https://d1y502jg6fpugt.cloudfront.net/22593/archive/files/5cc37435413761c5cca1b6979f75d862.pdf?Expires=1774483200&Signature=IN4R7Ax4MzwxHHCtVYR0PRQHMNIHAa1qybr96VMM-TndUYV3dBWrGfbE5Y2Z4YRd0UO1ANCMsoKZpX17ytHDslKhs-o374F5VoYK3TgpVRSfdtrfR9a1-mbSDGRGeWbX8sJwtS5L5phlnHx52zhWhKZYUFo0zwcYFasYM-S078tq9g2mbVguEPzjCiTveAovZ9tWn3%7Ef-sS45MjBoaTzbwxMn7dBWlc3HwO%7EpzzjhdEIWYVbtA0k3UUzUIKKX4qSLUdLH-whFXaN79dZ2xkA9JnRDOxoWWJrDfCnB9P%7E84AgFzw1n20PQ3ZdsVYGJN-nNgarwEdM8r72ssKVPUoZtA__&Key-Pair-Id=K6UGZS9ZTDSZM 8f14a70669a512b6fd69184a489e8827 PDF Text Text From Mis-Education to Education: The Renaissance of Philander Smith College p. 1 From Mis-Education to Education: The Renaissance of Philander Smith College By Walter M. Kimbrough, Ph.D. Speech Given August 25, 2005 Chapel Program, M. L. Harris Auditorium Philander Smith College December 13, 2005. This was the first day I began as president of Philander Smith College, the fulfillment of a dream I had as a graduate student in 1990 to become a president in 15 years. So I achieved that goal one year early. And I entered into this position with a sense of stress, but not pressure. Legendary football coach Lou Holtz once said before Rick Mirer's first start at Notre Dame that "Pressure is when you are inadequately prepared." I was prepared for this job, but there were big shoes to fill. A $30 million campaign. Three new buildings. Even the street named for my predecessor. I asked myself a myriad of questions. Would I measure up? Can I do the job? Would I be doubted because of my age? My first week was tough, but for other reasons. I learned many things that no one told me, and there were unforeseen challenges. I knew I had to begin an in depth study of where the institution "really" was. And so during the spring I held focus groups with faculty, staff, students, alumni, and community leaders. I poured through reports and statistics- four and six year graduation rates, GRE scores, graduate school options, cumulative and term GPAs. I even studied our competition, including their performance indicators, their messages, and their activities. This led to an epiphany. In higher education, there are really three types of schools. The balers are the major players with lots of status and money to operate. The next group we might call the "trappers," underground gems trying to move up but not quite sure how. And there are members of the posse, the folks who run on stage at the awards who never say anything or provide any lyrics. They're just happy to be there, but they are inconsequential. I saw us in the posse- happy, but not a real player in higher education like we could be. And I was reminded by my dad that having a small mountain of challenges would eventually turn into my blessing. Furthermore, I was haunted by the words of alumni I met in the first six months. They spoke eloquently about how Philander Smith College USED to be the place. It was known as the little snooty school for the very smart students. They carried themselves with an air of dignity and confidence, knowing that they were the cream of the crop. But even more compelling were the words of alumni from UAPB. As I entered the building of Miles CME church on a day where I was to give the message, an alumnus from UAPB, then A M & N, talked about how he could not get into PSC, and had to go to AM & N. He spoke about it with such reverence and even a sense of pride in the school that he could not attend. �From Mis-Education to Education: The Renaissance of Philander Smith College p. 2 What happened then for us to lose this luster? I would argue that PSC was mis-educated. In 1933, Dr. George Washington Carver wrote the classic text, "The Mis-Education of the Negro." In that text, he wrote, "The only question which concerns us here is whether these 'educated' persons are actually equipped to face this ordeal before them or unconsciously contribute to their own undoing by perpetuating the regime of the oppressor." So to have a renaissance, we must move from mis-education to education. Many of you might ask what exactly I mean by a renaissance. Well, it is a term used to describe the development of Western civilization that marked the transition from medieval to modem times. It also means bringing again into activity and prominence. But i f you still don't know what I mean, let me break it down. Economically, it's reactivation. Medically, it's resuscitation. Politically, it's revitalization. Civically, it's renewal. Theatrically, it's revivification. Athletically, it's resurgence. Musically, it's a remake (or simply old school). And theologically, it's revival, rebirth, and a resurrection. To achieve a renaissance then, here are the instructions. For my new students, everything is everything. I can imagine if my girl Lauryn (L Boogie) were here, she might have this to say to you: PSCfreshmen,here from EVERY GHETTO, EVERY CITY Now on campus, you're treated like SUPERSTARS (FATHER FORGIVE THEM) But soon realize that you're the LOST ONES The EX-FACTOR being THAT THING And WHEN IT HURTS SO BAD, guys say NOTHING EVEN MATTERS And WHEN IT HURTS SO BAD, girls say I USED TO, LOVE HIM, NOW I DON'T Of course, these are song titles from the massive 1998 hit, The Mis-Education ofLauren Hill. She indicated in an interview: "It's more about me finding myself and really, just, finding my own way through.... the reality is that we're all different, we're all unique and we're all special. And there's just certain things that we have to figure out for ourselves." Of the many songs, one speaks to where you are now: Everything is everything What is meant to be will be After winter, must come spring Change it comes eventually I wrote these words for everyone Who struggles in their youth Who won't accept deception Instead of what is truth It seems we lose the game �From Mis-Education to Education: The Renaissance of Philander Smith College p. 3 Before we even start to play Who made these rules? We're so confused Easily led astray There ARE rules, and through orientation workshops, Playfair with Freddie James, Willie Jolley, and Marlon Smith, we tried to give you the rules. Here they are again: 1. 