Negro Digest - Freedom Archives

More documents

Recommendations

Info

We are Africans in a death struggle for our liberation. The Black University must be an institutional concept of life and liberation. To those who stand in our way we must bring death and destruction. For our people, we must be models of peace and understanding, but when necessary we must 90 fire the earth and fill the air with bullets . The rhythm of a different sound sets our stride in motion toward revolutionary liberation . We must be ( are ) new men, men of New Africa. And we aim to reclaim that which has been taken from us-or nobody is supposed to make it through the storm . Gerald A . McWorter, author of "Struggle, Ideology and the Black University," is an assistant professor of sociology at Spelman College in Atlanta . Prof . McWorter also is one of the founders of Chicago's Organization of Black American Culture (OBAC) . March 1969 NEGRO DIGEST
J. .JICLCfj ._Jd .L'~ .FU~~e ; one of the examples of white snobbishness lurking behind the criteria of excellence which, by no means however, is entirely a product cf racism alone . Running through its history also is a strain fundamentally of a different sort, though it too is racial, by coincidence, in its consequences . In the beginning American education, particularly on the college level, was highly private, restricted to the few who were wealthy enough to afford it . Such persons, as social theorist Thorsten Veblen observed in his book, The Theory of the Leisure Class, were characterized by a peculiar mentality in which, owing to the necessity for displaying one's wealth, it was prestigious to be free from productive endeavor. Any work done could not be remunerative and preferably should be of no significant use to anybody, let alone oneself ; to waste time, and to have the time to waste time were the symbols of prestige . Their educational enterprise, accordingly, was characterized by a "liberal arts" approach where students learned a little about a lot of things and a lot about nothing. The leisure-class syndrome and its snobbish motivations encouraged a preoccupation with lofty gobbledygook such as footnoting. Students might be compelled to labor in memorizing the idiomatic expressions and the verbal conjugations of dead languages ; or, more currently, languages NEGRO DIGEST Morch 1969 (Continued from page 43) which invariably fade from the student's memory and, while remembered, are useless in post-college life . As middle class aspirants began to emulate the leisure class, and education was largely socialized, the principle of exclusiveness was reinforced by the need to stem the flood of recruits to professional occupations . Hence the student might make A's and B's in all required courses only to fail the comprehensive exam or the language test, or pass all academic requirements only to fail the bar exam because of political beliefs or color of skin . Education lost much of its capacity for vitalizing the mind and, since the end-products became more important than the process, eventually amounted to a routine assimilation of approved bodies of knowledge, a process which fails particularly to inspire a black child of working class origin . I sometimes shock students into a realization of the shallowness of the American college scene by walking into a classroom and throwing out a concept, preferably with a German-sounding name, such as zeitschaft (whether this is a word I do not know) which I might claim to be a concept for a societal condition in which there is widespread feelings of racism or intergroup hostility . While students are busy copying down the term, I proceed to show how to measure the intensity of the zeitschaft predica- 9t
Page 1 and 2:
1YIARCH tliBB A JOtiNSaN rl7"LICATI
Page 3 and 4:
CONTENTS The Blacli University The
Page 5 and 6:
Kwame Nkrumah compares the colonial
Page 7 and 8:
