Black experience at West Chester
Black History Week: Feb 16-22

Black experience at West Chester
Black History Week: Feb 16-22

Black History Week, Black Student Union

A collection of stories about black history and black experience West Chester by various students of History 338 (Afro-American History) taught by Professor Andrew L. Dinniman.

Kathy White, Nathan L. Gadsden, Debbie Pollard, Denise Cleghorn, Claudia Rohlfs, Gary Weyhmuller, Kathy Nichols, Connie McAlister, Rod Seibert

Quad Angles Vol. 43 No. 18

West Chester University Quad

February 18 1975

Angela Grabosky

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English

Student Newspaper

Black experience at West Chester, Black History Week: Feb. 16-22

Black History Week: to bring awareness
By KATHY WHITE
The existence of Blacks in America has stemmed as far back as 1619, yet it wasn't until recently that America has been willing to acknowledge the influence of the Black experience upon American culture and society. When Africans were first brought to America, they were viewed as having no culture. Therefore, an effort was made to root their present and future within the institution of slavery. Americans were unaware that retaining segments of their African culture and lifestyle made it possible for Africans to survive the ordeal of slavery. Africans brought to this country a rich and vibrant culture. Language, art, music and folk tales represent examples in African transitions.Separated from the white populace by laws and restrictions, Black influence upon the development of American culture was considered non-existent or at best minimal. As years progressed, researchers and historians have discovered that the Black experience has had a great impact on many aspects of American society. One of the most noteworthy contributions involves music. Originating from spirituals and work songs, blues, jazz and rock have evolved into forms which are recognized today. Commonly associated with music are rhythmic dances with or without musical accompaniment. Dancing occurred in several settings from religious meetings to simple joyful events to funeral marches. Imitation of African dances in a broad spectrum includes such fast pace dances as the Charleston, Twist, and Bop. Folk tales from Africa and the slavery era have been passed down through generations primarily through the style of oral tradition. Tales involving smaller animals outwitting larger ones are partly derived from the Black experience and are reflected in the present day stories of Brer Rabbit. African wooden sculptures were so intriguing that some of Picasso's paintings bear close resemblance to carved masks and other geometric figures. It is clear that American culture is an assimilation of many cultures including Black culture. This fact has been more widely recognized during the last few decades. Black History Week is an exemplification of the growing awareness by both Blacks and whites of Black contributions to American society. Black History Week is significant for three main reasons. First, it finally acknowledges Black influence on American culture. Secondly, it recognizes outstanding Blacks and their contributions to the Black community and society as a whole. Some Blacks were not only concerned with their own fight for freedom, but also participated in the American Revolution. Crispus Attucks was the first individual killed in the Boston Massacre of 1770 for the cause of American independence. Being a free man, Attucks differed from the majority of Blacks during that era. Many ex-slaves who gained their freedom joined the abolitionist movement in an effort to free their fellow slaves. Frederick Douglass and William Wells Brown, both self-educated ex-slaves traveled throughout the country during the mid-19th century sharing their experiences and emphasizing the evils of slavery. Brown was also the first Black American to have a novel and play published. Education was an instrument in rendering Blacks one means of gradually raising their status, yet some men with little or no education became great inventors. Jo Anderson, a slave, developed a reaping machine in Virginia in the 1830's. Elijah McCoy was credited with inventing automatic lubricating appliances and other devices associated with telegraphy and electricity, the first machine for attaching soles on shoes was created by Jan E. Matzeliger, yet his patent was purchased by the United Shoe Machinery Company of Boston, which became a multi-million dollar enterprise. Two men concerned with education as a means of uplifting the status of Blacks after emancipation were Booker T. Washington and W.E.B. Dußois. Washington founded Tuskegee Institute in 1881 and devoted his attention to Blacks developing a skill or trade. Dußois was instrumental in establishing the NAACP in 1909. A graduate of Harvard University, Dußois encouraged Blacks to pursue institutes of higher education. Outstanding Blacks in the field of science were George Washington Carver, Dr. Percy Julian and Dr. Charles Richard Drew. Carver, an agricultural chemist, made numerous products from the sweet potato, pecan, and peanut. One of the contributions of Dr. Julian was a synthesis of the drug physostigmine, presently used in the treatment of glaucoma. Dr. Drew established a blood plasma bank in a New York City hospital which served as a model for later systems operated by the American Red Cross. He was appointed medical director of a plasma project in Great Britain in 1941 and later established plasma stations for the American army. The Negro Rennaisance represented a rapid growth in Black art form and literature during the 1920'5. Many poets and writers openly expressed their views of Black life in America. During this era Black writers not only captured the attention of the Black population but white audiences also became interested in their works. Among the writers of this era were Claude McKay, Jean Toomer, Alain Locke, Countee Cullen, Langston Hughes and James Weldon Johnson. These writers produced interaction between the races which aided in initiating awareness in America of what Blacks had to offer. International awards have recognized the abilities of Blacks and acknowledged their efforts to create harmony in America and abroad. In 1950 Gwendolyn Brooks was awarded the Pulitzer Prize for poetry and Ralph J. Bunche who was an U.N. Mediator in Palestine was awarded the Nobel Peace Prize. Dr. Martin Luther King Jr. was also awarded the Nobel Peace Prize. Finally, Black History Week is significant because it creates Black awareness within the Black community. As Blacks review their past in America, they become inspired by barriers overcome and accomplishments made. It binds them closer together, creating a unity needed to continue future struggles. Lies and deceptions are cast aside as they realize they are a beautiful people, with proud roots first nurtured in Africa, and still possessing links with their cultural past. Kathy White Acknowledgements The Black History Week Sepelemeat to Quad Aagies was prepared by the I student, of History 338 (topics la Afro— j I American History) taught by Professor j I /ißurfw LrinmiDMn* tnc nuifrm was editorial staff. Photography was done by Gary Brown, a member of the History ,338 class aD4 former Quad Aaglcs i photographer* Xha opialoss sura views e'f• - \6a22S, *** ■ • *• February 18, 1975 QUAD ANGLES 7

