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The Panther
JANUARY - FEBRUARY, 1968
3
CHEATING HONESTLY "The Ghetto Man Thinks Black Without Really Trying"
by Jerry R. Allen
Upon entering Clark College, I have found myself in the
midst of many skilled, educated as well as talented individuals
coming from all walks of life. Some of these individuals are
successful in almost any field of endeavor; others of whom are
extremely versatile in their major fields (s) of knowledge; still
others, the so called less fortunate, have become masters of the
art of academic assistance alias cheating.
The art of cheating, like other arts, has greatly improved
since Adam was caught cheating on his initial entrance into the
“Garden of Eden.” Take for instance,
some of the methods used on examina
tions, a generation or two ago and to
some extent even today, were and are the
roaming eye method — reading the an
swers off a neighbors paper, the pony
method — writing the answers on index
cards, the shirt sleeve and sock method
— writing the answers on the sleeves
and/or socks, the arm and hand method
— writing the answers on the arm and/or
hand, the hot foot method — writing the
answers on the soles of shoes, and the
ink pen method — writing the answers
on a strip of paper and placing it in the
case of an in pen. As I have stated, these methods are obsolete and
being used less often. Instead, they are being replaced by much
more advanced methods such as the Texas style belt method, the
invisible ink method, the chain smoker method and the who’s who
method. The Texas style belt method as you might have guessed,
employs the use of a belt two or more inches wide. The answers
are written on the inside portion of the belt which, when used by
an expert, has its distinct advantages. The invisible ink method,
a more scientific method, employs the use of lemon juice and white
paper. By writing, on white paper, the answers with lemon juice,
after the juice has dried, the answers can be seen only when placed
on a darker surface such as a desk or book.
The chain smoker method, a most inventive method, employs
the use of a pack of cigarettes. On each cigarette, there are several
written answers. The smoker simply takes out a cigarette, reads
hte answers and destroys the evidence. The who’s who method
employs the participation of two or more people. In this method,
each person is responsible for a particular section on an exam.
He completes his section and changes exams with his partner and
repeats the process.
These are but a few of the methods used by the pros. There are,
to be sure, quite a number of advance methods yet to be devised.
Just as there are quite a number of elementary methods not yet
revealed. Yet, even though at the time cheating may seem pros
perous, the person who cheats is the one who is cheated the most.
This fact may or may not be revealed then and there, but it will be
revealed in the long run. In other words, the best way to cheat on
an exam is cheating honestly which is not at all.
Too Little —Too Late!
by Lizzette Jones
When a woman in Bethesda, Maryland answered her phone
one afternoon, a small voice asked, “Hod do you get out of a snow-
suit? Taken aback, she said, “who is this?” What number are you
calling? “My name is Bobby and I don’t know what number I’m
calling. How do you get out of a sonowsuit? There after the con
versation went like this.
She: Where do you live, Bobby?
He: I don’t know.
She: How old are you?
He: I’m not sure. Two, I think.
She: Where is your mother?
He: She had to go out. My sister was her, but she went some
where. She said when I come in I should watch TV until she
gets back.
She: Well then, why don’t you dlo that? Just leave your snowsuit
on and watch TV until your sister gets back.
He: I can’t. I have to go to the bathroom real bad.
She: Oh. Well, do you know any of the neighbors?
He: Yes, I know the lady across the street but she isn’t home.
She: Oh, how about the lady next door?
He: I don’t know her.
She: Oh, that doesn’t matter. Just go up and knock on the door.
I’m sure she’ll be glad to help you.
He: Can’t you come over here?
She: No, I don’t know where you live. Go on next door.
He: I’m scared.
She: There’s nothing to be afraid of, all you have to do is go over
and knock on the door, and. . . .
He: Never mind, lady. It’s too late.
Time and a natural evolu
tion of demanding events that
are centered around us, the
American youth, are the answ
ers to racial unrest in today’s
ghetto.
“These are modern times
Of modern modes of thought,
And time the white man
started
To think the way he ought.”
With my general contact with
in the realm of a day to day liv
ing plus my pre-college back
ground, I have learned to see
the white man in a view totally
my own, but still, as others do
also; therefore, I have learned
to accept the fact that the white
man has no true concept of what
goes on in the mind of the Ne
gro, thereby, he can never un
derstand his problems.
To the white man, we are
virtually invisible. He never
looks at us, and so he never sees
us. We are like the age old tra
ditions in their minds still, mere
servants. Some prejudices have
conditioned the white man to
think of us as mindless, without
senses, incapable of hearing, or
at least assimilating what we
hear. It is a paradox. It is this
very thing which we are fighting,
and yet I believe it is the same
thing which is one of our great
est weapons in that fight.
These modern times are de
signed for the young and ima
ginative mind. President Ken
nedy was a young man. We also
have the present fashion indus
try youthfully inclined. Just take
a look into our major sports, it
is the young men who are con
stantly gaining prestige in this
country. Going still further, even
the music industry and the Viet
Nam situation are rested on the
shoulders of the young man.
So it is with the Negro youth
who have been awakened by the
commotion stirred up by the
older folks such as Martin
Luther King, Roy Wilkins,
Adam Clayton Powell, and the
other prominent negro leaders
that we must contend with now.
