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Reflections On A Revisit To A Black Campus GOING HOME BY SARAH WEBSTER FABIO 54 "The total black community has been duped by institutionalizedbrainwashing and historical conditioning toward an accept ance of dehumanization and deprivation." ~£~~c %~T was Fisk University's Acting President, James Lawson, whose voice, at the other end of the line, asked, "How soon can you be here for a personal interview?" I fumbled the key to my office at Oakland's Merritt Junior College between my anxious fingers, realizing that relinquishing them would mark the end of my contracted services for the year 1966-67 . Straining my ear against the Friday afternoon summer noises which seeped into the public telephone booth, forming static, and following the demands of long distance communication in terms of abrupt decision making, I startled even myself by March 1969 NEGRO DIGEST
answering ; "Monday. That is if that's agreeable." It was with him . Going home! And in a matter of a few days . Two decades stood between my alma mater and hometown and me ; for me, it was a period of growth, mobility, turbulence and commitment, and I presumed it to be not too different back home . I now lived in the suburbs of San Francisco Bay Area in an integrated neighborhood with my dentist husband and five children ; we wore the badge of acceptance for having "made it" in the good old American free-enterprising, "mainstream" tradition. But already my third teenager to graduate from the local high school in as many years was saying, "Forget it . I'm tired of being exotic ; a museum piece, the social integrator ; I choose a <strong>Negro</strong> college-one of those in Nashville." I pointed out to the young ones the fact that they could very well be sentimentalizing the southern situation since, unlike me, they had not grown up in a segregated environment . Still failing to dampen their enthusiasm, I reminded them that Nashville was the home that I had been orphaned from, and not them, They checked me with, "You better know it ." For two years, I had worked as a part-time instructor in two junior colleges . One of these was a nearly all-white suburban tomorrowlandtype institution ; the other a ghettofringed urban yesteryear model with over 2,000 black students . Having asked myself a few ques- NEGRO DIGEST March 1969 tions, such as, To whom did I owe my allegiance? Where were my teaching skills most needed? Which situation offered the greater reward in humanistic rather than materialistic terms?, even as I noted the leaded nature of them, I knew the proper answer. Perhaps I always knew it, just as most black intellectuals have known it . Factors such as the vast difference between the two plants-both of whom I supported through taxes-the aura of academic freedom and exploration which seemed far more prevalent in one ; the huge investment in terms of personal involvement and extra curricular time which one demanded in order to meet the community's needs succeeded in clouding the real issue . But, I had already returned the shiny new key to my office in the suburban school and was ghetto-bound when I heard that Fisk was in need of English teachers, black ones . And, then, there was Stanford Cameror_'s exhortation in the May 1967 NEGRO DIGEST, "Come Home Black Intellectuals- Before It's Too Late ." "You Can't Go Home Again," seems closer to the truth, according to my own personal experience. John O. Killens, writer-in-residence at Fisk, has identified the problem of the century and the main job of the Black Revolution as that of the "deniggerization of the world." And when he points out that minds enslaved with words must be freed with words, it seems he offers a direct challenge to black 55
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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
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lacks are better off, but we must a
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income blacks and better for the mi
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compared to white men had not impro
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"iON ONYE LOCKARD is a selftaught a
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Plea ForA Second Chance : Work-worn
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That something is gravely wrong wit
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THE DUKE NATURAL SET MAlR SHEEN lea
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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: Grow old? Maan! I ain't never Gonna
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 and 190: (C) Consistency of Thought and Acti
Page 191 and 192: J. .JICLCfj ._Jd .L'~ .FU~~e ; one
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 .
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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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