2. 3. 4. 5. 6. There is greatness in this room Go to class, every day; sit in the front Get to know your peers Work together Form study groups- don't try to do everything by yourself Get to know at least one professor well each year- they will be able to write substantive recommendations later. MyfriendJoe Martin, author of "Tricks of the Grade," offers some tips on his website. Here are a few you might try this year: i. Professor X, if you were a student in your class, what would YOU do to get an "A" in your class? ii. Professor X, I'm not getting the kind of grades I know I can in your class; if you don't mind being candid with me, "What do you think I'm doing wrong?" iii. Professor X, other than the text, what other outside resources would you recommend I use to help me in your class? iv. Professor X, would you mind if I came by during your office hours to get some additional help? 7. Become involved in at least one out of class activity 8. Develop a success journal 9. Write out your goals and review them often 10. Lean on each other For a renaissance to occur, learn the rules To the returning students- become educated, not trained. Dr. Na'im Akbar, a note psychologist, authored "From Miseducation to Education" in 1982, following some of the thoughts provided by Dr. Carver. In this text, Dr. Akbar makes this analogy: "The dog that learns how to bury bones and to hunt more effectively for meet to feed himself and his family- that dog is educated. When that dog leams how to stand on its two hind legs and wear a dress and dance to music, that dog is simply trained. He is mis-educated. He is cute, and you will pay money to see him do it, but he is not an educated dog, he is a trained dog." He continued: "We are saying that education is a process by which you are more actively capable of manifesting what you are. When you increasingly manifest what somebody else wants you to be- which may or may not be critical to your survival as a life form- you are actually trained. �From Mis-Education to Education: The Renaissance of Philander Smith College p. 4 Most collegians today are trained- they remember material for a short amount of time to get by. Furthermore, today's students don't engage each other in intellectual dialogue outside of class. This is where learning truly takes place. As a student at the University of Georgia, I remember conversations with my fraternity brother, Henry Joyner. One night, we were up very late discussing Islam. Henry made a lot of points, and I was unable to really fully engage in the conversation because my knowledge was limited. So I knew I had to begin reading on my own. These discussions led to more reading, and led me to the writings of Na'im Akbar. This led to reading my reading Marcus Garvey, Malcolm X, Frances Cress Welsing, George GM James, and Molefi Asante. I wanted to know about myself, for myself. Today's students don't know about themselves. Here are two case studies. At my last institution, a student was asking me about the "Talented Tenth," and I realized that she did not know where the phrase came from. The student with her did not know either. At a reception that afternoon with a number of our Presidential Scholars, I polled the room to ask them who was responsible for the theory of the talented tenth. Only one presidential scholar knew out of about thirty in attendance- that's all. My wife used to work at Cornell University. During one Black History Month program, a student with her, from Philadelphia, stood with her at the playing of the Negro National Anthem. The student asked her what the song was, because she had not heard it before. I told Adria that down in the South, students know the song. In my orientation class the next day we met, I had them write the first stanza of the Negro National Anthem. With about 36 students in the course, only six could write the entire stanza. My favorite was the student who wrote, "Amazing Grace! How Sweet the Sound." I said, "Baby. That might be your personal anthem, but it's not the Negro National Anthem." Additionally, you're allowing yourselves to be trained, not educated. Last night I spoke with last year's Miss PSC, Carla Johnson, who is a first year law student at UALR to see how it was going. Carla was having to get used to not having every question she had broken down in the simplest form for her to digest. She was upset with an instructor who replied to a question Carla e-mailed her with a one-line answer- you are on the right track. I told Carla that the professor was helping her find the answer on her own, so that she would become educated. For a renaissance to occur, you must be educated. This means: 1. Go to every class, and sit in the front 2. Read a newspaper every day or watch the news, and not just local news, but Fox News, CNN, and even BBC. 3. Form book clubs- find a faculty or staff member who will be willing to serve as the elder for the group. Learn to read for your own understanding. My wife is working with a student in Georgia who is preparing for law school and she wanted her to broaden her horizons. So they read, "The Secret Life of Bees" and then had dinner to discuss it. �From Mis-Education to Education: The Renaissance of Philander Smith College p. 5 4. As well as asking each other what grade did you get, also ask (1) what did you learn? And (2) What do you understand? To the faculty and staff: Rise You Mighty Educators, Accomplish What You Will. Once again, hear the words of Carter G. Woodson from "The Mis-Education of the Negro": "When you control a man's thinking you do not have to worry about his actions. You do not have to tell him not to stand here or go yonder. He will find his "proper place" and will