deficiency is not sa much a shortco
Page 9 and 10:
are we here? We were sent here to l
Page 11 and 12:
acial group with rites and loyaltie
Page 13 and 14:
might well be that, to meet the nee
Page 15 and 16:
A distinguished young educator from
Page 17 and 18:
come to accept the judgment . Conse
Page 19 and 20:
ditional knowledge required for the
Page 21 and 22:
Faculty, Curriculum, Research . . .
Page 23 and 24:
passive role and assumed that the e
Page 25 and 26:
ante is formidable is obvious to an
Page 27 and 28:
Social Change in the Sixties THE BL
Page 29 and 30:
trends in the black community to sh
Page 31 and 32:
ployment rate for black youth betwe
Page 33 and 34:
For Our People - Everywhere "By far
Page 35 and 36:
analogues for possible study . ) We
Page 37 and 38:
World publication of the Caribbean,
Page 39 and 40:
NEGRO DIGEST March 1968 39
Page 41 and 42:
NEGRO DIGEST March 1968 4 1
Page 43 and 44:
make Howard "sixty per cent white"
Page 45 and 46:
Simultaneously there arose a hybrid
Page 47 and 48:
NEGRO DIGEST March 1968 In the days
Page 49 and 50:
A Call To Concerned Black Educators
Page 51 and 52:
BOOK "Great Literature i.s simply l
Page 53 and 54:
the members of Miss Brooks' worksho
Page 55 and 56:
BY CHRISTINE REAMS ' . . . Ifo .sat
Page 57 and 58:
as Mike and Jim dashed down the ste
Page 59 and 60:
"Oh, my hair i~ so curly, so curly
Page 61 and 62:
one of them a good whipping, no mat
Page 63 and 64:
a while . I didn't know what she me
Page 65 and 66:
Since sufficient teachers cannot be
Page 67 and 68:
NEW PROGRAMS AND EXPERIMENTATION Th
Page 69 and 70:
TRUSTEES If I seem indifferent to t
Page 71 and 72:
years when '`Christian character an
Page 73 and 74:
leaders and professors posing as mi
Page 75 and 76:
out of "The Punch Out" and other st
Page 77 and 78:
penniless writer, he travels the ga
Page 79 and 80:
No doubt about it, Mr . Williams ca
Page 81 and 82:
esearch crying for the kind of clar
Page 83 and 84:
lightly as Western intellectual imp
Page 85 and 86:
as a white man with a similar educa
Page 87 and 88:
lacks are better off, but we must a
Page 89 and 90:
income blacks and better for the mi
Page 91 and 92:
compared to white men had not impro
Page 93 and 94:
"iON ONYE LOCKARD is a selftaught a
Page 95 and 96:
Plea ForA Second Chance : Work-worn
Page 97 and 98:
That something is gravely wrong wit
Page 99 and 100:
THE DUKE NATURAL SET MAlR SHEEN lea
Page 101 and 102:
Edgar F . Beck Vincent Hard min E .
Page 103 and 104:
C®i'y~'>~' i'tw'~'~ Editor's Notes
Page 105 and 106:
An Open Letter to Black Students in
Page 107 and 108:
mentarily bolstered (or our minds m
Page 109 and 110:
plications of such attitudes as you
Page 111 and 112:
7 . Have you given serious thought
Page 113 and 114:
of white institutions that there si
Page 115 and 116:
Platform and Program S HL "Today we
Page 117 and 118:
ism, and we are becoming aware that
Page 119 and 120:
New agencies for Black education (A
Page 121 and 122:
ment of a plan to hire 200 Black pr
Page 123 and 124:
people in their struggle toward a c
Page 125 and 126:
else suggests that the group is bac
Page 127 and 128:
e established far Black students th
Page 129 and 130:
A Dual Responsibility The White Uni
Page 131 and 132:
a situation in a different manner w
Page 133 and 134:
Black Perspective A cU~TU~~L, ~~~I~
Page 135 and 136:
life-style, yet they persist in the
Page 137 and 138:
plex (a viable institution in that
Page 139 and 140: The Positiveness of Separation BL~C
Page 141 and 142: white students are, except that wha
Page 143 and 144: did) to thesis students who then gr
Page 145 and 146: Roach, Harold Cruse, Rhody Mc- Coy,
Page 147 and 148: conferees attempted to eject white
Page 149 and 150: ~. iii1~i-i Black Life, White "Expe
Page 151 and 152: BOOKS Black Writing : this is u, th
Page 153 and 154: Grow old? Maan! I ain't never Gonna
Page 155 and 156: answering ; "Monday. That is if tha
