{
"id": "p16022coll412:960",
"object": "https://cdm16022.contentdm.oclc.org/utils/getthumbnail/collection/p16022coll412/id/960",
"set_spec": "p16022coll412",
"collection_name": "Bureau for Intercultural Education (New York, New York) Records",
"collection_name_s": "Bureau for Intercultural Education (New York, New York) Records",
"collection_description": "Records (ca. 1940-1960) of the Bureau for International Education (New York) include correspondence, minutes, interviews, articles, publications, and reports. Also included are tapes and transcriptions of tapes of Stewart Cole. [Finding Aid available at: https://archives.lib.umn.edu/repositories/6/resources/5105]",
"super_collection_names": [
"African American Archival Materials"
],
"super_collection_name_ss": [
"African American Archival Materials"
],
"super_collection_set_specs": [
"p16022coll433"
],
"super_collection_descriptions": [
"Highlighting the impact of African Americans in every aspect of American life, as represented across all of the University Libraries' collections."
],
"title": "1934-1961. Panel of Americans, 1961. (Box 3, Folder 17)",
"title_s": "1934-1961. Panel of Americans, 1961. (Box 3, Folder 17)",
"title_t": "1934-1961. Panel of Americans, 1961. (Box 3, Folder 17)",
"title_search": "1934-1961. Panel of Americans, 1961. (Box 3, Folder 17)",
"title_sort": "19341961panelofamericans1961box3folder17",
"description": "This folder contains materials created/collected by the Bureau for Intercultural Education, based in New York, New York from 1934-1954. In January, 1934, Dr. Rachel DuBois, founded the Service Bureau for Education in Human Relations, a “clearing house” agency designed to help teachers and school administrators in setting up programs in intercultural education. This agency sponsored intercultural programs in fifteen schools in the New York metropolitan area (1934-1935). In January of 1937, the Service Bureau was invited to become the “Commission on Intercultural Education” of the Progressive Education Association. This arrangement ended in September 1938, however, and the original organization was revived and renamed the Service Bureau for Intercultural Education. During the late 1930s philosophic and programmatic differences emerged which led to the resignation of Dr. DuBois and other members of the Board of Directors and the dismissal of others. The Bureau for Intercultural Education (BIE) emerged out of a reorganization of the original Service Bureau accomplished during the period 1939-1941. During the next ten years, the Bureau for Intercultural Education assumed leadership over a number of influential programs in the field of intercultural education, including workshop training for teachers, scientific research in the emerging field of human relations and the establishment of field centers in such cities as Detroit, Gary, and Battle Creek.",
"date_created": [
"1961"
],
"date_created_ss": [
"1961"
],
"date_created_sort": "1961",
"creator": [
"Bureau for Intercultural Education"
],
"creator_ss": [
"Bureau for Intercultural Education"
],
"creator_sort": "bureauforinterculturaleducation",
"notes": "Forms part of the African American Digital Collections: Digitizing African American Archival This folder contains materials Across Collections project.",
"types": [
"Mixed Material"
],
"subject": [
"Education Societies, Etc. New York (n.y.)",
"Multicultural Education",
"Bureau for Intercultural Education (u.s.)",
"Du Bois, Rachel Davis",
"Progressive Education Association. Commission on Intercultural Education",
"Service Bureau for Intercultural Education (u.s.)"
],
"subject_ss": [
"Education Societies, Etc. New York (n.y.)",
"Multicultural Education",
"Bureau for Intercultural Education (u.s.)",
"Du Bois, Rachel Davis",
"Progressive Education Association. Commission on Intercultural Education",
"Service Bureau for Intercultural Education (u.s.)"
],
"language": [
"English"
],
"city": [
"New York"
],
"state": [
"New York"
],
"country": [
"United States"
],
"continent": [
"North America"
],
"parent_collection": "Bureau for Intercultural Education (New York, New York) records (IHRC382); http://archives.lib.umn.edu/repositories/6/resources/5105",
"parent_collection_name": "Bureau for Intercultural Education (New York, New York) records (IHRC382)",
"contributing_organization": "University of Minnesota Libraries, Immigration History Research Center Archives.",
"contributing_organization_name": "University of Minnesota Libraries, Immigration History Research Center Archives.",
"contributing_organization_name_s": "University of Minnesota Libraries, Immigration History Research Center Archives.",
"contact_information": "University of Minnesota Libraries, Immigration History Research Center Archives. 311 Elmer L. Andersen Library, 222 - 21st Avenue South, Minneapolis, MN 55455; https://www.lib.umn.edu/ihrca",
"fiscal_sponsor": "Funded through the Council on Library and Information Resources' Cataloging Hidden Special Collections and Archives program, with support from the Andrew W. Mellon Foundation.",
"dls_identifier": [
"ihrc382-box03-fdr17"
],
"local_rights": "Use of this item may be governed by US and international copyright laws. You may be able to use this item, but copyright and other considerations may apply. For possible additional information or guidance on your use, please contact the contributing organization.",
"page_count": 102,
"record_type": "primary",
"first_viewer_type": "image",
"viewer_type": "COMPOUND_PARENT_NO_VIEWER",
"attachment": "961.cpd",
"document_type": "item",
"featured_collection_order": 999,
"date_added": "2018-11-29T00:00:00Z",
"date_added_sort": "2018-11-29T00:00:00Z",
"date_modified": "2018-11-29T00:00:00Z",
"transcription": "PANEL of AMERICANS HANDBOOK 33 EAST 68th STREET NEW YORK 21, N. Y, contents part one: the panel story ............................................... 3 What Is The Panel of Americans?................................ 3 How Widespread is the Panel?................................... 4 Policy and Principles ......................................... 6 How Does it Work?.............................................. 7 Who are the Speakers?.......................................... 8 Audiences: What are They and How Should They be Met?............................................... 9 Esprit de Corps .............................................. 10 What People Say About the Panel............................... 10 part two: panel procedure............................................. 14 Building a Panel Speech..................................... 14 You ........................................................ 15 Your Group ................................................. 15 American Culture and Your Group............................. 15 The Panel as a Team......................................... 16 Order of Appearance ........................................ 16 Humor....................................................... 17 Sermons, Lectures, Cliches and Quotations................... 17 Learn Something About Your Audience......................... 17 Different Speeches for Different Audiences.................. 18 Evolution of Speeches..................................... 18 The Question Period ........................................ 18 Speak for Yourself.......................................... 19 Facts, Figures, Time ....................................... 19 Teamwork on the Panel....................................... 19 On and Off the Platform......................................... 20 Taste .......................................................... 20 Mechanical Details are Important................................ 20 During the Question Period...................................... 21 After the Program............................................... 22 The Panel Moderator............................................. 22 Introducing the Program......................................... 23 Moderating the Question Period.................................. 24 Meeting the Audience Needs...................................... 24 Keeping the Program Balanced.................................... 24 Enhancing Demonstrations of Teamwork............................ 25 Concluding the Program ......................................... 25 Evaluating the Program.......................................... 25 Sample Questions ............................................... 25 Questions for the Entire Panel ........................... 26 Questions for the Jewish Speaker .................. 27 Questions for the Catholic Speaker ....................... 29 Questions for the Protestant Speaker .............. 31 Questions for the Protestant, Catholic and Jewish Speakers ............................................ 32 Questions for the Negro Speaker .......................... 34 Questions for the Ethnic Speakers ...................... 36 part three: some resources........................................... 39 Books and Pamphlets...................................... 41 Films to See ............................................ 48 A Suggestion Sheet ...................................... 51 part one: the panel story what is the Panel of Americans? panel of Americans is ,a nation-wide discussion program in intergroup education. Sponsored by American universities as an educational experience for their students and a public service to their communities, panel of Americans is based on the premise that people of all ages, faiths or origins, meeting face-to-face for honest self-examination and exchange of ideas, can make a rich contribution to an American ideal: the free individual in a diverse society, respecting the dignity of his own and other peoples differences, because he has learned how to appreciate both, panel of Americans is geared to the philosophy that self-esteem begets mutual esteem. A panel of Americans team consists of five student speakersRoman Catholic, Negro, Jewish, Protestant and other ethnic Americanwho go out by invitation to campus and community groups to discuss the problems and opportunities arising from their respective differences, and to answer 3 audience questions on these issues. Audiences vary from adult Rotary clubs, church groups, womens organizations and PTA groups, to college and high school assemblies and sometimes classes of very young children. The purpose of panel of Americans is to bring people of varying racial, religious and cultural backgrounds together to examine themselves, their differences and similarities as Americans. The Panel does not seek to persuade or convince, only to stimulate people to think and to open up a door of communication with each other. It is not in any sense an interfaith program, nor is its object to suggest that there is a religious least common denominator. Panel members talk spontaneously in the first person about their own attitudes toward their own identity and heritage. It is a program of a highly personalized nature. A Panel speaker represents officially no church, no specific culture, no group as such; he represents only himself as a human being. His audience is asked to regard him as one individual expressing a viewpoint based on intimate experience and conviction. Question-and-answer sessions which follow the Panelists introductory speeches bring into play the vigorous exchange between Panel and audience which is the life-blood and unique character of this human relations program. Through such give-and-take, panel of Americans participants and their audiences are dramatizing the unity without conformity which is the strength and hallmark of American life. how widespread is the Panel? panel of Americans began with students from the University of California at Los Angeles during a period of racial and religious hostility in that city. Discussion teams consisting of five students of diverse religious and ethnic backgrounds traveled throughout California to meet with audiences of the armed forces, schools, PTAs, civic, church and labor groups to discuss the strengths and differences of their respective back- 4 grounds. After a demonstration tour across the United States, the U.C.L.A. Panel received requests from many other schools and communities for help in starting local panels of Americans. In 1955, the National Council for the Panel of Americans was organized, and in 1956 its national office was opened in New York City. Today more than a score of Panels are functioning on American campuses and new Panels are in the making for use both in geographic areas of special tension and on the international scene. A single Panel may make from 20 to 75 campus and community appearances a year. Requests are received regularly, from different sections of the country, for assistance by the National Council in organizing similar Panel projects for high school students, junior high school students and adult speakers. A womens Panel has been functioning in Kansas City. In forthcoming summers it is hoped that specially selected Panels can be sent overseas so that the American student can help interpret his own country to his European contemporaries and also bring back to his home campus the lessons he has learned about the attitudes and problems of university students in other areas of the world. An educational project, panel of Americans, inc. is a tax-exempt organization incorporated in the State of New York. Its headquarters are at 33 East 68th Street, New York City, where the National Council staff conducts its program for maintaining the integrity and effective continuity of the Panel project wherever it is in operation. A Director and Associate Director, assisted by an office staff, provide field service to each university sponsoring a Panel, initiate new Panels, conduct research and organize training conferences. Leaders in the fields of education, communications, human relations, labor and industry, are members of the Board of Trustees of panel of AMERICANS. Gilbert A. Harrison, a member of the National Council for the Panel of Americans, has declared: 5 Those of us who support the panel of Americans share at least two assumptions: first, that the United States must be strong not merely so that it can best defend the well-being of its own citizens but so that its influence throughout the world for a free and just society can be great; second, that our national strength is sapped whenever our people are divided and are estranged from one another by bitter suspicion. . . . My understanding of the purpose of the student panels of Americans is that they undertake to explain and illustrate, in college and university communities and in the general community, what the whole American family is at its best; namely, that the many members of that family, of different races, creeds and national origins and viewpoints, understand each other, respect and welcome their honest differences, but all the same live and work together as friends. policy and principles in cooperation with the educational institutions sponsoring the local Panel projects, panel of Americans, inc. seeks to preserve the integrity and effectiveness of each Panel as an educational program. With this in mind, the following general principles for the development and operation of the Panels are recognized: 1. Sponsorship of the Panel on any campus shall be by the university with supervision provided by an advisory committee composed of faculty members. Religious advisors and other consultants also shall be invited by the sponsoring school to assist in guiding the preparation of the students. 2. Each Panel shall be as broadly representative as possible of the major racial, religious and cultural groups represented on the university campus. 3. Students participating in the Panel shall be only those who are selected and guided by the most responsible segments 6 of the university community administration, faculty, religious advisors. 4. Faculty members or their qualified counterparts shall be used as moderators in all public appearances of the Panel. 5. The Panel on any campus shall be an educational rather than a social action program in intergroup relations. It shall rely upon persuasion and the expression of individual views and experiences of the student speakers rather than factual expositions on prejudice by student experts. 6. Each Panel shall be a demonstration of interreligious as well as interracial and interethnic cooperation in the effort to help cement campus and community unity in the solution of major intergroup problems. It shall not be an interfaith program in which capsules of the various religious traditions are presented in the context of a discussion on comparative religion. how does it work? In a panel of Americans performance, the five student members of the team appear together before an audience accompanied by a Faculty Moderator. The audience sees the Panel as a whole, in a setting of unity five young men and women who look like typical young Americans, bound together in friendship and the singleness of an educational endeavor. Yet, they are five young Americans who symbolize entirely separate, valid points of view the Roman Catholic, the Protestant, the Negro, the Jewish and the other ethnic American backgrounds (Oriental or Mexican American, Puerto Rican, American Indian or newly-arrived immigrant, depending on the region.) The Faculty Moderator introduces the speakers as a group. Subsequently, each student rises and introduces himself in a three to four minute personal statement which may begin as follows: My name is John Smith, I am a second-year student at XX University majoring in chemistry, I am a Catholic, an American and this is what I believe as an individual and . . At the conclusion of the five student statements, the Moderator invites questions from the audience. A free discussion between Panel and listeners concludes the program. who are the speakers? panel speakers are young people with convictions that have evolved from self-examination and their own inherited cultures. Through self-analysis and self-appraisal, and through the friendships and insights they have gained by association with their fellow Panelists, these students symbolize the basic American philosophy of individualism and the meaning of personal integrity. They are willing to talk to people they have never seen before about their values and experiences as members of specific religious or ethnic groups. They want to help these listeners become familiar with these groups. In turn, they want to enlarge their own understanding of different viewpoints. As they respect themselves, so do they respect each other and the members of their audiences. Their mutual relationship carries across to their listeners the sense of confidence and genuine curiosity-for-learning which are important ingredients of the educational process. panel speakers are not theologians or sociologists, nor are they preachers or teachers or trained orators. They know something about their own traditions and they have three kinds of understanding: an appreciation of their own background, an appreciation of the differences or similarities in the backgrounds of their fellow Panelists, and a respect for the sincerity of the questions which audiences direct to each of them. Sincerity in answering these questions, each according to his own knowledge and experience, is an important factor in the attitude of the Panelist. audiences: what are they and how should they be met? all over AMERICA, as the Panel speaker knows, there are men and women who have never had a chance to sit down, face to face, with anybody who is different and to ask questions about the inevitable matters which puzzle them. Some of these people have grown up with cliche attitudes about minorities. To them, a panel of Americans may represent several things. It may simply be a team from the College and this puts a responsibility upon the Panel students to be truly representative in dignity and deportment of the university which has sent them out or, variously, a team of spokesmen for racial, cultural or religious groups. The Panelist therefore has a double function in approaching an audience. Even if each Panel member makes the point that he represents only himself, it is the tendency of audiences to think of him as a symbol of his group. Therefore, he owes it to himself, his group and his university, to make the most attractive and dignified impression of which he is capable. Audiences are the life-blood of panel of Americans. An alert, genuinely thoughtful audience, young or old, can bring out the best ideas, stimulate the clearest thinking and create the most fruitful climate for the goal which the Panel has in mind: the fortifying of intergroup understanding. An audience is not a unit but a room full of individuals. A Panel speaker should answer individual questions with the same degree of personal respect which he asks of the audience in his own behalf. The questioner is a person, like the Panelist, subject to the same needs, doubts, searchings and strivings as any other human being and to the same possibility of error or indoctrination. A Panel speaker deals with his listener as he would like to be dealt with man to man, taking for granted the honesty of the question, even if it seems, sometimes, to be tinged with unfriendly challenge. The Panelist is prepared to 9 face the individual who is hostile, feeling an even greater responsibility toward him than toward the audience that is clearly sympathetic. Prejudiced or not, the audience affects the Panel, the Panel affects the audience. panel of Americans is not asking for miracles of understanding; it is asking people only to listen and think. People cannot be changed overnight, certainly not by one exposure to a Panels example of fair play and human decency. The Panel will be fruitful in some areas, fallow in others. But the ideas it sets in motion have the likelihood of reaching further than the room in which they have been released. Men and women may take something from that room into their own lives and homes and jobs. esprit de corps valuable in the extreme to the audience is the visible esprit de corps of the Panel speakers as a body. The audience which sees before it five young people of disparate background and ideas who are capable of mutual friendship and mutual regard is learning what America at its best is and can be. The rapport is a real one, for Panel members have shared many experiences together both on the campus and in public. what people say about the Panel the panel has played, I feel, a very significant role, both on campus and off ... it has proved to be an outstanding educational asset to Carnegie; members of the Panel have spoken of their participation in it as one of the most important extracurricular learning experiences of their college careers. J. C. Warner President Carnegie Institute of Technology 10 It would be my strong feeling that this kind of program, if it could be repeated all over this country with young people who are able to make the same kind of impression as the team at the University of Minnesota, would make a tremendous contribution toward improving relationships. Orville L. Freeman Governor of Minnesota . . It is a Panel of young Americans of varying religious beliefs and varying racial, ethnic and cultural backgrounds appearing together to testify to their common faith in the principles of American democracy. . . . Democratic values are therefore the primary topic of discussion and concern; each member presents those aspects of his faith or background which have a bearing on this problem. The Panel is not in any sense of the word an interfaith panel. ... It is not the object of the Panel to suggest that there is a religious least common denominator or to suggest that religious differences are insignificant. The members of the Panel do not meet on a shaky platform of emasculated deism: they come together in a common belief in the dignity and value of the individual man. . . -The Rev. James J. Maguire Notre Dame University It is difficult to express to you our appreciation for bringing the Panel of Americans to our luncheon meeting last Wednesday. This, without a doubt, was the most outstanding program that we have had all year. Don Greaves, President Dallas Junior Chamber of Commerce The evening performance of panel of Americans brought a turnout exceeding all expectations. We heard that never before had there been in a public meeting of this town so many representatives of the local warring factions. Certainly there had 11 never been so many Negro parents at a PTA meeting before. The children, whom we had addressed in our morning performance, had told their parents to come, and they did! A Student Panelist . . For the past ten years the problem of intergroup relationships has been a most perplexing and difficult one on this campus. . . . Literally nothing worked successfully, even for a short time, until the Panel of Americans program was introduced. . . E. G. Williamson Dean of Students University of Minnesota The consensus among students and teachers was: Great program . . . best weve had in years. As for my own reaction, I do not recall a classroom lesson in social studies that approximates the effectiveness of your Panel presentation from the viewpoint of the building-citizenship objective. Samuel Steinberg, Chairman Social Studies Department Stuyvesant High School New York City . . The Panel has a unique contribution to make at this time of tension in the United States. ... I thought the lack of self-consciousness and self-pity, the humor and forthrightness with which all the young people spoke was most persuasive. As I said that day, the value of the Panel can, it seems to me, be both subjective and objective subjective in its educational effect on the members of the Panel themselves and objective in its ability to reach its audience. Mrs. Yarnall Jacobs National Council of Women 12 Through the panel of Americans, the student makes his by conviction what was previously a matter of inheritance. The Rev. Andrew J. OReilly Advisor to Catholic Students New York University The Panel provides the opportunity and impetus to discuss serious problems in an informal and unpretentious manner ... it provides the opportunity for students from different backgrounds to get to know and enjoy each other on a simple, uninvolved level. ... I believe Panel helps students to know themselves better. . . . A Panel Student Occidental College Los Angeles, California Judging from the attendance at the Panels presentation and the comments which the delegates made in the final evaluation questionnaire it was one of the high spots of the conference. ... I am more certain now than ever that great good can come to both the students who comprise the Panels and the people they associate with. . . . -Francis C. Shane United Steelworkers of America 13 part two: panel procedure building a panel speech the most important element in your Panel speech is YOU. In the three or four minutes you have available, your purpose is to win the confidence and interest of your audience. Since you are not appearing as an expert or professional lecturer, your speech should be conversational, your remarks delivered without notes. Personal anecdotes about real situations you know at first hand will help develop rapport with the audience. Specific episodes in your life or experience, however, should be used only insofar as they illustrate points related to the theme of the Panel and your role in the program. Each speaker has a somewhat different job to do, depending on his group identification. Sort out the three or four basic points you want to make about yourself, your group and its part in American culture. Choose them with great care and in consultation with the faculty advisor working with your 14 Panel category, for this may be the only opportunity your listeners will ever have to learn about your group. Illustrate these points with your own personal experience. Relate yourself and your background to the other students and groups reflected on the Panel. The following outline and questions may be of help in building your speech. you 1. who are you? What is your identification, your name, your faith, your status in college? Your personal introduction may describe your family briefly, or some dramatic experience you have encountered as a member of your particular group. 2. why are you on the panel? How do you fit into its scheme and why is it important to you? your group 1. FACTS AND FIGURES What are the three or four basic points you think every audience should know about your group? Information about your group will help your audience share your pride and interest in being what you are. You may want to explain certain points about your group which are commonly misunderstood. Choose only those which are most important and most closely related to the theme of unity in difference which characterizes the Panel. 2. DIFFERENCES AND SIMILARITIES How have your religion, your family or your education helped you to appreciate the differences among people and to meet the problems arising from these differences? American culture and your group 1. PROBLEMS AND OPPORTUNITIES a) What is the relationship between your group and the total pattern of American culture? 15 b) What are some of the specific problems or opportunities growing out of the differences among us? What are some of their causes and consequences? c) How are you, as a person, affected by these problems? How are you, as a member of your group, affected? How are you, as an American, affected? 2. RESPONSIBILITY a) Are you concerned about prejudice against groups other than your own? If so, why? b) In your opinion, what can be done to improve relationships among people? Is there anything in your own tradition which causes you to make these particular recommendations? What are you yourself doing about them? the panel as a team each panel speaker must remember that he is part of a team. The effect of the Panel is cumulative. Your speech must therefore be planned as part of a continuity, so that the impact of the program on the audience produces, in the end, a total experience. To avoid repetition, you must build your speech in relation to the other speeches. If one student is stressing employment or housing problems for his own group, another should avoid these subjects and explore the nature of prejudice in specific tension areas or professions, or the international and psychological implications of prejudice. This device serves to stimulate a variety of questions from the audience. It also permits the Panel program to emerge as an integrated whole, with five individuals applying five different insights and viewpoints to the same ultimate purpose. 1. order of appearance panels have found that a change of pace and a variety of personality adds a spark to the program. Therefore the order of speakers may be arranged in terms of lively, humorous or seri- 16 ous elements in the personality of the specific student. To begin and end a program with a strong, lively speaker has been found effective. It is sometimes valuable to use the white Protestant speaker as the concluding voice, particularly where audiences are predominantly Protestant. 2. humor one of the hallmarks of the panel of Americans is that its speakers bring to extremely serious problems a lightness of touch and humor which frequently help to ease tension which may arise in discussing these matters. You will want to use humor sparingly and only when it comes naturally and in good taste. When the timing is right, however, and a light thrust comes spontaneously to you, use it to the fullest. Humor can contribute spontaneity and variety which help your listeners keep the Panel and its meaning in their minds after your program. 3. sermons, lectures, cliches and quotations panels throughout the country have found that audiences are intrigued by the program because it gives old words and problems a new look and sound. It is extremely important, therefore, to guard against preaching or lecturing to your audience. The Panel can bring new life and meaning to worn-out phrases and ideas by careful selection of words and the use of personal illustration. If you can translate the familiar concepts of brotherhood, prejudice, minorities, into new statements and situations, you will be performing a real service. Quotations from verse and song are of very questionable value. In the main, your listeners are more interested in your ideas rather than in those they may have read or heard elsewhere. 4. learn something about your audience if possible, find out in advance what kind of people you are going to address, their interests and attitudes and the sort of 17 community they live in. This will help you to develop a discussion meaningful and relevant to this particular audience. 5. different speeches for different audiences your basic speech, once planned, will need certain adaptations for different age groups among your audiences or different affiliations of groups. A speech appropriate for a high school assembly will need reshaping for a Rotary Club luncheon, a PTA group, a foreign student group or a classroom of elementary school children. 6. evolution of speeches panel students find that their ideas change with time and experience. Your speech may need to be revised, may grow and be altered by the test of audience response. More humor may sometimes be needed in order to lighten the mood of an over-serious speech; more dignity to lend stature to a speech too lightly conceived. the question period the give-and-take between Panel and audience which characterizes the question period is the high point of a Panel appearance and can be the most rewarding aspect of the entire program. In this free exchange of ideas between speakers and their listeners, the audience changes from a unit to a roomful of articulate individuals, each one at liberty to direct his own thinking to the specific Panelist of greatest personal interest to him. As individual challenges individual, the discussion stimulates honest examination of issues, clarifies misconceptions, dispels rumors. Human relations communication, at its most fruitful level, ensues. When the Moderator has repeated a question from the audience, rephrasing it, if necessary, he directs it to the student Panelist to whom it relates, or, on occasion, to a Panelist 18 who may volunteer to answer it. A broad question may require comment from more than one student. Answering questions is a skill comprising more than a command of facts. Tact is essential; forthrightness and the earnest assumption that a questioner is speaking in good faith; friendliness and dignity; brevity and emphasis on the personal. All these are elements of the effective answer. The following points have been found useful in guiding Panel speakers during question periods: 1. speak for yourself panel of Americans does not bring to the public religious or sociological experts. The individual Panel speaker does not, and should not, assume responsibility for all Negroes, all Protestants, all Jews, all Catholics, he can tell his audience only what he himself knows from firsthand observation. If he does not know the answer, it is wise to admit this honestly. Another Panelist or the Moderator may be able to satisfy the questioner. 2. facts, figures, time be brief, but complete. Many questions require a command of factual information which you may acquire in consultation with your faculty and religious advisers, in discussion with fellow Panelists at your regular meetings, in reading and research. If a question is asked in good faith (always assume that this is the case) you will need to support your answer with as much actual data as possible. 3. teamwork on the Panel friendly differences of opinion among the Panelists are natural and will arise from time to time. The existence of this disagreement actually demonstrates the unity in diversity of the Panel philosophy. More frequently demonstrated, of course, is the friendship and mutual respect among Panel speakers 19 during the question period. It is not advisable for one speaker to answer for another, especially in the area of religion. There are times, however, when it does become necessary for a student to rise to the defense or aid of another Panel member who has been cornered by a hostile question. For example, the white Protestant speaker who receives few direct questions about his own tradition often can supply comments or facts which help dispel rumors or misconceptions about other groups. Such a display of teamwork has its own dramatic yet subtle impact on the audience and has been found by all Panels to be of positive value. on and off the platform 1. taste Although the panel of Americans is not a show, a Panel program is, in a sense, a dramatic presentation taking place on a stage and subject to some of the same judgments and criticisms which the spectator applies to any other form of public appearance. Good taste is therefore an essential of your approach to a Panel performance. Whether or not you conceive of your role as an individual one only, you are, symbolically, to those who watch and listen, a representative both of your school and of your entire group. 2. mechanical details are important panels throughout the country have found that the following points of behavior should be borne in mind, both on the platform and during the post-Panel gathering between students and audiences. a) Avoid the use of notes so that at all times you can meet the eyes of your listeners while you are on the platform. b) Stand when delivering your remarks, both during your own introductory speech and during the discussion period when a question is addressed to you. 20 c) Dress conservatively, with an eye to the visual appeal you will have for your audience, both as an individual and as one of the members of the Panel group. d) Be attractively groomed. e) Watch your posture. Be conscious at all times of the visual impression you are making on your audience. f) Be courteous to your fellow Panelists. During a fellow-Panelists speech, turn toward him, giving him the same attention he is receiving from the audience. Appear to be absorbed in his remarks, even though you may have heard them many times before. g) Use a microphone if one is available. If not, be sure that your voice can be heard clearly all over the room. When in doubt, ask the audience if it can hear you. h) Try to avoid the use of a table. Its absence will bring you closer to your listeners, giving them a full view of you and eliminating what may be, literally, a barrier. 3. during the question period a) Assume that your audience is sympathetic and friendly. b) State your own position positively. Never attempt to speak for any of your fellow Panelists. c) If an unfair question is asked, seek to control any manifestation of indignation or belligerence. d) If another Panelist is being harrassed by a questioner, you or the Moderator will need to go to his defense. e) If a member of the audience speaks irreverently of matters which you hold sacred, you must bear in mind that his intention may not be negative but simply an accident of phraseology. f) Answer each question as though it were unique and you had never heard it before. g) Be attentive to the comments of your fellow Panelists and listen alertly to each one, keeping your eyes upon the speaker. 21 h) If a genuine disagreement should develop among the members of your Panel during a performance, do not thrash it out then and there. Save it for discussion when the program has been concluded. A normal amount of disagreement is healthy. Real conflicts of opinion, however, are best kept for private airing. 4. after the program after panel appearances, the speakers are usually invited to share refreshments informally with their hosts and with the audience. The impression which the Panel creates is a continuous one and needs to be constantly in your awareness as you deal in closer relationship with new people. It is well to capitalize on such opportunities to go on with a discussion of some problem stimulated during the program. The Panel is setting an example and is automatically under critical scrutiny. No Panelist can afford to become too relaxed in his personal behavior, even after the performance. the panel moderator a panel team appears in public with a Moderator who is a member of the Faculty or his qualified counterpart and who has worked in preparatory sessions with the speakers. The Moderator has a key position in the Panel. At each program, he is the bridge between Panel and public. He is also the Panels guide in matters of public relations and of staging, taste and judgment. His first job during a performance is to win audience confidence and to establish preliminary facts about the program such as university sponsorship and the unprofessional nature of the program. As an individual, the Moderator is a personality in his own right. He lends the flavor of his own thinking to this role and will coordinate the Panel performance in his own special way. 22 At no time, of course, does he attempt to slant a program to serve any platform of his own. He stays out of the discussion as much as possible, since it is the students who must be chiefly responsible for answering the questions. He occasionally may have to serve as a buffer between the students and audience, however, and his influence in supporting and assisting the students cannot be over-estimated. 1. introducing the program the moderators introductory remarks, 3 or 4 minutes in length, establish rapport with the audience. A variety of devices for achieving this are open to him: a) He sets the mood of the program by stressing that it is creating a conversation among friends rather than a debate, a lecture or a dramatic offering. b) He expresses pleasure in confronting this particular audience in this particular community; he may refer to the trip or to experiences the Panelists have had in arriving at this particular place. c) He may speak of some unique aspect of this audience or community in order to make the listeners feel the Panel is familiar with and interested in their community. The Moderator then describes briefly the purpose or background of the Panel and introduces the actual program by stressing three points for the audience to keep in mind: a) Panel students do not pretend to be experts on anything but themselves, their own feelings and convictions. b) Panelists are not official representatives or spokesmen for their respective groups. c) Panelists will welcome questions from the audience at the conclusion of their own personal statements. The program then begins, as the Panel is introduced as a whole. Each speaker rises, identifies himself by name and affiliation, and makes his own remarks to the audience. 23 2. moderating the question period if an audience is slow to start its questioning after the students have spoken, the Moderator may stimulate listeners with the following devices: a) Planted questions; anecdotes; a bit of humor. b) Questions from the Moderator himself, to prime the pump. The Moderator must try to protect the Panel from unfriendly attack by questioners, and must clarify any questions which are not immediately comprehended. a) He may need to rephrase and focus a listeners question in order to make it answerable. b) He may need to siphon off hostility from an antagonistic question by treating the episode simply as an honest request for information. His ability to maintain a calm atmosphere under such provocation is an essential part of his function. c) He may need to divert a heckler or restrain a long-winded questioner with a personal axe to grind. 3. meeting the audience needs if a panelist fails to answer a question to the satisfaction of the questioner, the Moderator may have to rephrase it and throw it back to the Panel until the audience is pleased. If audience hostility or dissatisfaction is aroused by any real error on the part of the Panel, the Moderator may smooth out any negative effects. 4. keeping the program balanced the moderator will often need to spread the questions around in order to avoid placing the burden of answering on the shoulders of any one Panel speaker. If the discussion tends to bog down or to become a debate, the Moderator can divert it by asking for questions on some other issue. 24 5. enhancing demonstrations of teamwork a moderator should attempt to draw each one of the Panelists into the discussion. The Moderator may sometimes have to watch for the loaded question aimed at one Panelist in particular. Advance preparation of the Panel guarantees that, to save a student from needing to answer defensively, some other Panelist will jump into the breach. If the Moderator is alert, he can see that the speakers have ample opportunity to jump in for each other. This all for one and one for all is a powerful illustration of the panel of Americans' philosophy in action. 6. concluding the program the moderator should sum up the program with a capsule remark on the purpose of the Panel and its reasons for having come. The program is not over even when the Panelists have left the platform. Often the most effective work of the Panel is still to be accomplished, during conversation over coffee, luncheon, or dinner. 