stay in it. You do not need to send him to the back door. He will go without being told. In fact, if there is no back door, he will cut one for his special benefit. His education makes it necessary." During my focus groups, one person mentioned this Arkansas mentality of just trying to compete, not to win. He saw that as the state of PSC as well, as did 1.1 think back to my first job at Emory University. I received some kudos for an article or interview I did that was on the national scope, and people around me were offering congratulations. Mrs. Camillia Flanigan directed all of the cleaning of the residence halls and special housing units, as well as some of the interior designs. She said to me, "We expected this from you. Baby, this is Emory. We're all superstars!" We must develop a culture of superstars. We have to look like it, and act like it. In the classic text, "Race Matters," Dr. Cornel West offers a strong critique of academicians: "The Victorian three-piece suit- with a clock and chain in the vest- worn by WEB DuBois not only represented the age that shaped and molded him; it also dignified his sense of intellectual vocation, a sense of rendering service by means of critical intelligence and moral action. The shabby clothing worn by most black intellectuals these days may be seen as symbolizing their utter marginality behind the walls of academe and their sense of impotence in the wider world of American culture and politics." What does this mean? It means we need to come to work on time. We will stay as long as needed to get the job done. We providefirst-ratecustomer service, and even say NO with a smile (I do it all the time!) We will return all calls and e-mails timely. And we will look our best according to the setting. In sum, this cannot be your job. It must be your calling. It must be something that you love doing. For how can we help students find their calling, when we hate our day to day existence. Why do I say this? Because although in loco parentis died in 1962, you are a role model, brother, sister, father, mother, Big Mama or Paw Paw to some student. One of my former students illustrates the state of families today. She was a presidential scholar- full ride with money to supplement her living, and yet she worked three jobs. Her younger sister was in school out of state, and had a baby which her mother took care of. She paid not only her car note and insurance, but her mother's as well. Her mom would call and say, "Me �From Mis-Education to Education: The Renaissance of Philander Smith College p. 6 and the baby don't have anything to eat," and she would make the 45 minute trip home. She asked me, "How do you tell your mom that SHE needs to do better?" Even here at Philander Smith College, our students will come from various backgrounds and we are needed to help them. One parent wrote this to me: "Dear Dr. Kimbrough: Thank you so much for taking the time to respond to my email. I won't take up too much of your time, but I want to thank you from the depths of my heart for offering to personally mentor my son. I cannot even begin to express the feelings of joy and relief I have now. I will be coming down with him on the 6 th of August, and I look forward to meeting you and your staff. Again, thank you sooo much for responding, and for taking him personally under your wings. I have to admit, he has not had a lot of positive Black men in his life to serve as role models. As a woman, I have done ALL I know to do, to raise him to be both responsible and respectful, but I realize that I can NEVER teach him how to be a MAN, in the truest sense of the word. So I SINCERELY thank GOD for you. I am sure this will no doubt be a WONDERFUL learning experience for him, both academically and otherwise. THANK YOU." For a renaissance, you must lead, you must be family Franz Fanon, in the text "The Wretched of the Earth," includes an oft quoted sentence from his seminal essay "On National Culture": "Each generation must, out of relative obscurity, discover its mission, fulfill it or betray it." Today, August 25,2005, those of us affiliated with PSC are this generation. PSC is in relative obscurity. Our mission is to become an excellent center of education for students with academic ability and those with the potential (and sincere desire) to develop their academic ability. It is now up to us to either fulfill this mission, or betray it. I cannot do it alone, nor am I able. And yet, I have the most to lose. Only 8 months on the job, I have more seniority as the permanent president than 14 of the 78 4-year HBCUs (18%), including those who have announced their resignations recently. So I must do the best that I can with the time that I have. That is my commitment to you. If you also give your best, we can move from mis-education to education. We can have a renaissance. We can truly become the GREAT Philander Smith College! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource From Mis-Education to Education: The Renaissance of Philander Smith College Creator An entity primarily responsible for making the resource Kimbrough, Walter M. Date A point or period of time associated with an event in the lifecycle of the resource 2005-08-25 Description An account of the resource A transcript of a speech by Dr. Walter Kimbrough during the Chapel Program held in M. L. Harris Auditorium on August 25, 2005. Subject The topic of the resource Philander Smith College--presidents Kimbrough, Walter M. Speeches, addresses, etc Publisher An entity responsible for making the resource available D. W. Reynolds Library, Archives and Special Collections Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context pres_KimbroughWM_00532 Rights Information about rights held in and over the resource <a title="Use and Rights" href="https://pscdigitalarchive.omeka.net/use-and-rights-policy" target="_blank">https://pscdigitalarchive.omeka.net/use-and-rights-policy</a>