Page 157 and 158: at a time when the ratio of Negro d
Page 159 and 160: A Special Experience xox .a~, xi .:
Page 161 and 162: to comment that I was a typical cre
Page 163 and 164: students said, "Didn't Malcolm prea
Page 165 and 166: What I did object to was the effort
Page 167 and 168: with American education, period. Ho
Page 169 and 170: President Emeritus, Morehouse Colle
Page 171 and 172: them, there just aren't enough blac
Page 173 and 174: I cannot see the sponsorship for su
Page 175 and 176: economic changes now occurring with
Page 177 and 178: aising a question regarding in exac
Page 179 and 180: to say that "yet an irreverent revi
Page 181 and 182: Fire ; steal it, borrow it or wait
Page 183 and 184: lures and yet, in a most interestin
Page 185 and 186: and what is the right procedure for
Page 187 and 188: mentioned earlier, the whole black
Page 189: (C) Consistency of Thought and Acti
Page 193 and 194: must carry a greater sexual burden
Page 195 and 196: C.~e~or 3 l /ot~e3-- (Continued fro
Page 197 and 198: and that prepares them to deal effe
Page 199 and 200: THE DUKE NATURAL S ET EASY COMB let
Page 202 and 203: BLACK HISTORY BLACK POWER U .S .A .
Page 204 and 205: ~re~atorc~ ~o~e~- THE BLACK UNIVERS
Page 206 and 207: "1lTew Creation or Familiar Deatla"
Page 208 and 209: contradictions they entail . Furthe
Page 210 and 211: As northern universities continue t
Page 212 and 213: Response to Vincent Harding 12 BY R
Page 214 and 215: was then running for the state asse
Page 216 and 217: e done without some base of support
Page 218 and 219: amount of emphasis-both in Bro . Mo
Page 220 and 221: m~,irofir_- ~r- ir;r_ rr_~,~r; v;~~
Page 222 and 223: Institute of the Black World : Basi
Page 224 and 225: In Chicago, movement toward the Bla
Page 226 and 227: olled . At this time, over 400 stud
Page 228 and 229: stand and serve as a bulwark, or re
Page 230 and 231: Educating For Liberation and Humani
Page 232 and 233: travel to the moon a routine miracl
Page 234 and 235: Step 2-A deliberate effort is made
Page 236 and 237: curriculum and philosophy, is in a
Page 238 and 239: 38 Charlie Cobb, one of the key org
Page 240 and 241:
Initial organizing efforts proved q
Page 242 and 243:
1 . Independent African Civilizatio
Page 244 and 245:
fl Position Paper CENTER FOR BLACK
Page 246 and 247:
standards and values that commit ou
Page 248 and 249:
"Ah thought he could be grateful fo
Page 250 and 251:
Gray Ward . . . Historian Benjamin
Page 252 and 253:
liberation struggle against Europea
Page 254 and 255:
his reputation tramped in front of
Page 256 and 257:
"Naw, the cash draw wuz clean, but
Page 258 and 259:
screen out those professors, white
Page 260 and 261:
elative to other areas in Californi
Page 262 and 263:
power to purge when necessary . Qui
Page 264 and 265:
all of those persons who are not on
Page 266 and 267:
Broken down, here is how I see this
Page 268 and 269:
,~ ~ ~z~srlvr~ ¢e° (Continued fro
Page 270 and 271:
tion. (This would not exempt the ex
Page 272 and 273:
~omrrcurtiverdiEc~- (Continued from
Page 274 and 275:
Each community will select/elect a
Page 276 and 277:
ing the amount of ivory tower energ
Page 278 and 279:
Before this issue can be systematic
Page 280 and 281:
of a positive identity with whom th
Page 282 and 283:
This paradigm was to provide the fo
Page 284 and 285:
lion statements and social studies
Page 286 and 287:
s Wilcox, Preston . The Black Unive
Page 288 and 289:
An Assessment ~la~k t~ ~~ ~ ~ i~ ~u
Page 290 and 291:
and compartmentalization . We canno
Page 292 and 293:
lishment. Drum and Spear Press is a
Page 294 and 295:
~erepecEive~- On writers and writin
Page 296 and 297:
will make available $100 cash prize
Page 298 and 299:
But times and the world have change
Page 300:
Mod, Modish and Militant Keeling on
show all

Negro Digest - Freedom Archives

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?