7. evaluating the program after any program, the Moderator and his Panelists will hold, among themselves, an evaluation session. By this honest method of judging their own performance, the Panelists learn to sharpen their own personal and mutual effectiveness. The Moderator must assume responsibility for pointing up the good and bad aspects of the preceding program and for helping Panelists plan ways of improving the next one. sample questions the following list of questions is included to indicate the nature, number and variety of questions that are asked by 25 audiences. The questions all are actual ones that have been asked of Panel members in the past. Some are petty, some superficial, some searching. Some represent a sincere desire for information, while some are entirely outside the province of the Panel program. The Panel speaker needs to be forewarned about the variety of questions and the occasional bigot or heckler. Audiences will not all be in sympathy with the Panel, and constructive ways of meeting the difficult question or questioner must be developed by each Panel and its advisers. Each locality may expect different specific questions, and ways of answering them will depend upon the local situation. Each Panel will need to get the facts and background relevant to its area and frame its answers accordingly. questions for the entire panel A. Personal 1. Why are you on the Panel? 2. Do you ever feel prejudice toward an individual or group? 3. How do you feel about intermarriage, both racial and religious? 4. Do you think your Panel actually is doing any good? What do you accomplish? B. Prejudice 1. What causes prejudice? 2. Dont groups ask for prejudice against themselves by putting up barriers between themselves and others? 3. Is there more prejudice in the South or North? 4. Do you think prejudice is increasing in the United States today? 5. Is there racial or religious prejudice in Soviet Russia? 6. Arent all of these questions based nearly 100% on economics? C. What Can Be Done About It? 1. Can you legislate against prejudice? 2. Will education eliminate prejudice? 26 3. We agree with you, but what can we do about our parents? Our teachers? 4. Wont we have to have one race and one religion before we can have real understanding among people? 5. Dont you think that talking about prejudice just stirs it up? D. Miscellaneous 1. Can an atheist be a good American? Why dont you have one on the Panel? 2. Should public tax money go to maintaining private schools, including parochial schools? 3. What is your attitude toward discrimination in fraternities and sororities? 4. Are there quota systems restricting admission to your college? questions for the Jewish speaker A. What a Jew Believes 1. Do Jews believe in God? 2. Can a person join the Jewish religion as he can join any other church? 3. Do Jews have parochial schools like the Catholics? 4. Do the Jewish people celebrate Christmas? Why do Jews celebrate New Years at a different time of year from the rest of the people? 5. Do you believe in the New Testament? Why not? 6. Do you believe in joint Christmas-Hannukuh services in school? 7. Does the Jewish faith accept converts? Do you have missionaries? 8. What is the Jewish attitude toward intermarriage? B. What is a Jew? 1. Should Jews be assimilated or retain their group identity? 2. Are the Jews a race, religion, a movement or a nationality? 3. If I do not follow the Jewish religion, although my parents do, then I am not Jewish, am I? 4. What is the main difference between the Orthodox Jews and the Reform Jews? How do the Orthodox Jews look upon the liberal Jews? C. Misconceptions and Prejudice 1. Why have the Jews always been persecuted? 2. Why did the Jews crucify Christ? Why dont the Jews accept Christ as the Messiah? 3. Why do all Jews look alike? 4. Do you think someone in a minority should force his way in where hes not wanted? 5. Why are Jews more intelligent and better business men? 6. Why are so many Jews money lenders? In the clothing business? In the motion picture industry? 7. Doesnt Judaism lead ultimately to materialism? 8. Is there much anti-Semitism on your campus? In your community? If so, what form does it take? 9. Do Jews want to live among themselves or others? Why are they so clannish? 10. What do you think of movies which try to combat anti-Semitism? 11. Why do Jews try to cheat people? Is it true that the Jewish religion teaches that it is all right to cheat a gentile? 12. Are Jews ever prejudiced against Negroes or other Jews? D. Israel 1. Why are the Jews making so much trouble in the Middle East? 2. Should a Jew in this country owe allegiance to America or to Israel? 3. Why dont the Israelis either resettle or compensate the homeless Arabs who live in camps at their borders? 4. Why do the Jews feel that Palestine is their home? What claims do they have to it after 2000 years? 5. Do they discriminate against other races in Israel? 28 questions for the Catholic speaker A. What a Catholic Believes 1. Do you, as a Catholic, believe that non-Catholics will go to Heaven? 2. Why dont Catholics eat meat on Friday? 3. Do you worship statues? Why? 4. In confession why do you have to go through a priest? Why cant you go straight to God? 5. Why is confession so necessary to a Catholic when it so often seems to be an empty gesture? 6. If a man kills another man and confesses it to the priest, will he be allowed to go out and never give it another thought? 7. Must Catholics believe everything the Pope tells them? 8. Do Catholics owe allegiance to the Vatican or to Rome? 9. Do Catholics believe in evolution? 10. Why do Catholics say the Mass in Latin? 11. Is there such a thing as purgatory? How can you prove it? It isnt mentioned in the Bible. 12. What is the new dogma of the Assumption of the Virgin Mary? Why do you worship the Mother Mary? 13. Why do Catholics have a different Bible? 14. What is the difference between Catholics and Protestants? 15. Dont you lose your own religion when you learn about others? 16. Why are Catholics forbidden to enter into any kind of interfaith activity in some cities? 17. Do all Catholics believe as you do, or are you a liberal Catholic? B. Marriage, the Family, Schools 1. Why does the Catholic Church insist that a non-Catholic who marries a Catholic must give up his religion and agree to have his children reared as Catholics? 2. Can a marriage between a Catholic and a non-Catholic work? 29 3. Is it true that when you marry you must have a child a year? 4. Why cant nuns marry? 5. Is it true that a Catholic is excommunicated if he marries a non-Catholic? 6. Why do Catholics have to go to parochial schools? 7. Dont parochial schools simply accentuate the barriers between religions? 8. Why should the public school system support Catholic schools? Are only Catholics permitted to attend parochial schools? 9. Do you believe in the separation of church and state? 10. Why do the Catholic Schools teach that the Jews killed Christ? C. The Social Order 1. What are the Catholic Churches doing about integration in the South? 2. Are the parochial schools in the South segregated? 3. How can the Church sanction the Franco regime in Spain? 4. How can you explain the fact that in predominantly Catholic countries the poor are poorer and the Church is wealthier than elsewhere? 5. Why dont Protestants have religious freedom in Catholic countries like Italy, Spain and Argentina? 6. Why does the Masonic lodge refuse Catholics as members? 7. What right has the Catholic Church to censor books or motion pictures? 8. What is the Index? 9. What if a Catholic were elected President of the United States, wouldnt he be loyal to the Church first and nation second? 10. Why are Catholics so clannish? 11. Are Catholics ever prejudiced against Negroes? Against other Catholics? 30 questions for the Protestant speaker the white protestant speaker on the Panel of Americans does not receive a great many questions on his religious beliefs and practices from most audiences. As a person who may never have experienced prejudice against himself or his group, however, the white Protestant speaker has an extremely important role in the question period. His comments on a variety of general questions will help other white Protestants in the audience examine their own attitudes and thinking on these issues. Protestant speakers, therefore, should refer not only to the questions below, but to the lists marked Questions for the Entire Panel and Questions for Protestant, Catholic and Jewish Speakers in preparing for their work with the Panel. A. What a Protestant Believes 1. What does it mean to be a Protestant? 2. Why are there so many Protestant denominations? 3. Why are the Protestants so disunited? Is anything being done about it? 4. What is the main difference between the Protestant and Catholic religions? Between the Protestant and Jewish faiths? (Most Panels recommend that each person answer only for his own faith.) 5. Do you believe in personal prayer? 6. Do you give up anything for Lent? 7. Do you believe in confession? 8. Do Protestants have a different Bible? Is it in Latin? 9. Do you believe in the Trinity? 10. Do you believe in the Resurrection? 11. Do you have a catechism of things you believe? B. Marriage, the Family, Schools 1. What does the Protestant church teach about intermarriage? 2. Why does the Protestant always have to give up his faith if he marries a Catholic? 3. Can marriage between a Protestant and a Catholic or Jew work? 4. Do Protestants have parochial schools? 5. Dont parochial schools simply accentuate the barriers between religions? 6. Why should the public school system support any parochial or private schools? 7. Do you believe in the separation of church and state? 8. Why do Protestant Sunday schools teach that the Jews killed Christ? 9. Dont you lose your own religion when you learn about others? C. The Social Order 1. What are Protestant churches doing about integration in the South and North? 2. Why are some Protestant parochial schools in the South segregated? 3. Why does the Masonic lodge refuse Catholics as members? 4. Would you vote for a Catholic if he were a candidate for President of the United States? 5. What do you think about the birth control issue? 6. Why are Protestants against such legalized gambling as bingo? questions for the Protestant, Catholic and Jewish speakers A. You and the Panel Idea 1. What can you say to people who are prejudiced? 2. Would you want your sister to marry a Negro? 3. What would you do if a Negro boy asked you for a date? 4. Is it better for boys and girls of one religion to go with people of their own faith? 5. Can intermarriage work? 32 6. What can a white person do to get to know a Negro? 7. If you were a property owner in an average American community, would you rent to a Negro? 8. Doesnt the fraternity system contribute to class barriers? 9. Would you object to having a Negro or Oriental family live next door to you? What about property values? 10. These fine ideals are all right, but you cant eat them. What would you do if you were running a business and hiring Negroes or serving them meant a falling off of your sales? B. Your Beliefs and Their Application to the Panel 1. Cant people be too equal? 2. Isnt there a danger of moving too fast in this business of understanding? 3. Why dont the churches and synagogues do more about the interracial problem? 4. If religion teaches Brotherhood, why is there discrimination in its institutions? 5. If we are all Gods children, why do we all worship God in different religions? 6. Why are most people who go to church such hypocrites and why do they discriminate? 7. Do you believe in joint Christmas-Hanukkah Services in school? C. Loaded and General Questions You Can Help to Answer 1. Wouldnt the Negroes prefer to go to their own schools? 2. Why are the Jews so tight with their money? 3. Why do Jews control the business and economy of the United States? 4. Why do whites think Negroes are inferior? 5. I never heard anyone persecute a Jew, arent you stirring up trouble talking about this? 6. How can you force an employer to hire a Negro and still preserve his (the employers) rights? 33 7. What do you think about birth control? 8. What can be done with people who are set in their prejudices against races and religions? 9. How can the American people lick the prejudice problem when older people pass on their prejudices to their children? 10. Why is it that after all this talk everything stays the same? 11. What can be done about preventing religious and racial discrimination in regard to employment? Do you favor a federal FEPC? 12. What states have FEPC laws? Are they working? 13. Is it true that most Negroes segregate themselves in public schools? 14. Why are Negroes always chauffeurs and cooks? 15. Why is it that Negro and Puerto Rican sections of town are always so run down? 16. Why is the Negro and Puerto Rican crime rate higher than for other groups? questions for the Negro speaker A. General 1. What do Negroes want? 2. What contributions have Negroes made throughout the history of civilization to prove that they are equal to the whites? 3. Why is there such class distinction among Negroes? 4. How can we be friends with Negroes when they wont be friends with us? 5. Is there any particular religion predominant among Negroes? 6. What is your race doing to help its own members? 7. Dont you feel that it is partly the Negroes fault that there is discrimination against them? 8. Why do so many Negroes try to pass as whites? 34 9. Have you found much prejudice against the Negroes on your campus? If so, what form does it take? 10. Have you ever been turned down at a restaurant or for a job? What did you do and how did you feel? 11. Are Negroes persecuted more than the Jews? 12. Why do Negroes make such a fuss about discrimination when they are so prejudiced against Jews and Puerto Ricans? 13. Do Negroes discriminate against mulattoes? 14. Dont minorities have responsibilities, too? 15. Why is there more delinquency and crime among Negroes and Puerto Ricans. B. Common Misconceptions and Fears 1. Why are Negroes interested in intermarriage? Why are Negro men interested in white women? 2. Why is the Negro press often negative and militant in its approach? 3. Why are all Negroes Republicans? 4. Why did Negro troops do so poorly in the war? 5. Why is it that the Negroes, especially those who have just come from the South, act so belligerently toward the whites? 6. Why do Negroes have push days down town? C. Integration 1. Wouldnt you prefer to go to an all-Negro school? 2. What do you think about the integration incidents in Little Rock and elsewhere in the South? Are we moving too fast in this integration business? 3. Dont you think the Supreme Court decision to desegregate the schools did more harm than good for race relations in our country? 4. What do you think of the NAACP? Isnt it doing more harm than good? 35 5. Is there any way to improve Negro schools? 6. Do you think prejudice will ever change in the South? What do you think of the attitudes toward Negroes that are found there? 7. What do you think of the Ku Klux Klan and the White Citizens Councils? How do you feel about the South in general? 8. Do you believe that the Negroes are benefiting socially and emotionally from desegregation in the South? 9. Arent we in the North guilty of prejudice too? D. Housing and Employment 1. Do you think it is a good idea for people of different races to live next door to each other? 2. Why should a Negro want to move into another part of town? 3. Why is it that Negro sections of town are always so run down? 4. If the value of property is lowered when Negroes move into a given neighborhood, can you blame white people for not wanting them? 5. Why do Negroes try to push their way into white neighborhoods? 6. Why are Negroes always chauffeurs and cooks? 7. What laws are there to help Negroes get better jobs? 8. Can Negroes get better jobs under FEPC and Civil Service? questions for the ethnic speaker (New American, Puerto Rican, American Indian or Second Generation American speakers may anticipate the following questions.) A. Cultural Differences 1. Do you think immigrants to this country should keep 36 their old traditions or fit into the American pattern of culture? 2. Why do some people feel ashamed of the national background of their parents? 3. What can you do if your parents demand that you stay only in your own national background group? 4. Why do you stick with your own cultural group so much? Why are you so clannish? 5. Will you make your children learn to speak Spanish? (Japanese, Chinese, Italian, Hungarian.) 6. What is your feeling toward your homeland? 7. If you were Greek Orthodox, as I am, what would you do when your parents refuse to let you go out with anyone but a boy of Greek background? B. Immigration 1. Did your family have any trouble getting into this country because of the McCarran-Walter Immigration Act? 2. Why should we let ourselves be overrun by foreigners pouring into the country from all over the world? 3. If we let down the bars on immigration wont our jobs be threatened by the cheap labor of immigrants and new citizens? 4. Have the Hungarians who came to this country recently been able to find jobs and adjust all right? C. Questions for Puerto Ricans 1. Why do Puerto Ricans come to New York to get on the relief rolls? 2. Why are so many Puerto Ricans delinquents? 3. What contributions have Puerto Ricans made to our society? 4. Why are all Puerto Rican neighborhoods so run down? 5. Why do Puerto Ricans stick by themselves and speak Spanish all the time? 37 6. Do Puerto Ricans consider themselves Spanish or American? 7. Are Puerto Ricans prejudiced against Negroes? D. Questions for American Indians 1. Why do Indians drink so much liquor? 2. Do American Indians want to keep their old traditions and keep apart from other Americans? 3. Why do Indians live in such poor conditions even though many are wealthy from the sale of reservation land and oil? 4. Do Indians ever live in the city? E. Question for Japanese & Chinese Americans 1. Why were the Japanese Americans put in camps during World War II instead of the Italians or Germans? 2. Why are most Americans of Oriental background on the West Coast? 3. Why do so many Japanese in the United States choose gardening as their work? 4. How did Oriental Americans feel about Japan when we were fighting World War II and Korea? How do they feel about Communist China? 5. Has there been any feeling against Chinese Americans as a result of the Communist government in China? 6. Are all Orientals Buddhists? F. Questions for Mexican Americans 1. Why are the Japanese and Chinese more successful and prosperous than other immigrant groups, such as the Mexican Americans? 2. Why do Mexicans insist on talking Spanish? 3. Why are most delinquents Mexican? Why do they carry knives? 4. Why are our relations with Latin America so poor? 5. Why do Mexicans try to sneak into our country? What are wetbacks? 6. Why do Mexicans hold education in such low esteem? 38 part three: some resources the following books, pamphlets and films have been found useful by PANELS OF AMERICANS throughout the country. The references included here suggest only a few of the many excellent resources available on subjects of importance to the Panel. Many are pamphlets and useful because of their brevity. The list will need to be augmented by each Panel student and his advisors in the light of local problems and circumstances. In order to become familiar with the backgrounds of other students on the Panel, each speaker may wish to check all of the sections in the list for useful references. The following addresses may be useful in ordering some of the materials. American Friends Service Committee 20 South 12th Street, Philadelphia 7, Pennsylvania American Jewish Committee 165 East 56th Street, New York 22 Anti-Defamation League of Bnai Brith 515 Madison Avenue, New York 22 Community Relations Service 165 East 56th Street, New York 22 Catholic Interracial Council of New York 20 Vesey Street, New York 7 Commonwealth of Puerto Rico, Dept, of Labor, Migration Division Council of Spanish American Organizations of Greater New York 322 West 45th Street, New York 36 National Conference of Christians and Jews 43 West 57th Street, New York 19 National Urban League 14 East 48th Street, New York 17 Southern Regional Council 63 Auburn Avenue, N.E. Atlanta, Georgia books and pamphlets general background for every panelist Allport, Gordon W. ABCS OF SCAPEGOATING. Freedom Pamphlet. Anti-Defamation League. Allport, Gordon W. THE NATURE OF PREJUDICE. Addison-Wesley. Alpenfels, Ethel J. SENSE AND NONSENSE ABOUT RACE. Friendship Press. Revised edition. THE AMERICAN PATTERN. This Is Our Home. Leaflet Series, No. 1 American Jewish Committee. Ashmore, Harry S. SEGREGATION AND THE SCHOOLS. Public Affairs Pamphlet No. 209. A digest of the Ashmore report on bi-racial education. Barron, Milton. PEOPLE WHO INTERMARRY. Syracuse University Press. Benedict, Ruth, and Weltfish, Gene. RACES OF MANKIND. Public Affairs Pamphlet No. 85. Bossard, James H. S., Boll, Eleanor S. ONE MARRIAGE TWO FAITHS. The Ronald Press. Herberg, Will. PROTESTANT-CATHOLIC-JEW. Doubleday and Company. Hirsh, Selma. FEAR AND PREJUDICE. Public Affairs Pamphlet No. 245. A digest of the book FEARS THAT MEN LIVE BY. Harper. Humphrey, Hubert H. THE STRANGER AT OUR GATE: Americas Immigration Policy. Public Affairs Pamphlet No. 202. Huxley, Aldous. BRAVE NEW WORLD REVISITED. Harper. Lee, Alfred. M. FRATERNITIES WITHOUT BROTHERHOOD. Beacon Press. Maclver, Robert. THE MORE PERFECT UNION. Macmillan Company. 41 Reisman, David. THE LONELY CROWD. Doubleday Anchor Books. Report of the Federal Commission on Civil Rights, 1959. WITH LIBERTY AND JUSTICE FOR ALL. Government Printing Office. Roston, Leo (ed.) A GUIDE TO THE RELIGIONS OF AMERICA. Simon and Schuster. Simpson, George E., and Yinger, J. Milton. RACIAL AND CULTURAL MINORITIES. Harper. A basic, extremely useful resource book for nearly every Panel quesstion. Stewart, Maxwell S. THE NEGRO IN AMERICA. Public Affairs Pamphlet No. 95. A summary of AN AMERICAN DILEMMA, Gunnar Myrdals study of the Negro in the United States. for Jewish panelists Bernstein, Rabbi Philip S. WHAT THE JEWS BELIEVE. Farrar, Straus and Young. Brickner, Rabbi Barnett R. ANSWERING YOUR QUESTIONS ABOUT JEWS AND JUDAISM. American Jewish Committee pamphlet. Cohen, Arthur A. WHY I CHOOSE TO BE A JEW. Harpers Magazine, April, 1959. Graeber, Isacque. THE TRUTH ABOUT ANTI-SEMITISM. Reprinted from Social Action. Kertzer, Rabbi Morris N. WHAT IS A JEW? Reprinted from Look. Also available in book form, World Publishing Company. Sklare, Marshall, ed. THE JEWS: SOCIAL PATTERNS OF AN AMERICAN GROUP. Free Press. Spence, Hartzell. THE JEWS. Reprinted from Look. Available through the American Jewish Committee. for Catholic panelists Cantwell, The Rev. Daniel M. CATHOLICS SPEAK ON RACE RELATIONS. Fides Publishers Association. 42 The Catholic Bishops of the United States. DISCRIMINATION AND THE CHRISTIAN CONSCIENCE. National Catholic Welfare Conference, Washington D.C. Commonweal. CATHOLICISM IN AMERICA. Harcourt, Brace. Conway, The Rev. Bertrand L. THE QUESTION BOX. The Paul-ist Press. FIVE GREAT ENCYCLICALS. The Paulist Press. Haas, The Rev. Francis J D.D. CATHOLIC, RACE AND LAW. The Paulist Press. LaFarge, The Rev. John, S.J. THE CATHOLIC VIEWPOINT ON RACE RELATIONS. Doubleday. Mahoney, Priscilla O. THE CHURCH AND THE CHOSEN PEOPLE. Reprinted from Grail. The true Catholic attitude toward the Jews. MARITAIN, Jacques. REFLECTIONS ON AMERICA. Scribner. Scharper, Philip. WHAT A MODERN CATHOLIC BELIEVES. Harpers Magazine. March, 1959. for Protestant panelists Bartley, William Warren, III. I CALL MYSELF A PROTESTANT. Harpers Magazine, May, 1959. Cousins, Norman, THE NUMBER ONE QUESTION. Reprinted from The Federalist. Community Relations Service. A warning that color is the biggests telling point in Communist propaganda, and that Soviet distortions must be countered with the truth about progress in American race relations. Gordon, Milton M., and Roche, John P. SEGREGATION-TWO-EDGED SWORD. Reprinted from the New York Times Magazine. The psychological, moral and international effects of segregation on white and Negro citizens. Johnson, F. Ernest. AMERICAN EDUCATION AND RELIGION. Harper and Brothers. Johnson, F. Ernest, (ed.) PATTERNS OF FAITH IN AMERICA TODAY. Harper. Neibuhr, Reinhold. PIOUS AND SECULAR AMERICA. Scribner. Essays on the interrelation of religion with the social and political life of America. 43 Nichols, James H. PRIMER FOR PROTESTANTS. Association Press. Pope, Liston. KINGDOM BEYOND CASTE. Friendship Press. for Negro panelists Cayton, Horace, and St. Clair Drake. BLACK METROPOLIS. Harcourt and Brace. Franklin, John H. FROM SLAVERY TO FREEDOM. Knopf. A history of the Negro in America, from his beginnings in Africa to the present. Frazier, E. Franklin. THE NEGRO IN THE UNITED STATES. Macmillan. Revised edition. Ginzberg, Eli. THE NEGRO POTENTIAL. Columbia University Press. Marden, Charles F. MINORITIES IN AMERICAN SOCIETY. America Book Company. Myrdal, Gunnar. AN AMERICAN DILEMMA. Harper. Comprehensive study of the Negro in America. A digest of this definitive study is available as Public Affairs Pamphlet No. 95. Rose, Arnold, and Rose, Caroline. AMERICA DIVIDED. Knopf. Rowan, Carl L. SOUTH OF FREEDOM. Knopf. for other ethnic American panelists Collier, John. INDIANS OF THE AMERICAS. W. W. Norton. Corsi, Edward. LET'S TALK ABOUT IMMIGRATION. Reprinted from The Reporter. American Jewish Committee. Fey, Harold E. INDIAN RIGHTS AND AMERICAN JUSTICE. Christian Century Foundation. Pamphlet reprint of series of articles from The Christian Century. Handlin, Oscar. THE UPROOTED. Little, Brown. The Great Migrations That Made the American People. THE NEW WORLD AND THE OLD. This Is Our Home, Leaflet Series No. 2, American Jewish Committee. Discussion of the creative impact of immigrant groups on American Life. Rand, Christopher. PUERTO RICANS. Oxford University Press. Senior, Clarence. STRANGERS AND NEIGHBORS. Anti-Defamation League pamphlet on Puerto Ricans. 44 Smith, Bradford. AMERICANS FROM JAPAN. J. B. Lippincott. Sternau, Herbert. PUERTO RICO AND THE PUERTO RICANS. Council of Spanish-American Organizations pamphlet. Tuck, Ruth D. NOT WITH THE FIST. Mexican Americans in a Southwest City. Harcourt. group relations and cultural pluralism in America Antin, Mary. PROMISED LAND. Houghton Mifflin. The autobiography of a Polish Jewish immigrant girl and her adjustment to American life. Barron, Milton L. AMERICAN MINORITIES. Knopf. Cather, Willa. MY ANTONIA. Houghton Mifflin. Portrait of a Bohemian immigrant family in a small prairie town in Nebraska. Creekmore, Hubert. THE CHAIN IN THE HEART. Random House. Story of three generations of a Negro family in a small southern town. Dean, John P., and Rosen, Alex. A MANUAL OF INTERGROUP RELATIONS. University of Chicago Press. Golden, Harry. ONLY IN AMERICA. Permabooks. Handlin, Oscar. RACE AND NATIONALITY IN AMERICAN LIFE. Little, Brown. Schermerhorn, R. A. THESE OUR PEOPLE. D. C. Heath. Sinclair, Jo. THE CHANGELINGS. McGraw-Hill. Story of the reactions of people living in a Jewish neighborhood, when a few Negro families try to move in. Wong, Jade Snow. FIFTH CHINESE DAUGHTER. Harper. Autobiography of an American girl of Chinese parentage and her appreciation of her dual heritage. Woods, Sister Frances Jerome, C. D. P. CULTURAL VALUES OF AMERICAN ETHNIC GROUPS. Harper. prejudice Allport, Gordon W. THE NATURE OF PREJUDICE. Addison-Wesley. Clark, Kenneth B. PREJUDICE AND YOUR CHILD. Beacon Press. 45 Fineberg, S. Andhil. PUNISHMENT WITHOUT CRIME: What You Can Do About Prejudice. Doubleday. Flowerman, Samuel H. PORTRAIT OF THE AUTHORITARIAN MAN. Reprinted from New York Times Magazine. American Jewish Committee. Klineberg, Otto. RACE AND PSYCHOLOGY. UNESCO Pamphlet Series No. 3. Rose, Arnold. THE ROOTS OF PREJUDICE. UNESCO Pamphlet Series No. 5. SCIENCE LOOKS AT ANTI-SEMITISM. This Is Our Home Leaflet Series, No. 9. American Jewish Committee. religious differences Dodson, Dan W. THE CREATIVE ROLE OF CONFLICT IN INTERGROUP RELATIONS. Available through Anti-Defamation League. Fowell, Myron W. CATHOLIC-PROTESTANT COOPERATION. The Christian Century, January 21, 1959. Gordis, Robert, and Gorman, William. RELIGION IN THE SCHOOLS. Copies may be secured from the Fund for the Republic. Herberg, Will. PROTESTANT-CATHOLIC-JEW. Doubleday. A study of the three great religions in the social and cultural framework of American society today. Jacobson, Philip. SHOULD THE AYES ALWAYS HAVE IT? Christian Century Foundation. Majority rule cannot decide questions of religion. Kane, John J. CATHOLIC-PROTESTANT CONFLICTS IN AMERICA. Henry Regnery. Pfeffer, Leo. CREEDS IN COMPETITION. Harper. Rosten, Leo. A GUIDE TO THE RELIGIONS OF AMERICA. Simon and Schuster. desegregation and integration Ashmore, Harry S. EPITAPH FOR DIXIE. W. W. Norton. Ashmore, Harry S. THE NEGRO AND THE SCHOOLS. University of North Carolina Press. 46 CHANGING PATTERNS IN THE NEW SOUTH. Southern Regional Council. Dabbs, James McBride. THE SOUTHERN HERITAGE. Knopf. DESEGREGATION TODAY. Christian Friends Bulletin, April, 1957. The role of religious institutions. Grambs, Jean D. EDUCATION IN A TRANSITION COMMUNITY. National Conference of Christians and Jews booklet. Revised Edition. NEXT STEPS IN THE SOUTH: Answers to Current Questions. Southern Regional Council. Sterling, Dorothy. TENDER WARRIORS. Hill and Wang. Warren, Robert Penn. SEGREGATION: THE INNER CONFLICT IN THE SOUTH. Random House. Woodward, C. Vann. THE STRANGE CAREER OF JIM CROW. Oxford University Press. housing and employment Abrams, Charles. FORBIDDEN NEIGHBORS. Harper. Gillett, Thomas L. A STUDY OF THE EFFECTS OF NEGRO INVASION ON REAL ESTATE VALUES. The American Journal of Economics and Sociology. January, 1957. HOUSING AND PROBLEMS OF URBAN RENEWAL. House and Home. February, 1959. Morgan, Belden. VALUES IN TRANSITION AREAS: Some New Conflicts. The Review of the Society of Residential Appraisers. Vol. 18, No. 3. March, 1952. Morrow, J. J. AMERICAN NEGROES-A WASTED RESOURCE. Reprinted from Harvard Business Review. Community Relations Service. QUESTIONS AND ANSWERS ABOUT EMPLOYMENT ON MERIT. American Friends Service Committee. Southall, Sara E. INDUSTRYS UNFINISHED BUSINESS. Harper. Weaver, Robert C. THE NEGRO GHETTO. Harcourt, Brace. WHERE SHALL WE LIVE. Report of Commission on Race and Housing. University of California Press. 47 films to see ALL THE WAY HOME (30 minutes) A house in an all-white neighborhood is up for sale, and a Negro family stops to inquire about it. Film shows that integrated communities can work. (Available through Anti-Defamation League). BOUNDARY LINES (10 minutes) Explores various imaginary boundary lines that divide people from each other and shows that such lines have no true basis in reality. International Film Foundation, 1 East 42nd Street, New York, N. Y.) THE BURDEN OF TRUTH (67 minutes) A Negro family moves into a white suburban community and a mob gathers in protest. Through flashbacks, we discover the problems and the prejudices that the young Negro father faced in growing up. (Sponsored by the United Steelworkers of America, 1500 Commonwealth Building, Pittsburgh 22 Pa.) COMMENCEMENT Produced by the Presidents Committee on Government Contracts, this film tells of a business executive who learns that his personnel department is guilty of discriminatory employment practices. We learn what steps he takes to carry out his contract, which calls for hiring on individual merit only. American Jewish Committee. CRISIS IN LEVITTOWN (30 minutes) A series of interviews with residents, both for and against the integration of the first Negro family to move into Levittown, Pennsylvania. Dr. Dan W. Dodson of the New York University Center for Human Relations offers comment and analysis. 48 (New York University Film Library, Washington Square, New York, N. Y.) AN EQUAL CHANCE How the New York State Commission Against Discrimination handles complaints of discrimination in employment from cause to cure. (New York State Commission Against Discrimination) FACE OF THE SOUTH (29 minutes) Historical analysis of economic and social factors which have made the South what it is today. Almost entirely a lecture by George Mitchell, former director of the Southern Regional Council. (Southern Regional Council) THE HIGH WALL (32 minutes) Case study of a young bigot. The film shows that prejudice is a contagious disease which spreads from adult to child. (Anti-Defamation League) THE INNER MAN STEPS OUT Human relations in a factory. Dramatic presentation of conflict between security and insecurity within one individual. (General Electric Company, 570 Lexington Avenue, New York, N. Y.) ONE GOD (37 minutes) The rituals and ceremonies of the Jewish, the Roman Catholic and the Protestant religions. Using musical background and descriptive narration, film illustrates similarities and differences of the three faiths. (Associated Films, Inc.) PICTURE IN YOUR MIND (15 minutes) A sequel to Boundary Lines. An imaginative cartoon which shows the tribal roots of prejudice. (International Film Foundation) 49 PREJUDICE (55 minutes) A businessman deludes himself that he is without prejudice, but a basic psychological insecurity creates a situation which reveals his latent prejudice. (Associated Film, Inc.) WANTED-A PLACE TO LIVE (15 minutes) Employs audience participation plan through stop the projector technique. A Negro is rejected when he answers an ad to share a room with three other university students. In a second ending to the film, a Jew is the rejected room-seeker. (Anti-Defamation League) YOUR NEIGHBOR CELEBRATES (22 minutes) A rabbi describes to a high school group the major Jewish holidays and the ceremonies associated with these holidays. (Anti-Defamation League) 50 a suggestion sheet I wish to make the following suggestions to the National Council for improving the functioning or operation of Panel of Americans: IN THE COMMUNITY ON THE CAMPUS Signed: Address: School: Date: Please detach and send to: PANEL OF AMERICANS, INC. 33 East 68th Street New York 21, New York 51 Executive Committee The Rev. John M. Krumm, Chairman Mrs. George D. Cannon Stephen R. Currier Walter Hirshon William van den Heuval Mrs. Robert Kintner Gustave L. Levy Mrs. Madeleine M. Low William Rafael Paul Sherbet Frank Weil Board Members Mrs. Raymond B. Allen Dr. Ethel J. Alpenfels Rt. Rev. Stephen F. Bayne, Jr. Robert J. Block John A. Brown, Jr. Mrs. Ralph J. Bunche Robert J. Callaghan Dean Harry J. Carman Jerome K. Crossman Dr. Dwight W. Culver Milton T. Daus Lady Malcolm Douglas-Hamilton Philip S. Ehrlich Martin Gang Edward G. Gilbert Gilbert A. Harrison Alex E. Holstein Mrs. Herbert N. Langner Rabbi Edgar F. Magnin Dr. Howard Y. McClusky B. F. McLaurin Sponsors Melvin Brorby Harry A. Bullis Norman Cousins John Cowles The Hon. Angier Biddle Duke Mrs. Myron Falk Thomas K. Finletter Lloyd K. Garrison Daggett Harvey Dorothy Height Kenneth Holland C. D. Jackson Robbins Milbank Dr. John S. Millis Dean Charles C. Noble Anthony P. Nugent, Jr. Dr. Franklin K. Patterson Dean O. D. Roberts The Rev. James H. Robinson Fred L. Rosenbloom Fred H. Roth Mrs. Sanford Samuel Louis B. Seltzer Francis C. Shane Carlton M. Sherwood Dr. George N. Shuster Joseph R. Silberstein The Rev. Ralph W. Sockman Mrs. Charles P. Taft Charles Van Doren Jade Snow Wong Richard S. Zeisler Charles S. Zimmerman (List incomplete) Eric Johnston Emily Kimbrough Mrs. Oswald B. Lord Thomas E. Murray, Jr. Mrs. William Barclay Parsons Jackie Robinson Donald Borden Smith Sydney Stein, Jr. Mrs. Ronald Tree Mrs. Theodore O. Wedel David Winton Mrs. Quincy Wright Staff Mrs. Dorothy S. Bauman, Executive Director Marian Hargrave, Associate Director PANEL OF AMERICANS 33 EAST 68 STREET, NEW YORK 21, NEW YORK REgent 4-2254 national council FOR THE PANEL OF AMERICANS 33 East 68th Street, New York 21, New York REgent 4-2254 EXECUTIVE COMMITTEE The Rev. John M. Krumm Chairman Mrs. George D. Cannon Stephen R. Currier William vanden Heuvel Walter Hirshon William H. Kennedy, Jr. Mrs. Robert E. Kintner Gustave L. Levy Mrs. Madeleine M. Low William T. Rafael Paul C. Sherbet Frank A. Weil October 6, 1961 Mrs. Dorothy S. Bauman Executive Director Marian Hargrave Associate Director Dear Panel of Americans Advisors and Chairmen: Attached are two copies of an article on the Panel currently appearing in the October issue of SEVENTEEN Magazine. We regret that we can send you no more than the two copies free of charge. Additional copies can be purchased at twenty-five cents (25) each in limited quantities. If there is a big demand from all Panels for many copies, it is possible that reprints can be made. At this time, however, it does not seem feasible because of the cost involved. Do let us hear from you on any new fall plans you have. The New York office is busy recruiting, interviewing and training new Panel prospects for the fall and winter season here. One tension area in New York City has requested Panel programs in the schools, in the teachers' Human Relations Courses, in the parents organization meetings and at housing developments and settlement houses. It has been suggested that the Panel office try to develop Panels among student leaders and some adult groups within the area.. It will be an interesting experiment to see x^hether saturation of one specific location with cooperation of the schools and community will have a measurable effect. We will keep you informed of progress here and will await news of your organization. Dorothy S, Bauman Executive Director NEWS THE PANEL OF AMERICANS IN NEW YORK CITY October, 1961 Greetings to all from the National Staffl We hope that your summer was as good as ours and you are all anxious to go to work. Some changes have occurred in the national office staff. Rochelle Nicholas, who has been with the Panel for the past two years, had a baby girl, Andrea, the last of July and is staying home with the little beauty. Betsy Dawson, graduate of Randolph-Macon Woman's College, has taken her place as secretary.. Jerry Woods' job as staff assistant is being filled by Jim Forbes and Bob Yangas splitting the fifteen hours a week between them. Jerry and Lynn are in Fort Madison, Iowa. Jim, a former Panelist whom many of you know, is back working on his B.D. after an interne year in Kaleigh, North Carolina. Jim was a member of the 1960 Crossroads Africa team. Bob is a graduate student at New York University getting his Ph.D degree in Guidance and Personnel Administration. He was a Panelist and moderator last year when he was a director of the Youth Employment Service in East Harlem. Marian Hargrave spent part of her summer at Provincetown painting and another part on a schooner sailing around the coast of Maine. She was also in Maine for a second season of the National Training Laboratory at Bethel. Mrs. Bauman traveled in Spain, Italy, Switzerland and England, spending several weeks with her son in Geneva. Mildred Friedman alternated between the seashore and the quiet of her New York apartment with her twin boys in camp. Look - Read - Distribute Article on Panel in SEVENTEEN Magazine October, 1961 issue on newsstands, September 28th. dofl btrn sita to i / rriT'/J bit'5 vnisst ,srf mmmv'titi j lansS 40 alali^A r ttaswtari 3*osw s ^oo: naarii .i j s T-iprt *Y 2\\'>'ja 8.3 -,J.' lq 3 ?.d dot *sboo! yi-naii it rti;r:tiIqs-eagnsY , no a r 1> ^ 4 1 no ! n i a 3 s ,f-1,:' r*.hf ro inbfyow-'doe-f a'c rworrJ uoy Jo rtim raorfw IsH-ans-'i isonoi a ,rai srij t..( K) f - . < B'-aw >ail .tutilo-in'j tUfiotf ,jt;ct-sing ni siay srsifs-tai /ts -jsd&B ftOillA 8&SO-18 8070 OoPI rti oo'iMnb (I,-rfl ttfrf gni-Jlsg y,J inns vend ?iioX ws$ .te .tnabui?, sdauba-ig r si -cJoG 3anl 'to ti-isiv'ifrt. wrr; .lai Smzt ft 8rw oH ',){:>!SK'xtainjcmbo iSrtrtoH7/3 &U6 oonabiuO ..malK'ili 18fi\"\"- rrl daivns^ inamyolqw? r!:tu .> sn'.i :io Soias^i.::* a asw sri rtsifw assy t4fl.io.im- - iw.iui.sq Kt.aiaam voa.l ^&--7^ui4i.^-iMi--4o-.3^tt{..-jto4iaa4$i*a6sttia^b3S^ . snn iii oelfi saw ajio V T'1: >n i/v -i ; ^0 ;j !iSOD(i^ !.t (bnuo*b : 30i Ii r'Htj '1 Tir'f^ r 5di:' -|'W\"\" -7.pv/,>^ ^bi-.'.i'unr hna fcflsIifSitiwB , yi'edl .niciqg rti hslovmd rr&mi/aa - biM .. 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Sounds as if youve been working your complexion overtime putting things on instead of taking most of it off! Lets try thorough cleansing and stimulating instead. Scrub Set by Dorothy Gray (made especially for teenagers) is a true complexion course! It has Scrub Soap with Oatmeal that gently works out dirt and stale make-up . . . Medicated Refining Lotion that helps to clear by bracing skin and refining pores . . . Medicated Blemish Cream that speeds up healing while its concealing. Each Scrub Set product works with and for each other to work for you! Use this Set daily for best results. Its on a special introductory offer now$2.00. Advertisement RELIGION AND PREJUDICE continued from page 113 marrying anyone of another race. A. (Priscilla) Im glad someone has raised that question. Its important because, particularly in the South, thats the big qualm many people have about integration that itll result in intermarriage. Therefore, even if we dont agree, I think its good to talk openly about the subject. Both integration and intermarriage present many problems and I feel that the more people talk intelligentlyand, yes, the more they pray toothe closer well come to solving all the problems involved. As to whether I personally would marry someone of another race, I wouldnt know that until I was faced with the question. But I have dated members of other races and Ive found that when you get to know people, theyre all pretty much the same. Break down the barrier of prejudice and you see that most people have similar feelings, similar likes and dislikes, similar everything.