Do college teams discriminate against Blacks?
By NATHAN L. GADSDEN
Is there discrimination in West Chester athletics? The allegation is hard to substantiate, although from observing sporting events, it appears there is. Many attempts were made to encourage black athletes to publicly state their feelings on this question. Many were reluctant to be quoted, fearing it would jeopardize their positions with their teams. Others readily answered questions: hopefully with no repercussions.Does the coaching squad of the college basketball team practice racial discrimination? Why in the face of defeat does Coach Earl Voss not explore every possible ball player until he finds a winning combination? Keith Greene, a freshman player on the 1974-75 squad, said, "Some brothers, who were cut, didn't get a fair chance," he said. "For example there's Danny Williams. Danny didn't play in high school. They told him that this is the reason he was cut," he said. "Timmy O'Brien (a white player) didn't play in high school either, but he made the team; and I feel that Danny has enough raw talent and basketball sense, from playing in leagues in Philly, to play as good as most players on the freshmen team, including myself." Keith was asked about Blacks who did make the team: "I really feel that prejudice came into play in the way the coaches handled John Ford. John played two years on a two-time national championship team (Mercer County Community College) before playing here at West Chester last year. This year as a senior he got very little playing time," he said. A combination of Keith's observations and presence at a felt g one to question Voss%in would lead to the qii-iti tegrity of the entire Yh., School, because ' t discrimination is not lir ball. Naomi Shepherd -J a nast on the 1974-75 fc Team answered thejqu discrimination: "I lee! (Davis) and I d discriminated agains 1 because of the way th C dra Thielz) treats us i p fact that we seldom mi The administrate 1 South Campus and o t should no longer tur i 1 ignore the numerous c ill full investigation of ti • be made immediately. H means of pressure thi tk games could lead 1 integrity; and this ■winning of the inphysical Education 1 the apparent t limited to basket—j a freshman gym- Mmen's Gymnastics '•question of racial ■eel that Rhonda \ definitely being a I feel this way ,h Coach (Mrs. Sana practices, and the i nmpete." v( bodies of both o the total college ]r ] their backs and (ills to attention. A ti ■ allegations must y. Here are possible hi the total student body can use: 1. A refusal to support IGA, the organization that handles the economic aspect of sporting events here at the college. 2. Get our parents and other taxpayers, to the Commonwealth of Pennsylvania, to apply pressure on the college. Ms. Shepherd used this method as a primary action. 3. Bring the matter to national attention. West Chester State College escaped a decade that saw the racism problem attacked at such schools as the Universities of Alabama and Mississippi. These are but a few means that we may use to help bring about a solution to a problem that is common to the total school. All of us want to see West Chester with winning ways. As one freshman football player said, "More games could have been won if everyone had been given a fair chance."