Unlike the preceding gener
ation, the Negro youth has little
understanding of why such a
thing as the ghetto exists, and
his interest in finding out why
is even smaller yet. Because of
the fact that the Negro youth
is busy trying to keep up with
his daily meals, he does not in
dulge in any theory concerning
his plight.
For many years, we have con
tinued to respect our elders, but
as time and circumstances would
have it, the modern woman can
not afford to sit home and raise
a child as her grandmother may
have done. This is the lack of
home discipline, plus present
day opportunities to associate
with the outside world at our
early age. This, in turn, causes
us to seek out a new means of
education that seems to involve
us in our individual conception.
The white man is busy try
ing to make the Negro believe
his lack of education is the rea
son for his having so little, but
you have to meet a man on his
level, gain his respect, and
arouse his interest before you
can educate him.
by Ronald Coleman
Not only is education left to
the mental or intellectual de
velopment alone, we must also
develop physically. When each
new Willie Mays, Cassius Clay,
Jim Brown, Wilt Chamberlain,
or Bob Hayes comes along, we
realize that basically we can
look upon our bodies as being
the most powerful, well — co
ordinated human machine since
Goliath got caught in that rock
fight.
The white man will try to
dress black, talk black, sing and
dance black, but until he learns
to think black, he will not un
derstand the moves of the ghetto
man. He must realize the ghetto
man has no chief interest in
politics or world events, he is
scracely aware of his own civic
leaders around his city or neigh
borhood. He only wants to hear
about that which tends to re
lieve his emotions and consumes
the most time. He constantly
strives to obtain his maximum
amount of prestige. He wishes
to stand out in the eyes of his
next door neighbor, who may
lack the imagination that he has.
The ghetto man is extremely
unaware as to what goes on out
side of his general area and
really has very little interest on
that which is missing. How can
you miss that, to which you
have never been exposed? On
On the other hand, how can
so many, with so little, not miss
so much? Yes, we have an up
hill climb still, but thought in
action is slowly causing that
angle of incline in that old up
hill climb to decrease.
Clark In Highlight
by Steve Peters
Those persons of Clark who
only know me publicly would
most certainly place me among
Clark’s most ardent critics and
rightfully I should be, for those
who know me most intimately
know that I love Clark more
than most. Certainly there are
things here that I would like to
see changed and who wouldn’t,
but fundamentally, Clark is a
good school, a concerned school
and a proud school.
Perhaps the biggest cry com
ing from students across this
country is that their school has
become a machine, manufactur
ing students instead of educating
them. These students feel that
they are being run through an
assembly line type of college
environment without personal
and intimate association ever
coming into play. Many schools
have become so mechanized and
rehumanized that some students
may be seen wearing buttons
which satirically read: “I am
a student, do not fold, bend, or
mutilate.”
The point about Clark, and
perhaps the one that almost
everyone misses it that Clark
has not become the indifferent
machine. There’s a different
kind of attitude at a school
where a student can walk into a
dean’s office or even the Presi
dent’s office and be recognized
without first having his IBM
card sent in. There’s a different
kind of feeling toward instruc
tors at a school where one is not
known as seat number 237, but
as Mr. or Miss so-and-so. The
psychological influence that per
sonal association has over im
personal association is in valu
able in teacher-student types of
relationships.
Not only does the faculty-
student relationship benefit from
such small sudent to faculty ra
tios; but the student to student
ratio is small also, leading to a
closer more harmonious group.
There are approximately 1030
students at Clark as compared
to 25 to 30,000 found on many
university campuses in this
country. What this means is that
each student here can know the
President of the Student Gov
ernment Association personally,
each student can know the
sports captains personally or
any other student personaliy
that he would like to know. In
stead of saying “there’s this guy
at school who is all-American,”
in a small environment such as
ours, almost every student
knows the next personally or at
least by name.
What all this boils down to is
this: because of this small facul-
y-student ratio, students can get
more out of each class; because
the administration can get to
know most of its sudents, per
sonal problems can be dealt
with easier; and because each
student knows most of his fel
low students and thus he feels
that he is among friends, there
fore, making his study environ
ment a more condusive one.
To deny the existence of
problems at Clark would be to
deny the school, for every col
lege has problems. But fortun
ately the problem of indifference
is not one of ours. When and if
it comes, Clark will join the
ranks of the other machines, but
until then, Clark is my school.
IMPRESSIONS . . .
(Continued from Page 1)
arrival up to the present. More
importantly, it has given me a
new sense of history’s meaning
and significance. As Dr. Hard
ing puts it, “For it is only as
America faces a Denmark Ves-
ey, a Nat Turner, a W.E.B. Du-
Bois . . . and a Malcolm X,
that the nations will begin to be
ready to understand a Stokely
Carmichael, a Rap Brown . . .”.
For me, entering Clark has
been entering a new environ
ment. In this new environment,
I have come in contact with new
values, outlooks, and customs.
This contact has forced me to
reexamine many of my old as
sumptions about “who I am”
and “where I am going.” In
other words, I have had to take
a second look at myself down
here. Taking that second look
has left me with a clearer pic
ture of myself. Perhaps the
Clark-DePauw exchange’s great
est value is its tendency to in
duce “second looks”.
All in all, my semester here
has been very worthwhile.