\"\" moderator: Before other members of the Panel give their views on intermarriage, does anyone in the audience wish to comment on Priscillas remarks? comment (from a junior girl): Well, suppose Priscilla were in love with a white man and she did want to marry him; wouldnt she worry about the children they might have? I mean, the children of interracial marriages arent either white or Negro and theyre usually despised by both groups. A. (Lyle) I know that comment was directed to Priscilla, but if nobody minds Id like to answer it. What I want to say is this: Im white myself and if Im able to love and accept a wife whos black, why shouldnt other people be willing to accept my child? A. (Gerry) I think people should accept the children of interracial marriages. But lets be realistic; most people frown on both the marriages and the children. This is still a big problem. Id say that couples who intermarry racially have to be twice as strong and twice as mature as other couples. They have to be real pioneers. A. (Gordon) It seems to me this is a subject you just cant reach any conclusion on. So much depends on the two people involvedwhere they live, what kind of life they want, the attitude within their particular community, all those things and more. Its a complicated problem and there isnt any one pat answer to solve it. moderator: All right, are there any last comments from the audience before we move on to another question? comment (from a senior girl): Id just like to say that I agree with Priscillawith what she said about all people being a lot the same when you get to know them. I think thats true. And for that reason, I believe racial intermarriage is probably inevitable. Its bound to happen more and more as the races begin mingling. Q. We were talking about the Freedom Riders in our history class last week, and Id like to ask Priscilla what she thinks of them; in particular, if she believes that all the riots theyve provoked can really help to make things better in the South. A. (Priscilla) Well, first, I think its important to remember that the aim of the Freedom Riders isnt to provoke riots; its to exercise their rights as citizens of the United States. Unfortunately, when a Negro tries to exercise his rights in most sections of the South, there are some people wholl do almost anything to stop him. I dont believe you can blame the riots on the Freedom Ridersnot unless you believe that to ask to be treated like a human being is just provocation for beatings and setting fire to a busall the things that have happened so far. But to answer what I think youre really trying to ask medo I believe that this kind of trouble can help the Negroes causeI say yes. I think it accomplishes two things. First, it forces a lot of Southern moderates to see that they cant just sit on the sidelines during this segregation struggle. You know, it makes them realize that if they dont step in, the mobs will take over completely and then everyone will lose. And second, trouble like this makes the Negroes see that theyve got to be determined if theyre going to win even the most basic rights. Dont misunderstand, Im not glad there was trouble, but I do think people on both sides have profited from whats happened. Q. But what about the North this is directed to Priscilla too isnt there as much racial discrimination here as there is in the South? A. (Priscilla) No, I dont think so. Theres a lot of discrimination in the North, of course, but thats been improving lately coo. Or I guess what I mean is, I think the situation is getting better everywhereSouth and Northbecause its being forced into the open. Remember, right after his inauguration, President Kennedy ' said something to the effect that our economy might get worse before it got better? Well, I believe that theory applies to race relations too. On the surface, it may seem that things are worse, but at least now were headed in the right direction. And eventually things will get better. moderator: Before we take another question from the audience, Gerry has requested that he be allowed to ask you something. All right? All right, go ahead, Gerry. q. (Gerry) Well, while weve been talking about integration and racial problems around the rest of the country, Ive been wondering what the situation is in Caldwell right here in school, in fact. For instance, I notice that most of the Negro students are sitting with other Negroes. Is this just coincidence or did it happen by choice or what? moderator:Would anyone in the audience care to answer Gerry? A. (from a Negro girl, a junior) Well, about the seating arrangement, thats accidental. The room was overcrowded and Mr. Thompson, our principal, had to move everybody around and this is how it happened to end up. Usually, Negroes and whites sit together without anybody thinking about it. Id say race relations in Caldwell and here in schoolare pretty good. Ive lived in Caldwell for a long time and Ive never had any bad problems; most of the white SeventeenOctober, 1961 UcKjNq is For. rHNG X M ENVELOPES seal without licking Just press the two flaps together. Cant stick together even in humid weather until you seal em. Try em next time! UNITED STATES ENVELOPE COMPANY Springfield 2, Mass. BUSES, l1 0 Af ' Guaranteed by ' Good Housekeeping Dramatize your eyes NEW - 5 SHADES OF EYESHADOW -EYELINER in one handy palette with brush 69<* ROLLASH 665 FIFTH AVENUE N.Y. 22 kids are nice to the Negro kids. But there is prejudice and thats a fact. For instance, there are a lot of clubs and things that Negroes cant join just because theyre Negroes. Thats how it is. moderator: Would anyone in the audience care to comment on this? comment (from a senior girl): I dont think Hildas right about there being prejudice here. I mean well, theres separation among the white students too. People travel in different cliques whether theyre white or Negro and nobody gets asked everywhere or belongs to everything. Even if the school were all-white, there would still be this kind of separation. Its natural. comment (from a junior girl): I agree that nobody gets asked everywhere or belongs to everything, but I think Hildas right about there being prejudice in school. Weve never talked about it or admitted it until now, but in our hearts we all know it exists. comment (from a junior boy): I just wanted to say that I used to be prejudiced against Negroesbefore I knew any. Then, in the fourth grade, I was transferred to a school where there were Negro students and I havent had any prejudice at all sincebecause I got to know Negroes, understand? In a way, I was lucky. I was young when I was transferred to that school. I think when youre young youre a lot better able to see people the way they really arenot the way youve been told they are. comment (from a senior girl): Im a member of the Student Council here at Caldwell and while I know I cant speak for the whole Council, Im positive the other members feel as I do. I know Im not prejudiced against Negroes. And if the Negro students in school would come out for the clubs and things they want to join, Im sure they wouldnt find any prejudice. It may be that because the Negroes are in the minority here, they think prejudice exists when it actually doesnt. comment (from a Negro girl, a senior): Ive been around white people all my life and from what Ive seenespecially in the South prejudice starts with older people. I think if parents would leave their children alone, there almost wouldnt be any prejudice problem. Usually its the older people who act as if being colored is the same as being dirtbeing just nothing, you know? And they shouldnt do that; its wrong. But I do want to say that as a Negro in this school, Ive been very happy; the white kids have always treated me as if I were one of them. As a matter of fact, I think that bringing more colored people into schools and colleges is one of the best ways of ending prejudice. It gives all of us a chance to start knowing each other. MODERATOR: Weve heard comments from two Negro girls, now what about the Negro fellows? Would any of you like to say something? No? All right, then lets take a new question from the floor. Q. This is to the white members of the Panel. How would they feel if they were married and living in a nice suburb like Caldwell and a Negro or a Puerto Rican family tried to move into the neighborhood? Wouldnt they be upset about their property values going down? And if that (continued on page 184) w WALLET PHOTOS $4 00 PLUS 250 POSTAGE 60 for $2.00 Your friends, classmates, beaus . . . everyone will want a print of your favorite photo. Perfect for job and college applications, too. Made from your portrait photo (up to 8 x 10) on fine satin finish double weight portrait paper, photos are wallet size 2Vz\"\" x 3%\"\", order yours today! Money back guarantee if not completely satisfied. one of the LARGEST PHOTO FINISHERS IN AMERICA Send today for free money-saving price list! 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You cant help but feel brighter, more cheerful.Try Tampax and see for yourself. Why not do it nowthis very month? Tampax sanitary protection is on sale wherever such products are sold in a choice of three absorbenciesRegular, Super and Junior. Theres one that is sure to suit your needs. Tampax Incorporated, Palmer, Massachusetts. Invented by a doctor now used by millions of women 184 didnt bother them, how would they cope with the pressure their neighbors would put on them? A. (Gordon) Well, first, I want to say that its a mistake to assume that property values tall automatically when a neighborhood stops being all-white. I know thats what a lot of people believe, but it isnt always true. If youre interested, read the study ucla did on the subjectit shows that when Negroes moved into an all-white neighborhood somewhere in California, the property values didnt go down. So thats my answer to your first questionI wouldnt worry about my property because I dont believe that real estate always depreciates when Negroesor Puerto Ricans or Jews or Mexicansmove into a neighborhood. Now, as for the second question, I guess if my neighbors put pressure on me, Id do exactly what Im doing now: Id talk to them. Id try to make them see that living with members of a minority group isnt anything to be afraid of. A. (Lyle) I think Gordon put his finger on the root of the whole problem just then: Its fearnot dislikethat makes people show prejudice toward minority groups. And its such a vicious circle. People are taught to be afraid of minorities so they avoid knowing them and because they dont know them, they never learn theres nothing to be afraid of. comment (from a senior girl): Recently, something happened in our neighborhood that Id like to mention. I live in a section of town thats considered nice, and not long ago a rumor was going around that Elston Howard, the Negro ballplayer, was trying to buy a house there. Well, Id never heard of him then, but the only reaction I had was, Good; maybe now I can get into Yankee Stadium free! But that wasnt how other people around us reactedespecially the older people. Some of them came to my father and tried to get him to contribute money so they could buy the house before Elston Howard could! It was just like that movie Raisin in the Sun. Well, anyway, as it turned out, no one bought the housemaybe the rumor wasnt even truebut I still cant see why the idea of a Negro in the neighborhood bothered people. I wouldnt have minded living next to Negroes. And Im proud to sayneither would my parents. MODERATOR: Thank you for telling us that story. And I imagine if Elston Howard heard itwhether he had wanted the house or not hed thank you too. Now, next question from the floor? O. I wonder if Gerry as a Catholic and Gordon as a Jew can tell me why they think so many people are prejudiced against Catholics and Jews. A. (Gerry) Well, if you mean can I give a valid reason for this prejudice, the answers no. Of course Ive seen and felt the prejudice Ive been called a Black Papist a couple of times and Ive heard Jews called kikes, a lot of things like that but people never have rational reasons for prejudice. For instance, under the first amendment to the Constitution the right of any religion to set up its own educational system is guaranteedyet some people dislikeCatholics simply because the Catholic Church has chosen to exercise this right. To hear these people talk, youd think Catholic education was subversiveand that Catholic parents had to send their children to parochial schools. And believe me, you can talk yourself blue trying to explain the truth, but with most bigots, its hopeless. Their feelings are irrational and mere facts wont change them. A. (Gordon) As a Jew, the most common excuse for anti-Semitism Ive heard is the old routine about Jews-and-money. And as Gerry said, most bigots dont want to be bothered with facts. Yes, for a long timeeven before the Middle Ages Jews were associated with money. But not because they worshiped the almighty dollar, but because they were discriminated against. You see, for centuries in both the Middle East and Europe, Jews were forbidden by law to own property or hold office or even to become citizens. During one period in most of Europearound the eleventh century, I thinkall professions were closed to Jews. Believe it or not, in those days handling money was considered a dirty, undignified job. And because Jews were discriminated against, they got the dirty job. In other words, the current association between Jews and money has a historical basis, but bigoted people distort or dont knowthe facts. Jews arent money-mad; they got involved with banking and commerce because they had to. Q. Id like to ask Gerry why it is that so many Catholics have prejudice toward Jews. I meanwell, Christ was a Jew, so if a Catholic is against Jews isnt that the same as being against Christ? A. (Gerry) Well, first, I have to say Im not aware that so many Catholics are prejudiced against Jews. And second, I wonder if your question isnt a way of asking if I blame the Jews for Christs death; usually, thats what people are trying to say when they ask about Catholics prejudice toward Jews. If that is what you meanand if it isnt, maybe somebody else in the audience is interestedthis is my answer: Throughout my whole Catholic education, from elementary school through college, I was taught that the reason for Christs death was a moral one; that insofar as were all sinners, were each of us the cause of His death. I wasnt ever taught that Jews are Christ-killersand neither, by the way, were any of my friends who attended other Catholic schools. Maybe there are schools that stress how Christ died, but the schools I know stress why He died. Q. This is for Lyle. I was wondering if he could tell us how to handle parents if they object to our wanting to know people of another race or religion. I guess what Im trying to say is, how do you stop parents from being prejudiced? A. (Lyle) I wish I could answer that, but I cant. From what Ive seen, theres very little you can do to change prejudiced parents. Talkingnot arguingis one thing to try, of course, but if your folks are dead set against your having friends of a different race or religion, you probably wont get very far. Youll just have to wait until you're older and more on your own and even then, it isnt always easy. For instance, I know lots of people from the Middle West who are in college now in the East; and though they have some very good friends of another faith or another race, they know they cant ever invite those friends to visit back home. Its too bad, but well, thats how it is. You have to try to follow that prayeryou know the one I mean: God grant me the strength to change those things I can change, the courage to accept those things I cannot changeand the wisdom to know the difference. Q. I have a question for Priscilla. Id like to know if she feels any ties with the people of Africaor with Africa itself. COMMENT (from a junior boy, a foreign exchange student): Excuse me for interrupting, but before Priscilla answers that, may I ask a question of the girl who asked it? moderator: Yes, of course. Thats the point of this assemblyto encourage you to question yourselves and others. Q. Well, I happen to know that the girl who asked Priscilla about Africa is of German descent. So Id like to know if she feels any ties with Germans or Germany. A. No, no, I dont. My grandparents came from Germany, but Im an American. comment (from the same boy): Thats my point exactly! I mean, Priscillas an American, too, so what made you wonder if shed feel any bond with Africans? MODERATOR: Suppose we let Priscilla answer the question now and well see how she does feel. A. (Priscilla) Well, I do feel certain ties with African Negroes, but because theyre Negroes, not because theyre African. Like the Negroes here, theyve just begun to fight to be treated as human beings, and I guess you could say Im in sympathy with them. However, lately Ive met some African exchange students, and if I ever doubted that my roots are in America, I know it for sure now. Dont misunderstand; we get along fine, but our cultures and our backgroundseven our problemsare worlds apart. I have much more in common with any Americaneven a white supremacist American! Q. This is directed to Eunice: Can she explain why so many Puerto Ricans seem to have troubleor get into troublewhen they come up to the States. A. (Eunice) Thats a big, hard question to try to answer briefly, but Ill do the best I can. First, at least from what Ive seen and experienced myself, theres the problem of color. You see, in Puerto Rico, there honestly isnt any color line; black or white or in between, if a man can afford it, hes welcome in any hotel or restaurant on the island. So it comes as a shock when a Puerto Rican finds out that there is discrimination in the States. As a matter of fact, life for a newly arrived Puerto Rican is a whole series of shocks. For instance, hes always considered himself an American, but it isnt long before he realizes that almost no one here does. Youd be surprised, in fact, at how many people actually dont know that Puerto Ricans are Americans. And then theres the shock of finding people soso impatient and suspicious. Lots of times, a Puerto Rican gets yelled at or maybe ignored because his English is poor. And, even worse, almost nobody except other Puerto Ricans seems to trust him; his boss, his American co-worker, even the police look at himand talk to him NO BELTS NO PINS NOPAOS NO ODOR SeventeenOctober, 1961 with TREO Style 507 . . . knows that todays fashions are as flattering as your figure makes them. It shapes you divinely right down to mid-thigh with lingerie-light LYCRA* spandex. It has TREOs unique diagonal control strips; soft stretch cuff top and bottom. Incomparable for wearing comfort and action freedom $10 CHEERS Style 741 ... the flattering accent chosen for the most sophisticated icardrobes . . . almost weightless and so prettily conceived. In a selection of fashionable colors, $5 'Fabrics include DuPont's LYCRA spandex power net and satin ... also nylon power net. Almot every fine store has TREO with CHEERS* TREO COMPANY, INC., 200 Madison Avenue. New York 16 as if hes an escaped convict. Hes come here with a lot of big dreams and, at least at first, nothings the way he thought it would be. His kids go to the overcrowded, rat-infested schools, he lives in a dirty slum, no one seems to like him or accept him. So he turns bitterand if he stays bitter he may get into trouble. It depends on the man, I guess. Some Puerto Ricans give up and go back home, some stay and cause trouble, some stay and become good citizens. I love the States, but I do have to say this: life is hard at first for Puerto Ricans who come here. Very hard. A. (Gordon) Id like to add one thing to what Eunice said. You know, the United States is supposed to be a haven for immigrants whats that line on the Statue of LibertyGive me your tired, your hungry and your poorbut it isnt a haven. The truth is, we have a shameful history of discriminating against all newcomers who arrive in numbers. When the Irish started coming over, we gave them a bad timeand then it was the Italians, then the Jews and now the Puerto Ricans. Its a real pity. I mean, if the United States wont welcome new citizens, what country will? q. Id like to ask Priscilla how she feels about the Black Muslems I think thats their namethe group of Negroes that advocates black nationalism. A. (Priscilla) I dont agree with them at all. I guess I understand why they feel the way they do as a reaction against white supremacybut Im opposed to everything they stand for. I feel that black nationalism is just as bad as white nationalism. moderator: Unfortunately, time has run out, but I would like to take a minute to thank you for being a wonderful audience. Youve talked frankly and thoughtfully about things that arent easy to discuss. And we hope youll keep on talking about them because you the young peopleare the only ones who can end prejudice finally. Some of you may feel that the problem is your parents fault, but very soon the responsibility will be yours alone. Again, thank you for sharing your thoughts with us. We appreciate being invited hereand we hope that when you enter college, many of you will decide to accept our invitation: join the Panel of Americans! THE END DEAR DIARY continued from page 126 SeventeenOctober, 1961 by accident and she saved the day by giving me some suntan lotion for my shoulders. Without it I would have been really cooked. Bless her cute blond head, While she was rubbing in the suntan lotion, she asked me to a big party graduation night. The situation was too cosy to refuse. Anyhow, who wants to? June s Well, we graduated tonight. Rah. The proceedings were just what I expected anticlimactic pomp. Im just not a guy who can get excited over ceremonies. This year we were very well-behaved. Not like last year when four of the honorary junior ushers played a surreptitious game of bridge clear through the program. The only thing about the ceremony that really bothered me was Jennys speech. I think she missed the point of the graduation theme, which was the quotation: I do not choose to be a common man. Its my right to be uncommon if I can. Jenny said, in effect, Its all right to be a nonconformist as long as we all do it together. The idea was an individualistic one, and she tried to twist it to fit a collectivist philosophy. . . . The after-grad party was a riot. About 125 of us went to a swimming party at a mansion-type dwelling. Lisa is tall and queenly and cuts quite a figure in a swimming suit. June 7 At last, concrete evidence that Im out of high school. My wallet no longer bulges with an activity card, a book receipt, a yearbook receipt, gate pass, bus card and all the other cards that allow a high school student to prove he exists. Im beginning to replace the old cards with new ones though: draft registration, social security the number grows. Ill have everything in my wallet except money. July s Its too bad about Hemingway. I cant join in the rah-rahing for all his novels, but the way he lived his life was excitingand the ending is sadly incongruous. If (or when?) I were successful as a writer, Id probably drape myself in a standard three-button suit and work every day in some air-conditioned push-button box of an office. No, I guess Im not that bad, but compared with Hemingway, Im just a faceless, plodding Organization Man. Funny thing, though, I think its the Organization Men and round pegs who make up most of Hemingways devoted audience. I guess its like the way I love to talk to guys whove gone to Europe on a tramp steamer or worked their way cross-country in the summer. Im crazy about trips like that, but Ive never made a move to take one. Why? July to I seem to have so much in common with so many girls. Im going to the same college as Pamela and we love to talk about newspaper reporting and Ahmad Jamal. Lisa and I swim together like two fish in a school and were both sun worshipers. Judy and I both know sign language. And Debby. Well, shes still the girl Id most like to listen to Tchaikovskys Fifth with. Whats a guy to do? Maybe next year when Im a freshman in college, it will be different. Perhaps Ill even discover a Pamela-Lisa-Judy-Debby with whom Ill have everything in common. Meanwhile ... on with the search! Editors note: Youre eligible to contribute an article (humorous, controversial, whatever) to the Its All Yours section if youre at least thirteen and under twenty. Your name, address and birth date (month and year) and a large, stamped self-addressed envelope should accompany your work. Send contributions to Its All Yours Department, SEVENTEEN, 320 Park Avenue, New York 22, New York Something wonderful happens when you wear INTOXICATION perfume by DORSAY 2ND FIVE DAYS Ice-O-Derms invisible shield holds in moistureprotects skin from sun, winds, steam heat. Result: Softer, moister skin. 3RD FIVE DAYS Continuous ICE treatments stimulate circulation and increase natural resistance to infection. See how skins improving. Result: Fresher, healthier-looking skin. WHO AM I? The stores below offer SEVENTEENs Beauty Worksho-p courses ABERDEEN, S. DAK............FEINSTEINS ABILENE, TEX..........MINTER DRY GOODS AKRON, OHIO.....................POLSKYS ALBANY, N. Y..............W. M. WHITNEY ALLENTOWN, PA..........ZOLLINGER-HARNED AMARILLO, TEX....... WHITE & KIRK AMSTERDAM, N. Y. . . HOLZHEIMER & SHAUL ARCADIA, CALIF.................HINSHAWS ARDMORE, PA. STRAW BRIDGE & CLOTHIER ASBURY PARK, N. J...........STEIN BACHS ASHEVILLE, N. 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LANCASTER, PA....................HAGERS LANGLEY PARK, MD.............LANSBURGH'S LAWRENCE, MASS.................GLOVER'S (ALSO RUSSEMS) LEWISTON, IDAHO.........C. C. ANDERSON LEXINGTON, KY.................PURCELLS LIMA, OHIO......................GREGG'S LINCOLN, NEBR....................GOLD'S LITTLE ROCK, ARK.............M. M. COHN LOCKPORT, N. Y..........WILLIAMS BROS. LOS ANGELES, CALIF....... THE BROADWAY (SOUTHERN CALIFORNIA) LOUISVILLE, KY.................KAUFMAN'S MADISON, WIS HARRY S. MANCHESTER MANCHESTER, CONN............... BURTONS MANCHESTER, N. H.............PARISEAUS MANHASSET, N. Y.................ALTMAN'S MANKATO, MINN................... BRETT'S MEDFORD, OREG.................JEAN HART MEMPHIS, TENN................GOLDSMITHS MENLO PARK, N. J............BAMBERGERS MIAMI, FLA................JORDAN MARSH MILWAUKEE, WIS.............BOSTON STORE MINOT, N. DAK.................ELLISONS MISSOULA, MONT. MISSOULA MERCANTILE CO. MOUNT CLEMENS, MICH..............PRIEHS MORRISTOWN, N. J............BAMBERGERS MUNCIE, IND................. BALL STORES NASHVILLE, TENN...............CAIN-SLOAN NEW CASTLE, PA.. NEW CASTLE DRY GOODS NEW ORLEANS, LA...........D. H. HOLMES (ALSO LAKESIDE) NEW YORK, N. Y...................STERNS NEWARK, N. J.................BAMBERGERS OAK RIDGE, TENN................LOVEMANS OAKLAND, CALIF...................RHODES OGDEN, UTAH.................BON MARCHE OLD SAYBROOK, CONN...........SAGE-ALLEN OMAHA, NEBR..............J. L. BRANDEIS PACIFIC GROVE, CALIF...........HOLMANS PARAMUS, N. J............... BAMBERGERS PASSAIC, N. J................GINSBURGS PATCHOGUE, N. Y............THE BEE HIVE PAWTUCKET, R. I...........SHARTENBERGS PEORIA, ILL. BERGNERS (BOTH STORES) PERTH AMBOY, N. J..............REYNOLDS PHILADELPHIA, PA. STRAWBRIDGE & CLOTHIER PHOENIX, ARIZ................GOLDWATERS PITTSBURGH, PA............JOSEPH HORNE PITTSFIELD, MASS..........ENGLAND BROS. PLAINFIELD, N. J............BAMBERGERS PLATTSBURGH, N. Y.........DAVID MERKEL PORTLAND, OREG...........MEIER & FRANK POTTSVILLE, PA................POMEROYS PROVIDENCE, R. I.............GLADDINGS (ALSO GARDEN CITY) PUEBLO, COLO................CREWS-BEGGS QUINCY, MASS................GILCHRISTS READING, PA...................POMEROYS REDLANDS, CALIF..............HARRIS CO. RENO, NEV.........GRAY REID WRIGHT CO. RICHLAND, WASH..........C. C. ANDERSON RICHMOND, CALIF..................MACYS RICHMOND, VA...........MILLER & RHOADS RIDGEWOOD, N. J...............SEALFONS RIVERSIDE, CALIF.............HARRIS CO. ROANOKE, VA............MILLER & RHOADS ROCHESTER, MINN............C. F. MASSEY ROCHESTER, N. Y................SIBLEYS ROCKFORD, ILL............CHAS. V. WEISE (ALSO NORTH TOWNE) SACRAMENTO, CALIF................RHODES ST. CHARLES, ILL.- COLSONS DEPT. STORE ST. LOUIS, MO.............VANDERVOORTS ST. PAUL, MINN.........THE GOLDEN RULE ST. PETERSBURG, FLA.........MAAS BROS. SALEM, OREG...............MEIER a FRANK SALT LAKE CITY, UTAH..........THE PARIS SAN ANTONIO, TEX.................JOSKES SAN BERNARDINO, CALIF.......HARRIS CO. SAN DIEGO, CALIF..............MARSTONS (ALSO GROSSMONT) SAN FRANCISCO, CALIF.............MACYS SAN JOSE, CALIF..................HARTS SAN LEANDRO, CALIF.......MACYS BAYFAIR SAN MATEO, CALIF.......MACYS HILLSDALE SAN RAPHAEL, CALIF................MACYS SANTA CRUZ, CALIF................LEASKS SARASOTA, FLA................MAAS BROS. SAVANNAH, GA.....................LEVYS SCHENECTADY, N. Y.............CARL CO. SCOTTSDALE, ARIZ.............GOLDWATERS SCRANTON, PA.................THE GLOBE SEATTLE, WASH...........BESTS APPAREL SEDALIA, MO...............C. W. FLOWER SHEBOYGAN, WIS....................NAUS SHIRLINGTON, VA.............LANSBURGHS SHORT HILLS, N. J...............ALTMANS SIOUX FALLS, S. DAK.............FANTLES SOUTH BEND, IND.............ROBERTSONS SPOKANE, WASH..............THE CRESCENT SPRINGFIELD, MASS.- FORBES a WALLACE SPRINGFIELD, MO..................HEERS SPRINGFIELD, OHIO. EDWARD WREN STORE STAMFORD, CONN..........C. O. MILLER CO. STOCKTON, CALIF KATTEN a MARENGO (ALSO TOWN AND COUNTRY) SUNNYVALE, CALIF.................HARTS SYRACUSE, N. Y..........E. W. EDWARDS TEMPLE CITY, CALIF............LIEBERGS TERRE HAUTE, IND........THE ROOT STORE TOLEDO, OHIO................ LASALLES TOPEKA, KANS...................CROSBYS TUCSON, ARIZ LEVYS (ALSO EL CON) TULSA, OKLA. VANDEVERS (BOTH STORES) TUPELO, MISS...............MC GAUGHYS WASHINGTON, D. C............LANSBURGHS WATERBURY, CONN.................WORTHS WATERLOO, IOWA .................BLACKS WATERTOWN, N. Y..............THE GLOBE WEST POINT, MISS............MC GAUGHYS WESTPORT, CONN. YOUNG SOPHISTICATES WETHERSFIELD, CONN...........SAGE-ALLEN WHITTIER, CALIF...............HINSHAWS WICHITA, KANS.....................INNES WILKES-BARRE, PA. FOWLER, DICK a WALKER WILMINGTON, DEL. STRAWBRIDGE a CLOTHIER YORK, PA.........................BEARS SeventeenOctober, 1961 New Medicated Ice Clears Oil-Clogged Pores Gives Close-Up Skin Beauty Helps stop chief cause of blemishes, enlarging pores, breaking outwithout costly facials or complicated treatments. Look for results in 15 daysor even less. Now the greatest of all skin problems oil-choked poresmay be controlled with Ice-O-Derm the new pharmaceutical ice. Blackheads form when oil piles up and hardens in porespores are stretched, enlarged. Bacteria may enter and cause infection flare ups and embarrassing pimples. Blackheads defy plain soap and ordinary cleansing creams. But Ice-O-Derm helps dissolve blackheads. It gets down into pores to clear out hardened massesthen a special astringent helps tighten pores. Ice-O-Derms invisible medication stays on skin to keep dirt outholds natural moisture in. Whats more, its stimulating action improves skin circulation for a healthier, younger look. Start your Ice-O-Derm complexion course today. FOLLOW NEW 15-DAY COMPLEXION TIMETABLE To Fresher, Clearer Skin Beauty! 1ST FIVE DAYS ICE starts to rid pores of clogged oil, clear blackheads medication helps keep skin from breaking outspecial astringent tightens enlarged pores. Result: Clearer, smoother skin. Pind di Americiuyi I* K3. EaM 68th Sun* |N*W Stork 21, New Yfe PRINTED MATTER (Miss Ruth Neisser (Mr. John Cartwright - Panel Moderator Human Relations Center Boston University Charles River Campus 270 Bay State Road Boston 15, Mass. ? Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New 'York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panels emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Columbia University Fordham University Hunter College City College of New York New York University Union Theological Seminary Jewish Theological Seminary Lexington School for the Deaf Rutgers Law School New York School of Social Work Rockefeller Institute New York City Mission Society Catholic Interracial Council Young Christian Workers (Catholic) Puerto Rican Association for Community Affairs American Jewish Committee National Conference of Christians and Jews National Association for the Advancement of Colored People Encampment for Citzenship American Society for African Culture Commonwealth of Puerto Rico Youth Employment Service of East Harlem YWCA-YMCA State Committee Against Discrimination National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Womans College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. * -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Sine? our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times* At the request of the New York City Commission on Intergroup Relations, the national office developed New Ydrk City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 8. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 68th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New 'York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. V -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a^Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 8. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc, 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New 'York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national womens organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. -*r\"\" ' -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Womans College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 8. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. i Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New 'York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute WCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a^Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. ... << / Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. L \"\"S/* -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national womens organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. - 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 8. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary.PANEL of AMERICANS HANDBOOK 33 EAST 68th STREET NEW YORK 21, N. Y, contents part one: the panel story ............................................... 3 What Is The Panel of Americans?................................ 3 How Widespread is the Panel?................................... 4 Policy and Principles ......................................... 6 How Does it Work?.............................................. 7 Who are the Speakers?.......................................... 8 Audiences: What are They and How Should They be Met?............................................... 9 Esprit de Corps .............................................. 10 What People Say About the Panel............................... 10 part two: panel procedure............................................. 14 Building a Panel Speech..................................... 14 You ........................................................ 15 Your Group ................................................. 15 American Culture and Your Group............................. 15 The Panel as a Team......................................... 16 Order of Appearance ........................................ 16 Humor....................................................... 17 Sermons, Lectures, Cliches and Quotations................... 17 Learn Something About Your Audience......................... 17 Different Speeches for Different Audiences.................. 18 Evolution of Speeches..................................... 18 The Question Period ........................................ 18 Speak for Yourself.......................................... 19 Facts, Figures, Time ....................................... 19 Teamwork on the Panel....................................... 19 On and Off the Platform......................................... 20 Taste .......................................................... 20 Mechanical Details are Important................................ 20 During the Question Period...................................... 21 After the Program............................................... 22 The Panel Moderator............................................. 22 Introducing the Program......................................... 23 Moderating the Question Period.................................. 24 Meeting the Audience Needs...................................... 24 Keeping the Program Balanced.................................... 24 Enhancing Demonstrations of Teamwork............................ 25 Concluding the Program ......................................... 25 Evaluating the Program.......................................... 25 Sample Questions ............................................... 25 Questions for the Entire Panel ........................... 26 Questions for the Jewish Speaker .................. 27 Questions for the Catholic Speaker ....................... 29 Questions for the Protestant Speaker .............. 31 Questions for the Protestant, Catholic and Jewish Speakers ............................................ 32 Questions for the Negro Speaker .......................... 34 Questions for the Ethnic Speakers ...................... 36 part three: some resources........................................... 39 Books and Pamphlets...................................... 41 Films to See ............................................ 48 A Suggestion Sheet ...................................... 51 part one: the panel story what is the Panel of Americans? panel of Americans is ,a nation-wide discussion program in intergroup education. Sponsored by American universities as an educational experience for their students and a public service to their communities, panel of Americans is based on the premise that people of all ages, faiths or origins, meeting face-to-face for honest self-examination and exchange of ideas, can make a rich contribution to an American ideal: the free individual in a diverse society, respecting the dignity of his own and other peoples differences, because he has learned how to appreciate both, panel of Americans is geared to the philosophy that self-esteem begets mutual esteem. A panel of Americans team consists of five student speakersRoman Catholic, Negro, Jewish, Protestant and other ethnic Americanwho go out by invitation to campus and community groups to discuss the problems and opportunities arising from their respective differences, and to answer 3 audience questions on these issues. Audiences vary from adult Rotary clubs, church groups, womens organizations and PTA groups, to college and high school assemblies and sometimes classes of very young children. The purpose of panel of Americans is to bring people of varying racial, religious and cultural backgrounds together to examine themselves, their differences and similarities as Americans. The Panel does not seek to persuade or convince, only to stimulate people to think and to open up a door of communication with each other. It is not in any sense an interfaith program, nor is its object to suggest that there is a religious least common denominator. Panel members talk spontaneously in the first person about their own attitudes toward their own identity and heritage. It is a program of a highly personalized nature. A Panel speaker represents officially no church, no specific culture, no group as such; he represents only himself as a human being. His audience is asked to regard him as one individual expressing a viewpoint based on intimate experience and conviction. Question-and-answer sessions which follow the Panelists introductory speeches bring into play the vigorous exchange between Panel and audience which is the life-blood and unique character of this human relations program. Through such give-and-take, panel of Americans participants and their audiences are dramatizing the unity without conformity which is the strength and hallmark of American life. how widespread is the Panel? panel of Americans began with students from the University of California at Los Angeles during a period of racial and religious hostility in that city. Discussion teams consisting of five students of diverse religious and ethnic backgrounds traveled throughout California to meet with audiences of the armed forces, schools, PTAs, civic, church and labor groups to discuss the strengths and differences of their respective back- 4 grounds. After a demonstration tour across the United States, the U.C.L.A. Panel received requests from many other schools and communities for help in starting local panels of Americans. In 1955, the National Council for the Panel of Americans was organized, and in 1956 its national office was opened in New York City. Today more than a score of Panels are functioning on American campuses and new Panels are in the making for use both in geographic areas of special tension and on the international scene. A single Panel may make from 20 to 75 campus and community appearances a year. Requests are received regularly, from different sections of the country, for assistance by the National Council in organizing similar Panel projects for high school students, junior high school students and adult speakers. A womens Panel has been functioning in Kansas City. In forthcoming summers it is hoped that specially selected Panels can be sent overseas so that the American student can help interpret his own country to his European contemporaries and also bring back to his home campus the lessons he has learned about the attitudes and problems of university students in other areas of the world. An educational project, panel of Americans, inc. is a tax-exempt organization incorporated in the State of New York. Its headquarters are at 33 East 68th Street, New York City, where the National Council staff conducts its program for maintaining the integrity and effective continuity of the Panel project wherever it is in operation. A Director and Associate Director, assisted by an office staff, provide field service to each university sponsoring a Panel, initiate new Panels, conduct research and organize training conferences. Leaders in the fields of education, communications, human relations, labor and industry, are members of the Board of Trustees of panel of AMERICANS. Gilbert A. Harrison, a member of the National Council for the Panel of Americans, has declared: 5 Those of us who support the panel of Americans share at least two assumptions: first, that the United States must be strong not merely so that it can best defend the well-being of its own citizens but so that its influence throughout the world for a free and just society can be great; second, that our national strength is sapped whenever our people are divided and are estranged from one another by bitter suspicion. . . . My understanding of the purpose of the student panels of Americans is that they undertake to explain and illustrate, in college and university communities and in the general community, what the whole American family is at its best; namely, that the many members of that family, of different races, creeds and national origins and viewpoints, understand each other, respect and welcome their honest differences, but all the same live and work together as friends. policy and principles in cooperation with the educational institutions sponsoring the local Panel projects, panel of Americans, inc. seeks to preserve the integrity and effectiveness of each Panel as an educational program. With this in mind, the following general principles for the development and operation of the Panels are recognized: 1. Sponsorship of the Panel on any campus shall be by the university with supervision provided by an advisory committee composed of faculty members. Religious advisors and other consultants also shall be invited by the sponsoring school to assist in guiding the preparation of the students. 2. Each Panel shall be as broadly representative as possible of the major racial, religious and cultural groups represented on the university campus. 3. Students participating in the Panel shall be only those who are selected and guided by the most responsible segments 6 of the university community administration, faculty, religious advisors. 4. Faculty members or their qualified counterparts shall be used as moderators in all public appearances of the Panel. 5. The Panel on any campus shall be an educational rather than a social action program in intergroup relations. It shall rely upon persuasion and the expression of individual views and experiences of the student speakers rather than factual expositions on prejudice by student experts. 