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ent in its proper perspective . Our education must answer Frantz Fanon's charge : "What we want to do is to go forward all the time, night and day, in the company of Man, in the company of all men. . We must work out new concepts and try to set afoot a new man." Black people in America have no power to change the public schools . So-called decentralization has yet to prove its viability . Without real control of its schools, the black community, that society which the educational system must serve and hence those who must have the power to define "education" from their own perspective and sufficient for relevance to them, has only a tokenistic or advisory function . And what is to prevent the dismissal of such advisory entities when political sentiments change in the governing colonial power structure? As Brother Stokely Carmichael has pointed out, this is precisely the lesson which black people must learn . from Reconstruction in this country . And so, the concern of the educator must not be to integrate (by 38 any means necessary) the African- American student into a basically dysfunctional educational system, but rather, if he chooses to work within that system, to work towards its destruction as a source of black oppression . For those who do not wish to accept the cold reality of this, there is a sort of alternate approach . And that is to merely strive to offer a valid educational experience to the African-American student : one which evolves from a black frame of reference, operates with materials drawn from the black experience, and prepares the individual for relevant and effective functioning within and in accord with the general welfare of that society . If this can be done within the existing structures, then do it . But if it cannot be done there . it is the clear duty of the African- American educator to denounce that system and to seek any means necessary to serve the black community, in which his position and reality ultimately rest : "No man is any more than the context to which he owes his existence ." (Maulana Karenga) Milton R . Coleman, author of "A Cultural Approach to Education," is a "fellow without stipend" doing independent graduate study at the Milwaukee branch of the University of Wisconsin . He formerly served as chairman of the Alliance for Black Students and as campus coordinator of the Black Students' Union at the university branch . March 1969 NEGRO DIGEST
The Positiveness of Separation BL~C~ It~IVISIBILITY OF V~FI ITE CAI~i PUSES "Black student endeavors, if successful, not only might bring about a kind of black renaissance, they could also possibly wield an impact on the entire cemetery of American education" ~;'~~:~HROUGHOUT this land, a volcano of student alienation and `~~~~ resentment-compounded in the case of black students-is erupting in the NEGRO DIGEST March 1969 BY NATHAN HARE form of ephemeral administrative take-overs . Vis-a-vis black students, the problem stems in part from the emptiness and subtle racism of the college system ; in part from the pain of black student experiences in the society which the college system serves . Black students, it is necessary to know, are descendants of a people cut off from their attachment to land, culture and country, robbed of a sense of pride in pastness (the roots of identity) so essential as a 39
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1YIARCH tliBB A JOtiNSaN rl7"LICATI
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CONTENTS The Blacli University The
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Kwame Nkrumah compares the colonial
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deficiency is not sa much a shortco
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are we here? We were sent here to l
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acial group with rites and loyaltie
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might well be that, to meet the nee
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A distinguished young educator from
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come to accept the judgment . Conse
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ditional knowledge required for the
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Faculty, Curriculum, Research . . .
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passive role and assumed that the e
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ante is formidable is obvious to an
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Social Change in the Sixties THE BL
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trends in the black community to sh
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ployment rate for black youth betwe
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For Our People - Everywhere "By far
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analogues for possible study . ) We
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World publication of the Caribbean,
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NEGRO DIGEST March 1968 39
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NEGRO DIGEST March 1968 4 1
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make Howard "sixty per cent white"
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Simultaneously there arose a hybrid
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NEGRO DIGEST March 1968 In the days
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A Call To Concerned Black Educators
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BOOK "Great Literature i.s simply l
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the members of Miss Brooks' worksho
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BY CHRISTINE REAMS ' . . . Ifo .sat
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as Mike and Jim dashed down the ste
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"Oh, my hair i~ so curly, so curly
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one of them a good whipping, no mat
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a while . I didn't know what she me
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Since sufficient teachers cannot be
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NEW PROGRAMS AND EXPERIMENTATION Th
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TRUSTEES If I seem indifferent to t
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years when '`Christian character an
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leaders and professors posing as mi
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out of "The Punch Out" and other st
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penniless writer, he travels the ga
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No doubt about it, Mr . Williams ca
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esearch crying for the kind of clar
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lightly as Western intellectual imp
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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: plex (a viable institution in that
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
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(C) Consistency of Thought and Acti
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J. .JICLCfj ._Jd .L'~ .FU~~e ; one
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must carry a greater sexual burden
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C.~e~or 3 l /ot~e3-- (Continued fro
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and that prepares them to deal effe
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THE DUKE NATURAL S ET EASY COMB let
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BLACK HISTORY BLACK POWER U .S .A .
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~re~atorc~ ~o~e~- THE BLACK UNIVERS
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"1lTew Creation or Familiar Deatla"
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contradictions they entail . Furthe
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As northern universities continue t
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Response to Vincent Harding 12 BY R
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was then running for the state asse
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e done without some base of support
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amount of emphasis-both in Bro . Mo
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m~,irofir_- ~r- ir;r_ rr_~,~r; v;~~
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Institute of the Black World : Basi
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In Chicago, movement toward the Bla
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olled . At this time, over 400 stud
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stand and serve as a bulwark, or re
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Educating For Liberation and Humani
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travel to the moon a routine miracl
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Step 2-A deliberate effort is made
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curriculum and philosophy, is in a
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38 Charlie Cobb, one of the key org
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Initial organizing efforts proved q
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1 . Independent African Civilizatio
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fl Position Paper CENTER FOR BLACK
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standards and values that commit ou
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"Ah thought he could be grateful fo
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Gray Ward . . . Historian Benjamin
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liberation struggle against Europea
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his reputation tramped in front of
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"Naw, the cash draw wuz clean, but
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screen out those professors, white
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elative to other areas in Californi
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power to purge when necessary . Qui
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all of those persons who are not on
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Broken down, here is how I see this
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,~ ~ ~z~srlvr~ ¢e° (Continued fro
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tion. (This would not exempt the ex
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~omrrcurtiverdiEc~- (Continued from
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Each community will select/elect a
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ing the amount of ivory tower energ
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Before this issue can be systematic
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of a positive identity with whom th
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This paradigm was to provide the fo
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lion statements and social studies
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s Wilcox, Preston . The Black Unive
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An Assessment ~la~k t~ ~~ ~ ~ i~ ~u
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and compartmentalization . We canno
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lishment. Drum and Spear Press is a
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~erepecEive~- On writers and writin
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will make available $100 cash prize
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But times and the world have change
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Mod, Modish and Militant Keeling on
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