Negro Digest - Freedom Archives
Negro Digest - Freedom Archives Negro Digest - Freedom Archives
not suspect ; rather, the total society is suspect ; the total academic environment is suspect . He has learned his lesson once ; he has achieved at great odds ; he has proven it can be done and that he can do it ; and having accepted the challenge, he indicates a willingness to do it again . Success breeds success : he becomes, by example, hope for the black student. He must be kept comfortable in his blackness in order to impart selfassuredness to his students . And, most important, the black student must want the Black intellectual back home ; he must make him feel at ease, must make him believe in himself and in his decision to come back where it's at ; the student must enter a partnership with the intellectual to start the wheels of meaningful education grinding at a new all-time high, a record-breaking pace Black students must understand that when Adam Clayton Powell admonished the 1966 graduating class at Howard University to "Seek Audacious Power," and thereby ushered in 58 the age of black power, he called for a black renaissance, resdrrected black creativity in all disciplines, a rededication toward building black institutions of splendid achievement with intellectual excitement, dynamic creativity, humanistic idealism . None of these can be achieved without black scholars, who have key roles in developing this idea from dream to reality . This is a reality with a future ; it is one which can act as a serum to cure the diseases which, wittingly or not, halfhearted integration attempts have brought to the black community-intellectual mediocrity, economic inferiority, political subservience . Going home can and should be a beautiful thing . For, as Adam Clayton Powell points out, "We are the last revolutionaries in America-the last transfusion of freedom into the bloodstream of democracy . Because we are, we must mobilize our wintry discontent to transform the cold heart and white face of this nation ." Sarah Webster Fabio, author of the article, "Going Home," is a poet and teacher who also was in the forefront of the Black Consciousness movement in the northern California area . She currently is involved in a special program at the University of California at Berkeley, exposing black students to black literature . Mrs . Fabio's poems and articles have appeared in previous issues of NEGRO DIGEST . March 1969 NEGRO DIGEST
A Special Experience xox .a~, xi .:ach coLLECE NEGRO DIGEST March 1969 BY GWENDOLYN MIDLO HALL In the closed-off world of the small black college in the South, the concerns of the advocates of the Black University are as distant as the moon, although there is where action and emphasis are most needed ^~a-"~c "~ HIS is going to be a somewhat personal account of my experi `~~~* ences teaching in a rural, black college in the South . It is not written in bitterness. I liked the school, especially the students . I enjoyed teaching them . I liked my fellow teachers . I even liked the administrators. And it was great living in the country after escaping from the din and clatter of clashing delusions of grandeur in New York City . My connection with the college was an act of desperation on both sides . They were desperate because their history teacher suddenly resigned at mid-semester, and they couldn't find anyone else . I was desperate for more complicated reasons . Ever since I was 14 years old, I had belonged to the Self- Righteous Left : to those who felt that because they subscribed to certain beliefs, they were automatically wise, virtuous, and destined to play an earth-shaking role in the world. I had married into the Faith, and all my social ties were with fellow Believers. Naturally, we talked to ourselves and each other, reinforcing our mutual delusions . Now, the only world I knew, or could easily function in as the white mother of black kids, was shattered . I had gone through a sudden perception change . It is not easy to describe. I suddenly saw people and their interactions in a new way. Everyone seemed to be wearing a mask, and these masks were telling themselves and each other lies . The masks were cold and unemotional . There was, at the same time, intense, emotional, non-verbal communication going on which I was directly perceiving. But the nonverbal communication between myself and others was different . There was something which I can only describe as spirit which shook them, leapt into their eyes, flashed there for amoment like a desperate 59
- 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: at a time when the ratio of Negro d
- 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 .
- Page 204 and 205: ~re~atorc~ ~o~e~- THE BLACK UNIVERS
- Page 206 and 207: "1lTew Creation or Familiar Deatla"
not suspect ; rather, the total society<br />
is suspect ; the total academic environment<br />
is suspect . He has<br />
learned his lesson once ; he has<br />
achieved at great odds ; he has<br />
proven it can be done and that he<br />
can do it ; and having accepted the<br />
challenge, he indicates a willingness<br />
to do it again . Success breeds<br />
success : he becomes, by example,<br />
hope for the black student. He<br />
must be kept comfortable in his<br />
blackness in order to impart selfassuredness<br />
to his students .<br />
And, most important, the black<br />
student must want the Black intellectual<br />
back home ; he must make<br />
him feel at ease, must make him<br />
believe in himself and in his decision<br />
to come back where it's at ; the<br />
student must enter a partnership<br />
with the intellectual to start the<br />
wheels of meaningful education<br />
grinding at a new all-time high, a<br />
record-breaking pace Black students<br />
must understand that when<br />
Adam Clayton Powell admonished<br />
the 1966 graduating class at Howard<br />
University to "Seek Audacious<br />
Power," and thereby ushered in<br />
58<br />
the age of black power, he called<br />
for a black renaissance, resdrrected<br />
black creativity in all disciplines,<br />
a rededication toward building<br />
black institutions of splendid<br />
achievement with intellectual excitement,<br />
dynamic creativity, humanistic<br />
idealism . None of these<br />
can be achieved without black<br />
scholars, who have key roles in developing<br />
this idea from dream to<br />
reality . This is a reality with a<br />
future ; it is one which can act as<br />
a serum to cure the diseases which,<br />
wittingly or not, halfhearted integration<br />
attempts have brought to<br />
the black community-intellectual<br />
mediocrity, economic inferiority,<br />
political subservience . Going home<br />
can and should be a beautiful thing .<br />
For, as Adam Clayton Powell<br />
points out, "We are the last revolutionaries<br />
in America-the last<br />
transfusion of freedom into the<br />
bloodstream of democracy . Because<br />
we are, we must mobilize our<br />
wintry discontent to transform the<br />
cold heart and white face of this<br />
nation ."<br />
Sarah Webster Fabio, author of the article, "Going Home," is a poet<br />
and teacher who also was in the forefront of the Black Consciousness<br />
movement in the northern California area . She currently is involved in<br />
a special program at the University of California at Berkeley, exposing<br />
black students to black literature . Mrs . Fabio's poems and articles<br />
have appeared in previous issues of NEGRO DIGEST .<br />
March 1969 NEGRO DIGEST