Full text of "Drum"
DEC 2 4 1974
UNIV. OF MASS.
BLACK LITERARY EXPERIENCE
UNIVERSITY OF MASSACHUSETTS
BLACK CULTURAL CENTER STATEMENT FROM MILLS HOUSE
BLACK STUDIES AT U-MASS (STUDENT OPINIONS)
Sandy Mitch em
POEM of ACADEMIC RELEVANCE
Stokes W. Hall Jr.
BLACK STUDIES INTERVIEW WITH PROF. BERNARD BELL
BLACK STUDIES INTERVIEW WITH PROF. LAWRENCE JOHNSON
QUESTIONS of RELEVANCE
AMHERST OCCUPATION: STATEMENT of POSITION
Five-College Black Student Community
All the beautiful people 10
A TOUCH of COSBY
Jimmy Wilkinson 22
BROADSIDE BULLETINS 23
Digitized by the Internet Archive
in 2010 with funding from
Boston Library Consortium IVIember Libraries
THE FOLLOWING IS A STATEMENT OF POSITION BY THE
BLACK STUDENT COMMUNITY AT THE UNIVERSITY OF
MASSACHUSETTS CONCERNING THE PRESENT OCCUPATION
OF MILLS HOUSE.
"Culture is an organized integrated pattern of
behavior followed by a society of people.
Further from the life experience of a people they
develop a set of rules and procedures to meet
These rules and procedures are supported by a
system of ideas and values that together they
form an organized integrated pattern of behavior
and this we can call a culture."
Also, culture is: Morals , art , law, manners .folkways ,
and all things that men learn and share as a group.
WE, THE FOLLOWING BLACK STUDENTS FEEL THAT THERE IS
NO BLACK CULTURE UNLESS WE LIVE IT.
LIFE IS CULTURE.
CULTURE IS LIFE.
WE CANNOT VISIT THAT CULTURE AND BE A PART OF IT.
WE MUST LIVE IT!
WE MUST SURVIVE WITHIN THAT CULTURE EVERY MINUTE
OF THE DAY, EVERY HOUR OF THE DAY, IN ORDER TO
PROLONG THAT CULTURE AND ENRICH IT.
( it's about the secret blood rite that's been goin' down )
rejoice... my fine BLACK roots
For the fruit of spiritual amnesty
harvested , f o-eva
f orever . . .Wantu Wazuri
Wantu Wazuri, "the beautiful people"
and Wantu Wazuri
and Wantu Wazuri
NOWHERE to re
Turn . . . towards one another
which tells me
our minds are land
our voices , one, is money
we ARE the nation
of future antiquity
which tells me, "there are thieves among us" -
and we know it
Black angels since
Black angels gone. .
And the power clutch of revolution bein shifted by the beautiful people.
Black angels' spirits fly-by-night
and on another stage bojangles . .f or real.. square business
while off to the side
behind a purple curtain, shirley temple
buys her a villa
that bojangles folks tapped upon eons ago "tryin to make tht thing real'
to make it grow green
we built this whole damn world,
and you know it
so go hustle your liberal curls where the walls meet the ceiling, dimples
where folks dig white on rice
And elsewhere Wantu Wazuri continue to continue to continue to continue
(to be continued)
elsewhere Wantu Wazuri
and solve ourselves
our tension, when it's really
and you know i t .
Always finding some expression for what
because everything you HAVE
and you will never adequately feel precious ecstasy
a basic sovereignty ever-growing
no longer scattered as sand is in wind from 9 to 5
sand? y'all even gut the sand breezin to your
Blackness is a faith we LIVE
Not a Sunday deal with gawd... your fantasy
but meditated on silently. .forever
in Wantu Wazuri style
rejoice... my fine black roots
For the fruit of spiritual amnesty
if we struggle.
BLACK STUDIES :ITS NECESSITY, OPERABILITY AND SUCCESS AT THE UNIVERSITY LEVEL
The following is the first in a series of student opinions concerning
the establishment of a Black Studies Department within the structure of the
University of Massachusetts at Amherst.
