Sunday Gazette-Mail from Charleston, West Virginia on June 2, 1974 · Page 92
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June 2, 1974

Sunday Gazette-Mail from Charleston, West Virginia · Page 92

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Charleston, West Virginia
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Sunday, June 2, 1974
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Crossword Puzzle CRYPTOQUIP G I B C Y L P P I Q L R A Y- L T O L I B W G Y W W G J V I V Q M Y S Q O Q M J M J K T Y T C Y M M R Q K W Y S I A V I S W Q R Q J T J I S K R K L ? Today's Crypta|ttip clue: R equals G Answer for Sunday, May 26, Cryptoqulp: MEMO NOTED ON BACK OF TRUCK: IF YOUR BRAKES SLIP, PLEASE SMILE AS YOU SLIDE UNDER. 1. 5. 10. 15. 19. 20. 21. 22. 23. 24. 25. 26. 27. 29. 30. 31. 32. 34. 36. 38. 4L 42. 44. ACROSS Throe Bear cat Stately old dance Buddies Fragrance French airplane Anoint (archaic) Moroccan coin Persian fairy Son of Eber Tendon Preposition Growing out St Philip -Hit Group of eight Mass of spores Kimono sash Mud volcano Haggard novel Bishopric Henequen The turmeric 50. 52. 54. 55. 56. 58. 59. 60. 61. 63. 64. 66. 67. 69. 70. 71. 72. 76. 77. 82. 83. 85. 86. 4$. Held session 48. Tout's offering 87. 89. Sets coal edgewise Things to be done Pale Digress. Alfonso's queen Wear away Mason's hammer point Kind of heat Likeness Puppet Peanuts Harem room Recounts "-- lang syne" Goes before fix or tend Spend it in Rome Female ranch hand Except Met Sacred image Very wealthy man Tea Egyptian stink Maritime Karel Capek opus 90. 91. 92. 94. 96. 97. 98. 100. 101. 102. 103. 105. 106. Open lesions Famous author Rolled into a ball Luxuriant Kind of value Chinese dynasty Humor Kind of whale Irish sea god French article Man, for one Ref's cousin Odin, Thor, etal. 127. 128. 129. 130. 131. 1. 2. 3. 4. 5. 6. 7. 8. 9. 108. Venus and 111. 113. 115. 119. 120. 121. 123. 124. 125. 126. Vesper Christmas Early Peruvian Inventor of dynamite Inlet Exorcise Parts of speech Noted painter Minor prophet Greek poet of Lesbos Enroll 10. 1L 12. 13. 14. IS. 16. 17. 18. 28. 31. 33. 35. 37. 38. Flower Inclination Baker's need Germs Spruce DOWN John, Paul or Leo Arabian gulf Ibsen heroine Kasha Invalid's food Thoroughfare City in Michigan Active one X-ray of blood vessels Inactive A dye Planet Sour ale Recent Worth Vulgar contraction Overdue Narrow aperture Red dye Indian or orange A fabric Pamper Meadow Mold 39. 40. 42. 43. 45. 46. 47. 49. 50. Book of the Bible Anesthetic Turkey buzzards Dropsy Grimace of contempt Confuse Chinese liangs Marquee Place 51. Snow 53. 55. (Scot var.) Wagnerian earth goddess Sidereal 57. Mexican shrubs 60. Scorn 61. 62. Fish Uncanny 80. 81. 84. 85. 88. 90. 91. 93. Roman magistrate Hamlet, etal. A parasite Trees of southern U.S. American explorer Check Finch Pickpocket 95. Affluent 96. 99. 10J. 103. 104. 106. 107. 65. Fencer's St. 68. 70. 71. 72. cry Table scrap Spanish article Tavern Como, et al. Sure thing 73. Florida 74. 75. 76. 77. 78. 79. city Plaited Chew Godunov Whey Jazz pianist · Waller Utopian IDS. 109. 110. 112. The law thing Right of holding Depended French seaport Andrea -Sharp French sculptor Sign of healing Heavy volume English river Personalities 114. Not 116. 117. 118. 120. 122. any Mere Charles Lamb Roster Wages Upperclassmen (abbr.) 585 Average time of solution: 62 minutes. 19 72 08 73 09 OJ 20 83 120 125 129 104 8 76 70 IDS 10 U 25" 85 115 126 130 77 12 IS M 106 122 \S 16 11 18 2Z S3. 78 107 127 80 in ·47 I Iff SPEAKING Blast at anthologies " S E A R C H I N G FOR AMERICA," edited by Er- nece B. Kelly, Urbana, 111., S1.75. This impressively-titled book is a publication of the Conference on College Composition and Communication (CCCC) and the National Council of Teachers of English (NCTE), and the NCTE Task Force on Racism and Bias in the Teaching of English. It is a novel and lively introduction to a subject of great import to all teachers and students of American literature and culture. The study was prepared by a Textbook Review Committee of ten persons, ( f o u r blacks, two Chicanos, two Chinese-Americans, one Native American, and one Puerto Rican), appointed by the board of directors of the NCTE, as a result of a movement begun at the November, 1970, meeting, to establish criteria for teaching materials in reading and literature. ..The study contains the critical evaluations of 12 books widely used as college-level American literature texts, using as a principal touchstone the NCTE policy statement in "Criteria for Teaching Materials in Reading and Literature." The ten members of the committee considered the anthologies both from a generalized critical viewpoint and in the light of their familiarity with the literature and cultural history of the ethnic groups with which they themselves are identified. In regard to racism and bias, the committee said: The consequences of oppression make themselves most visible in major urban centers. But these consequences, if less overt, are just as real in rural America. By comparison, the amount and effect of racism and bias in English and Language Arts educational materials might seem insignificant. But they are not and cannot be ignored. .. .To be sure, the school experience is not the sole force that shapes self-images and attitudes toward others. But in the measure that school does exert this influence, it is essential that the materials it provides foster in the student not only a self-image deeply rooted in a sense of personal dignity, but also the development