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3 years ago

2gk1HEliE

2gk1HEliE

1YIARCH tliBB A JOtiNSaN rl7"LICATIOM S6a

  • Page 2 and 3: BLACK POWER IS 100 YEARS OLD 56.95
  • Page 4 and 5: A Choice of Forms BY OEI~ALD McWORT
  • Page 6 and 7: must subvert and/or supplant such a
  • Page 8 and 9: ship with all others working for th
  • Page 10 and 11: The pimps, prostitutes, preachers,
  • Page 12 and 13: THE BLACK UNIVERSITY : An Unfinishe
  • Page 14 and 15: Problems, Prospects, and Proposals
  • Page 16 and 17: Negro college, he, generally, must
  • Page 18 and 19: An obvious method to use to secure
  • Page 20 and 21: This new information, however, cann
  • Page 22 and 23: consolidation, or through absorptio
  • Page 24 and 25: First, if black college presidents
  • Page 26 and 27: tablishment of an information retri
  • Page 28 and 29: as mayors, another black man was el
  • Page 30 and 31: taking advantage of every opportuni
  • Page 32 and 33: This provocative photo of a little
  • Page 34 and 35: a new-old nation in the midst of th
  • Page 36 and 37: change in the former colonial socie
  • Page 38 and 39: For Europe, for ourselves and for h
  • Page 40 and 41: A Case Study A young sociologist, d
  • Page 42 and 43: and quiver, caught in the conflict
  • Page 44 and 45: privileges which publicly had been
  • Page 46 and 47: down the auditorium ; LeRoi Jones i
  • Page 48 and 49: l.rrecc tion In a hot dark roomcele
  • Page 50 and 51: The First Gwend~tlvn Last February,
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    edefine your relationship with your

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    ~4 Short Story 54 Marth f968 NEGRO

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    Mr . or Miss before tre first names

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    to switch his hips the way Miss Rut

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    and I was afraid Mama would hear us

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    . being good enough to feel the Hol

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    (Continued /rom page 20) especially

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    policy . Second, the strong faculty

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    advise teachers to respect the dial

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    (Continued /tuna page -16) standard

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    me to exclaim unconsciously aloud a

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    found at this game, beating their c

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    1 . Walter Dyson, Howard University

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    pain of knowing too much, and we sh

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    (Continued from page 26) which even

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    seriously conceive of such a Univer

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    (Continued front page 31) justed fo

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    a black woman with a high school di

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    SOCIAL AND ECONOMIC CHARACTERISTICS

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    white families and a much lower lev

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    seem safe to say that many prospero

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    The B2aek Messiah : Describing this

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    Interruption : More than another ve

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    The projected special issue on the

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    A Cult? A Fraternity? A Way of Life

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    BLACK HISTORY BLACK POWER U .S .A .

  • Page 104 and 105:

    ~G~~GON ~ ~OGe~ The first point to

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    ealize that much of your motion ove

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    us to hear essentially these sentim

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    2. Many of you have been involved i

  • Page 112 and 113:

    or more white and one or more black

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    diaspora, students who are ready to

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    cal exercise, but is intended as a

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    concerned with concepts like the Bl

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    efers to the dangerous possibility

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    The Black University: A Commentary

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    Force on Higher Education the discu

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    of less than a billion dollars, and

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    the Black community in return for e

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    If black students were in the vangu

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    tion by some black people . Thus, d

  • Page 134 and 135:

    contemporary subordination of Afric

  • Page 136 and 137:

    education as a constructive cultura

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    ent in its proper perspective . Our

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    springboard for a sense of collecti

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    University, I had the occasion to p

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    A Step Forward? THE HOWARD UNIVERSI

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    that the school, which has produced

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    ordering areas of the black man's r

  • Page 150 and 151:

    NELLIE BONNER LE " 01 70" ES . . .