QUESTION: The necessity of whites in
Black Studies? Is it profitable to
blacks? Is it an educational advantage
for black and white students to be ed-
ucated in the same manners and methods?
Many who argue the merits of in-
tegration and assimilation feel that
there is no difference in the abilities
of black and white students and their
capacity to be educated. Others argue
that ethno-cultural education must be
approached by different methods. It
seems that it is not the students
alone who must be educated. The in-
structors (all instructors) of the Arts,
of Culture. .History .Politics , Literature
and Education itself Must be considered
when laying the groundwork for an ever-
expansive Black Studies Department.
Their educational background, their cap-
acities for growth and also their nat-
ural human limitations must be realized
if we are thinking of the new direction
being taken by education. Methods used
must be convincing, in-depth, and infor-
mative. The instructor of a course must
never sacrifice the criteria of his
course material to please,f latter , or
persuade the bigoted liberal types he
may be instructing.
And then, what could possibly
convince a white person that he should
have an education in Black Studies
when we know that there are still our
younger brothers and sisters who des-
perately need education and mental
discipline FIRST 1 But thera are many
"rationales" for integrated education
from a white standpoint. After all,
they must keep a watchful eye on all
the black man does. Any attempts he
makes towards achieving the promises
made to him by the ancestors of feu-
dal Americans could be a threat to
their equality or standards. Most
students feel that they must spend
their four years at the university
becoming involved in arbitrary causes.
CAUSES THEY ABANDON WITH THEIR CAPS
AND GOWNS AT GRADUATION. They believe
they have now earned the robes of the
middle-class majority. Many feel that
if they run the gambit of radical col-
lege protest groups and support pseudo
black militants that they have paid
their fair share to the liberal concerns
If white students are able to at-
tend black studies courses with black
students , will they be able to accept
the ideals and form the same hypothesis
which black students will extract from
What should be considered is the
nature in which Black Studies courses
must be taught in order to reach and re-
inforce the ideals of the black student.
Whites will rarely comprehend or appre-
ciate the methods which should be used.
In their own defensive ways they feel
. . .Another question
Would white Instructors be able to
teach a course in Black Studies with sig-
nificant relevance to students black or
white? One answer is probably not, as in
the case of the white American educator.
He is already a walking example of the
ass-backward beliefs of his own race.
Being white he is the creator and perpet-
uator of his own institutionalized prob-
lems in rascism.
Could he reach a black student?
Could he inspire a black student? With
what, we ask? With what?
This university should make it a point to
try and understand that a Black Studies
Department at this school would be an at-
tempt at a long overdue committment at
arriving at a justifiable beginning to-
wards a solution to THEIR problem.
where you at ??
Black Power no longer the phrase of the hour...
Revolution is a super black man with a super afro administered
to by a super hair spray and being so anti white he refuses
to take a bath being natural and having no need for deodorants...
and Freedom is a murky word with dynamic implications and strong
tendencies and is spoken from the barrel of a comb...
White prof fessor, white proffessor, white proffessor
teach me the golden rules
teach me to be relevant
make me a credit to my race
can you ?
with your Brooks Brother's suit, your razor cut, your black and
white wingtips,and your diamond jack socks but you know you're
as clean as the board of health and sharp as a mosquitoes peter-
ain't you a bitch...
White prof fessor, white prof fessor , white proffessor
white educator of the masses
groove me, move me, sooth me, teach me to melt into the pot
teach me Malcolm, teach me Che, teach me Mao, teach me revolution
teach me real, teach me real, teach me what is real and not
ideal. . .
teach me german, teach me french, teach me russian, teach me
george, teach me woodrow, teach me teddy, teach me A's, teach
me B's, teach me C's, cause D's don't transfer...
teach me to turn to the last page of the exam. .
what's my grade?
the ripe taste
fruit pick and
of a of kingdoms
lost fig tree... Black Queen
Stokes W. Hall Jr.