The' Black History"of West Chester
By DEBBIE POLLARD
For the past 56 years, discrimination, personal degradation and humiliation were just a few of the "extras" bestowed upon the young black in his struggle for the attainment of an education at West Chester. The numbers are few, their recollections are numerous, and most important is that these recollections are the Black History of West Chester State College: Dr. John. H. Brodhead was one of the first blacks to graduate from West Chester Normal School in 1919. He was the first black to receive a Doctorate of Education from Temple University in 1937. Through this man's concern, leadership ability and constant communication with the Governor's office blacks were allowed to be admitted to the dormitories on West Chester's campus in the fall of 1945. Dr. Brodhead died in 1951, leaving behind him many achievements and honors. Albert Synder, class of 1947, entered West Chester as a Physical Education major. At the time of his enrollment Blacks weren't allowed to stay on campus; consequently, all Blacks were day students. Those that lived nearby commuted while the others lodged in town. As a physical education major Snyder encountered various problems. There was a very small swimming pool on campus which didn't adapt very well to the requirements of the required swimming course. The White students used the regulation size pool in the YMCA in town. Blacks were not allowed inside the YMCA so all the physical education majors were subjected to using the inadequate pool on campus. Snyder recalled a required dance course which he had where he was the only Black in the class. Whenever there was a line dance or a dance that required a partner all the women would practically "break their necks" trying to avoid him. Snyder stated he approached the teacher and said that he "didn't need to be insulted and he didn't prefer to dance with anyone who didn't want to dance with him." From then on he danced with his teacher on those occasions where a partner was required. Snyder felt that the women in his class felt sorry and ashamed of their behavior. He stated that during this time there was one black on the football team, one on the basketball team. Snyder was a member on the Track/Cross Country Team. In basketball there were teams who refused to oppose West Chester because of the black man on the team. Snyder recalled an incident where the black basketball player was asked to stay home while the team traveled to oppose a team that didn't want to play against him. On the whole, Snyder said there were 30-40 blacks enrolled in West Chester. They all ate in the Day Room. There was no participation in the school dances but there was some attendance at games. In psychology class, Snyder recalled a discussion on Jesus and how he was perceived by blacks. He stated he was the one that had to respond and he disliked always being "put on the spot." In general, he stated that there were also alot of "little things that you can over look." As for the social aspect, "it just didn't exist!" Mrs. Fleta Brodhead Waters, Class of '50, entered' West Chester in January '46 as an Education major. She was one of the first black women to live in Old Main dormitory. All the black women were placed on the same floor and in the same rooms. The black women all ate together downstairs in the dorm and Mrs. Waters stated that they felt quite at home because there was a black cook. She added there were stares from other tables including the Dean of Women's table. Other than the stares, Mrs. Waters stated that she can't remember any unusual experiences in the dorm. "Teachers weren't prejudiced" stated Mrs. Walters but she did recall an Art for the Elem. School teacher saying to the blacks, "don't wear purple." Mrs. Waters didn't appreciate "being singled out." Blacks weren't allowed to student teach in the Demonstration school so all black students did their student teaching at Gay St. Elementary School. Mrs. Waters stated that "social life was lacking." Because of the war, all the men coming to college were older and weren't interested in the "little girls". She recalled playing lots of pinochle in the Day Student's Room. Overall, she felt the student body warm, but the town of West Chester most prejudiced. Mrs. Joan Perry Hall, Class of '64, entered West Chester in 1960 as an Education major. Blacks and whites were not allowed to room together. Mrs. Hall recalled two women, one black and one white, who desired to room together. They had to go through a lot of red tape and hassles before their request was finally granted. There were 15 black women in the class of '64 and they were all friends when they came to college. They did all their socializing together and keep pretty much to themselves. Mrs. Hall stated that in 1960 blacks weren't as militant and there were things that happened, but they were unable to prove any racism. For example, in a psychology class no matter what Mrs. Hall did she could never get higher than a "C". She also recalled an incident concerning the cheerleaders. There was one black woman on the squad and the school received a letter from the townspeople requesting her removal. There was no action taken on the part of the school, and she remained a cheerleader for three years. Looking back over those "non-militant" days, Mrs. Hall states, "Attitudes sure change in 10 years." Many readers will be able to identify with, and relate to the incidents mentioned, others will shake their heads and say, "that's a shame" and still others won't give a damn. Similar incidents are occurring everyday on West Chester's campus and in comparison to yesteryears, yes, we have come a long way but the journey is far from over. It is time for those that don't give a damn to wake up and admit that a problem exists so we can continue our journey. After all, it is those who don't care that have caused the problem!

Shades of Gray
By DENISE CLEGHORN
Born in an incubator in mistrust, Our prejudice festers in stupidity. Fed on acts of violence and distrust, It breeds with man's war ravaged history- But I've been dreaming of shades of gray. Reared in an atmosphere of antipathy, Prejudice flourished thru time. Fertilized with thoughts of bigotry, Thus our souls rot in caustic lime- But I've been dreaming of shades of gray. Matured with a philosophy of superiority, We choke in our evolution of segregation. Ripened in the hot glow of hatred, Society reaps the wicked harvest of classifications- But I've been dreaming of shades of gray. We need not die smothered in our bias, Consumed by conceptions of black and white. Fuse these colors thru assimilation, And yield a crop of shades of gray- But I guess I'm just dreaming.

