Newspaper Page Text
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APRIL 3, 1964
SPOTLIGHT STAFF
Editor-in-Chief—Ida Rose McCree
Associate Editor—Georgianne Thomas
Business Manager—Gloria Knowles
Advertising Manager—Bernice Dowdy
Circulation Managers—Barbara Glover, Wilhemina Richardson
News Department—Wanda Waples, Bernette Joshua, Phoebe Bailey, Bernice
Dowdy, Marsha Goodwin, Betty Stokes, Geraldine Davis
Feature Department-Joanne Merry, Nelda King, Charles E. White, Judy
Tillman, Jeanne Terry, Lucia Holloway, Jeannie Holloway, Gloria
Knowles, Ann Graves
Typists—Cheryl Pride, Betty Stokes, Eleanor Hinton, Gloria Knowles
Proofreading—Kercenna McChriston, Eleanor Hinton, Betty Wilson, Nelda
King.
Cartoonists—Carolyn Simmons, Mary Ann Gaither
Advisor—Mrs. Rosalyn Patterson
Editorial opinions do not necessarily reflect the views of the administration,
faculty, or the entire student body of Spelman College.
FROM
THE
EDITOR'S
DESK
Founders' Day
Founders’ Days are for reflection, of course. It seems, how
ever, that the occasion should induce us to evaluate what has been
done in these eighty-three years. It should provoke questioning
of the methods used, scrutiny of the successes achieved and
failures met. Not only is Founders’ Day a celebration, but also
is it a unique time of pensiveness when we who are involved
in this school may laud the founders but at the same time,
candidly survey the history of Spelman and project from this
history her future.
Take a moment this Founders’ Day and think about these
things.
The Light Spot
A Chilean student visited our campus a few weeks ago and
in an informal discussion she humorously, yet unknowingly re
ferred to the Spotlight as the “Light Spot.” This pun, if we may
take it as one, seems to be an appropriate column head, when
we report on our visitor of late, Mr. Clay Clayburn, National
Republican Committeeman.
It must be granted that in chapel that day and in discussions
later, Mr. Clayburn brightened our lives with his futile attempts
at convincing us that the Republican party is for us, as Negroes.
Undoubtedly Mr. Clayburn, with all required respect, failed to
recognize that the college student generally does not accept
tradition per se, and especially does he not accept explanations of
tradition which are shabbily thrust upon him, veiled in cobwebs
of ignorance.
We see that Mr. Clayburn has convinced himself that the
Republican party is the party for all Negroes. However, when
he refers back to the Emancipation Proclamation of Lincoln, over
a century ago, uses this as the basis of his appeal, and yet, has
no substantial current accomplishments made by the Republicans
in civil rights to offer, we can only doubt that significant steps
which denote the Republicans as “saviors” of our people have
actually been taken. It is very strange that in discussion Mr.
Clayburn refused to comment on the split between conservatives
and liberals in his own party. It is even more strange and dis
heartening that in his appeal to us, he presented nothing but
a scanty allusion of the Republicans’ singular interest in civil
rights. It seems that the economic and foreign policy items were
(in Clayburn’s view) too difficult for our minds to handle and
that an emotional, heritage drenched appeal was the only way.
We at Spelman must denounce this underestimation of our
intelligence. If this is any indication that the Republican party
wants our votes in the next election we might as well give them
to the Democrats, who, though silent could not be worse than
what Mr. Clayburn leads us to believe the Republicans are.
Ida Rose McCree
ATLANTA STUDENT PRESS (ASP)
Ban Communists
By LEJEUNE P. BRADLEY
(Editor’s Note: This is the first of
a three-part series. Dr. Bradley is
a Lt. Cmdr. in the U. S. Naval Re
serve, and is Director of Guidance
at Georgia State College. He has
extensively studied Communist doc
trine, tactics, and appeal in several
U. S. government approved institu
tions in the United States.)
When State Representative Mac
Pickard presented his bill to ban
Communist speakers from colleges
from Campuses?
and universities recently in the House
a “hue and cry” resounded through
the hallowed halls of ivy throughout
the state. Woeful reverberations were
heard to reflect off the painted walls
of the student dormitories and to
pass through the ivy halls and offices
of some of the professors. Some col
leges, however, remained silent and
wondered why such a law had never
come to pass in Georgia.