6. Each Panel shall be a demonstration of interreligious as well as interracial and interethnic cooperation in the effort to help cement campus and community unity in the solution of major intergroup problems. It shall not be an interfaith program in which capsules of the various religious traditions are presented in the context of a discussion on comparative religion. how does it work? In a panel of Americans performance, the five student members of the team appear together before an audience accompanied by a Faculty Moderator. The audience sees the Panel as a whole, in a setting of unity five young men and women who look like typical young Americans, bound together in friendship and the singleness of an educational endeavor. Yet, they are five young Americans who symbolize entirely separate, valid points of view the Roman Catholic, the Protestant, the Negro, the Jewish and the other ethnic American backgrounds (Oriental or Mexican American, Puerto Rican, American Indian or newly-arrived immigrant, depending on the region.) The Faculty Moderator introduces the speakers as a group. Subsequently, each student rises and introduces himself in a three to four minute personal statement which may begin as follows: My name is John Smith, I am a second-year student at XX University majoring in chemistry, I am a Catholic, an American and this is what I believe as an individual and . . At the conclusion of the five student statements, the Moderator invites questions from the audience. A free discussion between Panel and listeners concludes the program. who are the speakers? panel speakers are young people with convictions that have evolved from self-examination and their own inherited cultures. Through self-analysis and self-appraisal, and through the friendships and insights they have gained by association with their fellow Panelists, these students symbolize the basic American philosophy of individualism and the meaning of personal integrity. They are willing to talk to people they have never seen before about their values and experiences as members of specific religious or ethnic groups. They want to help these listeners become familiar with these groups. In turn, they want to enlarge their own understanding of different viewpoints. As they respect themselves, so do they respect each other and the members of their audiences. Their mutual relationship carries across to their listeners the sense of confidence and genuine curiosity-for-learning which are important ingredients of the educational process. panel speakers are not theologians or sociologists, nor are they preachers or teachers or trained orators. They know something about their own traditions and they have three kinds of understanding: an appreciation of their own background, an appreciation of the differences or similarities in the backgrounds of their fellow Panelists, and a respect for the sincerity of the questions which audiences direct to each of them. Sincerity in answering these questions, each according to his own knowledge and experience, is an important factor in the attitude of the Panelist. audiences: what are they and how should they be met? all over AMERICA, as the Panel speaker knows, there are men and women who have never had a chance to sit down, face to face, with anybody who is different and to ask questions about the inevitable matters which puzzle them. Some of these people have grown up with cliche attitudes about minorities. To them, a panel of Americans may represent several things. It may simply be a team from the College and this puts a responsibility upon the Panel students to be truly representative in dignity and deportment of the university which has sent them out or, variously, a team of spokesmen for racial, cultural or religious groups. The Panelist therefore has a double function in approaching an audience. Even if each Panel member makes the point that he represents only himself, it is the tendency of audiences to think of him as a symbol of his group. Therefore, he owes it to himself, his group and his university, to make the most attractive and dignified impression of which he is capable. Audiences are the life-blood of panel of Americans. An alert, genuinely thoughtful audience, young or old, can bring out the best ideas, stimulate the clearest thinking and create the most fruitful climate for the goal which the Panel has in mind: the fortifying of intergroup understanding. An audience is not a unit but a room full of individuals. A Panel speaker should answer individual questions with the same degree of personal respect which he asks of the audience in his own behalf. The questioner is a person, like the Panelist, subject to the same needs, doubts, searchings and strivings as any other human being and to the same possibility of error or indoctrination. A Panel speaker deals with his listener as he would like to be dealt with man to man, taking for granted the honesty of the question, even if it seems, sometimes, to be tinged with unfriendly challenge. The Panelist is prepared to 9 face the individual who is hostile, feeling an even greater responsibility toward him than toward the audience that is clearly sympathetic. Prejudiced or not, the audience affects the Panel, the Panel affects the audience. panel of Americans is not asking for miracles of understanding; it is asking people only to listen and think. People cannot be changed overnight, certainly not by one exposure to a Panels example of fair play and human decency. The Panel will be fruitful in some areas, fallow in others. But the ideas it sets in motion have the likelihood of reaching further than the room in which they have been released. Men and women may take something from that room into their own lives and homes and jobs. esprit de corps valuable in the extreme to the audience is the visible esprit de corps of the Panel speakers as a body. The audience which sees before it five young people of disparate background and ideas who are capable of mutual friendship and mutual regard is learning what America at its best is and can be. The rapport is a real one, for Panel members have shared many experiences together both on the campus and in public. what people say about the Panel the panel has played, I feel, a very significant role, both on campus and off ... it has proved to be an outstanding educational asset to Carnegie; members of the Panel have spoken of their participation in it as one of the most important extracurricular learning experiences of their college careers. J. C. Warner President Carnegie Institute of Technology 10 It would be my strong feeling that this kind of program, if it could be repeated all over this country with young people who are able to make the same kind of impression as the team at the University of Minnesota, would make a tremendous contribution toward improving relationships. Orville L. Freeman Governor of Minnesota . . It is a Panel of young Americans of varying religious beliefs and varying racial, ethnic and cultural backgrounds appearing together to testify to their common faith in the principles of American democracy. . . . Democratic values are therefore the primary topic of discussion and concern; each member presents those aspects of his faith or background which have a bearing on this problem. The Panel is not in any sense of the word an interfaith panel. ... It is not the object of the Panel to suggest that there is a religious least common denominator or to suggest that religious differences are insignificant. The members of the Panel do not meet on a shaky platform of emasculated deism: they come together in a common belief in the dignity and value of the individual man. . . -The Rev. James J. Maguire Notre Dame University It is difficult to express to you our appreciation for bringing the Panel of Americans to our luncheon meeting last Wednesday. This, without a doubt, was the most outstanding program that we have had all year. Don Greaves, President Dallas Junior Chamber of Commerce The evening performance of panel of Americans brought a turnout exceeding all expectations. We heard that never before had there been in a public meeting of this town so many representatives of the local warring factions. Certainly there had 11 never been so many Negro parents at a PTA meeting before. The children, whom we had addressed in our morning performance, had told their parents to come, and they did! A Student Panelist . . For the past ten years the problem of intergroup relationships has been a most perplexing and difficult one on this campus. . . . Literally nothing worked successfully, even for a short time, until the Panel of Americans program was introduced. . . E. G. Williamson Dean of Students University of Minnesota The consensus among students and teachers was: Great program . . . best weve had in years. As for my own reaction, I do not recall a classroom lesson in social studies that approximates the effectiveness of your Panel presentation from the viewpoint of the building-citizenship objective. Samuel Steinberg, Chairman Social Studies Department Stuyvesant High School New York City . . The Panel has a unique contribution to make at this time of tension in the United States. ... I thought the lack of self-consciousness and self-pity, the humor and forthrightness with which all the young people spoke was most persuasive. As I said that day, the value of the Panel can, it seems to me, be both subjective and objective subjective in its educational effect on the members of the Panel themselves and objective in its ability to reach its audience. Mrs. Yarnall Jacobs National Council of Women 12 Through the panel of Americans, the student makes his by conviction what was previously a matter of inheritance. The Rev. Andrew J. OReilly Advisor to Catholic Students New York University The Panel provides the opportunity and impetus to discuss serious problems in an informal and unpretentious manner ... it provides the opportunity for students from different backgrounds to get to know and enjoy each other on a simple, uninvolved level. ... I believe Panel helps students to know themselves better. . . . A Panel Student Occidental College Los Angeles, California Judging from the attendance at the Panels presentation and the comments which the delegates made in the final evaluation questionnaire it was one of the high spots of the conference. ... I am more certain now than ever that great good can come to both the students who comprise the Panels and the people they associate with. . . . -Francis C. Shane United Steelworkers of America 13 part two: panel procedure building a panel speech the most important element in your Panel speech is YOU. In the three or four minutes you have available, your purpose is to win the confidence and interest of your audience. Since you are not appearing as an expert or professional lecturer, your speech should be conversational, your remarks delivered without notes. Personal anecdotes about real situations you know at first hand will help develop rapport with the audience. Specific episodes in your life or experience, however, should be used only insofar as they illustrate points related to the theme of the Panel and your role in the program. Each speaker has a somewhat different job to do, depending on his group identification. Sort out the three or four basic points you want to make about yourself, your group and its part in American culture. Choose them with great care and in consultation with the faculty advisor working with your 14 Panel category, for this may be the only opportunity your listeners will ever have to learn about your group. Illustrate these points with your own personal experience. Relate yourself and your background to the other students and groups reflected on the Panel. The following outline and questions may be of help in building your speech. you 1. who are you? What is your identification, your name, your faith, your status in college? Your personal introduction may describe your family briefly, or some dramatic experience you have encountered as a member of your particular group. 2. why are you on the panel? How do you fit into its scheme and why is it important to you? your group 1. FACTS AND FIGURES What are the three or four basic points you think every audience should know about your group? Information about your group will help your audience share your pride and interest in being what you are. You may want to explain certain points about your group which are commonly misunderstood. Choose only those which are most important and most closely related to the theme of unity in difference which characterizes the Panel. 2. DIFFERENCES AND SIMILARITIES How have your religion, your family or your education helped you to appreciate the differences among people and to meet the problems arising from these differences? American culture and your group 1. PROBLEMS AND OPPORTUNITIES a) What is the relationship between your group and the total pattern of American culture? 15 b) What are some of the specific problems or opportunities growing out of the differences among us? What are some of their causes and consequences? c) How are you, as a person, affected by these problems? How are you, as a member of your group, affected? How are you, as an American, affected? 2. RESPONSIBILITY a) Are you concerned about prejudice against groups other than your own? If so, why? b) In your opinion, what can be done to improve relationships among people? Is there anything in your own tradition which causes you to make these particular recommendations? What are you yourself doing about them? the panel as a team each panel speaker must remember that he is part of a team. The effect of the Panel is cumulative. Your speech must therefore be planned as part of a continuity, so that the impact of the program on the audience produces, in the end, a total experience. To avoid repetition, you must build your speech in relation to the other speeches. If one student is stressing employment or housing problems for his own group, another should avoid these subjects and explore the nature of prejudice in specific tension areas or professions, or the international and psychological implications of prejudice. This device serves to stimulate a variety of questions from the audience. It also permits the Panel program to emerge as an integrated whole, with five individuals applying five different insights and viewpoints to the same ultimate purpose. 1. order of appearance panels have found that a change of pace and a variety of personality adds a spark to the program. Therefore the order of speakers may be arranged in terms of lively, humorous or seri- 16 ous elements in the personality of the specific student. To begin and end a program with a strong, lively speaker has been found effective. It is sometimes valuable to use the white Protestant speaker as the concluding voice, particularly where audiences are predominantly Protestant. 2. humor one of the hallmarks of the panel of Americans is that its speakers bring to extremely serious problems a lightness of touch and humor which frequently help to ease tension which may arise in discussing these matters. You will want to use humor sparingly and only when it comes naturally and in good taste. When the timing is right, however, and a light thrust comes spontaneously to you, use it to the fullest. Humor can contribute spontaneity and variety which help your listeners keep the Panel and its meaning in their minds after your program. 3. sermons, lectures, cliches and quotations panels throughout the country have found that audiences are intrigued by the program because it gives old words and problems a new look and sound. It is extremely important, therefore, to guard against preaching or lecturing to your audience. The Panel can bring new life and meaning to worn-out phrases and ideas by careful selection of words and the use of personal illustration. If you can translate the familiar concepts of brotherhood, prejudice, minorities, into new statements and situations, you will be performing a real service. Quotations from verse and song are of very questionable value. In the main, your listeners are more interested in your ideas rather than in those they may have read or heard elsewhere. 4. learn something about your audience if possible, find out in advance what kind of people you are going to address, their interests and attitudes and the sort of 17 community they live in. This will help you to develop a discussion meaningful and relevant to this particular audience. 5. different speeches for different audiences your basic speech, once planned, will need certain adaptations for different age groups among your audiences or different affiliations of groups. A speech appropriate for a high school assembly will need reshaping for a Rotary Club luncheon, a PTA group, a foreign student group or a classroom of elementary school children. 6. evolution of speeches panel students find that their ideas change with time and experience. Your speech may need to be revised, may grow and be altered by the test of audience response. More humor may sometimes be needed in order to lighten the mood of an over-serious speech; more dignity to lend stature to a speech too lightly conceived. the question period the give-and-take between Panel and audience which characterizes the question period is the high point of a Panel appearance and can be the most rewarding aspect of the entire program. In this free exchange of ideas between speakers and their listeners, the audience changes from a unit to a roomful of articulate individuals, each one at liberty to direct his own thinking to the specific Panelist of greatest personal interest to him. As individual challenges individual, the discussion stimulates honest examination of issues, clarifies misconceptions, dispels rumors. Human relations communication, at its most fruitful level, ensues. When the Moderator has repeated a question from the audience, rephrasing it, if necessary, he directs it to the student Panelist to whom it relates, or, on occasion, to a Panelist 18 who may volunteer to answer it. A broad question may require comment from more than one student. Answering questions is a skill comprising more than a command of facts. Tact is essential; forthrightness and the earnest assumption that a questioner is speaking in good faith; friendliness and dignity; brevity and emphasis on the personal. All these are elements of the effective answer. The following points have been found useful in guiding Panel speakers during question periods: 1. speak for yourself panel of Americans does not bring to the public religious or sociological experts. The individual Panel speaker does not, and should not, assume responsibility for all Negroes, all Protestants, all Jews, all Catholics, he can tell his audience only what he himself knows from firsthand observation. If he does not know the answer, it is wise to admit this honestly. Another Panelist or the Moderator may be able to satisfy the questioner. 2. facts, figures, time be brief, but complete. Many questions require a command of factual information which you may acquire in consultation with your faculty and religious advisers, in discussion with fellow Panelists at your regular meetings, in reading and research. If a question is asked in good faith (always assume that this is the case) you will need to support your answer with as much actual data as possible. 3. teamwork on the Panel friendly differences of opinion among the Panelists are natural and will arise from time to time. The existence of this disagreement actually demonstrates the unity in diversity of the Panel philosophy. More frequently demonstrated, of course, is the friendship and mutual respect among Panel speakers 19 during the question period. It is not advisable for one speaker to answer for another, especially in the area of religion. There are times, however, when it does become necessary for a student to rise to the defense or aid of another Panel member who has been cornered by a hostile question. For example, the white Protestant speaker who receives few direct questions about his own tradition often can supply comments or facts which help dispel rumors or misconceptions about other groups. Such a display of teamwork has its own dramatic yet subtle impact on the audience and has been found by all Panels to be of positive value. on and off the platform 1. taste Although the panel of Americans is not a show, a Panel program is, in a sense, a dramatic presentation taking place on a stage and subject to some of the same judgments and criticisms which the spectator applies to any other form of public appearance. Good taste is therefore an essential of your approach to a Panel performance. Whether or not you conceive of your role as an individual one only, you are, symbolically, to those who watch and listen, a representative both of your school and of your entire group. 2. mechanical details are important panels throughout the country have found that the following points of behavior should be borne in mind, both on the platform and during the post-Panel gathering between students and audiences. a) Avoid the use of notes so that at all times you can meet the eyes of your listeners while you are on the platform. b) Stand when delivering your remarks, both during your own introductory speech and during the discussion period when a question is addressed to you. 20 c) Dress conservatively, with an eye to the visual appeal you will have for your audience, both as an individual and as one of the members of the Panel group. d) Be attractively groomed. e) Watch your posture. Be conscious at all times of the visual impression you are making on your audience. f) Be courteous to your fellow Panelists. During a fellow-Panelists speech, turn toward him, giving him the same attention he is receiving from the audience. Appear to be absorbed in his remarks, even though you may have heard them many times before. g) Use a microphone if one is available. If not, be sure that your voice can be heard clearly all over the room. When in doubt, ask the audience if it can hear you. h) Try to avoid the use of a table. Its absence will bring you closer to your listeners, giving them a full view of you and eliminating what may be, literally, a barrier. 3. during the question period a) Assume that your audience is sympathetic and friendly. b) State your own position positively. Never attempt to speak for any of your fellow Panelists. c) If an unfair question is asked, seek to control any manifestation of indignation or belligerence. d) If another Panelist is being harrassed by a questioner, you or the Moderator will need to go to his defense. e) If a member of the audience speaks irreverently of matters which you hold sacred, you must bear in mind that his intention may not be negative but simply an accident of phraseology. f) Answer each question as though it were unique and you had never heard it before. g) Be attentive to the comments of your fellow Panelists and listen alertly to each one, keeping your eyes upon the speaker. 21 h) If a genuine disagreement should develop among the members of your Panel during a performance, do not thrash it out then and there. Save it for discussion when the program has been concluded. A normal amount of disagreement is healthy. Real conflicts of opinion, however, are best kept for private airing. 4. after the program after panel appearances, the speakers are usually invited to share refreshments informally with their hosts and with the audience. The impression which the Panel creates is a continuous one and needs to be constantly in your awareness as you deal in closer relationship with new people. It is well to capitalize on such opportunities to go on with a discussion of some problem stimulated during the program. The Panel is setting an example and is automatically under critical scrutiny. No Panelist can afford to become too relaxed in his personal behavior, even after the performance. the panel moderator a panel team appears in public with a Moderator who is a member of the Faculty or his qualified counterpart and who has worked in preparatory sessions with the speakers. The Moderator has a key position in the Panel. At each program, he is the bridge between Panel and public. He is also the Panels guide in matters of public relations and of staging, taste and judgment. His first job during a performance is to win audience confidence and to establish preliminary facts about the program such as university sponsorship and the unprofessional nature of the program. As an individual, the Moderator is a personality in his own right. He lends the flavor of his own thinking to this role and will coordinate the Panel performance in his own special way. 22 At no time, of course, does he attempt to slant a program to serve any platform of his own. He stays out of the discussion as much as possible, since it is the students who must be chiefly responsible for answering the questions. He occasionally may have to serve as a buffer between the students and audience, however, and his influence in supporting and assisting the students cannot be over-estimated. 1. introducing the program the moderators introductory remarks, 3 or 4 minutes in length, establish rapport with the audience. A variety of devices for achieving this are open to him: a) He sets the mood of the program by stressing that it is creating a conversation among friends rather than a debate, a lecture or a dramatic offering. b) He expresses pleasure in confronting this particular audience in this particular community; he may refer to the trip or to experiences the Panelists have had in arriving at this particular place. c) He may speak of some unique aspect of this audience or community in order to make the listeners feel the Panel is familiar with and interested in their community. The Moderator then describes briefly the purpose or background of the Panel and introduces the actual program by stressing three points for the audience to keep in mind: a) Panel students do not pretend to be experts on anything but themselves, their own feelings and convictions. b) Panelists are not official representatives or spokesmen for their respective groups. c) Panelists will welcome questions from the audience at the conclusion of their own personal statements. The program then begins, as the Panel is introduced as a whole. Each speaker rises, identifies himself by name and affiliation, and makes his own remarks to the audience. 23 2. moderating the question period if an audience is slow to start its questioning after the students have spoken, the Moderator may stimulate listeners with the following devices: a) Planted questions; anecdotes; a bit of humor. b) Questions from the Moderator himself, to prime the pump. The Moderator must try to protect the Panel from unfriendly attack by questioners, and must clarify any questions which are not immediately comprehended. a) He may need to rephrase and focus a listeners question in order to make it answerable. b) He may need to siphon off hostility from an antagonistic question by treating the episode simply as an honest request for information. His ability to maintain a calm atmosphere under such provocation is an essential part of his function. c) He may need to divert a heckler or restrain a long-winded questioner with a personal axe to grind. 3. meeting the audience needs if a panelist fails to answer a question to the satisfaction of the questioner, the Moderator may have to rephrase it and throw it back to the Panel until the audience is pleased. If audience hostility or dissatisfaction is aroused by any real error on the part of the Panel, the Moderator may smooth out any negative effects. 4. keeping the program balanced the moderator will often need to spread the questions around in order to avoid placing the burden of answering on the shoulders of any one Panel speaker. If the discussion tends to bog down or to become a debate, the Moderator can divert it by asking for questions on some other issue. 24 5. enhancing demonstrations of teamwork a moderator should attempt to draw each one of the Panelists into the discussion. The Moderator may sometimes have to watch for the loaded question aimed at one Panelist in particular. Advance preparation of the Panel guarantees that, to save a student from needing to answer defensively, some other Panelist will jump into the breach. If the Moderator is alert, he can see that the speakers have ample opportunity to jump in for each other. This all for one and one for all is a powerful illustration of the panel of Americans' philosophy in action. 6. concluding the program the moderator should sum up the program with a capsule remark on the purpose of the Panel and its reasons for having come. The program is not over even when the Panelists have left the platform. Often the most effective work of the Panel is still to be accomplished, during conversation over coffee, luncheon, or dinner. 7. evaluating the program after any program, the Moderator and his Panelists will hold, among themselves, an evaluation session. By this honest method of judging their own performance, the Panelists learn to sharpen their own personal and mutual effectiveness. The Moderator must assume responsibility for pointing up the good and bad aspects of the preceding program and for helping Panelists plan ways of improving the next one. sample questions the following list of questions is included to indicate the nature, number and variety of questions that are asked by 25 audiences. The questions all are actual ones that have been asked of Panel members in the past. Some are petty, some superficial, some searching. Some represent a sincere desire for information, while some are entirely outside the province of the Panel program. The Panel speaker needs to be forewarned about the variety of questions and the occasional bigot or heckler. Audiences will not all be in sympathy with the Panel, and constructive ways of meeting the difficult question or questioner must be developed by each Panel and its advisers. Each locality may expect different specific questions, and ways of answering them will depend upon the local situation. Each Panel will need to get the facts and background relevant to its area and frame its answers accordingly. questions for the entire panel A. Personal 1. Why are you on the Panel? 2. Do you ever feel prejudice toward an individual or group? 3. How do you feel about intermarriage, both racial and religious? 4. Do you think your Panel actually is doing any good? What do you accomplish? B. Prejudice 1. What causes prejudice? 2. Dont groups ask for prejudice against themselves by putting up barriers between themselves and others? 3. Is there more prejudice in the South or North? 4. Do you think prejudice is increasing in the United States today? 5. Is there racial or religious prejudice in Soviet Russia? 6. Arent all of these questions based nearly 100% on economics? C. What Can Be Done About It? 1. Can you legislate against prejudice? 2. Will education eliminate prejudice? 26 3. We agree with you, but what can we do about our parents? Our teachers? 4. Wont we have to have one race and one religion before we can have real understanding among people? 5. Dont you think that talking about prejudice just stirs it up? D. Miscellaneous 1. Can an atheist be a good American? Why dont you have one on the Panel? 2. Should public tax money go to maintaining private schools, including parochial schools? 3. What is your attitude toward discrimination in fraternities and sororities? 4. Are there quota systems restricting admission to your college? questions for the Jewish speaker A. What a Jew Believes 1. Do Jews believe in God? 2. Can a person join the Jewish religion as he can join any other church? 3. Do Jews have parochial schools like the Catholics? 4. Do the Jewish people celebrate Christmas? Why do Jews celebrate New Years at a different time of year from the rest of the people? 5. Do you believe in the New Testament? Why not? 6. Do you believe in joint Christmas-Hannukuh services in school? 7. Does the Jewish faith accept converts? Do you have missionaries? 8. What is the Jewish attitude toward intermarriage? B. What is a Jew? 1. Should Jews be assimilated or retain their group identity? 2. Are the Jews a race, religion, a movement or a nationality? 3. If I do not follow the Jewish religion, although my parents do, then I am not Jewish, am I? 4. What is the main difference between the Orthodox Jews and the Reform Jews? How do the Orthodox Jews look upon the liberal Jews? C. Misconceptions and Prejudice 1. Why have the Jews always been persecuted? 2. Why did the Jews crucify Christ? Why dont the Jews accept Christ as the Messiah? 3. Why do all Jews look alike? 4. Do you think someone in a minority should force his way in where hes not wanted? 5. Why are Jews more intelligent and better business men? 6. Why are so many Jews money lenders? In the clothing business? In the motion picture industry? 7. Doesnt Judaism lead ultimately to materialism? 8. Is there much anti-Semitism on your campus? In your community? If so, what form does it take? 9. Do Jews want to live among themselves or others? Why are they so clannish? 10. What do you think of movies which try to combat anti-Semitism? 11. Why do Jews try to cheat people? Is it true that the Jewish religion teaches that it is all right to cheat a gentile? 12. Are Jews ever prejudiced against Negroes or other Jews? D. Israel 1. Why are the Jews making so much trouble in the Middle East? 2. Should a Jew in this country owe allegiance to America or to Israel? 3. Why dont the Israelis either resettle or compensate the homeless Arabs who live in camps at their borders? 4. Why do the Jews feel that Palestine is their home? What claims do they have to it after 2000 years? 5. Do they discriminate against other races in Israel? 28 questions for the Catholic speaker A. What a Catholic Believes 1. Do you, as a Catholic, believe that non-Catholics will go to Heaven? 2. Why dont Catholics eat meat on Friday? 3. Do you worship statues? Why? 4. In confession why do you have to go through a priest? Why cant you go straight to God? 5. Why is confession so necessary to a Catholic when it so often seems to be an empty gesture? 6. If a man kills another man and confesses it to the priest, will he be allowed to go out and never give it another thought? 7. Must Catholics believe everything the Pope tells them? 8. Do Catholics owe allegiance to the Vatican or to Rome? 9. Do Catholics believe in evolution? 10. Why do Catholics say the Mass in Latin? 11. Is there such a thing as purgatory? How can you prove it? It isnt mentioned in the Bible. 12. What is the new dogma of the Assumption of the Virgin Mary? Why do you worship the Mother Mary? 13. Why do Catholics have a different Bible? 14. What is the difference between Catholics and Protestants? 15. Dont you lose your own religion when you learn about others? 16. Why are Catholics forbidden to enter into any kind of interfaith activity in some cities? 17. Do all Catholics believe as you do, or are you a liberal Catholic? B. Marriage, the Family, Schools 1. Why does the Catholic Church insist that a non-Catholic who marries a Catholic must give up his religion and agree to have his children reared as Catholics? 2. Can a marriage between a Catholic and a non-Catholic work? 29 3. Is it true that when you marry you must have a child a year? 4. Why cant nuns marry? 5. Is it true that a Catholic is excommunicated if he marries a non-Catholic? 6. Why do Catholics have to go to parochial schools? 7. Dont parochial schools simply accentuate the barriers between religions? 8. Why should the public school system support Catholic schools? Are only Catholics permitted to attend parochial schools? 9. Do you believe in the separation of church and state? 10. Why do the Catholic Schools teach that the Jews killed Christ? C. The Social Order 1. What are the Catholic Churches doing about integration in the South? 2. Are the parochial schools in the South segregated? 3. How can the Church sanction the Franco regime in Spain? 4. How can you explain the fact that in predominantly Catholic countries the poor are poorer and the Church is wealthier than elsewhere? 5. Why dont Protestants have religious freedom in Catholic countries like Italy, Spain and Argentina? 6. Why does the Masonic lodge refuse Catholics as members? 7. What right has the Catholic Church to censor books or motion pictures? 8. What is the Index? 9. What if a Catholic were elected President of the United States, wouldnt he be loyal to the Church first and nation second? 10. Why are Catholics so clannish? 11. Are Catholics ever prejudiced against Negroes? Against other Catholics? 30 questions for the Protestant speaker the white protestant speaker on the Panel of Americans does not receive a great many questions on his religious beliefs and practices from most audiences. As a person who may never have experienced prejudice against himself or his group, however, the white Protestant speaker has an extremely important role in the question period. His comments on a variety of general questions will help other white Protestants in the audience examine their own attitudes and thinking on these issues. Protestant speakers, therefore, should refer not only to the questions below, but to the lists marked Questions for the Entire Panel and Questions for Protestant, Catholic and Jewish Speakers in preparing for their work with the Panel. A. What a Protestant Believes 1. What does it mean to be a Protestant? 2. Why are there so many Protestant denominations? 3. Why are the Protestants so disunited? Is anything being done about it? 4. What is the main difference between the Protestant and Catholic religions? Between the Protestant and Jewish faiths? (Most Panels recommend that each person answer only for his own faith.) 5. Do you believe in personal prayer? 6. Do you give up anything for Lent? 7. Do you believe in confession? 8. Do Protestants have a different Bible? Is it in Latin? 9. Do you believe in the Trinity? 10. Do you believe in the Resurrection? 11. Do you have a catechism of things you believe? B. Marriage, the Family, Schools 1. What does the Protestant church teach about intermarriage? 2. Why does the Protestant always have to give up his faith if he marries a Catholic? 3. Can marriage between a Protestant and a Catholic or Jew work? 4. Do Protestants have parochial schools? 5. Dont parochial schools simply accentuate the barriers between religions? 6. Why should the public school system support any parochial or private schools? 7. Do you believe in the separation of church and state? 8. Why do Protestant Sunday schools teach that the Jews killed Christ? 9. Dont you lose your own religion when you learn about others? C. The Social Order 1. What are Protestant churches doing about integration in the South and North? 2. Why are some Protestant parochial schools in the South segregated? 3. Why does the Masonic lodge refuse Catholics as members? 4. Would you vote for a Catholic if he were a candidate for President of the United States? 5. What do you think about the birth control issue? 6. Why are Protestants against such legalized gambling as bingo? questions for the Protestant, Catholic and Jewish speakers A. You and the Panel Idea 1. What can you say to people who are prejudiced? 2. Would you want your sister to marry a Negro? 3. What would you do if a Negro boy asked you for a date? 4. Is it better for boys and girls of one religion to go with people of their own faith? 5. Can intermarriage work? 32 6. What can a white person do to get to know a Negro? 7. If you were a property owner in an average American community, would you rent to a Negro? 8. Doesnt the fraternity system contribute to class barriers? 9. Would you object to having a Negro or Oriental family live next door to you? What about property values? 10. These fine ideals are all right, but you cant eat them. What would you do if you were running a business and hiring Negroes or serving them meant a falling off of your sales? B. Your Beliefs and Their Application to the Panel 1. Cant people be too equal? 2. Isnt there a danger of moving too fast in this business of understanding? 3. Why dont the churches and synagogues do more about the interracial problem? 4. If religion teaches Brotherhood, why is there discrimination in its institutions? 5. If we are all Gods children, why do we all worship God in different religions? 6. Why are most people who go to church such hypocrites and why do they discriminate? 7. Do you believe in joint Christmas-Hanukkah Services in school? C. Loaded and General Questions You Can Help to Answer 1. Wouldnt the Negroes prefer to go to their own schools? 2. Why are the Jews so tight with their money? 3. Why do Jews control the business and economy of the United States? 4. Why do whites think Negroes are inferior? 5. I never heard anyone persecute a Jew, arent you stirring up trouble talking about this? 6. How can you force an employer to hire a Negro and still preserve his (the employers) rights? 33 7. What do you think about birth control? 8. What can be done with people who are set in their prejudices against races and religions? 9. How can the American people lick the prejudice problem when older people pass on their prejudices to their children? 10. Why is it that after all this talk everything stays the same? 11. What can be done about preventing religious and racial discrimination in regard to employment? Do you favor a federal FEPC? 12. What states have FEPC laws? Are they working? 13. Is it true that most Negroes segregate themselves in public schools? 14. Why are Negroes always chauffeurs and cooks? 15. Why is it that Negro and Puerto Rican sections of town are always so run down? 16. Why is the Negro and Puerto Rican crime rate higher than for other groups? questions for the Negro speaker A. General 1. What do Negroes want? 2. What contributions have Negroes made throughout the history of civilization to prove that they are equal to the whites? 3. Why is there such class distinction among Negroes? 4. How can we be friends with Negroes when they wont be friends with us? 5. Is there any particular religion predominant among Negroes? 6. What is your race doing to help its own members? 7. Dont you feel that it is partly the Negroes fault that there is discrimination against them? 8. Why do so many Negroes try to pass as whites? 34 9. Have you found much prejudice against the Negroes on your campus? If so, what form does it take? 10. Have you ever been turned down at a restaurant or for a job? What did you do and how did you feel? 11. Are Negroes persecuted more than the Jews? 12. Why do Negroes make such a fuss about discrimination when they are so prejudiced against Jews and Puerto Ricans? 13. Do Negroes discriminate against mulattoes? 14. Dont minorities have responsibilities, too? 15. Why is there more delinquency and crime among Negroes and Puerto Ricans. B. Common Misconceptions and Fears 1. Why are Negroes interested in intermarriage? Why are Negro men interested in white women? 2. Why is the Negro press often negative and militant in its approach? 3. Why are all Negroes Republicans? 4. Why did Negro troops do so poorly in the war? 5. Why is it that the Negroes, especially those who have just come from the South, act so belligerently toward the whites? 6. Why do Negroes have push days down town? C. Integration 1. Wouldnt you prefer to go to an all-Negro school? 2. What do you think about the integration incidents in Little Rock and elsewhere in the South? Are we moving too fast in this integration business? 3. Dont you think the Supreme Court decision to desegregate the schools did more harm than good for race relations in our country? 4. What do you think of the NAACP? Isnt it doing more harm than good? 35 5. Is there any way to improve Negro schools? 6. Do you think prejudice will ever change in the South? What do you think of the attitudes toward Negroes that are found there? 7. What do you think of the Ku Klux Klan and the White Citizens Councils? How do you feel about the South in general? 8. Do you believe that the Negroes are benefiting socially and emotionally from desegregation in the South? 9. Arent we in the North guilty of prejudice too? D. Housing and Employment 1. Do you think it is a good idea for people of different races to live next door to each other? 2. Why should a Negro want to move into another part of town? 3. Why is it that Negro sections of town are always so run down? 4. If the value of property is lowered when Negroes move into a given neighborhood, can you blame white people for not wanting them? 5. Why do Negroes try to push their way into white neighborhoods? 6. Why are Negroes always chauffeurs and cooks? 7. What laws are there to help Negroes get better jobs? 8. Can Negroes get better jobs under FEPC and Civil Service? questions for the ethnic speaker (New American, Puerto Rican, American Indian or Second Generation American speakers may anticipate the following questions.) A. Cultural Differences 1. Do you think immigrants to this country should keep 36 their old traditions or fit into the American pattern of culture? 2. Why do some people feel ashamed of the national background of their parents? 3. What can you do if your parents demand that you stay only in your own national background group? 4. Why do you stick with your own cultural group so much? Why are you so clannish? 5. Will you make your children learn to speak Spanish? (Japanese, Chinese, Italian, Hungarian.) 6. What is your feeling toward your homeland? 7. If you were Greek Orthodox, as I am, what would you do when your parents refuse to let you go out with anyone but a boy of Greek background? B. Immigration 1. Did your family have any trouble getting into this country because of the McCarran-Walter Immigration Act? 2. Why should we let ourselves be overrun by foreigners pouring into the country from all over the world? 3. If we let down the bars on immigration wont our jobs be threatened by the cheap labor of immigrants and new citizens? 4. Have the Hungarians who came to this country recently been able to find jobs and adjust all right? C. Questions for Puerto Ricans 1. Why do Puerto Ricans come to New York to get on the relief rolls? 2. Why are so many Puerto Ricans delinquents? 3. What contributions have Puerto Ricans made to our society? 4. Why are all Puerto Rican neighborhoods so run down? 5. Why do Puerto Ricans stick by themselves and speak Spanish all the time? 37 6. Do Puerto Ricans consider themselves Spanish or American? 7. Are Puerto Ricans prejudiced against Negroes? D. Questions for American Indians 1. Why do Indians drink so much liquor? 2. Do American Indians want to keep their old traditions and keep apart from other Americans? 3. Why do Indians live in such poor conditions even though many are wealthy from the sale of reservation land and oil? 4. Do Indians ever live in the city? E. Question for Japanese & Chinese Americans 1. Why were the Japanese Americans put in camps during World War II instead of the Italians or Germans? 2. Why are most Americans of Oriental background on the West Coast? 3. Why do so many Japanese in the United States choose gardening as their work? 4. How did Oriental Americans feel about Japan when we were fighting World War II and Korea? How do they feel about Communist China? 5. Has there been any feeling against Chinese Americans as a result of the Communist government in China? 6. Are all Orientals Buddhists? F. Questions for Mexican Americans 1. Why are the Japanese and Chinese more successful and prosperous than other immigrant groups, such as the Mexican Americans? 2. Why do Mexicans insist on talking Spanish? 3. Why are most delinquents Mexican? Why do they carry knives? 4. Why are our relations with Latin America so poor? 5. Why do Mexicans try to sneak into our country? What are wetbacks? 6. Why do Mexicans hold education in such low esteem? 