( Ola )
PROFESSOR BERNARD BELL
( AN INTERVIEW BY CARLTON BROWN )
Professor Bernard Bell is the acting director of the University of
Massachusetts Black Studies Department. Professor Bell was born and received
part of his early education in Washington, D.C. He has also resided in and at-
tended public schools in Maryland, New Jersey, Chicago, and New York. Most of his
secondary school education was received in Manhattan and the Bronx. He grad-
uated from DeWitt Clinton High School in New York, the same predominantly
white school that James Baldwin attended.
Professor Bell received his undergraduate degree from Howard University
where he also did graduate work and taught for a year and a half. It was at
Howard that Bell first became acquainted with Mike Thelwell(the present di-
rector of the University Black Studies Program) . He also became acquainted
with Stokely Carmichael and Sterling Brown while at Howard. From Howard Univ-
ersity, Professor Bell returned to Washington, D.C. and taught in the public
school system there for four years.
It was due to the persuasions of Sterling Brown that Bernard Bell came
to the University of Massachusetts. Sterling Brown had impressed him with the
work and conversation about Sidney Kaplan of the University English Department
and a member of the University Black Studies Committee. Professor Bell came
here first as a teaching assistant and will receive his doctorate in June of
this year. He is a revisionist scholar in Black Literature with a specializa-
tion in black fiction writing. He has been called upon to lecture around the
country on the subject of Black Literature.
On the subject of Black Studies Bell sees the objectives of the department
as a two-pronged effort. One aspect or orientation of the department would be
service-oriented; that is, it would be to create a group of community-oriented
black people here who would eventually function within "the community" itself.
These people, upon the academic completion of their education, would return to
the black community to become public school teachers , functioning in, and organ-
izing institutions such as Harlem Preparatory School in addition to street
The second orientation would be a scholarly or academic pursuit. This as-
pect of Black Studies would concern itself with the development of the neces-
sary revisionist scholarship in all areas of the social sciences. This cadre
would be more involved with academic endeavors relating to Black people. More
specifically this would entail research and the publishing of materials deal-
ing with Black poeples , their characteristics , culture and perspectives. Prof-
essor Bell insists , though, that the personnel in this cadre would not be isolated
from the Black community because of their pursuits, but only different from i.
those in the community. These educators must still acquaint themselves with
and function within black schooling systems , street academies and high schools
in order to give them the necessary academic legitimacy that they may make sound
judgments in relating to the black experience. Bell believes strongly in the
development of community-oriented scholars. They would not be an elitist group
or an isolated one merely by virtue of their collective black committment.
In response to the recent proposal issued to the College of Arts and
Sciences concerning the Black Studies proposal, Bell was strong in his rejection
of this new move. The response to the proposal stated to the community that
what was really needed and sought by the content of our proposal was a school
or college and not a department. Professor Bell believes that we should be
specific and insist on a department, the one which was proposed, and not "accept
AN INTERVIEW WITH PROFESSOR LAWRENCE
JOHNSON OF THE SCHOOL OF BUSINESS
ADMINISTRATION CONCERNING BLACK
STUDIES AT U-MASS
Professor Lawrence Johnson of
the School of Business Administration
believes that a Black Studies Depart-
ment is possible and should be imple-
mented at the University of Mass. as
soon as possible. According to Prof.
Johnson the only hang-up about the
indoctrination of a Black Studies
would be a possible lack of qualified
faculty to run the department, or if
the faculty would also have the ade-
quate credentials to educate the par-
ticipating students. But Professor
Johnson reminds us that a substantial
portion of the present faculty at
U-Mass are graduate students and whose
"credentials", in the same respect, can
Professor Johnson theorizes that
the main objective of a Black Studies
Department shoud be to destroy that
lethal myth about black people, the
myth of the inferiority complex of
black poeple in their relations with
the white elements . This is one of
the major drawbacks in the attempt to-
wards Black Unity says Professor John-
son and even to the present time there
is not one black man who is not affected
by this inferiority complex, whether it
be directly or indirectly.