The general complaint from the
(Continued on page 6)
THE SPELMAN SPOTLIGHT
THIS THING
CALLED "LOVE"
There have been variegated at
tempts to define the state of love,
the feeling one senses when one en
counters love, and the state of con
tent of “falling in love”. Essentially,
of course, only the lover could ever
attempt to explain what love means;
however, irrational lovers conform to
the idea without considering its value.
It may seem odd, therefore, that
two people are bound together by
a cohesive force and that no one
else, allegedly, can be suited to either
partner or break such a cohesive
ness. The answer, of course, lies
deep within the human psyche. The
partner for love is formed by “idea
tional abstraction”; this term simply
implies that one first perceives his
partner and the individual who best
fits the perceptual value is chosen.
Even though the individual is chosen
from the mental field and then from
the phenomenal field, there are no
guarantees that the relationship will
exist eternally.
You may have noticed that I dis
carded the term “falling in love” and
replaced it with “ideational abstrac
tion”. “Falling” of any sort may be
dangerous either physically or men
tally. Ideational abstraction assumes
that some amount of thought has
been applied to the love task and
that some purpose or meaning does
exist between the two people; thus,
love is sometimes a reciprocated
phenomena.
In his book, The Prophet, Kahlil
Gibran states:
To know the pain of too much
tenderness.
To be wounded by your own un
derstanding of love;
And to bleed willingly and joy
fully.
Love possesses not nor would it
be possessed.
My insinuation is that love is a
thought process that occurs between
two people. Its reciprocated action
overrules the selfish idea; that is, “I
am happy because I have you.” In
stead, it caters to the idea that one
is willing to give up his happiness
to another; that his wound by his
own understanding of such a thought
process is a wound for the sake of
love.
C. Lejeune Hickson
A'i’fJ&CfS 3 Skoev Off-
EXCHANGE FROM MOREHOUSE
CANCER AND I
by Charles Jackson, Jr.
It’s time to eat. You light up your pre-meal cigarette and
head for the dining hall. You feel good, the smoke trinkling from
your nostrils, your cigarette dangling between your fingers. In
the dining hall you buy today’s paper. May as well. What’s in
the headlines today? You cough up smoke as you read: “Smoking,
Cancer Linked.” You read it again because you don’t want to
believe it. All these years that’s all you had—the hope that smok
ing did not cause cancer. It was a slim prayer but you held on
to it. And now, now your little prayer is smothered by the big,
bold print before your eyes. You look around and hope no one
sees you, take that last drag, then crush the cigarette out.
But there are no two ways about
it and you know it ; . Either you stop
smoking or catch cancer. Ugh! How
you abhor the word. Why? You ask,
why? Much as you love to smoke.
Cancer and cigarettes! Oh, you dirty,
lousy . . .
You swear, you stamp your feet,
you clench your fists. Then you go
talk it over with the boys. It would
be irrational, you say, to go on
smoking, wouldn’t it? Someone nods.
Who would go on smoking knowing
about this cancer report? It would
be insane! You look around for agree
ment. Someone nods. And that’s how
you talked yourself into giving up
the smoking habit. It would be easy
now, knowing about cancer and all.
So you go two whole hours with
out the usual consumption of nico
tine. Then your throat starts scream
ing like mad. Eire builds up in your
chest. Your hand shakes. Just one,
you say, only one. One won’t hurt
anything. Just one. So you smoke a
cigarette. How relieving, how reviv
ing, how lovely!
STATEMENTS AND RECORD OF
NELSON A. ROCKEFELLER
Summarized to January 1, 1964
Education
Editor’s Note: This is the first in a
series of surveys of Presidential
Candidates which will appear in the
coming issues.
Governor Rockefeller holds high
the goal of a good education for all
Americans.
He considers education “indispens
able to equality of individual op
portunity—a basic and vital principle
in our democracy.” (Statement July
9, 1960)
The Rockefeller Record on Education
As President Eisenhower’s Under
Secretary of Health, Education and
Welfare, Rockefeller participated in
—Framing legislation that led to the
1957 White House Conference on
Education.