38 part three: some resources the following books, pamphlets and films have been found useful by PANELS OF AMERICANS throughout the country. The references included here suggest only a few of the many excellent resources available on subjects of importance to the Panel. Many are pamphlets and useful because of their brevity. The list will need to be augmented by each Panel student and his advisors in the light of local problems and circumstances. In order to become familiar with the backgrounds of other students on the Panel, each speaker may wish to check all of the sections in the list for useful references. The following addresses may be useful in ordering some of the materials. American Friends Service Committee 20 South 12th Street, Philadelphia 7, Pennsylvania American Jewish Committee 165 East 56th Street, New York 22 Anti-Defamation League of Bnai Brith 515 Madison Avenue, New York 22 Community Relations Service 165 East 56th Street, New York 22 Catholic Interracial Council of New York 20 Vesey Street, New York 7 Commonwealth of Puerto Rico, Dept, of Labor, Migration Division Council of Spanish American Organizations of Greater New York 322 West 45th Street, New York 36 National Conference of Christians and Jews 43 West 57th Street, New York 19 National Urban League 14 East 48th Street, New York 17 Southern Regional Council 63 Auburn Avenue, N.E. Atlanta, Georgia books and pamphlets general background for every panelist Allport, Gordon W. ABCS OF SCAPEGOATING. Freedom Pamphlet. Anti-Defamation League. Allport, Gordon W. THE NATURE OF PREJUDICE. Addison-Wesley. Alpenfels, Ethel J. SENSE AND NONSENSE ABOUT RACE. Friendship Press. Revised edition. THE AMERICAN PATTERN. This Is Our Home. Leaflet Series, No. 1 American Jewish Committee. Ashmore, Harry S. SEGREGATION AND THE SCHOOLS. Public Affairs Pamphlet No. 209. A digest of the Ashmore report on bi-racial education. Barron, Milton. PEOPLE WHO INTERMARRY. Syracuse University Press. Benedict, Ruth, and Weltfish, Gene. RACES OF MANKIND. Public Affairs Pamphlet No. 85. Bossard, James H. S., Boll, Eleanor S. ONE MARRIAGE TWO FAITHS. The Ronald Press. Herberg, Will. PROTESTANT-CATHOLIC-JEW. Doubleday and Company. Hirsh, Selma. FEAR AND PREJUDICE. Public Affairs Pamphlet No. 245. A digest of the book FEARS THAT MEN LIVE BY. Harper. Humphrey, Hubert H. THE STRANGER AT OUR GATE: Americas Immigration Policy. Public Affairs Pamphlet No. 202. Huxley, Aldous. BRAVE NEW WORLD REVISITED. Harper. Lee, Alfred. M. FRATERNITIES WITHOUT BROTHERHOOD. Beacon Press. Maclver, Robert. THE MORE PERFECT UNION. Macmillan Company. 41 Reisman, David. THE LONELY CROWD. Doubleday Anchor Books. Report of the Federal Commission on Civil Rights, 1959. WITH LIBERTY AND JUSTICE FOR ALL. Government Printing Office. Roston, Leo (ed.) A GUIDE TO THE RELIGIONS OF AMERICA. Simon and Schuster. Simpson, George E., and Yinger, J. Milton. RACIAL AND CULTURAL MINORITIES. Harper. A basic, extremely useful resource book for nearly every Panel quesstion. Stewart, Maxwell S. THE NEGRO IN AMERICA. Public Affairs Pamphlet No. 95. A summary of AN AMERICAN DILEMMA, Gunnar Myrdals study of the Negro in the United States. for Jewish panelists Bernstein, Rabbi Philip S. WHAT THE JEWS BELIEVE. Farrar, Straus and Young. Brickner, Rabbi Barnett R. ANSWERING YOUR QUESTIONS ABOUT JEWS AND JUDAISM. American Jewish Committee pamphlet. Cohen, Arthur A. WHY I CHOOSE TO BE A JEW. Harpers Magazine, April, 1959. Graeber, Isacque. THE TRUTH ABOUT ANTI-SEMITISM. Reprinted from Social Action. Kertzer, Rabbi Morris N. WHAT IS A JEW? Reprinted from Look. Also available in book form, World Publishing Company. Sklare, Marshall, ed. THE JEWS: SOCIAL PATTERNS OF AN AMERICAN GROUP. Free Press. Spence, Hartzell. THE JEWS. Reprinted from Look. Available through the American Jewish Committee. for Catholic panelists Cantwell, The Rev. Daniel M. CATHOLICS SPEAK ON RACE RELATIONS. Fides Publishers Association. 42 The Catholic Bishops of the United States. DISCRIMINATION AND THE CHRISTIAN CONSCIENCE. National Catholic Welfare Conference, Washington D.C. Commonweal. CATHOLICISM IN AMERICA. Harcourt, Brace. Conway, The Rev. Bertrand L. THE QUESTION BOX. The Paul-ist Press. FIVE GREAT ENCYCLICALS. The Paulist Press. Haas, The Rev. Francis J D.D. CATHOLIC, RACE AND LAW. The Paulist Press. LaFarge, The Rev. John, S.J. THE CATHOLIC VIEWPOINT ON RACE RELATIONS. Doubleday. Mahoney, Priscilla O. THE CHURCH AND THE CHOSEN PEOPLE. Reprinted from Grail. The true Catholic attitude toward the Jews. MARITAIN, Jacques. REFLECTIONS ON AMERICA. Scribner. Scharper, Philip. WHAT A MODERN CATHOLIC BELIEVES. Harpers Magazine. March, 1959. for Protestant panelists Bartley, William Warren, III. I CALL MYSELF A PROTESTANT. Harpers Magazine, May, 1959. Cousins, Norman, THE NUMBER ONE QUESTION. Reprinted from The Federalist. Community Relations Service. A warning that color is the biggests telling point in Communist propaganda, and that Soviet distortions must be countered with the truth about progress in American race relations. Gordon, Milton M., and Roche, John P. SEGREGATION-TWO-EDGED SWORD. Reprinted from the New York Times Magazine. The psychological, moral and international effects of segregation on white and Negro citizens. Johnson, F. Ernest. AMERICAN EDUCATION AND RELIGION. Harper and Brothers. Johnson, F. Ernest, (ed.) PATTERNS OF FAITH IN AMERICA TODAY. Harper. Neibuhr, Reinhold. PIOUS AND SECULAR AMERICA. Scribner. Essays on the interrelation of religion with the social and political life of America. 43 Nichols, James H. PRIMER FOR PROTESTANTS. Association Press. Pope, Liston. KINGDOM BEYOND CASTE. Friendship Press. for Negro panelists Cayton, Horace, and St. Clair Drake. BLACK METROPOLIS. Harcourt and Brace. Franklin, John H. FROM SLAVERY TO FREEDOM. Knopf. A history of the Negro in America, from his beginnings in Africa to the present. Frazier, E. Franklin. THE NEGRO IN THE UNITED STATES. Macmillan. Revised edition. Ginzberg, Eli. THE NEGRO POTENTIAL. Columbia University Press. Marden, Charles F. MINORITIES IN AMERICAN SOCIETY. America Book Company. Myrdal, Gunnar. AN AMERICAN DILEMMA. Harper. Comprehensive study of the Negro in America. A digest of this definitive study is available as Public Affairs Pamphlet No. 95. Rose, Arnold, and Rose, Caroline. AMERICA DIVIDED. Knopf. Rowan, Carl L. SOUTH OF FREEDOM. Knopf. for other ethnic American panelists Collier, John. INDIANS OF THE AMERICAS. W. W. Norton. Corsi, Edward. LET'S TALK ABOUT IMMIGRATION. Reprinted from The Reporter. American Jewish Committee. Fey, Harold E. INDIAN RIGHTS AND AMERICAN JUSTICE. Christian Century Foundation. Pamphlet reprint of series of articles from The Christian Century. Handlin, Oscar. THE UPROOTED. Little, Brown. The Great Migrations That Made the American People. THE NEW WORLD AND THE OLD. This Is Our Home, Leaflet Series No. 2, American Jewish Committee. Discussion of the creative impact of immigrant groups on American Life. Rand, Christopher. PUERTO RICANS. Oxford University Press. Senior, Clarence. STRANGERS AND NEIGHBORS. Anti-Defamation League pamphlet on Puerto Ricans. 44 Smith, Bradford. AMERICANS FROM JAPAN. J. B. Lippincott. Sternau, Herbert. PUERTO RICO AND THE PUERTO RICANS. Council of Spanish-American Organizations pamphlet. Tuck, Ruth D. NOT WITH THE FIST. Mexican Americans in a Southwest City. Harcourt. group relations and cultural pluralism in America Antin, Mary. PROMISED LAND. Houghton Mifflin. The autobiography of a Polish Jewish immigrant girl and her adjustment to American life. Barron, Milton L. AMERICAN MINORITIES. Knopf. Cather, Willa. MY ANTONIA. Houghton Mifflin. Portrait of a Bohemian immigrant family in a small prairie town in Nebraska. Creekmore, Hubert. THE CHAIN IN THE HEART. Random House. Story of three generations of a Negro family in a small southern town. Dean, John P., and Rosen, Alex. A MANUAL OF INTERGROUP RELATIONS. University of Chicago Press. Golden, Harry. ONLY IN AMERICA. Permabooks. Handlin, Oscar. RACE AND NATIONALITY IN AMERICAN LIFE. Little, Brown. Schermerhorn, R. A. THESE OUR PEOPLE. D. C. Heath. Sinclair, Jo. THE CHANGELINGS. McGraw-Hill. Story of the reactions of people living in a Jewish neighborhood, when a few Negro families try to move in. Wong, Jade Snow. FIFTH CHINESE DAUGHTER. Harper. Autobiography of an American girl of Chinese parentage and her appreciation of her dual heritage. Woods, Sister Frances Jerome, C. D. P. CULTURAL VALUES OF AMERICAN ETHNIC GROUPS. Harper. prejudice Allport, Gordon W. THE NATURE OF PREJUDICE. Addison-Wesley. Clark, Kenneth B. PREJUDICE AND YOUR CHILD. Beacon Press. 45 Fineberg, S. Andhil. PUNISHMENT WITHOUT CRIME: What You Can Do About Prejudice. Doubleday. Flowerman, Samuel H. PORTRAIT OF THE AUTHORITARIAN MAN. Reprinted from New York Times Magazine. American Jewish Committee. Klineberg, Otto. RACE AND PSYCHOLOGY. UNESCO Pamphlet Series No. 3. Rose, Arnold. THE ROOTS OF PREJUDICE. UNESCO Pamphlet Series No. 5. SCIENCE LOOKS AT ANTI-SEMITISM. This Is Our Home Leaflet Series, No. 9. American Jewish Committee. religious differences Dodson, Dan W. THE CREATIVE ROLE OF CONFLICT IN INTERGROUP RELATIONS. Available through Anti-Defamation League. Fowell, Myron W. CATHOLIC-PROTESTANT COOPERATION. The Christian Century, January 21, 1959. Gordis, Robert, and Gorman, William. RELIGION IN THE SCHOOLS. Copies may be secured from the Fund for the Republic. Herberg, Will. PROTESTANT-CATHOLIC-JEW. Doubleday. A study of the three great religions in the social and cultural framework of American society today. Jacobson, Philip. SHOULD THE AYES ALWAYS HAVE IT? Christian Century Foundation. Majority rule cannot decide questions of religion. Kane, John J. CATHOLIC-PROTESTANT CONFLICTS IN AMERICA. Henry Regnery. Pfeffer, Leo. CREEDS IN COMPETITION. Harper. Rosten, Leo. A GUIDE TO THE RELIGIONS OF AMERICA. Simon and Schuster. desegregation and integration Ashmore, Harry S. EPITAPH FOR DIXIE. W. W. Norton. Ashmore, Harry S. THE NEGRO AND THE SCHOOLS. University of North Carolina Press. 46 CHANGING PATTERNS IN THE NEW SOUTH. Southern Regional Council. Dabbs, James McBride. THE SOUTHERN HERITAGE. Knopf. DESEGREGATION TODAY. Christian Friends Bulletin, April, 1957. The role of religious institutions. Grambs, Jean D. EDUCATION IN A TRANSITION COMMUNITY. National Conference of Christians and Jews booklet. Revised Edition. NEXT STEPS IN THE SOUTH: Answers to Current Questions. Southern Regional Council. Sterling, Dorothy. TENDER WARRIORS. Hill and Wang. Warren, Robert Penn. SEGREGATION: THE INNER CONFLICT IN THE SOUTH. Random House. Woodward, C. Vann. THE STRANGE CAREER OF JIM CROW. Oxford University Press. housing and employment Abrams, Charles. FORBIDDEN NEIGHBORS. Harper. Gillett, Thomas L. A STUDY OF THE EFFECTS OF NEGRO INVASION ON REAL ESTATE VALUES. The American Journal of Economics and Sociology. January, 1957. HOUSING AND PROBLEMS OF URBAN RENEWAL. House and Home. February, 1959. Morgan, Belden. VALUES IN TRANSITION AREAS: Some New Conflicts. The Review of the Society of Residential Appraisers. Vol. 18, No. 3. March, 1952. Morrow, J. J. AMERICAN NEGROES-A WASTED RESOURCE. Reprinted from Harvard Business Review. Community Relations Service. QUESTIONS AND ANSWERS ABOUT EMPLOYMENT ON MERIT. American Friends Service Committee. Southall, Sara E. INDUSTRYS UNFINISHED BUSINESS. Harper. Weaver, Robert C. THE NEGRO GHETTO. Harcourt, Brace. WHERE SHALL WE LIVE. Report of Commission on Race and Housing. University of California Press. 47 films to see ALL THE WAY HOME (30 minutes) A house in an all-white neighborhood is up for sale, and a Negro family stops to inquire about it. Film shows that integrated communities can work. (Available through Anti-Defamation League). BOUNDARY LINES (10 minutes) Explores various imaginary boundary lines that divide people from each other and shows that such lines have no true basis in reality. International Film Foundation, 1 East 42nd Street, New York, N. Y.) THE BURDEN OF TRUTH (67 minutes) A Negro family moves into a white suburban community and a mob gathers in protest. Through flashbacks, we discover the problems and the prejudices that the young Negro father faced in growing up. (Sponsored by the United Steelworkers of America, 1500 Commonwealth Building, Pittsburgh 22 Pa.) COMMENCEMENT Produced by the Presidents Committee on Government Contracts, this film tells of a business executive who learns that his personnel department is guilty of discriminatory employment practices. We learn what steps he takes to carry out his contract, which calls for hiring on individual merit only. American Jewish Committee. CRISIS IN LEVITTOWN (30 minutes) A series of interviews with residents, both for and against the integration of the first Negro family to move into Levittown, Pennsylvania. Dr. Dan W. Dodson of the New York University Center for Human Relations offers comment and analysis. 48 (New York University Film Library, Washington Square, New York, N. Y.) AN EQUAL CHANCE How the New York State Commission Against Discrimination handles complaints of discrimination in employment from cause to cure. (New York State Commission Against Discrimination) FACE OF THE SOUTH (29 minutes) Historical analysis of economic and social factors which have made the South what it is today. Almost entirely a lecture by George Mitchell, former director of the Southern Regional Council. (Southern Regional Council) THE HIGH WALL (32 minutes) Case study of a young bigot. The film shows that prejudice is a contagious disease which spreads from adult to child. (Anti-Defamation League) THE INNER MAN STEPS OUT Human relations in a factory. Dramatic presentation of conflict between security and insecurity within one individual. (General Electric Company, 570 Lexington Avenue, New York, N. Y.) ONE GOD (37 minutes) The rituals and ceremonies of the Jewish, the Roman Catholic and the Protestant religions. Using musical background and descriptive narration, film illustrates similarities and differences of the three faiths. (Associated Films, Inc.) PICTURE IN YOUR MIND (15 minutes) A sequel to Boundary Lines. An imaginative cartoon which shows the tribal roots of prejudice. (International Film Foundation) 49 PREJUDICE (55 minutes) A businessman deludes himself that he is without prejudice, but a basic psychological insecurity creates a situation which reveals his latent prejudice. (Associated Film, Inc.) WANTED-A PLACE TO LIVE (15 minutes) Employs audience participation plan through stop the projector technique. A Negro is rejected when he answers an ad to share a room with three other university students. In a second ending to the film, a Jew is the rejected room-seeker. (Anti-Defamation League) YOUR NEIGHBOR CELEBRATES (22 minutes) A rabbi describes to a high school group the major Jewish holidays and the ceremonies associated with these holidays. (Anti-Defamation League) 50 a suggestion sheet I wish to make the following suggestions to the National Council for improving the functioning or operation of Panel of Americans: IN THE COMMUNITY ON THE CAMPUS Signed: Address: School: Date: Please detach and send to: PANEL OF AMERICANS, INC. 33 East 68th Street New York 21, New York 51 Executive Committee The Rev. John M. Krumm, Chairman Mrs. George D. Cannon Stephen R. Currier Walter Hirshon William van den Heuval Mrs. Robert Kintner Gustave L. Levy Mrs. Madeleine M. Low William Rafael Paul Sherbet Frank Weil Board Members Mrs. Raymond B. Allen Dr. Ethel J. Alpenfels Rt. Rev. Stephen F. Bayne, Jr. Robert J. Block John A. Brown, Jr. Mrs. Ralph J. Bunche Robert J. Callaghan Dean Harry J. Carman Jerome K. Crossman Dr. Dwight W. Culver Milton T. Daus Lady Malcolm Douglas-Hamilton Philip S. Ehrlich Martin Gang Edward G. Gilbert Gilbert A. Harrison Alex E. Holstein Mrs. Herbert N. Langner Rabbi Edgar F. Magnin Dr. Howard Y. McClusky B. F. McLaurin Sponsors Melvin Brorby Harry A. Bullis Norman Cousins John Cowles The Hon. Angier Biddle Duke Mrs. Myron Falk Thomas K. Finletter Lloyd K. Garrison Daggett Harvey Dorothy Height Kenneth Holland C. D. Jackson Robbins Milbank Dr. John S. Millis Dean Charles C. Noble Anthony P. Nugent, Jr. Dr. Franklin K. Patterson Dean O. D. Roberts The Rev. James H. Robinson Fred L. Rosenbloom Fred H. Roth Mrs. Sanford Samuel Louis B. Seltzer Francis C. Shane Carlton M. Sherwood Dr. George N. Shuster Joseph R. Silberstein The Rev. Ralph W. Sockman Mrs. Charles P. Taft Charles Van Doren Jade Snow Wong Richard S. Zeisler Charles S. Zimmerman (List incomplete) Eric Johnston Emily Kimbrough Mrs. Oswald B. Lord Thomas E. Murray, Jr. Mrs. William Barclay Parsons Jackie Robinson Donald Borden Smith Sydney Stein, Jr. Mrs. Ronald Tree Mrs. Theodore O. Wedel David Winton Mrs. Quincy Wright Staff Mrs. Dorothy S. Bauman, Executive Director Marian Hargrave, Associate Director PANEL OF AMERICANS 33 EAST 68 STREET, NEW YORK 21, NEW YORK REgent 4-2254 national council FOR THE PANEL OF AMERICANS 33 East 68th Street, New York 21, New York REgent 4-2254 EXECUTIVE COMMITTEE The Rev. John M. Krumm Chairman Mrs. George D. Cannon Stephen R. Currier William vanden Heuvel Walter Hirshon William H. Kennedy, Jr. Mrs. Robert E. Kintner Gustave L. Levy Mrs. Madeleine M. Low William T. Rafael Paul C. Sherbet Frank A. Weil October 6, 1961 Mrs. Dorothy S. Bauman Executive Director Marian Hargrave Associate Director Dear Panel of Americans Advisors and Chairmen: Attached are two copies of an article on the Panel currently appearing in the October issue of SEVENTEEN Magazine. We regret that we can send you no more than the two copies free of charge. Additional copies can be purchased at twenty-five cents (25) each in limited quantities. If there is a big demand from all Panels for many copies, it is possible that reprints can be made. At this time, however, it does not seem feasible because of the cost involved. Do let us hear from you on any new fall plans you have. The New York office is busy recruiting, interviewing and training new Panel prospects for the fall and winter season here. One tension area in New York City has requested Panel programs in the schools, in the teachers' Human Relations Courses, in the parents organization meetings and at housing developments and settlement houses. It has been suggested that the Panel office try to develop Panels among student leaders and some adult groups within the area.. It will be an interesting experiment to see x^hether saturation of one specific location with cooperation of the schools and community will have a measurable effect. We will keep you informed of progress here and will await news of your organization. Dorothy S, Bauman Executive Director NEWS THE PANEL OF AMERICANS IN NEW YORK CITY October, 1961 Greetings to all from the National Staffl We hope that your summer was as good as ours and you are all anxious to go to work. Some changes have occurred in the national office staff. Rochelle Nicholas, who has been with the Panel for the past two years, had a baby girl, Andrea, the last of July and is staying home with the little beauty. Betsy Dawson, graduate of Randolph-Macon Woman's College, has taken her place as secretary.. Jerry Woods' job as staff assistant is being filled by Jim Forbes and Bob Yangas splitting the fifteen hours a week between them. Jerry and Lynn are in Fort Madison, Iowa. Jim, a former Panelist whom many of you know, is back working on his B.D. after an interne year in Kaleigh, North Carolina. Jim was a member of the 1960 Crossroads Africa team. Bob is a graduate student at New York University getting his Ph.D degree in Guidance and Personnel Administration. He was a Panelist and moderator last year when he was a director of the Youth Employment Service in East Harlem. Marian Hargrave spent part of her summer at Provincetown painting and another part on a schooner sailing around the coast of Maine. She was also in Maine for a second season of the National Training Laboratory at Bethel. Mrs. Bauman traveled in Spain, Italy, Switzerland and England, spending several weeks with her son in Geneva. Mildred Friedman alternated between the seashore and the quiet of her New York apartment with her twin boys in camp. Look - Read - Distribute Article on Panel in SEVENTEEN Magazine October, 1961 issue on newsstands, September 28th. dofl btrn sita to i / rriT'/J bit'5 vnisst ,srf mmmv'titi j lansS 40 alali^A r ttaswtari 3*osw s ^oo: naarii .i j s T-iprt *Y 2\\'>'ja 8.3 -,J.' lq 3 ?.d dot *sboo! yi-naii it rti;r:tiIqs-eagnsY , no a r 1> ^ 4 1 no ! n i a 3 s ,f-1,:' r*.hf ro inbfyow-'doe-f a'c rworrJ uoy Jo rtim raorfw IsH-ans-'i isonoi a ,rai srij t..( K) f - . < B'-aw >ail .tutilo-in'j tUfiotf ,jt;ct-sing ni siay srsifs-tai /ts -jsd&B ftOillA 8&SO-18 8070 OoPI rti oo'iMnb (I,-rfl ttfrf gni-Jlsg y,J inns vend ?iioX ws$ .te .tnabui?, sdauba-ig r si -cJoG 3anl 'to ti-isiv'ifrt. wrr; .lai Smzt ft 8rw oH ',){:>!SK'xtainjcmbo iSrtrtoH7/3 &U6 oonabiuO ..malK'ili 18fi\"\"- rrl daivns^ inamyolqw? r!:tu .> sn'.i :io Soias^i.::* a asw sri rtsifw assy t4fl.io.im- - iw.iui.sq Kt.aiaam voa.l ^&--7^ui4i.^-iMi--4o-.3^tt{..-jto4iaa4$i*a6sttia^b3S^ . snn iii oelfi saw ajio V T'1: >n i/v -i ; ^0 ;j !iSOD(i^ !.t (bnuo*b : 30i Ii r'Htj '1 Tir'f^ r 5di:' -|'W\"\" -7.pv/,>^ ^bi-.'.i'unr hna fcflsIifSitiwB , yi'edl .niciqg rti hslovmd rr&mi/aa - biM .. 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Therefore, even if we dont agree, I think its good to talk openly about the subject. Both integration and intermarriage present many problems and I feel that the more people talk intelligentlyand, yes, the more they pray toothe closer well come to solving all the problems involved. As to whether I personally would marry someone of another race, I wouldnt know that until I was faced with the question. But I have dated members of other races and Ive found that when you get to know people, theyre all pretty much the same. Break down the barrier of prejudice and you see that most people have similar feelings, similar likes and dislikes, similar everything.\"\" moderator: Before other members of the Panel give their views on intermarriage, does anyone in the audience wish to comment on Priscillas remarks? comment (from a junior girl): Well, suppose Priscilla were in love with a white man and she did want to marry him; wouldnt she worry about the children they might have? I mean, the children of interracial marriages arent either white or Negro and theyre usually despised by both groups. A. (Lyle) I know that comment was directed to Priscilla, but if nobody minds Id like to answer it. What I want to say is this: Im white myself and if Im able to love and accept a wife whos black, why shouldnt other people be willing to accept my child? A. (Gerry) I think people should accept the children of interracial marriages. But lets be realistic; most people frown on both the marriages and the children. This is still a big problem. Id say that couples who intermarry racially have to be twice as strong and twice as mature as other couples. They have to be real pioneers. A. (Gordon) It seems to me this is a subject you just cant reach any conclusion on. So much depends on the two people involvedwhere they live, what kind of life they want, the attitude within their particular community, all those things and more. Its a complicated problem and there isnt any one pat answer to solve it. moderator: All right, are there any last comments from the audience before we move on to another question? comment (from a senior girl): Id just like to say that I agree with Priscillawith what she said about all people being a lot the same when you get to know them. I think thats true. And for that reason, I believe racial intermarriage is probably inevitable. Its bound to happen more and more as the races begin mingling. Q. We were talking about the Freedom Riders in our history class last week, and Id like to ask Priscilla what she thinks of them; in particular, if she believes that all the riots theyve provoked can really help to make things better in the South. A. (Priscilla) Well, first, I think its important to remember that the aim of the Freedom Riders isnt to provoke riots; its to exercise their rights as citizens of the United States. Unfortunately, when a Negro tries to exercise his rights in most sections of the South, there are some people wholl do almost anything to stop him. I dont believe you can blame the riots on the Freedom Ridersnot unless you believe that to ask to be treated like a human being is just provocation for beatings and setting fire to a busall the things that have happened so far. But to answer what I think youre really trying to ask medo I believe that this kind of trouble can help the Negroes causeI say yes. I think it accomplishes two things. First, it forces a lot of Southern moderates to see that they cant just sit on the sidelines during this segregation struggle. You know, it makes them realize that if they dont step in, the mobs will take over completely and then everyone will lose. And second, trouble like this makes the Negroes see that theyve got to be determined if theyre going to win even the most basic rights. Dont misunderstand, Im not glad there was trouble, but I do think people on both sides have profited from whats happened. Q. But what about the North this is directed to Priscilla too isnt there as much racial discrimination here as there is in the South? A. (Priscilla) No, I dont think so. Theres a lot of discrimination in the North, of course, but thats been improving lately coo. Or I guess what I mean is, I think the situation is getting better everywhereSouth and Northbecause its being forced into the open. Remember, right after his inauguration, President Kennedy ' said something to the effect that our economy might get worse before it got better? Well, I believe that theory applies to race relations too. On the surface, it may seem that things are worse, but at least now were headed in the right direction. And eventually things will get better. moderator: Before we take another question from the audience, Gerry has requested that he be allowed to ask you something. All right? All right, go ahead, Gerry. q. (Gerry) Well, while weve been talking about integration and racial problems around the rest of the country, Ive been wondering what the situation is in Caldwell right here in school, in fact. For instance, I notice that most of the Negro students are sitting with other Negroes. Is this just coincidence or did it happen by choice or what? moderator:Would anyone in the audience care to answer Gerry? A. (from a Negro girl, a junior) Well, about the seating arrangement, thats accidental. The room was overcrowded and Mr. Thompson, our principal, had to move everybody around and this is how it happened to end up. Usually, Negroes and whites sit together without anybody thinking about it. Id say race relations in Caldwell and here in schoolare pretty good. Ive lived in Caldwell for a long time and Ive never had any bad problems; most of the white SeventeenOctober, 1961 UcKjNq is For. rHNG X M ENVELOPES seal without licking Just press the two flaps together. Cant stick together even in humid weather until you seal em. Try em next time! UNITED STATES ENVELOPE COMPANY Springfield 2, Mass. BUSES, l1 0 Af ' Guaranteed by ' Good Housekeeping Dramatize your eyes NEW - 5 SHADES OF EYESHADOW -EYELINER in one handy palette with brush 69<* ROLLASH 665 FIFTH AVENUE N.Y. 22 kids are nice to the Negro kids. But there is prejudice and thats a fact. For instance, there are a lot of clubs and things that Negroes cant join just because theyre Negroes. Thats how it is. moderator: Would anyone in the audience care to comment on this? comment (from a senior girl): I dont think Hildas right about there being prejudice here. I mean well, theres separation among the white students too. People travel in different cliques whether theyre white or Negro and nobody gets asked everywhere or belongs to everything. Even if the school were all-white, there would still be this kind of separation. Its natural. comment (from a junior girl): I agree that nobody gets asked everywhere or belongs to everything, but I think Hildas right about there being prejudice in school. Weve never talked about it or admitted it until now, but in our hearts we all know it exists. comment (from a junior boy): I just wanted to say that I used to be prejudiced against Negroesbefore I knew any. Then, in the fourth grade, I was transferred to a school where there were Negro students and I havent had any prejudice at all sincebecause I got to know Negroes, understand? In a way, I was lucky. I was young when I was transferred to that school. I think when youre young youre a lot better able to see people the way they really arenot the way youve been told they are. comment (from a senior girl): Im a member of the Student Council here at Caldwell and while I know I cant speak for the whole Council, Im positive the other members feel as I do. I know Im not prejudiced against Negroes. And if the Negro students in school would come out for the clubs and things they want to join, Im sure they wouldnt find any prejudice. It may be that because the Negroes are in the minority here, they think prejudice exists when it actually doesnt. comment (from a Negro girl, a senior): Ive been around white people all my life and from what Ive seenespecially in the South prejudice starts with older people. I think if parents would leave their children alone, there almost wouldnt be any prejudice problem. Usually its the older people who act as if being colored is the same as being dirtbeing just nothing, you know? And they shouldnt do that; its wrong. But I do want to say that as a Negro in this school, Ive been very happy; the white kids have always treated me as if I were one of them. As a matter of fact, I think that bringing more colored people into schools and colleges is one of the best ways of ending prejudice. It gives all of us a chance to start knowing each other. MODERATOR: Weve heard comments from two Negro girls, now what about the Negro fellows? Would any of you like to say something? No? All right, then lets take a new question from the floor. Q. This is to the white members of the Panel. How would they feel if they were married and living in a nice suburb like Caldwell and a Negro or a Puerto Rican family tried to move into the neighborhood? Wouldnt they be upset about their property values going down? And if that (continued on page 184) w WALLET PHOTOS $4 00 PLUS 250 POSTAGE 60 for $2.00 Your friends, classmates, beaus . . . everyone will want a print of your favorite photo. Perfect for job and college applications, too. Made from your portrait photo (up to 8 x 10) on fine satin finish double weight portrait paper, photos are wallet size 2Vz\"\" x 3%\"\", order yours today! Money back guarantee if not completely satisfied. one of the LARGEST PHOTO FINISHERS IN AMERICA Send today for free money-saving price list! 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You cant help but feel brighter, more cheerful.Try Tampax and see for yourself. Why not do it nowthis very month? Tampax sanitary protection is on sale wherever such products are sold in a choice of three absorbenciesRegular, Super and Junior. Theres one that is sure to suit your needs. Tampax Incorporated, Palmer, Massachusetts. Invented by a doctor now used by millions of women 184 didnt bother them, how would they cope with the pressure their neighbors would put on them? A. (Gordon) Well, first, I want to say that its a mistake to assume that property values tall automatically when a neighborhood stops being all-white. I know thats what a lot of people believe, but it isnt always true. If youre interested, read the study ucla did on the subjectit shows that when Negroes moved into an all-white neighborhood somewhere in California, the property values didnt go down. So thats my answer to your first questionI wouldnt worry about my property because I dont believe that real estate always depreciates when Negroesor Puerto Ricans or Jews or Mexicansmove into a neighborhood. Now, as for the second question, I guess if my neighbors put pressure on me, Id do exactly what Im doing now: Id talk to them. Id try to make them see that living with members of a minority group isnt anything to be afraid of. A. (Lyle) I think Gordon put his finger on the root of the whole problem just then: Its fearnot dislikethat makes people show prejudice toward minority groups. And its such a vicious circle. People are taught to be afraid of minorities so they avoid knowing them and because they dont know them, they never learn theres nothing to be afraid of. comment (from a senior girl): Recently, something happened in our neighborhood that Id like to mention. I live in a section of town thats considered nice, and not long ago a rumor was going around that Elston Howard, the Negro ballplayer, was trying to buy a house there. Well, Id never heard of him then, but the only reaction I had was, Good; maybe now I can get into Yankee Stadium free! But that wasnt how other people around us reactedespecially the older people. Some of them came to my father and tried to get him to contribute money so they could buy the house before Elston Howard could! It was just like that movie Raisin in the Sun. Well, anyway, as it turned out, no one bought the housemaybe the rumor wasnt even truebut I still cant see why the idea of a Negro in the neighborhood bothered people. I wouldnt have minded living next to Negroes. And Im proud to sayneither would my parents. MODERATOR: Thank you for telling us that story. And I imagine if Elston Howard heard itwhether he had wanted the house or not hed thank you too. Now, next question from the floor? O. I wonder if Gerry as a Catholic and Gordon as a Jew can tell me why they think so many people are prejudiced against Catholics and Jews. A. (Gerry) Well, if you mean can I give a valid reason for this prejudice, the answers no. Of course Ive seen and felt the prejudice Ive been called a Black Papist a couple of times and Ive heard Jews called kikes, a lot of things like that but people never have rational reasons for prejudice. For instance, under the first amendment to the Constitution the right of any religion to set up its own educational system is guaranteedyet some people dislikeCatholics simply because the Catholic Church has chosen to exercise this right. To hear these people talk, youd think Catholic education was subversiveand that Catholic parents had to send their children to parochial schools. And believe me, you can talk yourself blue trying to explain the truth, but with most bigots, its hopeless. Their feelings are irrational and mere facts wont change them. A. (Gordon) As a Jew, the most common excuse for anti-Semitism Ive heard is the old routine about Jews-and-money. And as Gerry said, most bigots dont want to be bothered with facts. Yes, for a long timeeven before the Middle Ages Jews were associated with money. But not because they worshiped the almighty dollar, but because they were discriminated against. You see, for centuries in both the Middle East and Europe, Jews were forbidden by law to own property or hold office or even to become citizens. During one period in most of Europearound the eleventh century, I thinkall professions were closed to Jews. Believe it or not, in those days handling money was considered a dirty, undignified job. And because Jews were discriminated against, they got the dirty job. In other words, the current association between Jews and money has a historical basis, but bigoted people distort or dont knowthe facts. Jews arent money-mad; they got involved with banking and commerce because they had to. Q. Id like to ask Gerry why it is that so many Catholics have prejudice toward Jews. I meanwell, Christ was a Jew, so if a Catholic is against Jews isnt that the same as being against Christ? A. (Gerry) Well, first, I have to say Im not aware that so many Catholics are prejudiced against Jews. And second, I wonder if your question isnt a way of asking if I blame the Jews for Christs death; usually, thats what people are trying to say when they ask about Catholics prejudice toward Jews. If that is what you meanand if it isnt, maybe somebody else in the audience is interestedthis is my answer: Throughout my whole Catholic education, from elementary school through college, I was taught that the reason for Christs death was a moral one; that insofar as were all sinners, were each of us the cause of His death. I wasnt ever taught that Jews are Christ-killersand neither, by the way, were any of my friends who attended other Catholic schools. Maybe there are schools that stress how Christ died, but the schools I know stress why He died. Q. This is for Lyle. I was wondering if he could tell us how to handle parents if they object to our wanting to know people of another race or religion. I guess what Im trying to say is, how do you stop parents from being prejudiced? A. (Lyle) I wish I could answer that, but I cant. From what Ive seen, theres very little you can do to change prejudiced parents. Talkingnot arguingis one thing to try, of course, but if your folks are dead set against your having friends of a different race or religion, you probably wont get very far. Youll just have to wait until you're older and more on your own and even then, it isnt always easy. For instance, I know lots of people from the Middle West who are in college now in the East; and though they have some very good friends of another faith or another race, they know they cant ever invite those friends to visit back home. Its too bad, but well, thats how it is. You have to try to follow that prayeryou know the one I mean: God grant me the strength to change those things I can change, the courage to accept those things I cannot changeand the wisdom to know the difference. Q. I have a question for Priscilla. Id like to know if she feels any ties with the people of Africaor with Africa itself. COMMENT (from a junior boy, a foreign exchange student): Excuse me for interrupting, but before Priscilla answers that, may I ask a question of the girl who asked it? moderator: Yes, of course. Thats the point of this assemblyto encourage you to question yourselves and others. Q. Well, I happen to know that the girl who asked Priscilla about Africa is of German descent. So Id like to know if she feels any ties with Germans or Germany. A. No, no, I dont. My grandparents came from Germany, but Im an American. comment (from the same boy): Thats my point exactly! I mean, Priscillas an American, too, so what made you wonder if shed feel any bond with Africans? MODERATOR: Suppose we let Priscilla answer the question now and well see how she does feel. A. (Priscilla) Well, I do feel certain ties with African Negroes, but because theyre Negroes, not because theyre African. Like the Negroes here, theyve just begun to fight to be treated as human beings, and I guess you could say Im in sympathy with them. However, lately Ive met some African exchange students, and if I ever doubted that my roots are in America, I know it for sure now. Dont misunderstand; we get along fine, but our cultures and our backgroundseven our problemsare worlds apart. I have much more in common with any Americaneven a white supremacist American! Q. This is directed to Eunice: Can she explain why so many Puerto Ricans seem to have troubleor get into troublewhen they come up to the States. A. (Eunice) Thats a big, hard question to try to answer briefly, but Ill do the best I can. First, at least from what Ive seen and experienced myself, theres the problem of color. You see, in Puerto Rico, there honestly isnt any color line; black or white or in between, if a man can afford it, hes welcome in any hotel or restaurant on the island. So it comes as a shock when a Puerto Rican finds out that there is discrimination in the States. As a matter of fact, life for a newly arrived Puerto Rican is a whole series of shocks. For instance, hes always considered himself an American, but it isnt long before he realizes that almost no one here does. Youd be surprised, in fact, at how many people actually dont know that Puerto Ricans are Americans. And then theres the shock of finding people soso impatient and suspicious. Lots of times, a Puerto Rican gets yelled at or maybe ignored because his English is poor. And, even worse, almost nobody except other Puerto Ricans seems to trust him; his boss, his American co-worker, even the police look at himand talk to him NO BELTS NO PINS NOPAOS NO ODOR SeventeenOctober, 1961 with TREO Style 507 . . . knows that todays fashions are as flattering as your figure makes them. It shapes you divinely right down to mid-thigh with lingerie-light LYCRA* spandex. It has TREOs unique diagonal control strips; soft stretch cuff top and bottom. Incomparable for wearing comfort and action freedom $10 CHEERS Style 741 ... the flattering accent chosen for the most sophisticated icardrobes . . . almost weightless and so prettily conceived. In a selection of fashionable colors, $5 'Fabrics include DuPont's LYCRA spandex power net and satin ... also nylon power net. Almot every fine store has TREO with CHEERS* TREO COMPANY, INC., 200 Madison Avenue. New York 16 as if hes an escaped convict. Hes come here with a lot of big dreams and, at least at first, nothings the way he thought it would be. His kids go to the overcrowded, rat-infested schools, he lives in a dirty slum, no one seems to like him or accept him. So he turns bitterand if he stays bitter he may get into trouble. It depends on the man, I guess. Some Puerto Ricans give up and go back home, some stay and cause trouble, some stay and become good citizens. I love the States, but I do have to say this: life is hard at first for Puerto Ricans who come here. Very hard. A. (Gordon) Id like to add one thing to what Eunice said. You know, the United States is supposed to be a haven for immigrants whats that line on the Statue of LibertyGive me your tired, your hungry and your poorbut it isnt a haven. The truth is, we have a shameful history of discriminating against all newcomers who arrive in numbers. When the Irish started coming over, we gave them a bad timeand then it was the Italians, then the Jews and now the Puerto Ricans. Its a real pity. I mean, if the United States wont welcome new citizens, what country will? q. Id like to ask Priscilla how she feels about the Black Muslems I think thats their namethe group of Negroes that advocates black nationalism. A. (Priscilla) I dont agree with them at all. I guess I understand why they feel the way they do as a reaction against white supremacybut Im opposed to everything they stand for. I feel that black nationalism is just as bad as white nationalism. moderator: Unfortunately, time has run out, but I would like to take a minute to thank you for being a wonderful audience. Youve talked frankly and thoughtfully about things that arent easy to discuss. And we hope youll keep on talking about them because you the young peopleare the only ones who can end prejudice finally. Some of you may feel that the problem is your parents fault, but very soon the responsibility will be yours alone. Again, thank you for sharing your thoughts with us. We appreciate being invited hereand we hope that when you enter college, many of you will decide to accept our invitation: join the Panel of Americans! THE END DEAR DIARY continued from page 126 SeventeenOctober, 1961 by accident and she saved the day by giving me some suntan lotion for my shoulders. Without it I would have been really cooked. Bless her cute blond head, While she was rubbing in the suntan lotion, she asked me to a big party graduation night. The situation was too cosy to refuse. Anyhow, who wants to? June s Well, we graduated tonight. Rah. The proceedings were just what I expected anticlimactic pomp. Im just not a guy who can get excited over ceremonies. This year we were very well-behaved. Not like last year when four of the honorary junior ushers played a surreptitious game of bridge clear through the program. The only thing about the ceremony that really bothered me was Jennys speech. I think she missed the point of the graduation theme, which was the quotation: I do not choose to be a common man. Its my right to be uncommon if I can. Jenny said, in effect, Its all right to be a nonconformist as long as we all do it together. The idea was an individualistic one, and she tried to twist it to fit a collectivist philosophy. . . . The after-grad party was a riot. About 125 of us went to a swimming party at a mansion-type dwelling. Lisa is tall and queenly and cuts quite a figure in a swimming suit. June 7 At last, concrete evidence that Im out of high school. My wallet no longer bulges with an activity card, a book receipt, a yearbook receipt, gate pass, bus card and all the other cards that allow a high school student to prove he exists. Im beginning to replace the old cards with new ones though: draft registration, social security the number grows. Ill have everything in my wallet except money. July s Its too bad about Hemingway. I cant join in the rah-rahing for all his novels, but the way he lived his life was excitingand the ending is sadly incongruous. If (or when?) I were successful as a writer, Id probably drape myself in a standard three-button suit and work every day in some air-conditioned push-button box of an office. No, I guess Im not that bad, but compared with Hemingway, Im just a faceless, plodding Organization Man. Funny thing, though, I think its the Organization Men and round pegs who make up most of Hemingways devoted audience. I guess its like the way I love to talk to guys whove gone to Europe on a tramp steamer or worked their way cross-country in the summer. Im crazy about trips like that, but Ive never made a move to take one. Why? July to I seem to have so much in common with so many girls. Im going to the same college as Pamela and we love to talk about newspaper reporting and Ahmad Jamal. Lisa and I swim together like two fish in a school and were both sun worshipers. Judy and I both know sign language. And Debby. Well, shes still the girl Id most like to listen to Tchaikovskys Fifth with. Whats a guy to do? Maybe next year when Im a freshman in college, it will be different. Perhaps Ill even discover a Pamela-Lisa-Judy-Debby with whom Ill have everything in common. Meanwhile ... on with the search! Editors note: Youre eligible to contribute an article (humorous, controversial, whatever) to the Its All Yours section if youre at least thirteen and under twenty. Your name, address and birth date (month and year) and a large, stamped self-addressed envelope should accompany your work. Send contributions to Its All Yours Department, SEVENTEEN, 320 Park Avenue, New York 22, New York Something wonderful happens when you wear INTOXICATION perfume by DORSAY 2ND FIVE DAYS Ice-O-Derms invisible shield holds in moistureprotects skin from sun, winds, steam heat. Result: Softer, moister skin. 3RD FIVE DAYS Continuous ICE treatments stimulate circulation and increase natural resistance to infection. See how skins improving. Result: Fresher, healthier-looking skin. WHO AM I? The stores below offer SEVENTEENs Beauty Worksho-p courses ABERDEEN, S. DAK............FEINSTEINS ABILENE, TEX..........MINTER DRY GOODS AKRON, OHIO.....................POLSKYS ALBANY, N. Y..............W. M. WHITNEY ALLENTOWN, PA..........ZOLLINGER-HARNED AMARILLO, TEX....... WHITE & KIRK AMSTERDAM, N. Y. . . HOLZHEIMER & SHAUL ARCADIA, CALIF.................HINSHAWS ARDMORE, PA. STRAW BRIDGE & CLOTHIER ASBURY PARK, N. J...........STEIN BACHS ASHEVILLE, N. C...................IVEYS ASHTABULA, OHIO..........CARL ISLE-ALLEN AUGUSTA, GA.....................WHITES BAKERSFIELD, CALIF MALCOLM BROCK BALTIMORE, MD.........HOCHSCH1LD, KOHN (ALL STORES) BATON ROUGE, LA...........D. H. HOLMES (ALSO BON MARCHE, DELMONT VILLAGE) BETHLEHEM, PA......................ORRS BIDDEFORD, ME................. BUTLER'S BILLINGS, MONT...............HART-ALBIN BLOOMFIELD, N. J. COUNTRY CASUAL SHOP BOISE, IDAHO...................THE MODE BOSTON, MASS.................GILCHRISTS BROCKTON, MASS..................EDGAR'S BUFFALO, N. Y. ADAM, MELDRUM & ANDERSON BURLINGTON, VT............ABERNETHYS BUTTE, MONT...............HENNESSY CO. CEDAR RAPIDS, IOWA............KILLIAN'S (ALSO LINDALE PLAZA) CHAMPAIGN, ILL............... ROBESONS CHARLESTON, W. VA........STONE & THOMAS CHARLOTTE, N. C...................IVEYS CHATTANOOGA, TENN.........MILLER BROS. CINCINNATI, OHIO.........