of attitudes grounded in respect for the understanding of the diversity of American society. "The task of the members of the Textbook Review Committee was twofold," Miss Kelly says in the introduction. "First, they wrote critical evaluations of twelve b o o k s . . . " a n d second, "they wrote essays commenting on the literature, culture, or history of those racial and ethnic groups which have been systematically excluded from Ameri- c a n l i t e r a t u r e collections. . . " Of particular importance was the method employed by the reviewers. They analyzed the 12 anthologies in the light of the "stated scope and intent of each text." Using this basis, the reviewers found "glaring omissions and insulting inclusions and commentaries" in works edited by such established scholars as Perry Miller and Walter B. Rideout. . In their introduction to "American Poetry" (1965), the editors - Gay W.Allen. W a l t e r B. R i d e o u t , and James K. Robinson, said: "The most important criterion for the selection of the poems. . .has been literary excellence." Unfortunately, this particular volume does not contain a single poem by a black writer. Puerto Rican, Mexican-American, Indian, or Japanese. "Stories of Modern America," edited by Gold, Her- .bert, and Stevenson (1961), contains only one story by a non-white -- "Battle Royal," by Ralph Ellison. And this representation of black people is demeaning and insensitive: it emphasizes sexual associations stereotypically identified with black men. Commenting on the exclusion / inclusion / misrepresentation of non-white writers, the reviewers said: Black people are constantly told to be objective, to set their emotions aside and stick to the fact. Without commenting on the validity of this injunction, might we not ask the white intellectuals to do the same? Who besides white people ever bestowed on Ellison the title of " s p o k e s m a n for the American Negro." Ellison himself does not claim this title. What poll, survey, or research was conducted and by whom to arrive at this conclusion? No white American author, certainly none in this anthology, is identified as a s p o k e s m a n for the American Caucasoid. The women are not presented as spokesman for the women. Not even the Southern authors, who represent nearly a third in the anthology, are introduced as spokesmen for a n y o n e but themselves. Whites, it seems, will eventually learn to let blacks do the same. In the foreword, the council and its panel of independent consultant readers said they were "not about to lead a vendetta against 'offending publishers'." They simply wanted publications that were truly representative of the literary and cultural history of America. The results have been surprisingly positive. Within a year, most of the publishers started revising their anthologies, and some invited the Textbook Review Committee to read t h e i r m a n u scripts and offer suggestions for improvement. But the committee declined the invitation, because that was not within the scope of its original assignment. The benefits have been enormous. Houghton Mifflin. McGraw-Hill, and Scott, Foresman and Co. and others have made more than a token effort to comply. Even the Norton Co.. which was one of the most adamant, has made considerable improvement. On the same principle, a number of other companies not included in the study have revised their anthologies, trying to adapt to the egalitarian trend. Today, quite a number of collections of poetry and prose are "minority-oriented," thanks to the forthright position taken by the NCTE and the (CCCC). This reviewer found only one flaw in this otherwise fair and just report. In a few instances, the committee seemed to be somewhat hypercritical. Having discovered so many imperfections in the 12 anthologies examined, it seemed inclined to look for more. For example, in judging the anthology entitled "American Literature: Tradition and Innovation "(New York, 1969, 3 vols.), the Committee said the premise came closer to "breast-beating" than did any they had examined, citing the following quotation: American literature is today recognized as perhaps the most dynamic and productive, one of the great artistic achievements of Western civilization. It becomes a pleasure, therefore, as well as a humanistic responsibility to read and read about this literature. . . The committee added further: "Not only is a statement such as this in poor taste, it also adheres to the old stereotypical, 'it's-best- because-it's from-the-United States' point of view held by many Americans." That judgment seems unjust. It is neither chauvinistic nor "square" to stress the positive aspects of our literature; it is right. And honest and sincere praise is wholesome. All teachers -whether they be left, right, or center in ~ their political views -- should strive for unity and peace. Russell Davenport has said: "Americans wish that other people should see their country as it really is: not an achievement, but as a process of becoming." This brilliant little book of only 106 pages is an important event in the study of American literature and culture. It will be of immense help to teachers and students in their efforts to obliterate the historical mentality that treats of class bias, exploitation, and rigid separation. Felix L. Paul Dr. Paul is professor and chairman of the English Department at West Virginia State College. 8m CHARLESTON, W. VA. -Jimp 9. 1974 Snnrlnv Gm.Ptt.p-Mru'1

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