Bronze Reporter [Volume: 1, Issue: 8]

Bas

ia.; EDITORIAL POLICY
It -The editorial policy of the BRONZE REPORTER is to pre
_ 4 in'their fields, and with variable backgrounds which will enable

PE ne Seas Cee

_ teacher closed it.
| They-have to go in at C. P. time.. hhair'to make:sure that every strand is in place. Then they

but which teacher wisely ignores.

Pave Two

The Bronze Reporter
IS PUBLISHED WEEKLY AT FLINT, MICHIGAN

~Editorial Address ~ 202 E. 13th St. Phone 3-8481.

STAFF:

EDITOR IN CHIEF....:. JOHN ~W. CALDWELL
EDITOR ~.......... dae Mace er Sak etc |. MELVIN E. ~BANNER
SOCHETYTBDITOR 20 ees leceeenesee.j... IRMA M. WILLIAMS
ADVERTISING MANAGER ou. eee. JOHN GIBSON, Jr.
CIRCULATION MANAGER. ~...2.00.------.-:dj-..-JWILLIAM CARSON
REPORTERS......... rectal JANICE STRONG, HENRY ROYSTER
~EDGAR HOLT

CLASSIFIED ADS
~Rates: ~70c for first fourteen (14) words and 3c for each ad
wditional word. All ads must be paid for in advance.

| [SUBSCRIPTION RATES
&:
Pee Weeke! CT yeab)s:c000 eh a $5.20

[pee Wreeles | (35 Game)... --cevarad nec fee dee ce dlecnns-fepeeoenes ue ene $3:00

sent the news as seen through the eyes! of its staff members,
as accurately as is humanly ~possible. 5
In like manner, it will bea reflection of Negro thought as
we see it... It~s scope will be national and ~its perspective truly
_American.
f No attempt will be made to ~grind axes~~ ~as the saying goes.
{HE BRONZE REPORTER IS A JOURNALISTIC VENTURE,
not a scandal sheet and its articles will ylways uphold the traditions of true journalism.
Our staff.is composed of men and women, very competent

them to cope with the many problems that one encounters on
a newspaper which renders public service.,

Our main objective is to be of PUBLIC SERVICE where

ever a need is felt, and- to that end we faithfully dedicate our

selves.
~THE STAFF OF THE BRONZE REPORTER

LET'S CALL A SPADE A SPADE

Have. ou paid a visit to your school lately? Well,

-why don't you? ~Some day soon when you have the
time, step up to your nearest school: and take a look in

at your child and see what he or she is doing?
Sit with them in the classroom whilé the teacher is

~trying to get the lesson for the-day started. Notice the |

different sizes of the boys and girls. Some, to you
might appear too large or too small to even be in school.
~But there they are, all races, all colors, and all kinds of
feelings about things. These are your children.

_ Most of them are well mannered, some of them are
not. And it is these that are not well mannered who
-are casting dubious reflections on those who are well
mannered. They come to school with the suavity of
cafe ~society, wearmg Dobbs hats, highly reflective shoes,

and hair so slick that-it isa rat race to the barber shop.

every week.

Before school starts at 8:30, shai individuals, and |

mean individuals, are to be found in clusters, gazing

upon their little flock of chickens, making comments

which belong out in the street. Let's call a spade a spade.

So there they stand, slick hair, black pants with white
stripes running down the~sides, shirts that shout at you
~before you see them coming, and shoes that hurt your
eyes, and their feet as well. There they stand, ~your
children and our future for tomorrow.

The bell-rings for class to begin, and they drag in two~

minutes late. ~They were standing beside the door as the
But since they are C. P. (forgive us),
A hand goes up to the

~simply ignore the teacher, who, to them is just there to
prevent the mfrom having a good time samdann 6 ~~

stroll leisurely to their seat.;

They cast a remark intended for the teacher to hear,
Teachers are there

BRONZE REPORTER

~GREAT MOMENTS 1H HISTORY

~THE Bic NIGHT ween us
we SCHOOL BASKET BALL TEAM
_WALLODED THEIR SITTER RNALS AND
HE. WAS HOTTER THANA PISTOL

GE Gousee
be) ~|_ was ScouTne Hwee ~
4 ATHLETIC ScHOLARSHIP

2 _iw ws Pocket;!?

a0 fy ae A
Ay p43 oe 1
=

5) Cte
o Soe

to help, not hinder.~ Then as the lesson is assigned, C. P.
slick-hair is looking out the window. He has seen his
gang across at the local lunchorium, ~so he contrives to
~get out of class by kicking the boy next to ~him.