*. . MCALPINS (ALL STORES) CLARKSBURG, W. VA. PARSONS-SOUDERS CO. CLEVELAND, OHIO......... BONWIT TELLER COLORADO SPRINGS, COLO.........MAY-DScF COLUMBIA, S. C..............J. B. WHITE COLUMBUS, OHIO..........F. & R. LAZARUS CONCORD, CALIF................... RHODES CUMBERLAND, MD...............ROSENBAUM'S DALLAS, TEX...........TITCHE-GOETTINGER DECATUR, ILL....................NEWMANS DENVER, COLO. .. MAY-DftF (ALL STORES) DETROIT, MICH.- HUDSONS (ALL STORES) DUBUQUE, IOWA.................STAMPFERS DULUTH, MINN..............GLASS BLOCK EASTON, PA........................ORRS EATONTOWN, N. J..............BAMBERGERS EL PASO, TEX.........POPULAR DRY GOODS ELIZABETH, N. J....... R. J. GOERKE CO. ERIE, PA. TRASKS (ALSO WEST PLAZA) EVANSVILLE, IND.................ADRIANS FAIRMONT, W. VA....................JONES FARGO, N. DAK. HERBST DEPT. STORE FAYETTEVILLE, N. C........ THE CAPITOL FORT LAUDERDALE, FLA JORDAN MARSH FRESNO, CALIF...............GOTTSCHALKS GALVESTON, TEX.............. E. S. LEVY GRAND RAPIDS, MICH.. . HERPOLSHEIMERS GREEN BAY, W>S.....................NAUS GREENFIELD, MASS...............WILSON'S GREENSBORO, N. C........... MEYERS CO. GREENSBURG, PA A. E. TROUTMAN CO. HARRISBURG, PA............... POMEROYS HARTFORD, CONN................SAGE-ALLEN (ALL STORES) HAZLETON, PA........P. DEISROTHS SONS HOUSTON, TEX..........JOSKES GULFGATE HUNTINGTON, W. VA........THE SMART SHOP IDAHO FALLS, IDAHO......C. C. ANDERSON INDIANA, PA.........A. E. TROUTMAN CO. INDIANAPOLIS, IND.........WM. H. BLOCK ITHACA, N. Y...........ROTHSCHILD BROS. JACKSON, MISS..............KENNINGTONS JACKSONVILLE, FLA.............MAY-COHENS JENKINTOWN, PA. STRAWBRIDGE & CLOTHIER JOHNSTOWN, PA..............PENN TRAFFIC .JOLIET, ILL................BOSTON STORE (ALSO HILLCREST) KANSAS CITY, MO... EMERY, BIRD, THAYER KEARNY, NEBR RUTERS THE FASHION KNOXVILLE, TENN............... MILLERS LAFAYETTE, LA..................WORMSER'S LAKE CHARLES, LA.............MULLER CO. LANCASTER, PA....................HAGERS LANGLEY PARK, MD.............LANSBURGH'S LAWRENCE, MASS.................GLOVER'S (ALSO RUSSEMS) LEWISTON, IDAHO.........C. C. ANDERSON LEXINGTON, KY.................PURCELLS LIMA, OHIO......................GREGG'S LINCOLN, NEBR....................GOLD'S LITTLE ROCK, ARK.............M. M. COHN LOCKPORT, N. Y..........WILLIAMS BROS. LOS ANGELES, CALIF....... THE BROADWAY (SOUTHERN CALIFORNIA) LOUISVILLE, KY.................KAUFMAN'S MADISON, WIS HARRY S. MANCHESTER MANCHESTER, CONN............... BURTONS MANCHESTER, N. H.............PARISEAUS MANHASSET, N. Y.................ALTMAN'S MANKATO, MINN................... BRETT'S MEDFORD, OREG.................JEAN HART MEMPHIS, TENN................GOLDSMITHS MENLO PARK, N. J............BAMBERGERS MIAMI, FLA................JORDAN MARSH MILWAUKEE, WIS.............BOSTON STORE MINOT, N. DAK.................ELLISONS MISSOULA, MONT. MISSOULA MERCANTILE CO. MOUNT CLEMENS, MICH..............PRIEHS MORRISTOWN, N. J............BAMBERGERS MUNCIE, IND................. BALL STORES NASHVILLE, TENN...............CAIN-SLOAN NEW CASTLE, PA.. NEW CASTLE DRY GOODS NEW ORLEANS, LA...........D. H. HOLMES (ALSO LAKESIDE) NEW YORK, N. Y...................STERNS NEWARK, N. J.................BAMBERGERS OAK RIDGE, TENN................LOVEMANS OAKLAND, CALIF...................RHODES OGDEN, UTAH.................BON MARCHE OLD SAYBROOK, CONN...........SAGE-ALLEN OMAHA, NEBR..............J. L. BRANDEIS PACIFIC GROVE, CALIF...........HOLMANS PARAMUS, N. J............... BAMBERGERS PASSAIC, N. J................GINSBURGS PATCHOGUE, N. Y............THE BEE HIVE PAWTUCKET, R. I...........SHARTENBERGS PEORIA, ILL. BERGNERS (BOTH STORES) PERTH AMBOY, N. J..............REYNOLDS PHILADELPHIA, PA. STRAWBRIDGE & CLOTHIER PHOENIX, ARIZ................GOLDWATERS PITTSBURGH, PA............JOSEPH HORNE PITTSFIELD, MASS..........ENGLAND BROS. PLAINFIELD, N. J............BAMBERGERS PLATTSBURGH, N. Y.........DAVID MERKEL PORTLAND, OREG...........MEIER & FRANK POTTSVILLE, PA................POMEROYS PROVIDENCE, R. I.............GLADDINGS (ALSO GARDEN CITY) PUEBLO, COLO................CREWS-BEGGS QUINCY, MASS................GILCHRISTS READING, PA...................POMEROYS REDLANDS, CALIF..............HARRIS CO. RENO, NEV.........GRAY REID WRIGHT CO. RICHLAND, WASH..........C. C. ANDERSON RICHMOND, CALIF..................MACYS RICHMOND, VA...........MILLER & RHOADS RIDGEWOOD, N. J...............SEALFONS RIVERSIDE, CALIF.............HARRIS CO. ROANOKE, VA............MILLER & RHOADS ROCHESTER, MINN............C. F. MASSEY ROCHESTER, N. Y................SIBLEYS ROCKFORD, ILL............CHAS. V. WEISE (ALSO NORTH TOWNE) SACRAMENTO, CALIF................RHODES ST. CHARLES, ILL.- COLSONS DEPT. STORE ST. LOUIS, MO.............VANDERVOORTS ST. PAUL, MINN.........THE GOLDEN RULE ST. PETERSBURG, FLA.........MAAS BROS. SALEM, OREG...............MEIER a FRANK SALT LAKE CITY, UTAH..........THE PARIS SAN ANTONIO, TEX.................JOSKES SAN BERNARDINO, CALIF.......HARRIS CO. SAN DIEGO, CALIF..............MARSTONS (ALSO GROSSMONT) SAN FRANCISCO, CALIF.............MACYS SAN JOSE, CALIF..................HARTS SAN LEANDRO, CALIF.......MACYS BAYFAIR SAN MATEO, CALIF.......MACYS HILLSDALE SAN RAPHAEL, CALIF................MACYS SANTA CRUZ, CALIF................LEASKS SARASOTA, FLA................MAAS BROS. SAVANNAH, GA.....................LEVYS SCHENECTADY, N. Y.............CARL CO. SCOTTSDALE, ARIZ.............GOLDWATERS SCRANTON, PA.................THE GLOBE SEATTLE, WASH...........BESTS APPAREL SEDALIA, MO...............C. W. FLOWER SHEBOYGAN, WIS....................NAUS SHIRLINGTON, VA.............LANSBURGHS SHORT HILLS, N. J...............ALTMANS SIOUX FALLS, S. DAK.............FANTLES SOUTH BEND, IND.............ROBERTSONS SPOKANE, WASH..............THE CRESCENT SPRINGFIELD, MASS.- FORBES a WALLACE SPRINGFIELD, MO..................HEERS SPRINGFIELD, OHIO. EDWARD WREN STORE STAMFORD, CONN..........C. O. MILLER CO. STOCKTON, CALIF KATTEN a MARENGO (ALSO TOWN AND COUNTRY) SUNNYVALE, CALIF.................HARTS SYRACUSE, N. Y..........E. W. EDWARDS TEMPLE CITY, CALIF............LIEBERGS TERRE HAUTE, IND........THE ROOT STORE TOLEDO, OHIO................ LASALLES TOPEKA, KANS...................CROSBYS TUCSON, ARIZ LEVYS (ALSO EL CON) TULSA, OKLA. VANDEVERS (BOTH STORES) TUPELO, MISS...............MC GAUGHYS WASHINGTON, D. C............LANSBURGHS WATERBURY, CONN.................WORTHS WATERLOO, IOWA .................BLACKS WATERTOWN, N. Y..............THE GLOBE WEST POINT, MISS............MC GAUGHYS WESTPORT, CONN. YOUNG SOPHISTICATES WETHERSFIELD, CONN...........SAGE-ALLEN WHITTIER, CALIF...............HINSHAWS WICHITA, KANS.....................INNES WILKES-BARRE, PA. FOWLER, DICK a WALKER WILMINGTON, DEL. STRAWBRIDGE a CLOTHIER YORK, PA.........................BEARS SeventeenOctober, 1961 New Medicated Ice Clears Oil-Clogged Pores Gives Close-Up Skin Beauty Helps stop chief cause of blemishes, enlarging pores, breaking outwithout costly facials or complicated treatments. Look for results in 15 daysor even less. Now the greatest of all skin problems oil-choked poresmay be controlled with Ice-O-Derm the new pharmaceutical ice. Blackheads form when oil piles up and hardens in porespores are stretched, enlarged. Bacteria may enter and cause infection flare ups and embarrassing pimples. Blackheads defy plain soap and ordinary cleansing creams. But Ice-O-Derm helps dissolve blackheads. It gets down into pores to clear out hardened massesthen a special astringent helps tighten pores. Ice-O-Derms invisible medication stays on skin to keep dirt outholds natural moisture in. Whats more, its stimulating action improves skin circulation for a healthier, younger look. Start your Ice-O-Derm complexion course today. FOLLOW NEW 15-DAY COMPLEXION TIMETABLE To Fresher, Clearer Skin Beauty! 1ST FIVE DAYS ICE starts to rid pores of clogged oil, clear blackheads medication helps keep skin from breaking outspecial astringent tightens enlarged pores. Result: Clearer, smoother skin. Pind di Americiuyi I* K3. EaM 68th Sun* |N*W Stork 21, New Yfe PRINTED MATTER (Miss Ruth Neisser (Mr. John Cartwright - Panel Moderator Human Relations Center Boston University Charles River Campus 270 Bay State Road Boston 15, Mass. ? Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New 'York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panels emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Columbia University Fordham University Hunter College City College of New York New York University Union Theological Seminary Jewish Theological Seminary Lexington School for the Deaf Rutgers Law School New York School of Social Work Rockefeller Institute New York City Mission Society Catholic Interracial Council Young Christian Workers (Catholic) Puerto Rican Association for Community Affairs American Jewish Committee National Conference of Christians and Jews National Association for the Advancement of Colored People Encampment for Citzenship American Society for African Culture Commonwealth of Puerto Rico Youth Employment Service of East Harlem YWCA-YMCA State Committee Against Discrimination National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Womans College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. * -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Sine? our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times* At the request of the New York City Commission on Intergroup Relations, the national office developed New Ydrk City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 8. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 68th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New 'York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. V -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a^Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 8. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc, 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New 'York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national womens organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. -*r\"\" ' -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Womans College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro Women. 8. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. i Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New 'York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute WCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national women's organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a^Brotherhood program. 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 0. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary. ... << / Panel of Americans, Inc. 33 East 60th Street New York 21, New York Supplement to the Panel of Americans Brochure Since our brochure was printed in 1959, the Panel's emphasis has changed with the needs of the times. At the request of the New York City Commission on Intergroup Relations, the national office developed New York City Panels capable of handling school and community programs in areas experiencing racial and religious tensions. Panelists are recruited from twelve colleges in the New York area, and from ethnic, religious and human relations organizations. They undergo rigorous training in preparation for their assignments in areas of need. The following institutions have been sources for Panel recruits: Barnard College Young Christian Workers (Catholic) Columbia University Puerto Rican Association for Fordham University Community Affairs Hunter College American Jewish Committee City College of New York National Conference of Christians and Jews New York University National Association for the Advancement Union Theological Seminary of Colored People Jewish Theological Seminary Encampment for Citzenship Lexington School for the Deaf American Society for African Culture Rutgers Law School Commonwealth of Puerto Rico New York School of Social Work Youth Employment Service of East Harlem Rockefeller Institute YWCA-YMCA New York City Mission Society State Committee Against Discrimination Catholic Interracial Council National Students Association American Friends Service Committee These Panels are under the direct supervision of the national office whereas the Panels around the country are sponsored and trained by the individual colleges. Another development not listed is the first Inter-collegiate Panel in the south at Lynchburg, Virginia where four colleges have cooperated to form Panels. These colleges are Randolph-Macon Woman's College, Sweet Briar College, Lynchburg College, and Virginia Seminary. Rockland County in New York State has also formed an adult Panel which has been appearing before school and community groups. It has been under the sponsorship of the national office, as has a New York City Adult Panel. Both of these were on an experimental basis. L \"\"S/* -2- The first Panel in the Rocky Mountain area has been formed at Utah State University, Logan, Utah. Panel presentations have been made before special audiences such as: 1. 5,000 Presbyterian Women at Purdue University. 2. Caldwell, New Jersey High School where the program was taped and will appear as an article in SEVENTEEN Magazine, October, 1961. 3. Norfolk, Virginia meeting sponsored by the Community Understanding Conference. 4. Washington, D.C. meeting of national womens organizations working for opportunity for all the nations children. 5. Radio Station WABC where they won the award for a_Brotherhood program. - 6. T.V. series in San Francisco by an inter-collegiate group on the west coast. 7. An all Negro Panel appeared before the National Council of Negro W omen. 8. Foreign Student Audiences. Our staff has been augmented part time by Mr. Robert Yangas, a graduate student at New York University and Mr. James Forbes of Union Theological Seminary.",
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"transcription": "contents part one: the panel story ............................................... 3 What Is The Panel of Americans?................................ 3 How Widespread is the Panel?................................... 4 Policy and Principles ......................................... 6 How Does it Work?.............................................. 7 Who are the Speakers?.......................................... 8 Audiences: What are They and How Should They be Met?............................................... 9 Esprit de Corps .............................................. 10 What People Say About the Panel............................... 10 part two: panel procedure............................................. 14 Building a Panel Speech..................................... 14 You ........................................................ 15 Your Group ................................................. 15 American Culture and Your Group............................. 15 The Panel as a Team......................................... 16 Order of Appearance ........................................ 16 Humor....................................................... 17 Sermons, Lectures, Cliches and Quotations................... 17 Learn Something About Your Audience......................... 17 Different Speeches for Different Audiences.................. 18 Evolution of Speeches..................................... 18 The Question Period ........................................ 18 Speak for Yourself.......................................... 19 Facts, Figures, Time ....................................... 19 Teamwork on the Panel....................................... 19",
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"transcription": "On and Off the Platform......................................... 20 Taste .......................................................... 20 Mechanical Details are Important................................ 20 During the Question Period...................................... 21 After the Program............................................... 22 The Panel Moderator............................................. 22 Introducing the Program......................................... 23 Moderating the Question Period.................................. 24 Meeting the Audience Needs...................................... 24 Keeping the Program Balanced.................................... 24 Enhancing Demonstrations of Teamwork............................ 25 Concluding the Program ......................................... 25 Evaluating the Program.......................................... 25 Sample Questions ............................................... 25 Questions for the Entire Panel ........................... 26 Questions for the Jewish Speaker .................. 27 Questions for the Catholic Speaker ....................... 29 Questions for the Protestant Speaker .............. 31 Questions for the Protestant, Catholic and Jewish Speakers ............................................ 32 Questions for the Negro Speaker .......................... 34 Questions for the Ethnic Speakers ...................... 36 part three: some resources........................................... 39 Books and Pamphlets...................................... 41 Films to See ............................................ 48 A Suggestion Sheet ...................................... 51",
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"transcription": "part one: the panel story what is the Panel of Americans? panel of Americans is ,a nation-wide discussion program in intergroup education. Sponsored by American universities as an educational experience for their students and a public service to their communities, panel of Americans is based on the premise that people of all ages, faiths or origins, meeting face-to-face for honest self-examination and exchange of ideas, can make a rich contribution to an American ideal: the free individual in a diverse society, respecting the dignity of his own and other peoples differences, because he has learned how to appreciate both, panel of Americans is geared to the philosophy that self-esteem begets mutual esteem. A panel of Americans team consists of five student speakersRoman Catholic, Negro, Jewish, Protestant and other ethnic Americanwho go out by invitation to campus and community groups to discuss the problems and opportunities arising from their respective differences, and to answer 3",
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"transcription": "audience questions on these issues. Audiences vary from adult Rotary clubs, church groups, womens organizations and PTA groups, to college and high school assemblies and sometimes classes of very young children. The purpose of panel of Americans is to bring people of varying racial, religious and cultural backgrounds together to examine themselves, their differences and similarities as Americans. The Panel does not seek to persuade or convince, only to stimulate people to think and to open up a door of communication with each other. It is not in any sense an interfaith program, nor is its object to suggest that there is a religious least common denominator. Panel members talk spontaneously in the first person about their own attitudes toward their own identity and heritage. It is a program of a highly personalized nature. A Panel speaker represents officially no church, no specific culture, no group as such; he represents only himself as a human being. His audience is asked to regard him as one individual expressing a viewpoint based on intimate experience and conviction. Question-and-answer sessions which follow the Panelists introductory speeches bring into play the vigorous exchange between Panel and audience which is the life-blood and unique character of this human relations program. Through such give-and-take, panel of Americans participants and their audiences are dramatizing the unity without conformity which is the strength and hallmark of American life. how widespread is the Panel? panel of Americans began with students from the University of California at Los Angeles during a period of racial and religious hostility in that city. Discussion teams consisting of five students of diverse religious and ethnic backgrounds traveled throughout California to meet with audiences of the armed forces, schools, PTAs, civic, church and labor groups to discuss the strengths and differences of their respective back- 4",
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"transcription": "grounds. After a demonstration tour across the United States, the U.C.L.A. Panel received requests from many other schools and communities for help in starting local panels of Americans. In 1955, the National Council for the Panel of Americans was organized, and in 1956 its national office was opened in New York City. Today more than a score of Panels are functioning on American campuses and new Panels are in the making for use both in geographic areas of special tension and on the international scene. A single Panel may make from 20 to 75 campus and community appearances a year. Requests are received regularly, from different sections of the country, for assistance by the National Council in organizing similar Panel projects for high school students, junior high school students and adult speakers. A womens Panel has been functioning in Kansas City. In forthcoming summers it is hoped that specially selected Panels can be sent overseas so that the American student can help interpret his own country to his European contemporaries and also bring back to his home campus the lessons he has learned about the attitudes and problems of university students in other areas of the world. An educational project, panel of Americans, inc. is a tax-exempt organization incorporated in the State of New York. Its headquarters are at 33 East 68th Street, New York City, where the National Council staff conducts its program for maintaining the integrity and effective continuity of the Panel project wherever it is in operation. A Director and Associate Director, assisted by an office staff, provide field service to each university sponsoring a Panel, initiate new Panels, conduct research and organize training conferences. Leaders in the fields of education, communications, human relations, labor and industry, are members of the Board of Trustees of panel of AMERICANS. Gilbert A. Harrison, a member of the National Council for the Panel of Americans, has declared: 5",
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"transcription": "Those of us who support the panel of Americans share at least two assumptions: first, that the United States must be strong not merely so that it can best defend the well-being of its own citizens but so that its influence throughout the world for a free and just society can be great; second, that our national strength is sapped whenever our people are divided and are estranged from one another by bitter suspicion. . . . My understanding of the purpose of the student panels of Americans is that they undertake to explain and illustrate, in college and university communities and in the general community, what the whole American family is at its best; namely, that the many members of that family, of different races, creeds and national origins and viewpoints, understand each other, respect and welcome their honest differences, but all the same live and work together as friends. policy and principles in cooperation with the educational institutions sponsoring the local Panel projects, panel of Americans, inc. seeks to preserve the integrity and effectiveness of each Panel as an educational program. With this in mind, the following general principles for the development and operation of the Panels are recognized: 1. Sponsorship of the Panel on any campus shall be by the university with supervision provided by an advisory committee composed of faculty members. Religious advisors and other consultants also shall be invited by the sponsoring school to assist in guiding the preparation of the students. 2. Each Panel shall be as broadly representative as possible of the major racial, religious and cultural groups represented on the university campus. 3. Students participating in the Panel shall be only those who are selected and guided by the most responsible segments 6",
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"transcription": "of the university community administration, faculty, religious advisors. 4. Faculty members or their qualified counterparts shall be used as moderators in all public appearances of the Panel. 5. The Panel on any campus shall be an educational rather than a social action program in intergroup relations. It shall rely upon persuasion and the expression of individual views and experiences of the student speakers rather than factual expositions on prejudice by student experts. 6. Each Panel shall be a demonstration of interreligious as well as interracial and interethnic cooperation in the effort to help cement campus and community unity in the solution of major intergroup problems. It shall not be an interfaith program in which capsules of the various religious traditions are presented in the context of a discussion on comparative religion. how does it work? In a panel of Americans performance, the five student members of the team appear together before an audience accompanied by a Faculty Moderator. The audience sees the Panel as a whole, in a setting of unity five young men and women who look like typical young Americans, bound together in friendship and the singleness of an educational endeavor. Yet, they are five young Americans who symbolize entirely separate, valid points of view the Roman Catholic, the Protestant, the Negro, the Jewish and the other ethnic American backgrounds (Oriental or Mexican American, Puerto Rican, American Indian or newly-arrived immigrant, depending on the region.) The Faculty Moderator introduces the speakers as a group. Subsequently, each student rises and introduces himself in a three to four minute personal statement which may begin as",
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"transcription": "follows: My name is John Smith, I am a second-year student at XX University majoring in chemistry, I am a Catholic, an American and this is what I believe as an individual and . . At the conclusion of the five student statements, the Moderator invites questions from the audience. A free discussion between Panel and listeners concludes the program. who are the speakers? panel speakers are young people with convictions that have evolved from self-examination and their own inherited cultures. Through self-analysis and self-appraisal, and through the friendships and insights they have gained by association with their fellow Panelists, these students symbolize the basic American philosophy of individualism and the meaning of personal integrity. They are willing to talk to people they have never seen before about their values and experiences as members of specific religious or ethnic groups. They want to help these listeners become familiar with these groups. In turn, they want to enlarge their own understanding of different viewpoints. As they respect themselves, so do they respect each other and the members of their audiences. Their mutual relationship carries across to their listeners the sense of confidence and genuine curiosity-for-learning which are important ingredients of the educational process. panel speakers are not theologians or sociologists, nor are they preachers or teachers or trained orators. They know something about their own traditions and they have three kinds of understanding: an appreciation of their own background, an appreciation of the differences or similarities in the backgrounds of their fellow Panelists, and a respect for the sincerity of the questions which audiences direct to each of them. Sincerity in answering these questions, each according to his own knowledge and experience, is an important factor in the attitude of the Panelist.",
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"transcription": "audiences: what are they and how should they be met? all over AMERICA, as the Panel speaker knows, there are men and women who have never had a chance to sit down, face to face, with anybody who is different and to ask questions about the inevitable matters which puzzle them. Some of these people have grown up with cliche attitudes about minorities. To them, a panel of Americans may represent several things. It may simply be a team from the College and this puts a responsibility upon the Panel students to be truly representative in dignity and deportment of the university which has sent them out or, variously, a team of spokesmen for racial, cultural or religious groups. The Panelist therefore has a double function in approaching an audience. Even if each Panel member makes the point that he represents only himself, it is the tendency of audiences to think of him as a symbol of his group. Therefore, he owes it to himself, his group and his university, to make the most attractive and dignified impression of which he is capable. Audiences are the life-blood of panel of Americans. An alert, genuinely thoughtful audience, young or old, can bring out the best ideas, stimulate the clearest thinking and create the most fruitful climate for the goal which the Panel has in mind: the fortifying of intergroup understanding. An audience is not a unit but a room full of individuals. A Panel speaker should answer individual questions with the same degree of personal respect which he asks of the audience in his own behalf. The questioner is a person, like the Panelist, subject to the same needs, doubts, searchings and strivings as any other human being and to the same possibility of error or indoctrination. A Panel speaker deals with his listener as he would like to be dealt with man to man, taking for granted the honesty of the question, even if it seems, sometimes, to be tinged with unfriendly challenge. The Panelist is prepared to 9",
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"title": "Page 12",
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"transcription": "face the individual who is hostile, feeling an even greater responsibility toward him than toward the audience that is clearly sympathetic. Prejudiced or not, the audience affects the Panel, the Panel affects the audience. panel of Americans is not asking for miracles of understanding; it is asking people only to listen and think. People cannot be changed overnight, certainly not by one exposure to a Panels example of fair play and human decency. The Panel will be fruitful in some areas, fallow in others. But the ideas it sets in motion have the likelihood of reaching further than the room in which they have been released. Men and women may take something from that room into their own lives and homes and jobs. esprit de corps valuable in the extreme to the audience is the visible esprit de corps of the Panel speakers as a body. The audience which sees before it five young people of disparate background and ideas who are capable of mutual friendship and mutual regard is learning what America at its best is and can be. The rapport is a real one, for Panel members have shared many experiences together both on the campus and in public. what people say about the Panel the panel has played, I feel, a very significant role, both on campus and off ... it has proved to be an outstanding educational asset to Carnegie; members of the Panel have spoken of their participation in it as one of the most important extracurricular learning experiences of their college careers. J. C. Warner President Carnegie Institute of Technology 10",
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"transcription": "It would be my strong feeling that this kind of program, if it could be repeated all over this country with young people who are able to make the same kind of impression as the team at the University of Minnesota, would make a tremendous contribution toward improving relationships. Orville L. Freeman Governor of Minnesota . . It is a Panel of young Americans of varying religious beliefs and varying racial, ethnic and cultural backgrounds appearing together to testify to their common faith in the principles of American democracy. . . . Democratic values are therefore the primary topic of discussion and concern; each member presents those aspects of his faith or background which have a bearing on this problem. The Panel is not in any sense of the word an interfaith panel. ... It is not the object of the Panel to suggest that there is a religious least common denominator or to suggest that religious differences are insignificant. The members of the Panel do not meet on a shaky platform of emasculated deism: they come together in a common belief in the dignity and value of the individual man. . . -The Rev. James J. Maguire Notre Dame University It is difficult to express to you our appreciation for bringing the Panel of Americans to our luncheon meeting last Wednesday. This, without a doubt, was the most outstanding program that we have had all year. Don Greaves, President Dallas Junior Chamber of Commerce The evening performance of panel of Americans brought a turnout exceeding all expectations. We heard that never before had there been in a public meeting of this town so many representatives of the local warring factions. Certainly there had 11",
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"transcription": "never been so many Negro parents at a PTA meeting before. The children, whom we had addressed in our morning performance, had told their parents to come, and they did! A Student Panelist . . For the past ten years the problem of intergroup relationships has been a most perplexing and difficult one on this campus. . . . Literally nothing worked successfully, even for a short time, until the Panel of Americans program was introduced. . . E. G. Williamson Dean of Students University of Minnesota The consensus among students and teachers was: Great program . . . best weve had in years. As for my own reaction, I do not recall a classroom lesson in social studies that approximates the effectiveness of your Panel presentation from the viewpoint of the building-citizenship objective. Samuel Steinberg, Chairman Social Studies Department Stuyvesant High School New York City . . The Panel has a unique contribution to make at this time of tension in the United States. ... I thought the lack of self-consciousness and self-pity, the humor and forthrightness with which all the young people spoke was most persuasive. As I said that day, the value of the Panel can, it seems to me, be both subjective and objective subjective in its educational effect on the members of the Panel themselves and objective in its ability to reach its audience. Mrs. Yarnall Jacobs National Council of Women 12",
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"transcription": "Through the panel of Americans, the student makes his by conviction what was previously a matter of inheritance. The Rev. Andrew J. OReilly Advisor to Catholic Students New York University The Panel provides the opportunity and impetus to discuss serious problems in an informal and unpretentious manner ... it provides the opportunity for students from different backgrounds to get to know and enjoy each other on a simple, uninvolved level. ... I believe Panel helps students to know themselves better. . . . A Panel Student Occidental College Los Angeles, California Judging from the attendance at the Panels presentation and the comments which the delegates made in the final evaluation questionnaire it was one of the high spots of the conference. ... I am more certain now than ever that great good can come to both the students who comprise the Panels and the people they associate with. . . . -Francis C. Shane United Steelworkers of America 13",
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"transcription": "part two: panel procedure building a panel speech the most important element in your Panel speech is YOU. In the three or four minutes you have available, your purpose is to win the confidence and interest of your audience. Since you are not appearing as an expert or professional lecturer, your speech should be conversational, your remarks delivered without notes. Personal anecdotes about real situations you know at first hand will help develop rapport with the audience. Specific episodes in your life or experience, however, should be used only insofar as they illustrate points related to the theme of the Panel and your role in the program. Each speaker has a somewhat different job to do, depending on his group identification. Sort out the three or four basic points you want to make about yourself, your group and its part in American culture. Choose them with great care and in consultation with the faculty advisor working with your 14",
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"transcription": "Panel category, for this may be the only opportunity your listeners will ever have to learn about your group. Illustrate these points with your own personal experience. Relate yourself and your background to the other students and groups reflected on the Panel. The following outline and questions may be of help in building your speech. you 1. who are you? What is your identification, your name, your faith, your status in college? Your personal introduction may describe your family briefly, or some dramatic experience you have encountered as a member of your particular group. 2. why are you on the panel? How do you fit into its scheme and why is it important to you? your group 1. FACTS AND FIGURES What are the three or four basic points you think every audience should know about your group? Information about your group will help your audience share your pride and interest in being what you are. You may want to explain certain points about your group which are commonly misunderstood. Choose only those which are most important and most closely related to the theme of unity in difference which characterizes the Panel. 2. DIFFERENCES AND SIMILARITIES How have your religion, your family or your education helped you to appreciate the differences among people and to meet the problems arising from these differences? American culture and your group 1. PROBLEMS AND OPPORTUNITIES a) What is the relationship between your group and the total pattern of American culture? 15",
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"transcription": "b) What are some of the specific problems or opportunities growing out of the differences among us? What are some of their causes and consequences? c) How are you, as a person, affected by these problems? How are you, as a member of your group, affected? How are you, as an American, affected? 2. RESPONSIBILITY a) Are you concerned about prejudice against groups other than your own? If so, why? b) In your opinion, what can be done to improve relationships among people? Is there anything in your own tradition which causes you to make these particular recommendations? What are you yourself doing about them? the panel as a team each panel speaker must remember that he is part of a team. The effect of the Panel is cumulative. Your speech must therefore be planned as part of a continuity, so that the impact of the program on the audience produces, in the end, a total experience. To avoid repetition, you must build your speech in relation to the other speeches. If one student is stressing employment or housing problems for his own group, another should avoid these subjects and explore the nature of prejudice in specific tension areas or professions, or the international and psychological implications of prejudice. This device serves to stimulate a variety of questions from the audience. It also permits the Panel program to emerge as an integrated whole, with five individuals applying five different insights and viewpoints to the same ultimate purpose. 1. order of appearance panels have found that a change of pace and a variety of personality adds a spark to the program. Therefore the order of speakers may be arranged in terms of lively, humorous or seri- 16",
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"transcription": "ous elements in the personality of the specific student. To begin and end a program with a strong, lively speaker has been found effective. It is sometimes valuable to use the white Protestant speaker as the concluding voice, particularly where audiences are predominantly Protestant. 2. humor one of the hallmarks of the panel of Americans is that its speakers bring to extremely serious problems a lightness of touch and humor which frequently help to ease tension which may arise in discussing these matters. You will want to use humor sparingly and only when it comes naturally and in good taste. When the timing is right, however, and a light thrust comes spontaneously to you, use it to the fullest. Humor can contribute spontaneity and variety which help your listeners keep the Panel and its meaning in their minds after your program. 3. sermons, lectures, cliches and quotations panels throughout the country have found that audiences are intrigued by the program because it gives old words and problems a new look and sound. It is extremely important, therefore, to guard against preaching or lecturing to your audience. The Panel can bring new life and meaning to worn-out phrases and ideas by careful selection of words and the use of personal illustration. If you can translate the familiar concepts of brotherhood, prejudice, minorities, into new statements and situations, you will be performing a real service. Quotations from verse and song are of very questionable value. In the main, your listeners are more interested in your ideas rather than in those they may have read or heard elsewhere. 4. learn something about your audience if possible, find out in advance what kind of people you are going to address, their interests and attitudes and the sort of 17",
