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tablishment of an information retrieval system connected with the regional resources of our best schools, and even with the special resources of the nation's largest graduate schools . (I see the irony in this latter statement, but what do you do at a Black University, if someone else has your ancestral artifacts-raid the British Museum? ) Ultimately, the purpose of such a system would be to stimulate students and faculty alike to visit the institutions where the originals exist . This brings us to the next point, human resources . These resources are, naturally, faculty and students . The problem, of course, is to get them together on a meaningful basis across institutional lines . Now, some few students and faculty might be stimulated enough, or may have the financial resources, to visit schools with special library or art holdings, but this is not enough . What is needed, it seems to me, is some plan whereby a continual interchange of ideas and opinions may be insured on a personal, face-to-face basis . This can be done by a system of student exchange between centers of Blackness and Negro colleges . Oddly enough, a good deal of this was done a few years ago, only the exchange was, in effect, between centers of Whiteness and Negro colleges . (I remember a boy from the Mid-west who left after a few days on my campus, suffering, I was 2 6 (Continued on page 80) told, from "culture shock .") Obviously, such a system can work only if the administration of the Negro school is sympathetic, or apathetic . It remains for students and faculty to will the change, to create the structure . At any rate, the visits could last anywhere from a week-end to a semester, depending on the academic standards of the institution and other such sticky business . A visitation period of a semester would presuppose that the student would find something worth his time in one of the regional Black Centers . What he should find is a group of gifted Black humanists who have assembled, or have been assembled, at a center for the express purposes of the Black University as stated above . Presumably, at first, there wouldn't be enough of these people to staff all of the schools which may require them . Presumably, some of the schools may not be able to afford to pay them . (And one couldn't expect them to starve ; black starvation is still starvation, no matter how soulful . ) Still it would be possible (especially for the politically aggressive and the academically and artistically talented) for a sizeable number of students, no matter how poor, to be brought into dialogue with this group of dedicated and gifted teachers . The student might even spend time in two or more such situations, obtaining the kind of experience March 1968 NEGRO DIGEST
Social Change in the Sixties THE BLACK UNIVERSITY - and ITS COMMUNITY BY J . HERMAN BLAKE ~5~~:~' ORDER to become a viable institution and to make a meaningful contribution to the black community, the Black University must be cognizant of the varied and complex developments among black people . These developments should become an explicit part of course offerings in an effort to develop a philosophy and ideology which will permit us Contradictions : While poverty breeds alienation and afresh anger . . . NEGRO DIGEST March 1968 to analyze and evaluate social change in the black community from a perspective of blackness . The decade of the 1960's will certainly go down in history as one in which major contradictory trends developed in black communities across the nation . This is the decade that has seen black people achieve higher political offices than ever before . Two of the nation's major cities have elected black men 27
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: ante is formidable is obvious to an
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 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"
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
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