The teacher has looked out the window also and has
seen the:same gang. But this the teacher cannot ignore,
so C. P. S. H. is sent to the ~office.~~ The'class settles
down once more now that the catylyst has been removed. The teacher, looking out the window:sees what was
feared, C. P. with the white-striped pants is smoking a
cigarette with the ~gang.~

We are now going to call a spade a spade. This joker thinks that he is~a Jack of spades. ~He has his eye on
a queen of spades and this places him in the -King of
spades position. Those ten spades that he earns every
week will make him an Ace on Sundays. He has to raise
the duece in school so he can maintain his position
among the other nine spades in the gang. He earns from
three to six times ~as many spades in seven days as eight
of the spades. He thinks that he is a-spade, this joker.

He holds no diamonds, no hearts, no clubs, no spades.
He is neither fish-nor fowl, bird nor beast.
no character-of worth, no struggle for that which is good,
and above all, no purpose. Aind this joker thas the audacity to call the teacher ~'no good~~, dumb, and ignorant.
This, to the teacher who is trying to get"him~to get along
with other people. This, to the teacher who has ~tried to
teach him the basic fundamentals. of making a living

with addition, division, multiplication, and subtraction.

This, to the teacher who is trying to te!l him of the dangers he is facing from ~isms and ideas which will take
away his striped pants, his expensive hats, and narrow
toed: ~shoes, and loud colored shirts.

ds this your child? We hope not. Is this our future?
We hope not. We have a lot of diamonds in school that
we can be proud of. There are also a lot of lovely hearts
in school also." Now where does your child fit in? Is
he a Spade? Are you raising a spade, be he colored or
white? Are you sure?

Have you paid a visit to your shined lately? Well,
why don~t you? And you will see them there, all col
ors, all shapes, all sizes, and with feelings about many

things. There are jokers among them, but these are
your ~children and they are the future of America.
may rest assured that the Flint schools have the best
teachers that can be procured. They are doing all they |
can to help the children of all- races. But. they cannot
turn these *tokers into spades ~without your help. ~You,

the parent, are needed, and ~needed badly.

Have you paid a visit to your school lately?~ Well, why} "

don~ t you?

|
|
4 #
|:.
|
|

|
|
|

|

bs men.:

No ~course, |
vaccount

You |.

Saturday, January 9, 1954.

ou oes
our Union...
our Community x

Large - Corporations, through
their information rack | service.
with ~reading ~materials for -workers, have joined ~hands with the
Conservative press in picturing

-| America ~as the ~Land of Prom
~ise~ ~where golden~. opportunity
beckons to everyone without regard to race or his original ~station in life. Full page ads in the
Sunday press-with frequent -edi
torials have been worked over- -
_time to~ make this myth ~folk.
_ gospel.~ |

It was once true ~that M denis,

peddlers and farm boys, became
caplains of industry and finance. |
School children learn early of
Horatio Alger stovies telling of
~little tykes who grew into big.
tycoons.~ In the past the American experience has indeed been
~distinctive in opportunities it
offered to. able and ambitious
With the ~closing of the: ~
frontier, the growth 4nd the concentration of industry, {the up-.
~ward mobility by men starting at
the bottom has become more difficult if not impossible. Aithcugh
working people are comstanily
reading or bombarded with this..
literature I am afraid they do
not.fall for it. They know full
well that all they can look for
from management after 25 years
of faithful service is a watch.
These hard working, intelligent
people know their history so well
until they believe that if they-are ~
to get anything wortnwnile, like
increased pensions, better social
security and the guaranteed an- ~
nual wage it will be through union struggle and activity. In the.
union the Negro worker concerned about ~his: future and better
opportunities for his children
meets his white brother with the
~same aspirations and as a team
they are hard to beat. Both may
~be interested in advancement but
their union education will. be
against the phoney methods for
advancement although they know
some succeed by using such techniques as ~buddying -up to the
foreman~, or ~running around
squealing on everybody,~ or just
Plain ~~bootlicking~. As decent
people they want to be considered for advancement with. honor,and respect.

According to management only
merit and ability are taken into
when ~considering men
for promotion. Hence if you don~t
go iup the ladder for success ~you
can blame yourself. I) suppose
they think workers become blind
when they see people with only
limited -education manage to -be
advanced to the better ~ jobs.
~Longer than. his ~white Union
~brother the Negro brother ~has
contented to wait for iadvance- >
ment, but the strange thing not
for ~himself but for his children.

Today trained Negro sons and
daughters.are being overlooked, |
misused, wasted by the big ~cor- ~
porations their fathers have ~given |
the best years -of their lives.
Supervision jobs clerical, techni- ~
cal, and labor relations jobs are ~

available but not to the Negro.
trained workers, Negro lawyers
labor rela
~should be -hired for
tions work.:

Good union people, Negro and
white should see to it that young
_Negro lawyers are employed by |
their unions. This will be a step: ~
for advancement as_ there are
many jobs that require experi- |
ence and ~here the union can: help _
Negroes qualify and benefit also.

Attend your union ~meetings,
union education ~classes and ~re- |

ember if you ~don~t ~make your
Union~ ~work ~for ~you ~it ~will ~~~
against you.

yY ~itll