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WOLVERINE OBSERVER
May, 1961
WOLVERINE OBSERVER STAFF
1960-61
Editor-in-Chief Calvin N. Mathes
Managing Editor Joseph Boyce
Associate Editors Robert White
Willie F. Carmicheal
Gloria King
Donald J. Wilson
Sports Editor Jerome Bullard
Assistant Sports Editor Norris Gundy
Secretary-typist Emma Durham
Business Manager Arthur Foster, Jr.
Advertising Manager Dolores Johnson
Circulation Manager Shirley Wakefield
Typists Arthur Wilson
Betty Dotson
McKinley Harris
Ella Flowers
Reporters Robert L. Meadows, Roving
Doris Perdue
Gwendolyn Lucas
Bobby Schley
Dorothy McKissick
Sharon Strickland
Mary Boykin
Betty Baldwin
Efton Arnold
Advisors , Louise Hollowell, Chairman
Beulah J. Farmer
George T. Johnson
Betsy Horne
Vera Benton
Ola Adams
Member of the Intercollegiate Press
AN APPLIED IMAGE
By CALVIN N. MATHES
The Merriam-Webster Dictionary says that an image Is “a like
ness or imitation of any person or thing, or a picture presented by the
imagination.” Some images are attached to people because of their
appearances. Yon see them and they present a certain picture to your
mind. This picture is created in your mind because the person’s appear
ance is associated with preconceived ideas which have already been
instilled in your sub-conscious by the early process of experience
through the teachings of parents or other persons who influence your
way of thinking.
An image is that which has been such a for
midable adversary for the Negro down through the
years. For ages, the Negro has been associated with
the image of the color “black.” The color “black” is
not bad in itself (indeed “black” is only a sound,
communicating an idea which has been assigned to
the image of certain light rays which are a per
ception of the sense of sight), but is associated with
various objects of negative nature. Any dictionary
reveals the assorted evil that has been assoicated
with the word black as may be observed by the
definition of black itself.
Black (adjective)—(1) wholly dark; of the hue of soot or coal.
(2) Dismal; gloomy, (3) Belonging to a dark skinned race. (4) Dirty;
(5) Sullen. (6) Wicked. (7) Involving forbidden practices. (Webster’s
Dictionary). This is in direct contrast to the comparatively favorable
psychological perception of white.
White (Adjective)—(1) of the color of pure snow. (2) Innocent;
pure. (3) clothed in white; as white friars. (4) without evil intent; as a
white lie. (5) Having a light-colored skin; as a white man; composed of
or controlled by white men; as white Australia. (6) Bloodless; as a
white war, that is waged through propaganda, or economic blockade
(Webster’s Dictionary).
In addition to the centuries of the process of associating adversity
with the word black, there has been attachment of other epithets to
the people who in any way resemble those of African origin such as
lazy, backwards, unintelligent, boisterous, immoral, sensual, etc. The
historical position of the Negro has tended to lend a pseudo-actuality to
these categorical descriptions.
The American Negro, uprooted from the protection of his own
African world-view, has been placed in the position of seeing things
through the “white” man’s eyes. He has been “brain-washed.” Therefore,
generally, some Negroes subconsciously believe all of these things
about themselves. It is virtually impossible for a Negro to believe that
his skin could have just as well been assigned another designated mode
of description in the order of things. How does he know that his hair,
nose, mouth and other features are not the epitome of beauty instead
of those of the “white” man. The American Negro would not go wrong
if he should begin from the premise of the familiar adage of the ancient
Greek philosopher Socrates—“Know thyself.”
The world has only recently begun to acquire a more favorable
derivation. The odds against those of Africa are formidable. No effort
should be spared in setting the image into a new perspective. Every
opportunity must be taken to create a new mode of perception.
THE FINAL EXAMS
About this time of the year, everyone is preparing for the final
examinations. But often the wrong techniques of studying are the
main causes for many students failing the final tests. Some are victims
of over-studying; others don’t study enough; and still others study the
wrong material.
WHArS BEHIND
COLLEGE CHEATING
By RUDOLPH SMITH
The problem of cheating in col
lege is a serious one that merits
our most sober concern. Even
though the problem goes beyond
the college campus, and reflects a
national malady—the corrosion and
decay of national morality, we
cannot afford to be guilty of com
placency for the fact that we are 1
suffering from a national sickness
does not absolve us of our per
sonal, moral responsibility. Our
duty is to help solve the problem,
not to enlarge it.
