divided in
to four parts rather than two.
This will give the student a bet
ter chance to pass.”
7. John Ellis Evans—“Yes,
I think Clark will profit more
from the quarter system because
it inspires the student.”
8. Bernard Parks—“Yes, I
think that all the schools in the
‘center’ would profit by chang
ing to the quarter system. You
would not be faced with the mad
after-Christmas rush and the
after spring break rush. Would
not it be great to go home for
vacation relaxed?”
9. Hannah Bady—“I do not
feel that the A. U. center being
on a semester basis enables the
freshman to pull up his weak
points if he or she did not ac
complish her goal during mid
term. Secondly, there are many
courses that need more time,
and cannot be handled in a
short period of time. But the
last important reason is left up
mainly to the individual, not the
particular system he is on.
People have a tendency to ra
tionalize.
Freshman’s Prayer
by Evernie Seay
Hell-o heavenly Father
Thank you for this day
As I bow down on my knees
Please hear these words I say.
Sometimes I have hardships,
Father
And sometimes I get weak
But knowing you, The Lord
Almighty
Your faith is what I seek.
Now that I’m in college, Father
I hope it’s plain to see
1 need thee every hour, Father
Because it’s a new world to
me.
Bless the Clark College Faculty,
Father
And the teachers that teach
But with you by my side, Father
Achievement, I’ll surely
reach.