Moreover, he stresses the importance
of courses in economics and Black Cap*" i '
italism (call it what you want) , being
included in the Black Studies Depart-
ment. Blacks are going to have to deal
with money and how to obtain, manage, and
channel it. Most of the "Mans'" power
lies in the capital he controls. Thus,
if black people are going to master
some or even all of this power they
should be prepared to manage it in the
mos t (ef f ective)way .
Professor Johnson concluded the
interview by stressing the fact that
Black students on campus should become
more politically aware , They must start
dealing with the "Man" , start gaming
and sheming with the "Man" and even-
tually learn how this political machine
Professor Johnson assures the Black
students that he will totally support
any rational action on the part of Blacks
(interview with Bernard Bell con't. from
less than what is there in the proposal."
It would be premature to undertake the
establishment of a larger unit until the
department is sound and functioning
properly. He says that we are not play-
ing games. "We are serious about devel-
oping a community consciousness among
Black students and a disciplined group
of Black scholars" to create a black
mood here. He feels that we should start
our department and staff it with the best
black scholars and continue to build un-
til we have "the best Afro-American
Studies unit on the east coast." Profes-
sor Bell goes on to say that it is impli-
cit in the idea of five-college coopera-
tion and it is imperative that depart-
ments be established on all campuses si-
Bell explained his feelings concern-
ing the committment of the other colleges
in comparison with the University's black
contingent. He believes that if the others
were as seriously committed they would
have "more vigorously investigated cap-
able faculty and the establishment of
meaningful black courses in their respec-
tive institutions," Bell was impressed,
however, with the new spirit of unity de-
monstrated by the five-college black oc-
cupation of Amherst College. He feels
we are now "seeing a common need and a
common goal and cooperating in achieving
these." Professor Bell believes that the
student-faculty Black Studies Committee
is the only valid means by which individ-
uals may determine their own future, goals ,
education and life direction.
In conclusion, he stated: "We are all
one people, all one destiny" insofar as
we need to control our own communities ,
ourselves and our collective life.
Questions of Relevance
An important question for all
black students on the University of
Massachusetts campus and on other
campuses across the nation is -
what are the criteria for relevance?
This word is thrown around by every-
one and usually refers to courses
or areas of study related to our
black experience. I wonder if the
scope of the connotation is too
Unfortunately, too many of the
brothers and sisters are walking
around with Reader's Digest mentali-
ties . We absorb whatever we hear
either on authority or through
emotional willingness. We don't think I
We've never been trained to think. I
don't even think we're supposed to
At a time when every black mind
on campus needs to be cultivated for
present and future use, we need to
take this up with ourselves. We need
to begin to focus on directions and
goals in keeping with our realities.
One of these immediate realities is
Hopefully (and necessarily)
every black student realizes the leg-
itimacy and the urgent necessity of
a well-defined and functional Black
Studies program. Hopefully, every
black student who takes the courses
offered is making an effort to do
everything possible to catch up on
his lost twelve years of school.
This is an idealistic hope, but
we're getting it together.
The main point, however, is that
black students must decide, from their
own particular frame of reference,
what courses of intellectual pursuit
are relevant to them and meet their
individual needs and the future needs
of the black community.
It is obvious to me that brother
Donaldson knows the American political
system - the white establishment system.
Leroi Jones knows his white classical
and contemporary literature among other
things. Attend one of Ivanhoe Donaldson's
classes or read even the shortest poems
by brother Jones and you'll see what I
Black Studies does not exist or func-
tion in a vacuum. Neither does the Black
community. Black communities, in solving
their problems and directing their desti-
nies, have to, by the nature of the make-
up of this country, deal with the man.
And you cannot deal with the man if you
don't know his tricks.
There are no set guidelines for
deciding what is relevant and what should
be studied. Each student must carefully
decide which area he intends to concentrate
in and then decide exactly what necessary
knowledge he needs to accumulate. He has
to decide what background is necessary in
order for him to deal with the complex issues
and problems of the black experience;
whether in literature, education, or
politics. Before we write off Government
100 as irrelevant, we need to see if it
offers anything we can use. You can't
fight the enemy unless you know who he is ,
where he is and what he's doing. We know
who he is and where he is. Now all that's
necessary is a more than cursory knowledge
of what he's about and direction in order
to fight back.