What then are the more specific
causes behind cheating in the
classroom and how can they be
remedied ? Some students cheat
because of inadequate preparation
for exams. Whether it steins from
laziness or the inability to use his
time wisely, the student who is
unprepared finds no recourse but
to cheat to avert failing. Others
cheat because of a lack of confi
dence in their ability. Having
grown up leaning upon others, and
with the leaning post removed up
on entering college, cheating be-'
comes a convenient prop, a crutch
by which they hobble through col
lege. Then there are those who,
cheat from force of habit; it is in-
grown. Such habits are difficult to 1
break and this one is no exception.
A fourth reason, and probably
the most important, is that of
desperation. In a class where only
two exams are given during the
semester by which grades are de
termined, a student, feeling the
odds are against him, is often driv
en to cheating. Usually there is a
very large amount of subject ma
terial to be mastered and he feels
handicapped. Not too long ago a
senior who had made a low score
on the midterm exam lamented the
fact that his only chance to pass
the course would be to score 100 on
the final exam, for he needed to
make a “C” to pass the course, and
graduate. He was somewhat bitter*
and frustrated because there
would be no other tests before the)
final to give him a chance to
build up his average. What will he
do ? Cheat, if possible, for he wants
to graduate.
Here I think the administration
and faculty can and should help,
for it does appear that taking only
two exams during the semester can
put a student at a distinct disad
vantage. Faced with a “do or die”
situation, an overabundance of sub
ject material which he must know,
but usually doesn’t, and the pros
pect of failure, he most likely will
resort to cheating to avoid “dying.”
Would not a student have a much
better chance of passing a course
and be under far less pressure if
he were given at least four examsi
during the semester? Or given
some credit for regular assign
ments, reports, or for classroom
discussion, which would add to his
chances of passing the course. If
such suggestions are not practical,
perhaps the use of optional ques
tions on the main exams might
help. The burden of my discussion
here is that grades based on the
results of only two exams, place
the student at a disadvantage, and
often drive him to cheating. Is it
too much to ask that a student be
given more than just two chances
to pass or fail?
Now despite all that has been
said in regard to cheating, in the
final analysis the problem of
cheating must be resolved by the
students. The prime responsibility
for creating a climate of moral in-,
tegrity rests upon each student in
dividually. Only as growing num
bers of students develop a personal
code of honor can the collective
impact of a moral conscience be
felt on the college campus. This
task is yours and mine.
‘Unfinished Revolution’
By R. L. WHITE, JR.
In their search for peace of mind,
equality of opportunity and eco
nomic security the depressed and
denied citizens of the world have
made great strides forward in an
unerring attempt to secure those
rights that they have for so long
been desiring.
There are no greater assets than
having freedom of mutual associa
tion, freedom to meet economic
needs and freedom to enter into
social contracts for the purpose of
intellectual and cultural growth.
The wind of freedom, equality
and justice is blowing over the face
of the world and like every wind
that blows, it removes those things
that have no real foundation or
base to which they may grasp. This
“New Wind” will remove such
hideous obstacles to world order
as: colonialism, imperialism, prej
udice and the “disease” called
ethnocentrism. These are only a
few of the malignant ideas that
have to be righted before men can
live more coherently.
The world has grown immensely
smaller through technological im
provements. The results are faster
transportation, more communica
tion among nations, individuals,
and groups (et al). We can no
longer hide the race antagonism
and lynching that take place in
America; they make headlines in
Moscow. This serves as a powerful
propaganda weapon for the Rus
sians, who seem to be ahead in the
psychological Cold War in an effort
to win tne minds of men.
“Africa for the Africans,” “Yan
kee no, Castro Si,” and “more civil
liberties for the Negro in Ameri
ca,” are great self-determining
forces in the world today. It is up
to the “have’s to meet the have-
not’s” half way in their search for
personal freedom.
Science
Science reveals the secrets of
God.—Unknown
A more active approach involves
checking over material and testing
yourself on it. Here are some gen
eral suggestions you may find
helpful in organizing your review:
1. Answer any questions that
have occurred to you. Your text
may list questions at the end of
chapters. Be sure to answer each
one.
2. State the general principles
of historians or philosophers, the
aims of artists or writers, or thel
scientific principles which underlie
the material you have covered.
3. Prepare ecidence that will
make such abstract statements
concrete. Be able to know how cer
tain laws were applied, to name
the works in which certain theories
were first epressed, etc,
4. Explore the relationship be
tween a man’s work or ideas and
those of his contemporaries and;
successors. Know the place of a
prominent figure in a general
movement.
5. Make comparisons among the
men, books, theories, and events
that are important to the mate
rial being studied.
6. Define basic terms. For in
stance, give the definition of the
“oxidation-reduction method” or
the “Industrial Revolution.”
You might want to use all of
these suggestions for one test or
two for another, depending on the
nature of the test. The important
thing is that you ask yourself per
tinent questions and answer them
without consulting your book.
