Evening star., 1961-06-01
The Negro in Washington -Howords Role Changing

N~N AAVAA ~ - aAC
over the community, but we
don't" one said. I'VE should
set standards for other Negroes,
but we don't. Our role should
be as an example setter, but
it isn't.
I'VE should not be aloof to
the problems. We should do
more OF directing the attention
of the students in the class
rooms to the issues affecting
our race. We should even force
the student body to participate,
If necessary"
Another student said:
II think Howard could and
should be the center of Negro
thought and influence in Wash
ington, but it hasn't been"
He said that because Howard
Is heavily supported by the
Federal Government, "it can't
afford to offend the Southern
Congressman who might vote
for an appropriation"
.''We should involve the COM
munity by taking a stand on
certain issues, which we can't
afford to now" he said. You
can't be isolated from the COM
munity. You have to go out
and talk to these people"
Urge Classroom Emphasis
Even in the classroom, it is
said by some, Howard has not
emphasized the Negro enough.
you are bound to hear from
some on the faculty that this
is not a Negro college and we
do express a Negro view
point" a teacher said. "Well,
that is something you're sup
posed to say. 1t is not the
reality.
Because the word hurt so
much, many people say let's
drop the word Negro Too
many people-and that even
includes few at Howard like
to stick their heads in the
sand"
Another professor expressed
1t in stronger language.
when ] came back to How
ard from Europe I thought it
was going to be a center of
thought, but it wasn't. We never
developed the social sciences.
We weren't even allowed to
develop our own research prof.
ects.
II wanted to use the Negro
community here in Washington
as a laboratory, but we weren't
permitted to-"
View of Howard President
DR.. James M. Nabrit, jr., the
new president Of Howard,
agrees that I'VE need to interest S
ourselves more in the COM l
munity." L
When told about the profess
sor who said he wasn't allowed S
to use the Negro community t
in Washington as a laboratory J
for research, DR.. Nabrit said: {
II wouldn't put 1t that &
strongly. But I will say it was {
difficult before. That hadn't I
been the focus" t
He was optimistic, when in
terViewed some weeks ago, about
the role Howard's new audi
torium will play in the Negro i
community. Already, he has I
appointed a committee to ar 6
range for a lecture and concert c
series for next year. His plan
is to admit students free with S
a nominal charge for the pub r
lie. t
Maybe that is one way in r
which we can begin to have
an impact on the community" S
he said. II hope to move How u
ard a little faster" t
Student Is Primary Concern
Howard's impact on the COM
munity is, of course, secondary
to its primary concern-the S
student. O
Here Howard has faced some d
thing of dilemma. Its princi- r
pal mission is the same as any L
other university-to train men a
and women for the RESPONSE
bilities of citizenship. Histor- d
ically, though, Howard has had il
q special concern for the Negro. a
This is reflected in the class S
rooms. v
An honor student from New f
York, who hopes to teach at Il
Howard after he earns his doc
torate, expressed his idea of the b
university's role this way: t
II believe in Howard, and I il
want to play a part in the o
university's role as a beacon of il