—Preparing and promoting bills pro
viding for cooperative research in
the field of education and for a
National Advisory Committee on
Education.
—Developing the first Eisenhower
legislative program of Federal aid
for school construction.
As Governor of New York, great
progress has been achieved in edu
cation under his leadership. Follow
ing are some of the major accomplish
ments on elementary and secondary
education:
—State financial aid to local school
districts has nearly doubled—from
$593.6 million in 1958-59 to more
than $1 billion in 1963-64, thereby
easing the pressure on local real
estate taxes and helping to assure
better salaries for teachers.
-The formula for making grants to
local school districts has been re
vised to reflect changing times and
the resulting shifts in school popu
lations.
—Several sets of standard school
plans have been developed and are
being made available to local
boards; they give promise of re
ducing school construction costs by
as much as 29%.
In addition, a variety of special
programs have been inaugurated re
cently to meet particular elementary
and secondary needs.
—Project “ABLE” has been initiated,
to provide special teaching and cul
tural aid for gifted, but under
privileged, boys and girls.
—Special programs have been es
tablished to help prevent school
drop-outs and to help in finding
job opportunities for school age
youngsters who are in the employ
ment market.
—School districts with eight or more
retarded children must now either
establish special classes for such
youngsters or join with other school
districts in assuring that these boys
and girls receive the best training
possible.
—Special classes for non-English
speaking pupils have been set up
to accelerate their becoming part
of the general school program and
the community-at-large.
On higher education, Governor
Rockefeller has taken steps to in
crease higher education opportunities
through expansion of the State Uni
versity system and the establishment
of tuition grants and additional scho
larships to help permit students at
tend the college of their choice:
—Student enrollment capacity in the
State University has been doubled;
Then the cancer report cuts through
the smoke. You crush the cigarette.
I can stop, you tell yourself. I know
I can. You go three or four more
hours. You’re looking good, boy.
You’ve never gone this long before.
Then it hits you! Got to have one,
got to have one. Oh, how you long
for the burning inhalation of cigar
ette smoke, how you long for the
crutch between your fingers. Oh can
cer! You sweet devil you. Come here,
baby.
You go a whole day. Only six
cigarettes. Only six! A whole day!
This is marvelous, considering you
had been smoking from twenty to
thirty in one day. You’re on your
way, boy, you’re looking good. To
morrow it will be five, then four,
then . . . I’ll lick you yet, Miss
Cancer. I’ll lick you yet! I’ll fix you
for messing my life up. I’ll fix you!
Then it’s time for semester exams.
You have to stay up all night. Got to
do something. May as well smoke.
Why not? You can control yourself
now. You buy a pack. You smoke
them up. You buy another pack. You
smoke them up. Back to the old
grind. The heat’s off. No more hor
rible headlines, no more lengthy re
ports on television. Oh, so what! So
you’re smoking a pack a day again.
You can cut it out when you want
to. You know that. Didn’t you do
that last week? A whole day and
only six cigarettes. You can stop-
stop whenever you want to. Can’t
you, boy?
So you’re still smoking, huh? You
lost the five-dollar bet with your
roommate, didn’t you? So what? I
can smoke when I want. Who cares?
I’m going to stop. In fact, I’m going
to stop right after this pack. Your
last pack, huh? Yeah, my last pack.
You said that yesterday. So what?
Something came up. Can’t stop, can
you? I can if I want to. Can you?
Oh well, you say, blowing out a
long stream of smoke, you have to
die with something.
by 1970, it will be nearly four times
the 1959 level.
-“Scholar-incentive” tuition grants
were created—with a total in 1963-
64 of $27.5 million in assistance
to 137,000 students.
—State regents scholarships have trip
led—from 5,162 to 16,240.
On faculty salaries and libraries:
—Faculty salaries on all levels—ele
mentary school through college-
have been substantially increased.
—The State has increased by three
fold its financial assistance to the
library systems of New York.
“Better education throughout the
country is indispensable to the na
tional interest, both domestically and
internationally. Inadequately educat
ed citizens render less than their full
potential to our economic, social and
political life. In our international
competition with Communism, we re
quire both informed and trained
citizens.”
—Nelson A. Rockefeller
Statement, July 9, 1960