When you can do this, you are
then ready for your examinations.
So, go out now and “wax-out” on
your final exams.
WANT ADS:
A few more telephones in the
dormitories, especially in Sarah
Allen Quadrangle.
A revised menu, and better pre
pared food.
Some matrons who are more
thoughtful.
Some instructors who are less
self-centered and more aware of
the qualities inherent in each stu
dent.
A recreation center, and avail
ability of the present equipment.
A place more conducive to chapel
and worship services.
Co-op opened all day Saturday,
and until 7:30 during the week.
Fraternity and Sorority material
in the book-store (Caps, sweaters,
etc.)
Quietude in and around the li
brary.
An active student council.
A division of work placement in
the personnel office.
An infirmary that will meet the
day’s requirements.
Mentally alert students.
More information concerning
scholarship possibilities, especially
for the Junior Class.
LOOK-OUT!!
By JOSEPH BOYCE
This is perhaps my final word
in the Wolverine Observer. I take
this opportunity to congratulate!
the Crescent Club of Eta Chapter
of Phi Beta Sigma Fraternity for,
“unwittingly” (I will accept a
challenge for my choice of words)
inviting the most illustrious speak
er I have heard on the subject of
Fraternity Organizations for the
two years that I have been ex
posed to such activity on Morris
Brown’s Campus.
I cannot reiterate Dr. Samuel
William’s discourse, but some of
his ideas I will try to reproduce
and incorporate in this column. In
an academic atmosphere, why
should a fraternity or sorority re
sort to such “silly” actions as hav
ing its initiate walk around hold
ing a book or some symbol which
in reality is nothing beneficial to
the individual ? Why should the
dog count every block on the pave
ment or walk around at 4:00 a.m.
in the morning shouting nothing of
any educational value? Why not
have the dog recite “part of
Shakespeare,” in fact why should
that big brother have that little
brother staying awage for a whole
week or more making paddles
which are used on the “posterior
anatomy” of the probate rather
than give the latter some aca
demic assignment and a test at
the end of it? Dr. Williams point
ed out that a student who is going
over usually goes down in his
grades. Most of the time he or she
cannot stay awake during class
hours.
The speaker corroborated a pas
sage of scripture in which Jesus
upbraids Martha. Martha, Martha,
you are busy about many things,
but not about the right things. He
stated that we are caught up like
Martha, in a web of activism
wherein we do not take time out to
ask ourselves, “why?” Why did I
join the Fraternity or Sorority?
What should be the function of
this or such an organization, are
some of the questions we should
be asking ourselves, and we should
attempt to answer such questions
by the initiation of such move
ments as would raise the standards
of education to meet society’s
needs, and the challenge of tomor
row. It seems to me that one ave
nue in which the fraternity has lost
itself is in building up false pres
tige.
As it is with the fraternity, so
it is with most of the functions of
college life. A mass system of ac
tivism aimed in the wrong direction
is the picture which haunts me.
Dear Editor:
The National Student Associa
tion is pleased to extend to you an
invitation to attend the Fifth An
nual Student Editorial Affairs Con
ference which will be held from
August 16-20, 1961, at the Univer
sity of Wisconsin. The enclosed
brochure will give you all the in
formation necessary for registra
tion procedure.
This conference brings together
editors from all over the country
to discuss the many issues con
fronting the student press today.
Distinguished speakers from the
professional press and education
will address the group and will dis
cuss with you the importance and
problems of your position.
The conference immediately pre
cedes the National Student Con
gress during which delegates from
395 member schools of the U.S.
National Student Association will
mandate the policies for the As
sociation for the 1961-62 year. You
are also urged to participate in
this event in addition to the Edi
tors Conference. Both the confer
ence and the Congress are open to
member and non-member partici
pants. Student editors from non
member schools are termed ‘ob
servers’ at the Congress but have
the same privileges as the member
school editors at the pre-Congress
Editors conference.
Return the postcard attached to
the brochure in order to obtain
registration material. A press re
lease is also enclosed for your use.
We look forward to meeting you
at these important meetings.
The Staff, USNSA
Sincerely,
The Wolverine Observer wishes
to apologize for the mistake which
was made in numbering the last
issue (March-April, 1961). That
was the number five (5) issue in
stead of the number four (If) issue.
During an inspection at Fort
Bliss, Texas, a lieutenant discover
ed a young GI’s laundry bag full
of books. Being a stickler for hav
ing everything in the proper place,
he dressed down the guilty private
in grand style. When he was just
about out of breath, he asked,
“Now, how by any stretch of the
imagination can you justify having
your laundry bag full of books?”
Quietly the private replied,
“They’re dirty books, sir.”