At 1:00 A.M. Wednesday morning, Black students from the Five College
area moved to occupy several buildings on the Amherst College campus. The
specific goal of this action was to close the college down. The outstand-
ing feature of this action was that it represented an ideological and phy-
sical committment to the concept of a Five College Community (Black) . Black
students from each college in the area(Smith, Amherst ,U-Mass , and Mt. Holyoke)
as a coordinated unit, planned and implemented this action.
We, the Black Student Community , recognize that the Colleges are not,
and have never been, seriously committed to satisfying our needs and the
needs of the broader Black Community. Previous efforts to implement programs
that speak to needs have led to meaningless dialogues between individual
campus groups and their respective administrative structures. Innumerable
meetings , countless proposals and "advisory" committees have continually
frustrated our efforts to determine the reality of our presence. That reality
demands the acceptance of our right to determine our own programs , policies ,
Our collective presence at Amherst was a statement of committment to
the Concept of Community, for indeed Amherst is the white college community
in microcosm. The Black Student Community is addressing itself to the in-
ability of the white college community to define the nature of the Black
reality and its refusal to recognize the validity of self-determination on
the part of the Five College Black Community.
Self-determination and self-definition are the crucial issues in this
and subsequent actions. We will not compromise our position on these issues.
MY JUDGMENT & I
"Heaven, that bright and lovely place"
It's jive heart is left between my judgment &
Many a time people say to me
God damn it, when they know that
the world or anything within it
was not damned by God, but
by man. Man alone damned his
We have the inalienable right to live
Live for what? A dog lives.
Dirt lives tool
Hell's a manifest destiny , ready to control
Like night preys on day, weakened any way,
it eats up enlightenment
Here's an envelope that bears in
bold print "Pray For Peace". Shit,
that's what's wrong with people
today. They're praying for peace
and nothing's getting done.
Instead of praying for peace, they
should get their asses out in the
streets working for it. The
"All-Knowing" gave us a road to
take. Why, I don't know. If
we don't get off our knees and
start trying to help ourselves ,
the "all-knowing" is not going to
lift a damned finger for us .
war : congress : government : shit : the night before
Christmas : ass inine views of the future:?
Money is a worldly treasure
But so isn't life
in these cold
and what they
There is nothing
us can say
that would not
cause an echo
empty circles .
Throughout the ebb and flow of the revolution
It is crucially important that
Unity in Diversity.,
we recognize the Commonness
in the plight against oppressive organs
we share with our darker
BROTHERS ! EVERYWHERE . .
The following is a thought from Ricardo SAnchez,
one of many of our Chicano BROTHERS . .
* * *
date written: TIMELESS
"To La Causa. . ."
corky gonzales ,
jose angel gi^tierrez,
emiliano zapata, Cuauhtemoc and moctezuma
la causa is old, ^
pre-dates the gachupin — that
european on horseback — leaping out
my lore . • .
words at captive times
locked in mines and cotton fields,
singing out spirit-alma canticles
hued by bronze
with the lash of toledo steel
and moorish ulullation. . .
la causa is brown-flecked
California to texas, lands
drenched in mestizo sweat and blood,
la causa is Indian featured
with a bit of castilian,moor,
and sephardic Semite
along with pungent blackness
that roamed spain eons ago —
is the human-ness of brown people
el ritmo de la humanidad ....
la causa is supple brown hands
and hurting chicano children
die of malnutrition
He sits there
Silent and Meditating. Then...
Silent and meditating no more
He jumps up with rage.
Tired of kissing your ass I
Tired of carrying your load'.
Just plain tired I
You've incured his wrath much too long,
And now he asks for freedom along with
some of your power
He shall have it I
Because ... He is the Lemans
He shall rise and bring forth a new life
for hi people
A life of blackness, brilliance and brightness.
Because ... He is the Lemans,
*sister Benetta Pearson
When I sleep
You are there
I hug you
I kiss you
I love you
When I wake
You are gone
There is no more you
There is only you.
