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Page 2 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