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"transcription": "community they live in. This will help you to develop a discussion meaningful and relevant to this particular audience. 5. different speeches for different audiences your basic speech, once planned, will need certain adaptations for different age groups among your audiences or different affiliations of groups. A speech appropriate for a high school assembly will need reshaping for a Rotary Club luncheon, a PTA group, a foreign student group or a classroom of elementary school children. 6. evolution of speeches panel students find that their ideas change with time and experience. Your speech may need to be revised, may grow and be altered by the test of audience response. More humor may sometimes be needed in order to lighten the mood of an over-serious speech; more dignity to lend stature to a speech too lightly conceived. the question period the give-and-take between Panel and audience which characterizes the question period is the high point of a Panel appearance and can be the most rewarding aspect of the entire program. In this free exchange of ideas between speakers and their listeners, the audience changes from a unit to a roomful of articulate individuals, each one at liberty to direct his own thinking to the specific Panelist of greatest personal interest to him. As individual challenges individual, the discussion stimulates honest examination of issues, clarifies misconceptions, dispels rumors. Human relations communication, at its most fruitful level, ensues. When the Moderator has repeated a question from the audience, rephrasing it, if necessary, he directs it to the student Panelist to whom it relates, or, on occasion, to a Panelist 18",
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"transcription": "who may volunteer to answer it. A broad question may require comment from more than one student. Answering questions is a skill comprising more than a command of facts. Tact is essential; forthrightness and the earnest assumption that a questioner is speaking in good faith; friendliness and dignity; brevity and emphasis on the personal. All these are elements of the effective answer. The following points have been found useful in guiding Panel speakers during question periods: 1. speak for yourself panel of Americans does not bring to the public religious or sociological experts. The individual Panel speaker does not, and should not, assume responsibility for all Negroes, all Protestants, all Jews, all Catholics, he can tell his audience only what he himself knows from firsthand observation. If he does not know the answer, it is wise to admit this honestly. Another Panelist or the Moderator may be able to satisfy the questioner. 2. facts, figures, time be brief, but complete. Many questions require a command of factual information which you may acquire in consultation with your faculty and religious advisers, in discussion with fellow Panelists at your regular meetings, in reading and research. If a question is asked in good faith (always assume that this is the case) you will need to support your answer with as much actual data as possible. 3. teamwork on the Panel friendly differences of opinion among the Panelists are natural and will arise from time to time. The existence of this disagreement actually demonstrates the unity in diversity of the Panel philosophy. More frequently demonstrated, of course, is the friendship and mutual respect among Panel speakers 19",
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"transcription": "during the question period. It is not advisable for one speaker to answer for another, especially in the area of religion. There are times, however, when it does become necessary for a student to rise to the defense or aid of another Panel member who has been cornered by a hostile question. For example, the white Protestant speaker who receives few direct questions about his own tradition often can supply comments or facts which help dispel rumors or misconceptions about other groups. Such a display of teamwork has its own dramatic yet subtle impact on the audience and has been found by all Panels to be of positive value. on and off the platform 1. taste Although the panel of Americans is not a show, a Panel program is, in a sense, a dramatic presentation taking place on a stage and subject to some of the same judgments and criticisms which the spectator applies to any other form of public appearance. Good taste is therefore an essential of your approach to a Panel performance. Whether or not you conceive of your role as an individual one only, you are, symbolically, to those who watch and listen, a representative both of your school and of your entire group. 2. mechanical details are important panels throughout the country have found that the following points of behavior should be borne in mind, both on the platform and during the post-Panel gathering between students and audiences. a) Avoid the use of notes so that at all times you can meet the eyes of your listeners while you are on the platform. b) Stand when delivering your remarks, both during your own introductory speech and during the discussion period when a question is addressed to you. 20",
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"transcription": "c) Dress conservatively, with an eye to the visual appeal you will have for your audience, both as an individual and as one of the members of the Panel group. d) Be attractively groomed. e) Watch your posture. Be conscious at all times of the visual impression you are making on your audience. f) Be courteous to your fellow Panelists. During a fellow-Panelists speech, turn toward him, giving him the same attention he is receiving from the audience. Appear to be absorbed in his remarks, even though you may have heard them many times before. g) Use a microphone if one is available. If not, be sure that your voice can be heard clearly all over the room. When in doubt, ask the audience if it can hear you. h) Try to avoid the use of a table. Its absence will bring you closer to your listeners, giving them a full view of you and eliminating what may be, literally, a barrier. 3. during the question period a) Assume that your audience is sympathetic and friendly. b) State your own position positively. Never attempt to speak for any of your fellow Panelists. c) If an unfair question is asked, seek to control any manifestation of indignation or belligerence. d) If another Panelist is being harrassed by a questioner, you or the Moderator will need to go to his defense. e) If a member of the audience speaks irreverently of matters which you hold sacred, you must bear in mind that his intention may not be negative but simply an accident of phraseology. f) Answer each question as though it were unique and you had never heard it before. g) Be attentive to the comments of your fellow Panelists and listen alertly to each one, keeping your eyes upon the speaker. 21",
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"transcription": "h) If a genuine disagreement should develop among the members of your Panel during a performance, do not thrash it out then and there. Save it for discussion when the program has been concluded. A normal amount of disagreement is healthy. Real conflicts of opinion, however, are best kept for private airing. 4. after the program after panel appearances, the speakers are usually invited to share refreshments informally with their hosts and with the audience. The impression which the Panel creates is a continuous one and needs to be constantly in your awareness as you deal in closer relationship with new people. It is well to capitalize on such opportunities to go on with a discussion of some problem stimulated during the program. The Panel is setting an example and is automatically under critical scrutiny. No Panelist can afford to become too relaxed in his personal behavior, even after the performance. the panel moderator a panel team appears in public with a Moderator who is a member of the Faculty or his qualified counterpart and who has worked in preparatory sessions with the speakers. The Moderator has a key position in the Panel. At each program, he is the bridge between Panel and public. He is also the Panels guide in matters of public relations and of staging, taste and judgment. His first job during a performance is to win audience confidence and to establish preliminary facts about the program such as university sponsorship and the unprofessional nature of the program. As an individual, the Moderator is a personality in his own right. He lends the flavor of his own thinking to this role and will coordinate the Panel performance in his own special way. 22",
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"transcription": "At no time, of course, does he attempt to slant a program to serve any platform of his own. He stays out of the discussion as much as possible, since it is the students who must be chiefly responsible for answering the questions. He occasionally may have to serve as a buffer between the students and audience, however, and his influence in supporting and assisting the students cannot be over-estimated. 1. introducing the program the moderators introductory remarks, 3 or 4 minutes in length, establish rapport with the audience. A variety of devices for achieving this are open to him: a) He sets the mood of the program by stressing that it is creating a conversation among friends rather than a debate, a lecture or a dramatic offering. b) He expresses pleasure in confronting this particular audience in this particular community; he may refer to the trip or to experiences the Panelists have had in arriving at this particular place. c) He may speak of some unique aspect of this audience or community in order to make the listeners feel the Panel is familiar with and interested in their community. The Moderator then describes briefly the purpose or background of the Panel and introduces the actual program by stressing three points for the audience to keep in mind: a) Panel students do not pretend to be experts on anything but themselves, their own feelings and convictions. b) Panelists are not official representatives or spokesmen for their respective groups. c) Panelists will welcome questions from the audience at the conclusion of their own personal statements. The program then begins, as the Panel is introduced as a whole. Each speaker rises, identifies himself by name and affiliation, and makes his own remarks to the audience. 23",
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"transcription": "2. moderating the question period if an audience is slow to start its questioning after the students have spoken, the Moderator may stimulate listeners with the following devices: a) Planted questions; anecdotes; a bit of humor. b) Questions from the Moderator himself, to prime the pump. The Moderator must try to protect the Panel from unfriendly attack by questioners, and must clarify any questions which are not immediately comprehended. a) He may need to rephrase and focus a listeners question in order to make it answerable. b) He may need to siphon off hostility from an antagonistic question by treating the episode simply as an honest request for information. His ability to maintain a calm atmosphere under such provocation is an essential part of his function. c) He may need to divert a heckler or restrain a long-winded questioner with a personal axe to grind. 3. meeting the audience needs if a panelist fails to answer a question to the satisfaction of the questioner, the Moderator may have to rephrase it and throw it back to the Panel until the audience is pleased. If audience hostility or dissatisfaction is aroused by any real error on the part of the Panel, the Moderator may smooth out any negative effects. 4. keeping the program balanced the moderator will often need to spread the questions around in order to avoid placing the burden of answering on the shoulders of any one Panel speaker. If the discussion tends to bog down or to become a debate, the Moderator can divert it by asking for questions on some other issue. 24",
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"transcription": "5. enhancing demonstrations of teamwork a moderator should attempt to draw each one of the Panelists into the discussion. The Moderator may sometimes have to watch for the loaded question aimed at one Panelist in particular. Advance preparation of the Panel guarantees that, to save a student from needing to answer defensively, some other Panelist will jump into the breach. If the Moderator is alert, he can see that the speakers have ample opportunity to jump in for each other. This all for one and one for all is a powerful illustration of the panel of Americans' philosophy in action. 6. concluding the program the moderator should sum up the program with a capsule remark on the purpose of the Panel and its reasons for having come. The program is not over even when the Panelists have left the platform. Often the most effective work of the Panel is still to be accomplished, during conversation over coffee, luncheon, or dinner. 7. evaluating the program after any program, the Moderator and his Panelists will hold, among themselves, an evaluation session. By this honest method of judging their own performance, the Panelists learn to sharpen their own personal and mutual effectiveness. The Moderator must assume responsibility for pointing up the good and bad aspects of the preceding program and for helping Panelists plan ways of improving the next one. sample questions the following list of questions is included to indicate the nature, number and variety of questions that are asked by 25",
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"transcription": "audiences. The questions all are actual ones that have been asked of Panel members in the past. Some are petty, some superficial, some searching. Some represent a sincere desire for information, while some are entirely outside the province of the Panel program. The Panel speaker needs to be forewarned about the variety of questions and the occasional bigot or heckler. Audiences will not all be in sympathy with the Panel, and constructive ways of meeting the difficult question or questioner must be developed by each Panel and its advisers. Each locality may expect different specific questions, and ways of answering them will depend upon the local situation. Each Panel will need to get the facts and background relevant to its area and frame its answers accordingly. questions for the entire panel A. Personal 1. Why are you on the Panel? 2. Do you ever feel prejudice toward an individual or group? 3. How do you feel about intermarriage, both racial and religious? 4. Do you think your Panel actually is doing any good? What do you accomplish? B. Prejudice 1. What causes prejudice? 2. Dont groups ask for prejudice against themselves by putting up barriers between themselves and others? 3. Is there more prejudice in the South or North? 4. Do you think prejudice is increasing in the United States today? 5. Is there racial or religious prejudice in Soviet Russia? 6. Arent all of these questions based nearly 100% on economics? C. What Can Be Done About It? 1. Can you legislate against prejudice? 2. Will education eliminate prejudice? 26",
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"transcription": "3. We agree with you, but what can we do about our parents? Our teachers? 4. Wont we have to have one race and one religion before we can have real understanding among people? 5. Dont you think that talking about prejudice just stirs it up? D. Miscellaneous 1. Can an atheist be a good American? Why dont you have one on the Panel? 2. Should public tax money go to maintaining private schools, including parochial schools? 3. What is your attitude toward discrimination in fraternities and sororities? 4. Are there quota systems restricting admission to your college? questions for the Jewish speaker A. What a Jew Believes 1. Do Jews believe in God? 2. Can a person join the Jewish religion as he can join any other church? 3. Do Jews have parochial schools like the Catholics? 4. Do the Jewish people celebrate Christmas? Why do Jews celebrate New Years at a different time of year from the rest of the people? 5. Do you believe in the New Testament? Why not? 6. Do you believe in joint Christmas-Hannukuh services in school? 7. Does the Jewish faith accept converts? Do you have missionaries? 8. What is the Jewish attitude toward intermarriage? B. What is a Jew? 1. Should Jews be assimilated or retain their group identity? 2. Are the Jews a race, religion, a movement or a nationality? 3. If I do not follow the Jewish religion, although my parents do, then I am not Jewish, am I?",
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"transcription": "4. What is the main difference between the Orthodox Jews and the Reform Jews? How do the Orthodox Jews look upon the liberal Jews? C. Misconceptions and Prejudice 1. Why have the Jews always been persecuted? 2. Why did the Jews crucify Christ? Why dont the Jews accept Christ as the Messiah? 3. Why do all Jews look alike? 4. Do you think someone in a minority should force his way in where hes not wanted? 5. Why are Jews more intelligent and better business men? 6. Why are so many Jews money lenders? In the clothing business? In the motion picture industry? 7. Doesnt Judaism lead ultimately to materialism? 8. Is there much anti-Semitism on your campus? In your community? If so, what form does it take? 9. Do Jews want to live among themselves or others? Why are they so clannish? 10. What do you think of movies which try to combat anti-Semitism? 11. Why do Jews try to cheat people? Is it true that the Jewish religion teaches that it is all right to cheat a gentile? 12. Are Jews ever prejudiced against Negroes or other Jews? D. Israel 1. Why are the Jews making so much trouble in the Middle East? 2. Should a Jew in this country owe allegiance to America or to Israel? 3. Why dont the Israelis either resettle or compensate the homeless Arabs who live in camps at their borders? 4. Why do the Jews feel that Palestine is their home? What claims do they have to it after 2000 years? 5. Do they discriminate against other races in Israel? 28",
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"transcription": "questions for the Catholic speaker A. What a Catholic Believes 1. Do you, as a Catholic, believe that non-Catholics will go to Heaven? 2. Why dont Catholics eat meat on Friday? 3. Do you worship statues? Why? 4. In confession why do you have to go through a priest? Why cant you go straight to God? 5. Why is confession so necessary to a Catholic when it so often seems to be an empty gesture? 6. If a man kills another man and confesses it to the priest, will he be allowed to go out and never give it another thought? 7. Must Catholics believe everything the Pope tells them? 8. Do Catholics owe allegiance to the Vatican or to Rome? 9. Do Catholics believe in evolution? 10. Why do Catholics say the Mass in Latin? 11. Is there such a thing as purgatory? How can you prove it? It isnt mentioned in the Bible. 12. What is the new dogma of the Assumption of the Virgin Mary? Why do you worship the Mother Mary? 13. Why do Catholics have a different Bible? 14. What is the difference between Catholics and Protestants? 15. Dont you lose your own religion when you learn about others? 16. Why are Catholics forbidden to enter into any kind of interfaith activity in some cities? 17. Do all Catholics believe as you do, or are you a liberal Catholic? B. Marriage, the Family, Schools 1. Why does the Catholic Church insist that a non-Catholic who marries a Catholic must give up his religion and agree to have his children reared as Catholics? 2. Can a marriage between a Catholic and a non-Catholic work? 29",
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"transcription": "3. Is it true that when you marry you must have a child a year? 4. Why cant nuns marry? 5. Is it true that a Catholic is excommunicated if he marries a non-Catholic? 6. Why do Catholics have to go to parochial schools? 7. Dont parochial schools simply accentuate the barriers between religions? 8. Why should the public school system support Catholic schools? Are only Catholics permitted to attend parochial schools? 9. Do you believe in the separation of church and state? 10. Why do the Catholic Schools teach that the Jews killed Christ? C. The Social Order 1. What are the Catholic Churches doing about integration in the South? 2. Are the parochial schools in the South segregated? 3. How can the Church sanction the Franco regime in Spain? 4. How can you explain the fact that in predominantly Catholic countries the poor are poorer and the Church is wealthier than elsewhere? 5. Why dont Protestants have religious freedom in Catholic countries like Italy, Spain and Argentina? 6. Why does the Masonic lodge refuse Catholics as members? 7. What right has the Catholic Church to censor books or motion pictures? 8. What is the Index? 9. What if a Catholic were elected President of the United States, wouldnt he be loyal to the Church first and nation second? 10. Why are Catholics so clannish? 11. Are Catholics ever prejudiced against Negroes? Against other Catholics? 30",
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"transcription": "questions for the Protestant speaker the white protestant speaker on the Panel of Americans does not receive a great many questions on his religious beliefs and practices from most audiences. As a person who may never have experienced prejudice against himself or his group, however, the white Protestant speaker has an extremely important role in the question period. His comments on a variety of general questions will help other white Protestants in the audience examine their own attitudes and thinking on these issues. Protestant speakers, therefore, should refer not only to the questions below, but to the lists marked Questions for the Entire Panel and Questions for Protestant, Catholic and Jewish Speakers in preparing for their work with the Panel. A. What a Protestant Believes 1. What does it mean to be a Protestant? 2. Why are there so many Protestant denominations? 3. Why are the Protestants so disunited? Is anything being done about it? 4. What is the main difference between the Protestant and Catholic religions? Between the Protestant and Jewish faiths? (Most Panels recommend that each person answer only for his own faith.) 5. Do you believe in personal prayer? 6. Do you give up anything for Lent? 7. Do you believe in confession? 8. Do Protestants have a different Bible? Is it in Latin? 9. Do you believe in the Trinity? 10. Do you believe in the Resurrection? 11. Do you have a catechism of things you believe? B. Marriage, the Family, Schools 1. What does the Protestant church teach about intermarriage? 2. Why does the Protestant always have to give up his faith if he marries a Catholic?",
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"transcription": "3. Can marriage between a Protestant and a Catholic or Jew work? 4. Do Protestants have parochial schools? 5. Dont parochial schools simply accentuate the barriers between religions? 6. Why should the public school system support any parochial or private schools? 7. Do you believe in the separation of church and state? 8. Why do Protestant Sunday schools teach that the Jews killed Christ? 9. Dont you lose your own religion when you learn about others? C. The Social Order 1. What are Protestant churches doing about integration in the South and North? 2. Why are some Protestant parochial schools in the South segregated? 3. Why does the Masonic lodge refuse Catholics as members? 4. Would you vote for a Catholic if he were a candidate for President of the United States? 5. What do you think about the birth control issue? 6. Why are Protestants against such legalized gambling as bingo? questions for the Protestant, Catholic and Jewish speakers A. You and the Panel Idea 1. What can you say to people who are prejudiced? 2. Would you want your sister to marry a Negro? 3. What would you do if a Negro boy asked you for a date? 4. Is it better for boys and girls of one religion to go with people of their own faith? 5. Can intermarriage work? 32",
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"transcription": "6. What can a white person do to get to know a Negro? 7. If you were a property owner in an average American community, would you rent to a Negro? 8. Doesnt the fraternity system contribute to class barriers? 9. Would you object to having a Negro or Oriental family live next door to you? What about property values? 10. These fine ideals are all right, but you cant eat them. What would you do if you were running a business and hiring Negroes or serving them meant a falling off of your sales? B. Your Beliefs and Their Application to the Panel 1. Cant people be too equal? 2. Isnt there a danger of moving too fast in this business of understanding? 3. Why dont the churches and synagogues do more about the interracial problem? 4. If religion teaches Brotherhood, why is there discrimination in its institutions? 5. If we are all Gods children, why do we all worship God in different religions? 6. Why are most people who go to church such hypocrites and why do they discriminate? 7. Do you believe in joint Christmas-Hanukkah Services in school? C. Loaded and General Questions You Can Help to Answer 1. Wouldnt the Negroes prefer to go to their own schools? 2. Why are the Jews so tight with their money? 3. Why do Jews control the business and economy of the United States? 4. Why do whites think Negroes are inferior? 5. I never heard anyone persecute a Jew, arent you stirring up trouble talking about this? 6. How can you force an employer to hire a Negro and still preserve his (the employers) rights? 33",
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"transcription": "7. What do you think about birth control? 8. What can be done with people who are set in their prejudices against races and religions? 9. How can the American people lick the prejudice problem when older people pass on their prejudices to their children? 10. Why is it that after all this talk everything stays the same? 11. What can be done about preventing religious and racial discrimination in regard to employment? Do you favor a federal FEPC? 12. What states have FEPC laws? Are they working? 13. Is it true that most Negroes segregate themselves in public schools? 14. Why are Negroes always chauffeurs and cooks? 15. Why is it that Negro and Puerto Rican sections of town are always so run down? 16. Why is the Negro and Puerto Rican crime rate higher than for other groups? questions for the Negro speaker A. General 1. What do Negroes want? 2. What contributions have Negroes made throughout the history of civilization to prove that they are equal to the whites? 3. Why is there such class distinction among Negroes? 4. How can we be friends with Negroes when they wont be friends with us? 5. Is there any particular religion predominant among Negroes? 6. What is your race doing to help its own members? 7. Dont you feel that it is partly the Negroes fault that there is discrimination against them? 8. Why do so many Negroes try to pass as whites? 34",
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"transcription": "9. Have you found much prejudice against the Negroes on your campus? If so, what form does it take? 10. Have you ever been turned down at a restaurant or for a job? What did you do and how did you feel? 11. Are Negroes persecuted more than the Jews? 12. Why do Negroes make such a fuss about discrimination when they are so prejudiced against Jews and Puerto Ricans? 13. Do Negroes discriminate against mulattoes? 14. Dont minorities have responsibilities, too? 15. Why is there more delinquency and crime among Negroes and Puerto Ricans. B. Common Misconceptions and Fears 1. Why are Negroes interested in intermarriage? Why are Negro men interested in white women? 2. Why is the Negro press often negative and militant in its approach? 3. Why are all Negroes Republicans? 4. Why did Negro troops do so poorly in the war? 5. Why is it that the Negroes, especially those who have just come from the South, act so belligerently toward the whites? 6. Why do Negroes have push days down town? C. Integration 1. Wouldnt you prefer to go to an all-Negro school? 2. What do you think about the integration incidents in Little Rock and elsewhere in the South? Are we moving too fast in this integration business? 3. Dont you think the Supreme Court decision to desegregate the schools did more harm than good for race relations in our country? 4. What do you think of the NAACP? Isnt it doing more harm than good? 35",
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"transcription": "5. Is there any way to improve Negro schools? 6. Do you think prejudice will ever change in the South? What do you think of the attitudes toward Negroes that are found there? 7. What do you think of the Ku Klux Klan and the White Citizens Councils? How do you feel about the South in general? 8. Do you believe that the Negroes are benefiting socially and emotionally from desegregation in the South? 9. Arent we in the North guilty of prejudice too? D. Housing and Employment 1. Do you think it is a good idea for people of different races to live next door to each other? 2. Why should a Negro want to move into another part of town? 3. Why is it that Negro sections of town are always so run down? 4. If the value of property is lowered when Negroes move into a given neighborhood, can you blame white people for not wanting them? 5. Why do Negroes try to push their way into white neighborhoods? 6. Why are Negroes always chauffeurs and cooks? 7. What laws are there to help Negroes get better jobs? 8. Can Negroes get better jobs under FEPC and Civil Service? questions for the ethnic speaker (New American, Puerto Rican, American Indian or Second Generation American speakers may anticipate the following questions.) A. Cultural Differences 1. Do you think immigrants to this country should keep 36",
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"transcription": "their old traditions or fit into the American pattern of culture? 2. Why do some people feel ashamed of the national background of their parents? 3. What can you do if your parents demand that you stay only in your own national background group? 4. Why do you stick with your own cultural group so much? Why are you so clannish? 5. Will you make your children learn to speak Spanish? (Japanese, Chinese, Italian, Hungarian.) 6. What is your feeling toward your homeland? 7. If you were Greek Orthodox, as I am, what would you do when your parents refuse to let you go out with anyone but a boy of Greek background? B. Immigration 1. Did your family have any trouble getting into this country because of the McCarran-Walter Immigration Act? 2. Why should we let ourselves be overrun by foreigners pouring into the country from all over the world? 3. If we let down the bars on immigration wont our jobs be threatened by the cheap labor of immigrants and new citizens? 4. Have the Hungarians who came to this country recently been able to find jobs and adjust all right? C. Questions for Puerto Ricans 1. Why do Puerto Ricans come to New York to get on the relief rolls? 2. Why are so many Puerto Ricans delinquents? 3. What contributions have Puerto Ricans made to our society? 4. Why are all Puerto Rican neighborhoods so run down? 5. Why do Puerto Ricans stick by themselves and speak Spanish all the time? 37",
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"transcription": "6. Do Puerto Ricans consider themselves Spanish or American? 7. Are Puerto Ricans prejudiced against Negroes? D. Questions for American Indians 1. Why do Indians drink so much liquor? 2. Do American Indians want to keep their old traditions and keep apart from other Americans? 3. Why do Indians live in such poor conditions even though many are wealthy from the sale of reservation land and oil? 4. Do Indians ever live in the city? E. Question for Japanese & Chinese Americans 1. Why were the Japanese Americans put in camps during World War II instead of the Italians or Germans? 2. Why are most Americans of Oriental background on the West Coast? 3. Why do so many Japanese in the United States choose gardening as their work? 4. How did Oriental Americans feel about Japan when we were fighting World War II and Korea? How do they feel about Communist China? 5. Has there been any feeling against Chinese Americans as a result of the Communist government in China? 6. Are all Orientals Buddhists? F. Questions for Mexican Americans 1. Why are the Japanese and Chinese more successful and prosperous than other immigrant groups, such as the Mexican Americans? 2. Why do Mexicans insist on talking Spanish? 3. Why are most delinquents Mexican? Why do they carry knives? 4. Why are our relations with Latin America so poor? 5. Why do Mexicans try to sneak into our country? What are wetbacks? 6. Why do Mexicans hold education in such low esteem? 38",
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"transcription": "part three: some resources the following books, pamphlets and films have been found useful by PANELS OF AMERICANS throughout the country. The references included here suggest only a few of the many excellent resources available on subjects of importance to the Panel. Many are pamphlets and useful because of their brevity. The list will need to be augmented by each Panel student and his advisors in the light of local problems and circumstances. In order to become familiar with the backgrounds of other students on the Panel, each speaker may wish to check all of the sections in the list for useful references. The following addresses may be useful in ordering some of the materials. American Friends Service Committee 20 South 12th Street, Philadelphia 7, Pennsylvania American Jewish Committee 165 East 56th Street, New York 22",
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"transcription": "Anti-Defamation League of Bnai Brith 515 Madison Avenue, New York 22 Community Relations Service 165 East 56th Street, New York 22 Catholic Interracial Council of New York 20 Vesey Street, New York 7 Commonwealth of Puerto Rico, Dept, of Labor, Migration Division Council of Spanish American Organizations of Greater New York 322 West 45th Street, New York 36 National Conference of Christians and Jews 43 West 57th Street, New York 19 National Urban League 14 East 48th Street, New York 17 Southern Regional Council 63 Auburn Avenue, N.E. Atlanta, Georgia",
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"transcription": "books and pamphlets general background for every panelist Allport, Gordon W. ABCS OF SCAPEGOATING. Freedom Pamphlet. Anti-Defamation League. Allport, Gordon W. THE NATURE OF PREJUDICE. Addison-Wesley. Alpenfels, Ethel J. SENSE AND NONSENSE ABOUT RACE. Friendship Press. Revised edition. THE AMERICAN PATTERN. This Is Our Home. Leaflet Series, No. 1 American Jewish Committee. Ashmore, Harry S. SEGREGATION AND THE SCHOOLS. Public Affairs Pamphlet No. 209. A digest of the Ashmore report on bi-racial education. Barron, Milton. PEOPLE WHO INTERMARRY. Syracuse University Press. Benedict, Ruth, and Weltfish, Gene. RACES OF MANKIND. Public Affairs Pamphlet No. 85. Bossard, James H. S., Boll, Eleanor S. ONE MARRIAGE TWO FAITHS. The Ronald Press. Herberg, Will. PROTESTANT-CATHOLIC-JEW. Doubleday and Company. Hirsh, Selma. FEAR AND PREJUDICE. Public Affairs Pamphlet No. 245. A digest of the book FEARS THAT MEN LIVE BY. Harper. Humphrey, Hubert H. THE STRANGER AT OUR GATE: Americas Immigration Policy. Public Affairs Pamphlet No. 202. Huxley, Aldous. BRAVE NEW WORLD REVISITED. Harper. Lee, Alfred. M. FRATERNITIES WITHOUT BROTHERHOOD. Beacon Press. Maclver, Robert. THE MORE PERFECT UNION. Macmillan Company. 41",
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"transcription": "Reisman, David. THE LONELY CROWD. Doubleday Anchor Books. Report of the Federal Commission on Civil Rights, 1959. WITH LIBERTY AND JUSTICE FOR ALL. Government Printing Office. Roston, Leo (ed.) A GUIDE TO THE RELIGIONS OF AMERICA. Simon and Schuster. Simpson, George E., and Yinger, J. Milton. RACIAL AND CULTURAL MINORITIES. Harper. A basic, extremely useful resource book for nearly every Panel quesstion. Stewart, Maxwell S. THE NEGRO IN AMERICA. Public Affairs Pamphlet No. 95. A summary of AN AMERICAN DILEMMA, Gunnar Myrdals study of the Negro in the United States. for Jewish panelists Bernstein, Rabbi Philip S. WHAT THE JEWS BELIEVE. Farrar, Straus and Young. Brickner, Rabbi Barnett R. ANSWERING YOUR QUESTIONS ABOUT JEWS AND JUDAISM. American Jewish Committee pamphlet. Cohen, Arthur A. WHY I CHOOSE TO BE A JEW. Harpers Magazine, April, 1959. Graeber, Isacque. THE TRUTH ABOUT ANTI-SEMITISM. Reprinted from Social Action. Kertzer, Rabbi Morris N. WHAT IS A JEW? Reprinted from Look. Also available in book form, World Publishing Company. Sklare, Marshall, ed. THE JEWS: SOCIAL PATTERNS OF AN AMERICAN GROUP. Free Press. Spence, Hartzell. THE JEWS. Reprinted from Look. Available through the American Jewish Committee. for Catholic panelists Cantwell, The Rev. Daniel M. CATHOLICS SPEAK ON RACE RELATIONS. Fides Publishers Association. 42",
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"transcription": "The Catholic Bishops of the United States. DISCRIMINATION AND THE CHRISTIAN CONSCIENCE. National Catholic Welfare Conference, Washington D.C. Commonweal. CATHOLICISM IN AMERICA. Harcourt, Brace. Conway, The Rev. Bertrand L. THE QUESTION BOX. The Paul-ist Press. FIVE GREAT ENCYCLICALS. The Paulist Press. Haas, The Rev. Francis J D.D. CATHOLIC, RACE AND LAW. The Paulist Press. LaFarge, The Rev. John, S.J. THE CATHOLIC VIEWPOINT ON RACE RELATIONS. Doubleday. Mahoney, Priscilla O. THE CHURCH AND THE CHOSEN PEOPLE. Reprinted from Grail. The true Catholic attitude toward the Jews. MARITAIN, Jacques. REFLECTIONS ON AMERICA. Scribner. Scharper, Philip. WHAT A MODERN CATHOLIC BELIEVES. Harpers Magazine. March, 1959. for Protestant panelists Bartley, William Warren, III. I CALL MYSELF A PROTESTANT. Harpers Magazine, May, 1959. Cousins, Norman, THE NUMBER ONE QUESTION. Reprinted from The Federalist. Community Relations Service. A warning that color is the biggests telling point in Communist propaganda, and that Soviet distortions must be countered with the truth about progress in American race relations. Gordon, Milton M., and Roche, John P. SEGREGATION-TWO-EDGED SWORD. Reprinted from the New York Times Magazine. The psychological, moral and international effects of segregation on white and Negro citizens. Johnson, F. Ernest. AMERICAN EDUCATION AND RELIGION. Harper and Brothers. Johnson, F. Ernest, (ed.) PATTERNS OF FAITH IN AMERICA TODAY. Harper. Neibuhr, Reinhold. PIOUS AND SECULAR AMERICA. Scribner. Essays on the interrelation of religion with the social and political life of America. 43",
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"transcription": "Smith, Bradford. AMERICANS FROM JAPAN. J. B. Lippincott. Sternau, Herbert. PUERTO RICO AND THE PUERTO RICANS. Council of Spanish-American Organizations pamphlet. Tuck, Ruth D. NOT WITH THE FIST. Mexican Americans in a Southwest City. Harcourt. group relations and cultural pluralism in America Antin, Mary. PROMISED LAND. Houghton Mifflin. The autobiography of a Polish Jewish immigrant girl and her adjustment to American life. Barron, Milton L. AMERICAN MINORITIES. Knopf. Cather, Willa. MY ANTONIA. Houghton Mifflin. Portrait of a Bohemian immigrant family in a small prairie town in Nebraska. Creekmore, Hubert. THE CHAIN IN THE HEART. Random House. Story of three generations of a Negro family in a small southern town. Dean, John P., and Rosen, Alex. A MANUAL OF INTERGROUP RELATIONS. University of Chicago Press. Golden, Harry. ONLY IN AMERICA. Permabooks. Handlin, Oscar. RACE AND NATIONALITY IN AMERICAN LIFE. Little, Brown. Schermerhorn, R. A. THESE OUR PEOPLE. D. C. Heath. Sinclair, Jo. THE CHANGELINGS. McGraw-Hill. Story of the reactions of people living in a Jewish neighborhood, when a few Negro families try to move in. Wong, Jade Snow. FIFTH CHINESE DAUGHTER. Harper. Autobiography of an American girl of Chinese parentage and her appreciation of her dual heritage. Woods, Sister Frances Jerome, C. D. P. CULTURAL VALUES OF AMERICAN ETHNIC GROUPS. Harper. prejudice Allport, Gordon W. THE NATURE OF PREJUDICE. Addison-Wesley. Clark, Kenneth B. PREJUDICE AND YOUR CHILD. Beacon Press. 45",
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"transcription": "Fineberg, S. Andhil. PUNISHMENT WITHOUT CRIME: What You Can Do About Prejudice. Doubleday. Flowerman, Samuel H. PORTRAIT OF THE AUTHORITARIAN MAN. Reprinted from New York Times Magazine. American Jewish Committee. Klineberg, Otto. RACE AND PSYCHOLOGY. UNESCO Pamphlet Series No. 3. Rose, Arnold. THE ROOTS OF PREJUDICE. UNESCO Pamphlet Series No. 5. SCIENCE LOOKS AT ANTI-SEMITISM. This Is Our Home Leaflet Series, No. 9. American Jewish Committee. religious differences Dodson, Dan W. THE CREATIVE ROLE OF CONFLICT IN INTERGROUP RELATIONS. Available through Anti-Defamation League. Fowell, Myron W. CATHOLIC-PROTESTANT COOPERATION. The Christian Century, January 21, 1959. Gordis, Robert, and Gorman, William. RELIGION IN THE SCHOOLS. Copies may be secured from the Fund for the Republic. Herberg, Will. PROTESTANT-CATHOLIC-JEW. Doubleday. A study of the three great religions in the social and cultural framework of American society today. Jacobson, Philip. SHOULD THE AYES ALWAYS HAVE IT? Christian Century Foundation. Majority rule cannot decide questions of religion. Kane, John J. CATHOLIC-PROTESTANT CONFLICTS IN AMERICA. Henry Regnery. Pfeffer, Leo. CREEDS IN COMPETITION. Harper. Rosten, Leo. A GUIDE TO THE RELIGIONS OF AMERICA. Simon and Schuster. desegregation and integration Ashmore, Harry S. EPITAPH FOR DIXIE. W. W. Norton. Ashmore, Harry S. THE NEGRO AND THE SCHOOLS. University of North Carolina Press. 46",
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"transcription": "CHANGING PATTERNS IN THE NEW SOUTH. Southern Regional Council. Dabbs, James McBride. THE SOUTHERN HERITAGE. Knopf. DESEGREGATION TODAY. Christian Friends Bulletin, April, 1957. The role of religious institutions. Grambs, Jean D. EDUCATION IN A TRANSITION COMMUNITY. National Conference of Christians and Jews booklet. Revised Edition. NEXT STEPS IN THE SOUTH: Answers to Current Questions. Southern Regional Council. Sterling, Dorothy. TENDER WARRIORS. Hill and Wang. Warren, Robert Penn. SEGREGATION: THE INNER CONFLICT IN THE SOUTH. Random House. Woodward, C. Vann. THE STRANGE CAREER OF JIM CROW. Oxford University Press. housing and employment Abrams, Charles. FORBIDDEN NEIGHBORS. Harper. Gillett, Thomas L. A STUDY OF THE EFFECTS OF NEGRO INVASION ON REAL ESTATE VALUES. The American Journal of Economics and Sociology. January, 1957. HOUSING AND PROBLEMS OF URBAN RENEWAL. House and Home. February, 1959. Morgan, Belden. VALUES IN TRANSITION AREAS: Some New Conflicts. The Review of the Society of Residential Appraisers. Vol. 18, No. 3. March, 1952. Morrow, J. J. AMERICAN NEGROES-A WASTED RESOURCE. Reprinted from Harvard Business Review. Community Relations Service. QUESTIONS AND ANSWERS ABOUT EMPLOYMENT ON MERIT. American Friends Service Committee. Southall, Sara E. INDUSTRYS UNFINISHED BUSINESS. Harper. Weaver, Robert C. THE NEGRO GHETTO. Harcourt, Brace. WHERE SHALL WE LIVE. Report of Commission on Race and Housing. University of California Press. 47",
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"transcription": "films to see ALL THE WAY HOME (30 minutes) A house in an all-white neighborhood is up for sale, and a Negro family stops to inquire about it. Film shows that integrated communities can work. (Available through Anti-Defamation League). BOUNDARY LINES (10 minutes) Explores various imaginary boundary lines that divide people from each other and shows that such lines have no true basis in reality. International Film Foundation, 1 East 42nd Street, New York, N. Y.) THE BURDEN OF TRUTH (67 minutes) A Negro family moves into a white suburban community and a mob gathers in protest. Through flashbacks, we discover the problems and the prejudices that the young Negro father faced in growing up. (Sponsored by the United Steelworkers of America, 1500 Commonwealth Building, Pittsburgh 22 Pa.) COMMENCEMENT Produced by the Presidents Committee on Government Contracts, this film tells of a business executive who learns that his personnel department is guilty of discriminatory employment practices. We learn what steps he takes to carry out his contract, which calls for hiring on individual merit only. American Jewish Committee. CRISIS IN LEVITTOWN (30 minutes) A series of interviews with residents, both for and against the integration of the first Negro family to move into Levittown, Pennsylvania. Dr. Dan W. Dodson of the New York University Center for Human Relations offers comment and analysis. 48",