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    irth started in 1939 when the Paris

  • Page 154 and 155:

    Reflections On A Revisit To A Black

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    language arts experts who should pl

  • Page 158 and 159:

    not suspect ; rather, the total soc

  • Page 160 and 161:

    °prisoner begging to be freed, and

  • Page 162 and 163:

    were released from their kennel to

  • Page 164 and 165:

    in his eyes was mute . My son tried

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    The Black University Concept Flluca

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    sity for preparing students to meet

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    It should be made crystal clear wha

  • Page 172 and 173:

    ture" to graduate, all the way from

  • Page 174 and 175:

    ~5~~ ;~~iE March 1968 edition Of NE

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    complete without dealing in a large

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    l~oohs I~ofed (Continued from page

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    move to live with others . Spiritua

  • Page 182 and 183:

    works by Charles W . Chesnutt whose

  • Page 184 and 185:

    words, are the reasons why only thr

  • Page 186 and 187:

    ~ee".spwfivns--- (Continued from pa

  • Page 188 and 189:

    fects of racism on them. Although i

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    We are Africans in a death struggle

  • Page 192 and 193:

    went . This is accomplished, I furt

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    the strongest members from the grou

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    (Continued from page 771 develop bl

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    matter of being seen, but a refusal

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    Why Should Black Boys Have To Grow

  • Page 203 and 204:

    MARCH 7970 VOL. XIX No . 5 The Blac

  • Page 205 and 206:

    In the following pages, NEGRO DIGES

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    students, and the attractive salary

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    versities closed their doors tomorr

  • Page 211 and 212:

    continue to enroll thousands of bla

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    was presently engaged in a struggle

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    y a development which he felt would

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    with the problems they found there

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    _..~~hL rY r r her ~ ~ e Institute

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    Its central thrust is towards the c

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    ern and southern campuses around ce

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    An Alternative Independent System B

  • Page 227 and 228:

    the assistance and acquire the stab

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    Teachers should be organized by sch

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    y Boards of Education in all parts

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    of education's obvious weaknesses a

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    lems of his community, with a view

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    00000000000000000oooooaooooooooogoo

  • Page 239 and 240:

    Interim Report BY CHUCK HOPKINS "Th

  • Page 241 and 242:

    evant educational institution, they

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    invasion as an act of aggression ag

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    The question for us is whether to b

  • Page 247 and 248:

    strength may be collected . We need

  • Page 249 and 250:

    ta~ ~~~~?~C~~~~ . ~~ CGi C~' Intern

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    BOOKS NOTED A History of Pan-Africa

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    Fiction What went on around 18th an

  • Page 255 and 256:

    to take your head out when he finis

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    ~G1r~ittC7.er-- (Continued from pag

  • Page 259 and 260:

    quite possible that the proliferati

  • Page 261 and 262:

    change in motive . The new black th

  • Page 263 and 264:

    grades for simply reaffirming the f

  • Page 265 and 266:

    not . (The National Association of

  • Page 267 and 268:

    accomplished any one of them in our

  • Page 269 and 270:

    available for more research, writin

  • Page 271 and 272:

    Luther King Memorial Library (a doc

  • Page 273 and 274:

    VII. B . goal-directions ("integrat

  • Page 275 and 276:

    Toward A Definition PLAC K ST U D I

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    lectually oppressive, colonialistic

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    status . Such a status can only be

  • Page 281 and 282:

    nomic contract between white donors

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    ceiving such problems as being one

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    tween Blacks and whites with one wh

  • Page 287 and 288:

    Wilcox, Preston . "The Black Univer

  • Page 289 and 290:

    tudes, and values-a way of thinking

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    yJOOIIf I /Ol¢(A.~ (Continued from

  • Page 293 and 294:

    e counted among the people of whom

  • Page 295 and 296:

    the spread of Black studies program

  • Page 297 and 298:

    xa rd~~~za r~~~s~brrdr ~~~ .bra ~~

  • Page 299 and 300:

    THE DUKE NATO RAL SET lets comb gli

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