POEM TO MY BROTHERS (U MASS) (from a sister for sisters to dig on)
Brothers like to rap
yeah I my brothers dig rappini
& though most of it is:
"yeahji dig hearin myself rappin my shit"
my brothers put down a whole-lotta
shit worth hearin:
like when the brother
gets into his thang about
me bein queen. . .liis backbone
( if his backbone breaks he breaks)
& when the brother crys
"i'm diin & i need my folk
it's worth hearin & i gotta listen
right-on, sisters I
my brothers dig that jawbone calastestics
& we all know they steady
checkin us out
& tellin us bout ourselves
but check again sisters
when our thang is tight
they're diggin that too
& even then
amongst all their lippin & mouthin
my brothers gotta lot to say
& it's worth sayin
& worth hearin
. . . .listen. . . .
sister Jean Parrish
To Know . . .
I Know. And to know is more than to say that I know. Because to know
and really know is to be able to
know how to express what you know
without showing that you know so that
you are not the only one to know. I
know that it is nothing to know and not
have others know too. But when you
do know [and I do Know], you'll Know
not to say what you Know, because
to Know just to speak of what you
Know is not to Know, it is to speak
of what you think you Know. And when
you think you Know you tend to think more
of showing and less of Knowing so you don't
as much of Knowing as you would
have had you thought to Know more. To know
is to Know ... Do you Know?
I Know .
"waiter "grass" wintchell"
What is liberty to a slave?
All he knows of is to be free in a grave.
Slaves are men, Black
Which only equality lack.
america you took away our culture.
So as we become prey, and you the vulture.
What is this Non VIOLENCE that is preached?
You do not know yourself what to teach
You go from country to country setting a goal
But you, yourself do not even know the role.
What does the Fourth of July mean to me?
When I don't even know what it is to be free.
Men have died for what you call liberty
But BLACKS still don't have equality
Jefferson, hancock,patrick henry who are they supposed to be
NAT TURNER, DU BOIS, MALCOLM X,are the men for me.
white heroes are what we have been taught
BLACK HEROES are what we want.
THE PROMISED LAND
" I may not get there with you, but I want you
to know tonight that we as a people will get to the
promised land," said Rev. Martin Luther King.
William Greer, author of Black Rage , wrote
" For the average Negro so much time has passed
and so little has changed."
From Senator Fred Harris ,
" Despite greater acceptance of Negroes into our
major institutions, both public and private, it is still no
easy thing to be a black person in America."
Many black people who enter these major institutions
soon forget the predicament black people face. They honestly
believe they have reached the promised land; but remember
Rev. King said;
" We as a people will get to the promised land."
Don't forget the thousands of brothers and sisters
who are still out there struggling to get there with
" We are climbing a mountain, a very steep mountain."
Some of us are stronger and more apt to overcome all
obstacles. Don't continue up and leave the weaker ones
behind. Turn around and give a helping hand to your own brothers
and sisters, and this way we will all get
to the promised land, as one people, destined to live
together, love together, fight together and
brother Cal. B. Whitworth
Yeah, it's raining;
Of course it's raining.
Raining , raining .
The sun shines .
Still it rains.
Clear white rain.
On us .
Clear white rain
ODD ONE DEM IS
lord luv a duck. I'm dotty. And dottier now.
Why's they brought me here?
To kill me?
To condition me?
Dem teach me of George Washington
To be separate from my unlucky brothers and
sisters out there
Odd one dem is, odd as they come
Best watch myself.
But I no fool as dem think
Mek me jus play along wid dem fi di time
Bloody nice arrangement , a meal and a good bed
Snug it is
Does a man's soul good, it does, to have warm meat
and a desant place fi sleep.
Dem think dat if dem fatten me up on
I might slip mi guard
And dem can dispatch me some dark night
Odd one dem is, Odd as they come
Best watch myself.
*brother Cal. B. Whitworth
Black is ;
Black is a thought that
has been explored,
Black is an experience.
Black is a combination
of beautiful things.
Black is a wish.