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"transcription": "(New York University Film Library, Washington Square, New York, N. Y.) AN EQUAL CHANCE How the New York State Commission Against Discrimination handles complaints of discrimination in employment from cause to cure. (New York State Commission Against Discrimination) FACE OF THE SOUTH (29 minutes) Historical analysis of economic and social factors which have made the South what it is today. Almost entirely a lecture by George Mitchell, former director of the Southern Regional Council. (Southern Regional Council) THE HIGH WALL (32 minutes) Case study of a young bigot. The film shows that prejudice is a contagious disease which spreads from adult to child. (Anti-Defamation League) THE INNER MAN STEPS OUT Human relations in a factory. Dramatic presentation of conflict between security and insecurity within one individual. (General Electric Company, 570 Lexington Avenue, New York, N. Y.) ONE GOD (37 minutes) The rituals and ceremonies of the Jewish, the Roman Catholic and the Protestant religions. Using musical background and descriptive narration, film illustrates similarities and differences of the three faiths. (Associated Films, Inc.) PICTURE IN YOUR MIND (15 minutes) A sequel to Boundary Lines. An imaginative cartoon which shows the tribal roots of prejudice. (International Film Foundation) 49",
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"transcription": "PREJUDICE (55 minutes) A businessman deludes himself that he is without prejudice, but a basic psychological insecurity creates a situation which reveals his latent prejudice. (Associated Film, Inc.) WANTED-A PLACE TO LIVE (15 minutes) Employs audience participation plan through stop the projector technique. A Negro is rejected when he answers an ad to share a room with three other university students. In a second ending to the film, a Jew is the rejected room-seeker. (Anti-Defamation League) YOUR NEIGHBOR CELEBRATES (22 minutes) A rabbi describes to a high school group the major Jewish holidays and the ceremonies associated with these holidays. (Anti-Defamation League) 50",
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"transcription": "a suggestion sheet I wish to make the following suggestions to the National Council for improving the functioning or operation of Panel of Americans: IN THE COMMUNITY ON THE CAMPUS Signed: Address: School: Date: Please detach and send to: PANEL OF AMERICANS, INC. 33 East 68th Street New York 21, New York 51",
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"transcription": "Executive Committee The Rev. John M. Krumm, Chairman Mrs. George D. Cannon Stephen R. Currier Walter Hirshon William van den Heuval Mrs. Robert Kintner Gustave L. Levy Mrs. Madeleine M. Low William Rafael Paul Sherbet Frank Weil Board Members Mrs. Raymond B. Allen Dr. Ethel J. Alpenfels Rt. Rev. Stephen F. Bayne, Jr. Robert J. Block John A. Brown, Jr. Mrs. Ralph J. Bunche Robert J. Callaghan Dean Harry J. Carman Jerome K. Crossman Dr. Dwight W. Culver Milton T. Daus Lady Malcolm Douglas-Hamilton Philip S. Ehrlich Martin Gang Edward G. Gilbert Gilbert A. Harrison Alex E. Holstein Mrs. Herbert N. Langner Rabbi Edgar F. Magnin Dr. Howard Y. McClusky B. F. McLaurin Sponsors Melvin Brorby Harry A. Bullis Norman Cousins John Cowles The Hon. Angier Biddle Duke Mrs. Myron Falk Thomas K. Finletter Lloyd K. Garrison Daggett Harvey Dorothy Height Kenneth Holland C. D. Jackson Robbins Milbank Dr. John S. Millis Dean Charles C. Noble Anthony P. Nugent, Jr. Dr. Franklin K. Patterson Dean O. D. Roberts The Rev. James H. Robinson Fred L. Rosenbloom Fred H. Roth Mrs. Sanford Samuel Louis B. Seltzer Francis C. Shane Carlton M. Sherwood Dr. George N. Shuster Joseph R. Silberstein The Rev. Ralph W. Sockman Mrs. Charles P. Taft Charles Van Doren Jade Snow Wong Richard S. Zeisler Charles S. Zimmerman (List incomplete) Eric Johnston Emily Kimbrough Mrs. Oswald B. Lord Thomas E. Murray, Jr. Mrs. William Barclay Parsons Jackie Robinson Donald Borden Smith Sydney Stein, Jr. Mrs. Ronald Tree Mrs. Theodore O. Wedel David Winton Mrs. Quincy Wright Staff Mrs. Dorothy S. Bauman, Executive Director Marian Hargrave, Associate Director PANEL OF AMERICANS 33 EAST 68 STREET, NEW YORK 21, NEW YORK REgent 4-2254",
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"transcription": "national council FOR THE PANEL OF AMERICANS 33 East 68th Street, New York 21, New York REgent 4-2254 EXECUTIVE COMMITTEE The Rev. John M. Krumm Chairman Mrs. George D. Cannon Stephen R. Currier William vanden Heuvel Walter Hirshon William H. Kennedy, Jr. Mrs. Robert E. Kintner Gustave L. Levy Mrs. Madeleine M. Low William T. Rafael Paul C. Sherbet Frank A. Weil October 6, 1961 Mrs. Dorothy S. Bauman Executive Director Marian Hargrave Associate Director Dear Panel of Americans Advisors and Chairmen: Attached are two copies of an article on the Panel currently appearing in the October issue of SEVENTEEN Magazine. We regret that we can send you no more than the two copies free of charge. Additional copies can be purchased at twenty-five cents (25) each in limited quantities. If there is a big demand from all Panels for many copies, it is possible that reprints can be made. At this time, however, it does not seem feasible because of the cost involved. Do let us hear from you on any new fall plans you have. The New York office is busy recruiting, interviewing and training new Panel prospects for the fall and winter season here. One tension area in New York City has requested Panel programs in the schools, in the teachers' Human Relations Courses, in the parents organization meetings and at housing developments and settlement houses. It has been suggested that the Panel office try to develop Panels among student leaders and some adult groups within the area.. It will be an interesting experiment to see x^hether saturation of one specific location with cooperation of the schools and community will have a measurable effect. We will keep you informed of progress here and will await news of your organization. Dorothy S, Bauman Executive Director",
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"transcription": "NEWS THE PANEL OF AMERICANS IN NEW YORK CITY October, 1961 Greetings to all from the National Staffl We hope that your summer was as good as ours and you are all anxious to go to work. Some changes have occurred in the national office staff. Rochelle Nicholas, who has been with the Panel for the past two years, had a baby girl, Andrea, the last of July and is staying home with the little beauty. Betsy Dawson, graduate of Randolph-Macon Woman's College, has taken her place as secretary.. Jerry Woods' job as staff assistant is being filled by Jim Forbes and Bob Yangas splitting the fifteen hours a week between them. Jerry and Lynn are in Fort Madison, Iowa. Jim, a former Panelist whom many of you know, is back working on his B.D. after an interne year in Kaleigh, North Carolina. Jim was a member of the 1960 Crossroads Africa team. Bob is a graduate student at New York University getting his Ph.D degree in Guidance and Personnel Administration. He was a Panelist and moderator last year when he was a director of the Youth Employment Service in East Harlem. Marian Hargrave spent part of her summer at Provincetown painting and another part on a schooner sailing around the coast of Maine. She was also in Maine for a second season of the National Training Laboratory at Bethel. Mrs. Bauman traveled in Spain, Italy, Switzerland and England, spending several weeks with her son in Geneva. Mildred Friedman alternated between the seashore and the quiet of her New York apartment with her twin boys in camp. Look - Read - Distribute Article on Panel in SEVENTEEN Magazine October, 1961 issue on newsstands, September 28th.",
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"transcription": "dofl btrn sita to i / rriT'/J bit'5 vnisst ,srf mmmv'titi j lansS 40 alali^A r ttaswtari 3*osw s ^oo: naarii .i j s T-iprt *Y 2\\'>'ja 8.3 -,J.' lq 3 ?.d dot *sboo! yi-naii it rti;r:tiIqs-eagnsY , no a r 1> ^ 4 1 no ! n i a 3 s ,f-1,:' r*.hf ro inbfyow-'doe-f a'c rworrJ uoy Jo rtim raorfw IsH-ans-'i isonoi a ,rai srij t..( K) f - . < B'-aw >ail .tutilo-in'j tUfiotf ,jt;ct-sing ni siay srsifs-tai /ts -jsd&B ftOillA 8&SO-18 8070 OoPI rti oo'iMnb (I,-rfl ttfrf gni-Jlsg y,J inns vend ?iioX ws$ .te .tnabui?, sdauba-ig r si -cJoG 3anl 'to ti-isiv'ifrt. wrr; .lai Smzt ft 8rw oH ',){:>!SK'xtainjcmbo iSrtrtoH7/3 &U6 oonabiuO ..malK'ili 18fi\"\"- rrl daivns^ inamyolqw? r!:tu .> sn'.i :io Soias^i.::* a asw sri rtsifw assy t4fl.io.im- - iw.iui.sq Kt.aiaam voa.l ^&--7^ui4i.^-iMi--4o-.3^tt{..-jto4iaa4$i*a6sttia^b3S^ . snn iii oelfi saw ajio V T'1: >n i/v -i ; ^0 ;j !iSOD(i^ !.t (bnuo*b : 30i Ii r'Htj '1 Tir'f^ r 5di:' -|'W\"\" -7.pv/,>^ ^bi-.'.i'unr hna fcflsIifSitiwB , yi'edl .niciqg rti hslovmd rr&mi/aa - biM .. 'vBifoO nl no a iari H.liW C-daSw >noY ws'i t.-.a! ao iacyp'.s 1; i>ns,/siVO; sftpj, hjawi;:i o,3 o:l suoixne il. mr. j uoy-. iw,y.7u. as Oqo. s/; ;aqw ./jantou* sdoy iGrt.i aqa.fi aw allsjioofl oa> (ii.Jrh.7i>0.00 ...sy'sii a^Rfia amoS .iliqw oi yds'! 8 ft-vd ,0; -sl'fiil is3 79ll )1mSS/i , sgat' s&txafjffi orfe ,*0Blqrf!yM *. jibbJ1\"\" ! **&* ?** Efo_> a TrsnjoW1 rroaB-l -7qio*rs^ 3o- affObaia , noawflu'-yaiaa rtrfyu ? 9-a . V7X J!lSfs'i!03'y. Id ieitaf slaii^A f'$afts7' j .y a aa 1 .1. rasn# nc isEwsn 7 1997 it r t f:< 58.t J3ilqa eejjnsY rTi.siyjr1 , no sib\"\".. . 73o't ni 97s 70w -Has; at jwotra itc SW (Bi t , WRi foyriO-' {:. itfl JBOfiw i 31198 ft*? . 3 80170 1 n , mi t afaii n* 7 say ama.3iir he -isiia .mssi saiilA abBotasoTO OdQJT n t t .tnal * ni si . ft gQ t I :> ,ts i 1911^1 ft %PjVI fjH a a i v 7 a B .1 ; i amy 01 o/n ' ri waa ,ie 7rr9bu7a 93euba7g a ax doa a'?38ioiiti6A C&ffflloiftS?5 bns aoiiRbiiiO n .1 f 0 70 si 3 97.ris b saw sit nsjlw 7 a ay asw a/|S ,. an is. rl3sS 1*5 yvio.is:to bfislrjn' bns b,- |J(U bi 30 - 37*4- J a vs b 7 3 .sK r-nu i 3 M iqI rT f fSn-'U'.'rr-i!/; ijiTi io no ?:<:Br Its so easy to use, so dependable (created by Ogilvie Sisters, leading hair care specialists for over 50 years!). P.S. Buy the Ogilvie Home Permanent Kit now, and get a free bottle of marvelous Highlights Shampoo (your choice of formula!). Q.I like to wear a make-up base, but most bases seem to make my skin break out in tiny bumps . . . and the medicated make-ups are too dry for my skin. Is there anything that will help me? Ellen Me., Easton, Pa. A. Try new Velveteen Medicated Make-up! Dorothy Gray has created it especially for teen-age complexions, and it may be the answer to your problems. Neither too heavy or too drying, its a marvelous balance of mild medication and light, smooth creaminess. Velveteen comes in two heavenly formulas: a Foundation . . . for a flawless, natural-looking finish . . . and pressed-powder Compact . . . for a lovely matte finish. Use it daily (it works like a beauty treatment!) for perfect, glowing coverage (it doesnt look, feel, or smell medicated!) Comes in five flattering shades. Q- No matter what I use on my face, my skin still has blemishes or looks splotchy. And extra make-up on bad spots doesnt help either. Im about to give up! Mary Jo B., Lexington, Ky. A. Sounds as if youve been working your complexion overtime putting things on instead of taking most of it off! Lets try thorough cleansing and stimulating instead. Scrub Set by Dorothy Gray (made especially for teenagers) is a true complexion course! It has Scrub Soap with Oatmeal that gently works out dirt and stale make-up . . . Medicated Refining Lotion that helps to clear by bracing skin and refining pores . . . Medicated Blemish Cream that speeds up healing while its concealing. Each Scrub Set product works with and for each other to work for you! Use this Set daily for best results. Its on a special introductory offer now$2.00. Advertisement RELIGION AND PREJUDICE continued from page 113 marrying anyone of another race. A. (Priscilla) Im glad someone has raised that question. Its important because, particularly in the South, thats the big qualm many people have about integration that itll result in intermarriage. Therefore, even if we dont agree, I think its good to talk openly about the subject. Both integration and intermarriage present many problems and I feel that the more people talk intelligentlyand, yes, the more they pray toothe closer well come to solving all the problems involved. As to whether I personally would marry someone of another race, I wouldnt know that until I was faced with the question. But I have dated members of other races and Ive found that when you get to know people, theyre all pretty much the same. Break down the barrier of prejudice and you see that most people have similar feelings, similar likes and dislikes, similar everything.\"\" moderator: Before other members of the Panel give their views on intermarriage, does anyone in the audience wish to comment on Priscillas remarks? comment (from a junior girl): Well, suppose Priscilla were in love with a white man and she did want to marry him; wouldnt she worry about the children they might have? I mean, the children of interracial marriages arent either white or Negro and theyre usually despised by both groups. A. (Lyle) I know that comment was directed to Priscilla, but if nobody minds Id like to answer it. What I want to say is this: Im white myself and if Im able to love and accept a wife whos black, why shouldnt other people be willing to accept my child? A. (Gerry) I think people should accept the children of interracial marriages. But lets be realistic; most people frown on both the marriages and the children. This is still a big problem. Id say that couples who intermarry racially have to be twice as strong and twice as mature as other couples. They have to be real pioneers. A. (Gordon) It seems to me this is a subject you just cant reach any conclusion on. So much depends on the two people involvedwhere they live, what kind of life they want, the attitude within their particular community, all those things and more. Its a complicated problem and there isnt any one pat answer to solve it. moderator: All right, are there any last comments from the audience before we move on to another question? comment (from a senior girl): Id just like to say that I agree with Priscillawith what she said about all people being a lot the same when you get to know them. I think thats true. And for that reason, I believe racial intermarriage is probably inevitable. Its bound to happen more and more as the races begin mingling. Q. We were talking about the Freedom Riders in our history class last week, and Id like to ask Priscilla what she thinks of them; in particular, if she believes that all the riots theyve provoked can really help to make things better in the South. A. (Priscilla) Well, first, I think its important to remember that the aim of the Freedom Riders isnt to provoke riots; its to exercise their rights as citizens of the United States. Unfortunately, when a Negro tries to exercise his rights in most sections of the South, there are some people wholl do almost anything to stop him. I dont believe you can blame the riots on the Freedom Ridersnot unless you believe that to ask to be treated like a human being is just provocation for beatings and setting fire to a busall the things that have happened so far. But to answer what I think youre really trying to ask medo I believe that this kind of trouble can help the Negroes causeI say yes. I think it accomplishes two things. First, it forces a lot of Southern moderates to see that they cant just sit on the sidelines during this segregation struggle. You know, it makes them realize that if they dont step in, the mobs will take over completely and then everyone will lose. And second, trouble like this makes the Negroes see that theyve got to be determined if theyre going to win even the most basic rights. Dont misunderstand, Im not glad there was trouble, but I do think people on both sides have profited from whats happened. Q. But what about the North this is directed to Priscilla too isnt there as much racial discrimination here as there is in the South? A. (Priscilla) No, I dont think so. Theres a lot of discrimination in the North, of course, but thats been improving lately coo. Or I guess what I mean is, I think the situation is getting better everywhereSouth and Northbecause its being forced into the open. Remember, right after his inauguration, President Kennedy ' said something to the effect that our economy might get worse before it got better? Well, I believe that theory applies to race relations too. On the surface, it may seem that things are worse, but at least now were headed in the right direction. And eventually things will get better. moderator: Before we take another question from the audience, Gerry has requested that he be allowed to ask you something. All right? All right, go ahead, Gerry. q. (Gerry) Well, while weve been talking about integration and racial problems around the rest of the country, Ive been wondering what the situation is in Caldwell right here in school, in fact. For instance, I notice that most of the Negro students are sitting with other Negroes. Is this just coincidence or did it happen by choice or what? moderator:Would anyone in the audience care to answer Gerry? A. (from a Negro girl, a junior) Well, about the seating arrangement, thats accidental. The room was overcrowded and Mr. Thompson, our principal, had to move everybody around and this is how it happened to end up. Usually, Negroes and whites sit together without anybody thinking about it. Id say race relations in Caldwell and here in schoolare pretty good. Ive lived in Caldwell for a long time and Ive never had any bad problems; most of the white SeventeenOctober, 1961",
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"transcription": "UcKjNq is For. rHNG X M ENVELOPES seal without licking Just press the two flaps together. Cant stick together even in humid weather until you seal em. Try em next time! UNITED STATES ENVELOPE COMPANY Springfield 2, Mass. BUSES, l1 0 Af ' Guaranteed by ' Good Housekeeping Dramatize your eyes NEW - 5 SHADES OF EYESHADOW -EYELINER in one handy palette with brush 69<* ROLLASH 665 FIFTH AVENUE N.Y. 22 kids are nice to the Negro kids. But there is prejudice and thats a fact. For instance, there are a lot of clubs and things that Negroes cant join just because theyre Negroes. Thats how it is. moderator: Would anyone in the audience care to comment on this? comment (from a senior girl): I dont think Hildas right about there being prejudice here. I mean well, theres separation among the white students too. People travel in different cliques whether theyre white or Negro and nobody gets asked everywhere or belongs to everything. Even if the school were all-white, there would still be this kind of separation. Its natural. comment (from a junior girl): I agree that nobody gets asked everywhere or belongs to everything, but I think Hildas right about there being prejudice in school. Weve never talked about it or admitted it until now, but in our hearts we all know it exists. comment (from a junior boy): I just wanted to say that I used to be prejudiced against Negroesbefore I knew any. Then, in the fourth grade, I was transferred to a school where there were Negro students and I havent had any prejudice at all sincebecause I got to know Negroes, understand? In a way, I was lucky. I was young when I was transferred to that school. I think when youre young youre a lot better able to see people the way they really arenot the way youve been told they are. comment (from a senior girl): Im a member of the Student Council here at Caldwell and while I know I cant speak for the whole Council, Im positive the other members feel as I do. I know Im not prejudiced against Negroes. And if the Negro students in school would come out for the clubs and things they want to join, Im sure they wouldnt find any prejudice. It may be that because the Negroes are in the minority here, they think prejudice exists when it actually doesnt. comment (from a Negro girl, a senior): Ive been around white people all my life and from what Ive seenespecially in the South prejudice starts with older people. I think if parents would leave their children alone, there almost wouldnt be any prejudice problem. Usually its the older people who act as if being colored is the same as being dirtbeing just nothing, you know? And they shouldnt do that; its wrong. But I do want to say that as a Negro in this school, Ive been very happy; the white kids have always treated me as if I were one of them. As a matter of fact, I think that bringing more colored people into schools and colleges is one of the best ways of ending prejudice. It gives all of us a chance to start knowing each other. MODERATOR: Weve heard comments from two Negro girls, now what about the Negro fellows? Would any of you like to say something? No? All right, then lets take a new question from the floor. Q. This is to the white members of the Panel. How would they feel if they were married and living in a nice suburb like Caldwell and a Negro or a Puerto Rican family tried to move into the neighborhood? Wouldnt they be upset about their property values going down? And if that (continued on page 184) w WALLET PHOTOS $4 00 PLUS 250 POSTAGE 60 for $2.00 Your friends, classmates, beaus . . . everyone will want a print of your favorite photo. Perfect for job and college applications, too. Made from your portrait photo (up to 8 x 10) on fine satin finish double weight portrait paper, photos are wallet size 2Vz\"\" x 3%\"\", order yours today! Money back guarantee if not completely satisfied. one of the LARGEST PHOTO FINISHERS IN AMERICA Send today for free money-saving price list! PARENTS ECONOMY PHOTO SERVICE, Dept. 64 GPO BOX 1101, New York 1, N. Y. Enclosed please find portrait, photo, or negative which will be returned unharmed. ? 30 wallet photos from one pose @ $1.25 ? 60 wallet photos from one pose @ $2.25 NAME- ADDRESS- CITY- I________ -ZONE- -STATE- SeventeenOctober, 1961 183",
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"transcription": "I HAVENT ASKED FOR A GYM EXCUSE IN AGES! Many Tampax users feel that internal sanitary protection all but does away with differences in days of the month. In the first place, youre completely unhampered. Tampax is out of sight, out of mind. Theres no chafing, no irritationin fact, you cant even feel Tampax when its in place. Then, too, you feel cleaner, nicer, fresher. Odor cant possibly form. Changing and disposal are simple. You lose your self-consciousness about a trying time of the month. Every girl knows that \"\"the blues are common at certain times. The comfort and convenience of Tampax helps do away with part of the reason for your depression. You cant help but feel brighter, more cheerful.Try Tampax and see for yourself. Why not do it nowthis very month? Tampax sanitary protection is on sale wherever such products are sold in a choice of three absorbenciesRegular, Super and Junior. Theres one that is sure to suit your needs. Tampax Incorporated, Palmer, Massachusetts. Invented by a doctor now used by millions of women 184 didnt bother them, how would they cope with the pressure their neighbors would put on them? A. (Gordon) Well, first, I want to say that its a mistake to assume that property values tall automatically when a neighborhood stops being all-white. I know thats what a lot of people believe, but it isnt always true. If youre interested, read the study ucla did on the subjectit shows that when Negroes moved into an all-white neighborhood somewhere in California, the property values didnt go down. So thats my answer to your first questionI wouldnt worry about my property because I dont believe that real estate always depreciates when Negroesor Puerto Ricans or Jews or Mexicansmove into a neighborhood. Now, as for the second question, I guess if my neighbors put pressure on me, Id do exactly what Im doing now: Id talk to them. Id try to make them see that living with members of a minority group isnt anything to be afraid of. A. (Lyle) I think Gordon put his finger on the root of the whole problem just then: Its fearnot dislikethat makes people show prejudice toward minority groups. And its such a vicious circle. People are taught to be afraid of minorities so they avoid knowing them and because they dont know them, they never learn theres nothing to be afraid of. comment (from a senior girl): Recently, something happened in our neighborhood that Id like to mention. I live in a section of town thats considered nice, and not long ago a rumor was going around that Elston Howard, the Negro ballplayer, was trying to buy a house there. Well, Id never heard of him then, but the only reaction I had was, Good; maybe now I can get into Yankee Stadium free! But that wasnt how other people around us reactedespecially the older people. Some of them came to my father and tried to get him to contribute money so they could buy the house before Elston Howard could! It was just like that movie Raisin in the Sun. Well, anyway, as it turned out, no one bought the housemaybe the rumor wasnt even truebut I still cant see why the idea of a Negro in the neighborhood bothered people. I wouldnt have minded living next to Negroes. And Im proud to sayneither would my parents. MODERATOR: Thank you for telling us that story. And I imagine if Elston Howard heard itwhether he had wanted the house or not hed thank you too. Now, next question from the floor? O. I wonder if Gerry as a Catholic and Gordon as a Jew can tell me why they think so many people are prejudiced against Catholics and Jews. A. (Gerry) Well, if you mean can I give a valid reason for this prejudice, the answers no. Of course Ive seen and felt the prejudice Ive been called a Black Papist a couple of times and Ive heard Jews called kikes, a lot of things like that but people never have rational reasons for prejudice. For instance, under the first amendment to the Constitution the right of any religion to set up its own educational system is guaranteedyet some people dislikeCatholics simply because the Catholic Church has chosen to exercise this right. To hear these people talk, youd think Catholic education was subversiveand that Catholic parents had to send their children to parochial schools. And believe me, you can talk yourself blue trying to explain the truth, but with most bigots, its hopeless. Their feelings are irrational and mere facts wont change them. A. (Gordon) As a Jew, the most common excuse for anti-Semitism Ive heard is the old routine about Jews-and-money. And as Gerry said, most bigots dont want to be bothered with facts. Yes, for a long timeeven before the Middle Ages Jews were associated with money. But not because they worshiped the almighty dollar, but because they were discriminated against. You see, for centuries in both the Middle East and Europe, Jews were forbidden by law to own property or hold office or even to become citizens. During one period in most of Europearound the eleventh century, I thinkall professions were closed to Jews. Believe it or not, in those days handling money was considered a dirty, undignified job. And because Jews were discriminated against, they got the dirty job. In other words, the current association between Jews and money has a historical basis, but bigoted people distort or dont knowthe facts. Jews arent money-mad; they got involved with banking and commerce because they had to. Q. Id like to ask Gerry why it is that so many Catholics have prejudice toward Jews. I meanwell, Christ was a Jew, so if a Catholic is against Jews isnt that the same as being against Christ? A. (Gerry) Well, first, I have to say Im not aware that so many Catholics are prejudiced against Jews. And second, I wonder if your question isnt a way of asking if I blame the Jews for Christs death; usually, thats what people are trying to say when they ask about Catholics prejudice toward Jews. If that is what you meanand if it isnt, maybe somebody else in the audience is interestedthis is my answer: Throughout my whole Catholic education, from elementary school through college, I was taught that the reason for Christs death was a moral one; that insofar as were all sinners, were each of us the cause of His death. I wasnt ever taught that Jews are Christ-killersand neither, by the way, were any of my friends who attended other Catholic schools. Maybe there are schools that stress how Christ died, but the schools I know stress why He died. Q. This is for Lyle. I was wondering if he could tell us how to handle parents if they object to our wanting to know people of another race or religion. I guess what Im trying to say is, how do you stop parents from being prejudiced? A. (Lyle) I wish I could answer that, but I cant. From what Ive seen, theres very little you can do to change prejudiced parents. Talkingnot arguingis one thing to try, of course, but if your folks are dead set against your having friends of a different race or religion, you probably wont get very far. Youll just have to wait until you're older and more on your own and even then, it isnt always easy. For instance, I know lots of people from the Middle West who are in college now in the East; and though they have some very good friends of another faith or another race, they know they cant ever invite those friends to visit back home. Its too bad, but well, thats how it is. You have to try to follow that prayeryou know the one I mean: God grant me the strength to change those things I can change, the courage to accept those things I cannot changeand the wisdom to know the difference. Q. I have a question for Priscilla. Id like to know if she feels any ties with the people of Africaor with Africa itself. COMMENT (from a junior boy, a foreign exchange student): Excuse me for interrupting, but before Priscilla answers that, may I ask a question of the girl who asked it? moderator: Yes, of course. Thats the point of this assemblyto encourage you to question yourselves and others. Q. Well, I happen to know that the girl who asked Priscilla about Africa is of German descent. So Id like to know if she feels any ties with Germans or Germany. A. No, no, I dont. My grandparents came from Germany, but Im an American. comment (from the same boy): Thats my point exactly! I mean, Priscillas an American, too, so what made you wonder if shed feel any bond with Africans? MODERATOR: Suppose we let Priscilla answer the question now and well see how she does feel. A. (Priscilla) Well, I do feel certain ties with African Negroes, but because theyre Negroes, not because theyre African. Like the Negroes here, theyve just begun to fight to be treated as human beings, and I guess you could say Im in sympathy with them. However, lately Ive met some African exchange students, and if I ever doubted that my roots are in America, I know it for sure now. Dont misunderstand; we get along fine, but our cultures and our backgroundseven our problemsare worlds apart. I have much more in common with any Americaneven a white supremacist American! Q. This is directed to Eunice: Can she explain why so many Puerto Ricans seem to have troubleor get into troublewhen they come up to the States. A. (Eunice) Thats a big, hard question to try to answer briefly, but Ill do the best I can. First, at least from what Ive seen and experienced myself, theres the problem of color. You see, in Puerto Rico, there honestly isnt any color line; black or white or in between, if a man can afford it, hes welcome in any hotel or restaurant on the island. So it comes as a shock when a Puerto Rican finds out that there is discrimination in the States. As a matter of fact, life for a newly arrived Puerto Rican is a whole series of shocks. For instance, hes always considered himself an American, but it isnt long before he realizes that almost no one here does. Youd be surprised, in fact, at how many people actually dont know that Puerto Ricans are Americans. And then theres the shock of finding people soso impatient and suspicious. Lots of times, a Puerto Rican gets yelled at or maybe ignored because his English is poor. And, even worse, almost nobody except other Puerto Ricans seems to trust him; his boss, his American co-worker, even the police look at himand talk to him NO BELTS NO PINS NOPAOS NO ODOR SeventeenOctober, 1961",
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"transcription": "with TREO Style 507 . . . knows that todays fashions are as flattering as your figure makes them. It shapes you divinely right down to mid-thigh with lingerie-light LYCRA* spandex. It has TREOs unique diagonal control strips; soft stretch cuff top and bottom. Incomparable for wearing comfort and action freedom $10 CHEERS Style 741 ... the flattering accent chosen for the most sophisticated icardrobes . . . almost weightless and so prettily conceived. In a selection of fashionable colors, $5 'Fabrics include DuPont's LYCRA spandex power net and satin ... also nylon power net. Almot every fine store has TREO with CHEERS* TREO COMPANY, INC., 200 Madison Avenue. New York 16 as if hes an escaped convict. Hes come here with a lot of big dreams and, at least at first, nothings the way he thought it would be. His kids go to the overcrowded, rat-infested schools, he lives in a dirty slum, no one seems to like him or accept him. So he turns bitterand if he stays bitter he may get into trouble. It depends on the man, I guess. Some Puerto Ricans give up and go back home, some stay and cause trouble, some stay and become good citizens. I love the States, but I do have to say this: life is hard at first for Puerto Ricans who come here. Very hard. A. (Gordon) Id like to add one thing to what Eunice said. You know, the United States is supposed to be a haven for immigrants whats that line on the Statue of LibertyGive me your tired, your hungry and your poorbut it isnt a haven. The truth is, we have a shameful history of discriminating against all newcomers who arrive in numbers. When the Irish started coming over, we gave them a bad timeand then it was the Italians, then the Jews and now the Puerto Ricans. Its a real pity. I mean, if the United States wont welcome new citizens, what country will? q. Id like to ask Priscilla how she feels about the Black Muslems I think thats their namethe group of Negroes that advocates black nationalism. A. (Priscilla) I dont agree with them at all. I guess I understand why they feel the way they do as a reaction against white supremacybut Im opposed to everything they stand for. I feel that black nationalism is just as bad as white nationalism. moderator: Unfortunately, time has run out, but I would like to take a minute to thank you for being a wonderful audience. Youve talked frankly and thoughtfully about things that arent easy to discuss. And we hope youll keep on talking about them because you the young peopleare the only ones who can end prejudice finally. Some of you may feel that the problem is your parents fault, but very soon the responsibility will be yours alone. Again, thank you for sharing your thoughts with us. We appreciate being invited hereand we hope that when you enter college, many of you will decide to accept our invitation: join the Panel of Americans! THE END DEAR DIARY continued from page 126 SeventeenOctober, 1961 by accident and she saved the day by giving me some suntan lotion for my shoulders. Without it I would have been really cooked. Bless her cute blond head, While she was rubbing in the suntan lotion, she asked me to a big party graduation night. The situation was too cosy to refuse. Anyhow, who wants to? June s Well, we graduated tonight. Rah. The proceedings were just what I expected anticlimactic pomp. Im just not a guy who can get excited over ceremonies. This year we were very well-behaved. Not like last year when four of the honorary junior ushers played a surreptitious game of bridge clear through the program. The only thing about the ceremony that really bothered me was Jennys speech. I think she missed the point of the graduation theme, which was the quotation: I do not choose to be a common man. Its my right to be uncommon if I can. Jenny said, in effect, Its all right to be a nonconformist as long as we all do it together. The idea was an individualistic one, and she tried to twist it to fit a collectivist philosophy. . . . The after-grad party was a riot. About 125 of us went to a swimming party at a mansion-type dwelling. Lisa is tall and queenly and cuts quite a figure in a swimming suit. June 7 At last, concrete evidence that Im out of high school. My wallet no longer bulges with an activity card, a book receipt, a yearbook receipt, gate pass, bus card and all the other cards that allow a high school student to prove he exists. Im beginning to replace the old cards with new ones though: draft registration, social security the number grows. Ill have everything in my wallet except money. July s Its too bad about Hemingway. I cant join in the rah-rahing for all his novels, but the way he lived his life was excitingand the ending is sadly incongruous. If (or when?) I were successful as a writer, Id probably drape myself in a standard three-button suit and work every day in some air-conditioned push-button box of an office. No, I guess Im not that bad, but compared with Hemingway, Im just a faceless, plodding Organization Man. Funny thing, though, I think its the Organization Men and round pegs who make up most of Hemingways devoted audience. I guess its like the way I love to talk to guys whove gone to Europe on a tramp steamer or worked their way cross-country in the summer. Im crazy about trips like that, but Ive never made a move to take one. Why? July to I seem to have so much in common with so many girls. Im going to the same college as Pamela and we love to talk about newspaper reporting and Ahmad Jamal. Lisa and I swim together like two fish in a school and were both sun worshipers. Judy and I both know sign language. And Debby. Well, shes still the girl Id most like to listen to Tchaikovskys Fifth with. Whats a guy to do? Maybe next year when Im a freshman in college, it will be different. Perhaps Ill even discover a Pamela-Lisa-Judy-Debby with whom Ill have everything in common. Meanwhile ... on with the search! Editors note: Youre eligible to contribute an article (humorous, controversial, whatever) to the Its All Yours section if youre at least thirteen and under twenty. Your name, address and birth date (month and year) and a large, stamped self-addressed envelope should accompany your work. Send contributions to Its All Yours Department, SEVENTEEN, 320 Park Avenue, New York 22, New York Something wonderful happens when you wear INTOXICATION perfume by DORSAY",
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"transcription": "2ND FIVE DAYS Ice-O-Derms invisible shield holds in moistureprotects skin from sun, winds, steam heat. Result: Softer, moister skin. 3RD FIVE DAYS Continuous ICE treatments stimulate circulation and increase natural resistance to infection. See how skins improving. Result: Fresher, healthier-looking skin. WHO AM I? The stores below offer SEVENTEENs Beauty Worksho-p courses ABERDEEN, S. DAK............FEINSTEINS ABILENE, TEX..........MINTER DRY GOODS AKRON, OHIO.....................POLSKYS ALBANY, N. Y..............W. M. WHITNEY ALLENTOWN, PA..........ZOLLINGER-HARNED AMARILLO, TEX....... WHITE & KIRK AMSTERDAM, N. Y. . . HOLZHEIMER & SHAUL ARCADIA, CALIF.................HINSHAWS ARDMORE, PA. STRAW BRIDGE & CLOTHIER ASBURY PARK, N. J...........STEIN BACHS ASHEVILLE, N. C...................IVEYS ASHTABULA, OHIO..........CARL ISLE-ALLEN AUGUSTA, GA.....................WHITES BAKERSFIELD, CALIF MALCOLM BROCK BALTIMORE, MD.........HOCHSCH1LD, KOHN (ALL STORES) BATON ROUGE, LA...........D. H. HOLMES (ALSO BON MARCHE, DELMONT VILLAGE) BETHLEHEM, PA......................ORRS BIDDEFORD, ME................. BUTLER'S BILLINGS, MONT...............HART-ALBIN BLOOMFIELD, N. J. COUNTRY CASUAL SHOP BOISE, IDAHO...................THE MODE BOSTON, MASS.................GILCHRISTS BROCKTON, MASS..................EDGAR'S BUFFALO, N. Y. ADAM, MELDRUM & ANDERSON BURLINGTON, VT............ABERNETHYS BUTTE, MONT...............HENNESSY CO. CEDAR RAPIDS, IOWA............KILLIAN'S (ALSO LINDALE PLAZA) CHAMPAIGN, ILL............... ROBESONS CHARLESTON, W. VA........STONE & THOMAS CHARLOTTE, N. C...................IVEYS CHATTANOOGA, TENN.........MILLER BROS. CINCINNATI, OHIO.........*. . MCALPINS (ALL STORES) CLARKSBURG, W. VA. PARSONS-SOUDERS CO. CLEVELAND, OHIO......... BONWIT TELLER COLORADO SPRINGS, COLO.........MAY-DScF COLUMBIA, S. C..............J. B. WHITE COLUMBUS, OHIO..........F. & R. LAZARUS CONCORD, CALIF................... RHODES CUMBERLAND, MD...............ROSENBAUM'S DALLAS, TEX...........TITCHE-GOETTINGER DECATUR, ILL....................NEWMANS DENVER, COLO. .. MAY-DftF (ALL STORES) DETROIT, MICH.- HUDSONS (ALL STORES) DUBUQUE, IOWA.................STAMPFERS DULUTH, MINN..............GLASS BLOCK EASTON, PA........................ORRS EATONTOWN, N. J..............BAMBERGERS EL PASO, TEX.........POPULAR DRY GOODS ELIZABETH, N. J....... R. J. GOERKE CO. ERIE, PA. TRASKS (ALSO WEST PLAZA) EVANSVILLE, IND.................ADRIANS FAIRMONT, W. VA....................JONES FARGO, N. DAK. HERBST DEPT. STORE FAYETTEVILLE, N. C........ THE CAPITOL FORT LAUDERDALE, FLA JORDAN MARSH FRESNO, CALIF...............GOTTSCHALKS GALVESTON, TEX.............. E. S. LEVY GRAND RAPIDS, MICH.. . HERPOLSHEIMERS GREEN BAY, W>S.....................NAUS GREENFIELD, MASS...............WILSON'S GREENSBORO, N. C........... MEYERS CO. GREENSBURG, PA A. E. TROUTMAN CO. HARRISBURG, PA............... POMEROYS HARTFORD, CONN................SAGE-ALLEN (ALL STORES) HAZLETON, PA........P. DEISROTHS SONS HOUSTON, TEX..........JOSKES GULFGATE HUNTINGTON, W. VA........THE SMART SHOP IDAHO FALLS, IDAHO......C. C. ANDERSON INDIANA, PA.........A. E. TROUTMAN CO. INDIANAPOLIS, IND.........WM. H. BLOCK ITHACA, N. Y...........ROTHSCHILD BROS. JACKSON, MISS..............KENNINGTONS JACKSONVILLE, FLA.............MAY-COHENS JENKINTOWN, PA. STRAWBRIDGE & CLOTHIER JOHNSTOWN, PA..............PENN TRAFFIC .JOLIET, ILL................BOSTON STORE (ALSO HILLCREST) KANSAS CITY, MO... EMERY, BIRD, THAYER KEARNY, NEBR RUTERS THE FASHION KNOXVILLE, TENN............... MILLERS LAFAYETTE, LA..................WORMSER'S LAKE CHARLES, LA.............MULLER CO. 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DAK.............FANTLES SOUTH BEND, IND.............ROBERTSONS SPOKANE, WASH..............THE CRESCENT SPRINGFIELD, MASS.- FORBES a WALLACE SPRINGFIELD, MO..................HEERS SPRINGFIELD, OHIO. EDWARD WREN STORE STAMFORD, CONN..........C. O. MILLER CO. STOCKTON, CALIF KATTEN a MARENGO (ALSO TOWN AND COUNTRY) SUNNYVALE, CALIF.................HARTS SYRACUSE, N. Y..........E. W. EDWARDS TEMPLE CITY, CALIF............LIEBERGS TERRE HAUTE, IND........THE ROOT STORE TOLEDO, OHIO................ LASALLES TOPEKA, KANS...................CROSBYS TUCSON, ARIZ LEVYS (ALSO EL CON) TULSA, OKLA. VANDEVERS (BOTH STORES) TUPELO, MISS...............MC GAUGHYS WASHINGTON, D. C............LANSBURGHS WATERBURY, CONN.................WORTHS WATERLOO, IOWA .................BLACKS WATERTOWN, N. Y..............THE GLOBE WEST POINT, MISS............MC GAUGHYS WESTPORT, CONN. YOUNG SOPHISTICATES WETHERSFIELD, CONN...........SAGE-ALLEN WHITTIER, CALIF...............HINSHAWS WICHITA, KANS.....................INNES WILKES-BARRE, PA. FOWLER, DICK a WALKER WILMINGTON, DEL. STRAWBRIDGE a CLOTHIER YORK, PA.........................BEARS SeventeenOctober, 1961 New Medicated Ice Clears Oil-Clogged Pores Gives Close-Up Skin Beauty Helps stop chief cause of blemishes, enlarging pores, breaking outwithout costly facials or complicated treatments. Look for results in 15 daysor even less. Now the greatest of all skin problems oil-choked poresmay be controlled with Ice-O-Derm the new pharmaceutical ice. Blackheads form when oil piles up and hardens in porespores are stretched, enlarged. Bacteria may enter and cause infection flare ups and embarrassing pimples. Blackheads defy plain soap and ordinary cleansing creams. But Ice-O-Derm helps dissolve blackheads. It gets down into pores to clear out hardened massesthen a special astringent helps tighten pores. Ice-O-Derms invisible medication stays on skin to keep dirt outholds natural moisture in. Whats more, its stimulating action improves skin circulation for a healthier, younger look. Start your Ice-O-Derm complexion course today. FOLLOW NEW 15-DAY COMPLEXION TIMETABLE To Fresher, Clearer Skin Beauty! 1ST FIVE DAYS ICE starts to rid pores of clogged oil, clear blackheads medication helps keep skin from breaking outspecial astringent tightens enlarged pores. Result: Clearer, smoother skin.",
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