Arkansas State press. [volume] (Little Rock, Ark.) 1941-1959, 1946-03-22
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e"~VoAe WIN 1iootd bCNddSt
there were no teachers at all and
that the situation looks worse for
l947. If these statistics apply to
the total population, little imagi-
nation is required to see what
the conditions are in Negro
schools. Unless these local col
ieges can produce trained teach
ers, it will be the blind leading
the blind. So long as clerics like
these two, who are in control are
interested only in covering up in
competency, mediocrity and back
wardness, the situation is hope
less.
Arkansas Baptist College
Little Rock, Arkansas,
March Is, 1916.
DR.. 7. w. Coggs, President
Arkansas Baptist College,
Little Rock, Arkansas.
Dear Sir:
Please accept this as evidence
confirming my resignation as
Chairman of the Department of
Social Science at Arkansas Bap-
list College, becoming effective
Monday. March 10, 1916.
1t is with regret that l find it
necessary to submit my resigna-
ton especially at this particular
time. I know only too well the
critical teacher shortage in
Arkansas generally. l am fur
Their aware of the temporary
hardship that may be experienced
by certain students in my classes
by a break in class room proceed
ure and in the continuity of in
struction.
However, when due considera-
ton has been given to all of the
relative factors, il is my consid
cred opinion that no good pur-
pose could or would be served
by my remaining at the institu-
ton when am in total and COM
plete disagreement with the adj
ministrative policies relating both
TO students and faculty as ex-
pressed by the present admin
stra6on. I therefore and here
with submit my resignation.
Sincerely yours,
OSCAR c. GREENE
Oscar c. Greene
The reasons for my resignation
are as follows:
!. The general tone of the insti-
tuition is that of a missionary
school in Africa for backward
natives. Conceptions, ideas and
programs which are the heart of
modern liberal arts college are
completely lacking and unwel-
come.
z. The social atmosphere in, at
and around the institution is that
of a medieval monastery. It is
quite well adapted to the training
of monks.
3. The administrative policies
relating to students are expressed
IN such manner as to distort
crush and Illustrate growing
young minds and personalities
Students are constantly told that
for the most part they are wards
OF charity. The idea that educa-
ton is not privilege but a right
to which every child born in
America is due is nowhere in
evidence.
I. There is little or no effort to
make the school an integral part
OF the community except in terms
Of church membership and fund
raising.
,. There is no systematic or
long-range program in educa.
tional procedure. Policies are in
dlvidually conceived, Johnny-on-
the-spot, and spur of the-moment.
This makes any faculty participa-
ton hopeless and uninviting.
o. No special effort is being
made to adapt an educational pro-
gram for veterans on the campus
T. The indiscriminate grouping
OF students regardless of age,
mental age and educational back
ground renders most class room
work sterile and certainly not
very effective.
8. Faculty members for the most
part are more frustrated and be-
yJildered than students, especi-
ally as to policy and the duty of
any particular administrative
officer. More often than not they
are simply unable to find out just
what it is all about at the insti-
tuition. They are frequently left
in the air, snatching at
unable to plan a