Black is you and me,
Black is what we go through.
Black is hunger and poverty,
power and dissent,
Black is a question.
Black is the past, the present
and the future.
Black is life.
Black is kinks and hair grease,
cornbread and chittluns.
Black is nice.
Black is segregation, integration
Black is dicussion.
Black is meeting and jiving
and doin your thing.
Black is what's happenin' .
Black is partying and smokin'
and poppin' pills.
Black is death .
Black is love and hate, happiness
Black is . . .
*sister B.J. Grotames
Black facial features are in harmony with themselves,
hard and soft at once.
Emotion plays honestly upon Black faces...
but when necessary, the curtain descends,
and the stage is dark and
Black thought strikes at the heart.
It adresses the emotion.
It rejects irrelevant restrictions of
Black people are English-innovators .
Even with proper grammar they speak Jazz.
Black people speak in everday poetry...
Full and heavy, not thin, sharp and chintzy.
Black voices are velvet and brocade.
Black people make words fluid,
like liquid gold.
I prefer the logic, the language and the voices
of Black people.
I like to look at Black people.
Black people are beautiful.
A TOUCH OF COSBY
"Fat Albert", "Wierd Harold" , Noah,
and his brother Russel are all charac-
ters which Bill Cosby has immortalized
in one way or another. But what about
the other side of him;the side that
the audience does not see? What are
his ideas concerning Black Studies, the
Panthers, and politics in this country.
In a taped interview on Saturday,
February 14th Bill Cosby, who is pessi-
mistic and does not believe that all
oppressed people will ever get together
to form real power , discussed these and
other issues openly. As the interview ■
progressed Bill's natural and casual
manner served to relax the atmosphere
which opened up the exchange. When he
was asked about his thoughts on the
need for black dormitories and Black
Studies programs he mentioned that at
this time dorms are not the answers in
themselves because there must be some
integration before America can care
about a black as well as a white. He
continued by saying, "This may, however,
be effective in putting pressure on
some people to realize that black
people should be treated equally. You
are taking a chance, though, by segre-
gating yourselves with no strength for
infiltration." He sees , however , the
Black Studies program as being worth-
while, but feels there should be more
white people in them to combat white
America's basic ignorance.
The subject changed to the Black
Panther Party and he stated that he
agrees with their basic "10 Point
Program". "However," he adds, "what's
happening to them is a result of let-
ting the 'enemy' know what you plan
to do. If you are going to talk
about shooting a cop, go ahead and do
it, or the end result will be that
they break into your home at 4 o'clock
in the morning and gun you down'."
Bill cosby,like any other black
man, has had his share of confrontations
with the "man" and considers the most
decisive factor in winning , to be
POWER. Says he, "You find out how to
play the game;play it and beat the
enemy at it'." When asked if that was
his own personal philosophy , he dis-
agreed and went on to say, "There are
people you dig and believe in;work
with them. That's my philosophy and
it's proven to work."
After approximately five years
in the public's eye as an acknowledged
black millionaire, he has had to filter
out certain kinds of people , mainly for
financial reasons. In conclusion he
says , "Everyone with a growl, a clenched
fist and knowing all the twelve hand-
shakes doesn't necessarily happen to
be working for other black people."
He carries these feelings into his ..
perceptions of black politicians. Even
though the trend these days is towards
electing more black politicians , he be-
lieves that each and every black man
in power is not necessarily dedicated
to freeing other black people ;basical-
ly there are too many "pay-offs".
He ended his discussion on poli-
tics by responding to a question about
Vice-President Agnew and commenting
that he considered both Agnew and Nixon
total threats , not only to black people
but to poor whites as well(i .e. , cut-
back on H.E.W.,more expenditures on
war materials, and the ease of wealth-
ier people to avoid the draft) .
The pace of the interview was
changed and he talked a little about
his home in Beverly Hills and his child-
ren. Cosby, truly a thoughtful father,
tells of how he teaches his two daugh-
ters to respect all people but also
to defend themselves if they are called
a name. He went on to say, "They can do
one of two things ;smack the person in
the mouth or defend themselves ver-
bally. At ages 4 and 5, they 're much
too young to understand social and
Bill Cosby ended the session by
saying that his plans for the future
are to continue what he is doing now.
He wouldn't go into any more detail
because as he said, "I don't want to
arm the enemy."
That evening the members of WMIIA,
the Hampshire Gazette, Bob Alexander,
and myself (Jimmy Wilkinson) questioned
Mr. Cosby for a revealing 45 to 50 min-
utes. He mixed a casual exterior with
very definite thoughts on controver-
sial issues and still managed to slip
in a few funny lines. To say the least,
Cosby, like most contemporary black stars
is outspoken in his views yet somewhat
idealistic in his application for change.
Although he travfls in different circles
he is hip to what's happening among
young black people and is in a position
to lend his support if need be. I guess
that's all we can expect...
Or is it?
THE DRUM THE DRUM THE DRUM
THE DRUM THE DRUM
meeting of all staff era , writers ,
who wish to help mold a unique
to be present
For those interested in:
Health Careers Summer Program
Harvard Medical School
24 Shattuck St.
contact : Carol Sanders
MILLS HOUSE COFFEESHOP
BLACK HERITAGE FILM FESTIVAL
every Wednesday @ 8pm
* -k * ^
"Are You Listening World", A Thesis
production of poetry , dance, and
directed by Shelbe Freeman
presented April 16-17-18
@ Mt. Holyoke College, lab theatre
at a meeting on:
within MILLS HOUSE, 111
If you wish to work now and write
with us and cannot make
the meeting, phone 545-2414
THE DRUM THE DRUM THE DRUM
THE DRUM THE DRUM
Dudley Randall, poet and teacher
at University of Michigan
will read his poetry
Friday, March 13 @ 4:15pm
(? Herter Aud 231
Bill Hasson, grad. student and
teacher at the U-Mass Sch . of Ed.
will read his poetry
Tuesday, March 10(9 4:15pm
@ Herter Aud 231
"Feel Free" to fall on
in the DRUM office with your
scripts available @ MHC Blackhouse
for private auditions contact:
It seems that one progresive step towards the cause for black
pride and awareness in the revolution would be that black brothers
and sisters patronize the functions at other black educational communities
especially in the immediate vicinity.
Case in point :Brown University is presenting a Black History and Cult-
ural Festival this month, March 19-22. Here's what's happening..
Thursday (March 19)
1:00pm Art exhibit in Faunce House
6:00pm Film "Of Black America" series in Metcalf Auditorium
8:00pm Opening address with LeRoi Jones at Sayles
Friday (March 20)
1:30pm Lecture on Black Music with "Cannonball" Adderley at
3:00pm Poetry reading with Don L. Lee
4:30pm Cocktail party wifch Adderley and Lee
8:00pm Jazz concert featuring Adderley at Meehan Auditorium
10:00pm Mixer at Sayles with Billy Stewart
Saturday (March 21)
12noon Soul food banquet followed by an Afro-fashion show
((31.25 extra) at Andrews Dining Hall
2:00pm Cocktail Sip at Afro center with members and guests
3:00pm Informal lecture given by Dick Gregory at Alumnae Hall
4:30pm Sherry Hour with Dick Gregory at the Crystal Room
5:30pm Black Arts Festival buffet at refectory
8:00pm Memphis Stax/Volt revue with Issac Hayes, Carla Thomas,
and the Bar-Kays
10:30pm Mixer at Sayles Hall with the O'Jays or a live band
Sunday (March 22)
1:00pm Sermon with Jesse Jackson followed by a concert of
black spirituals at Manning Chapel
and Showing of the film "Uptight"
..for further information write the Black Student Organization
at Brown University, Providence, Rhode Island.
wishes to acknowledge the invaluable artistic
Brother Jimmy Wilkinson
we also wish to acknowledge the constant encouragement of
the Black Community
for without their presence and spirits and (har ass ing)
would not become a reality for us all.
TO THE PEOPLE
• ■■."-?*.■... ■•■ ■