Black Sheep -White Ram
By NATHAN L. GADSDEN
And the times never change Constantly we find ourselves Lost amid the clouds. Nothing but speckles of stars Sparsely placed in a vast universe; A universe of heartlessness Striving to smight us from existence. And identity we find In drawing to each other Through persistent magnetic attraction Forever we spot our rainbow of hues Shining through a white monotonous haze- And we long to be together.

Experiences of Blacks at West Chester State
By CLAUDIA ROHLFS
The history of the black student at West Chester is a long one, covering most of the 103 years the school has functioned as a state institution. It is also a history characterized, at times, by racial ambivalence directed toward Black students. As early as 1910, college yearbooks have recorded the presence of black students on campus, an average one a year graduated until about 1920. Among these early black graduates was Sarah Gibbs, an outstanding woman who was later to become the first non-white teacher in the Downingtown School District. From information available in the Serpentine, it is known that black students participated in West Chester's clubs and organizations in the early years and occasionally black speakers and performers visited the campus. Frederick Douglas, Booker T. Washington and Marian Anderson were among this group of visitors. It cannot be said that Black students enjoyed all the privileges of college life — they were excluded from dormitories until 1946. Occasionally, incidents such as the following also disrupted the atomosphere of the campus: In 1927 the Liberal club on West Chesters campus was attending to deal fairly with controversial issues of the day. The clubs activities were unusual for campus to socialize with students there. Two of the groups faculty sponsors, Professor Robert Kerlin and John Kinneman had gained attention through involvement in a Negro poetry contest. They were misconstrued for their fraternization with Blacks. Because of their reputation as free thinkers, the two professors were refused tenure, resulting in a controversy which prompted national criticism by such magazines "the Nation" and such educators as John Dewey, a famous educational philosopher. During the 1930'5, there was an increase in Black enrollment and about five blacks students graduated per year. At this time also Dean Winfield Menhennet gained notoriety through his refusal to accept a transfer request from a black student. In the subsequent investigation, it was found that non-white students on campus were without dorm facilities and were refused swimming privileges at the YMCA. Black student teachers were denied access to junior and senior high schools. In 1946 the college celebrated its 75 year and included in its activities a historical study undertaken by the Negro Education Club to enumerate the achievements of former black students. The N.E.C., formerly the Kollege Klub, was the first all Black organization at West Chester, and disappeared by 1949. The 1950's brought more Black students to West Chester. Twenty graduated in 1950 out of a class of 413. Herbert Lee, a graduate of the class of 1959, present assistant director of administrations, told me much about his experience as a student in the fifties. As one of the few Black members of the football team Mr. Lee spent many hours under the direction of Coach Glen Killinger, describing him as a very fair man. Lee spoke of many outstanding Black classmates two of which were class officers and one, Bill Sharpe, who participated in the 1956 Olympic games. Sharpe placed fourth in the finals of the Hop, Skip, and Jump and set a new American record in the event. Mrs. Barbara Black, counselor in the Higher Education Opportunity Program, was a student at Cheyney State during the 1950's and recalls visiting the college a number of times as a black sorority member. Women from West Chester who were initiated into her fraternity were at a disadvantage, as they were obligated to join the organization through the Philadelphia chapter. Mrs. Black said she felt West Chester's physical education department offered considerable opportunity to black athletes in the 1950'5, but felt racially, the department lags behind the times today. The last major barrier for blacks was destroyed in 1961. In that year, the first black faculty member in the Pennsylvania State College System began teaching at West Chester as head of the student teaching program. Ruby Jones, formerly a student, entered West Chester as a faculty member at a significant time. She and others were to witness a growing black consciousness which was to influence black life at West Chester in the 1960's and 1970's.

Black- related materials are in library
By GARY WEYHMULLER
Those students who wish to broaden their studies in the field of Black History need not travel any great distance to find adequate resource materials. The Francis Harvey Green Library of West Chester State College contains an excellent selection of resource materials in all facets of Black History and Culture. Materials for Black studies can be found in the usual and more general indices such as "Readers Guide to Periodical Literature" and the "Social Science and Humanities Index" but the library also includes indices which deal specifically with articles pertaining to Black Culture. One such index is the "Index to Periodicals by and about Negroes." In addition to indices, the library subscribes to about four or five periodicals which are of major importance in any study of Black History. One of these, the "American Periodical Series" gives the reader an annotated bibliography to resource material on Blacks in America in this series. The other periodicals include: "Crisis," a publication of the NAACP, "Phylon," the Atlanta University Review of Race and Culture, the "Journal of Negro History" and "The Negro History Bulletin." Bibliographies are important to any student doing research in any field. In the reference section of the library, one can find numerous bibliographies pertaining to the study of Black History and Culture. A reference librarian is always on call to answer any questions you may have and they might also suggest resources which you might not have known existed. Among the bibliographies one can find the "Harvard Guide to History" which lists general Black History up to 1950. Another bibliography is the "Lincoln University Bibliography" which is a catalog of the special Black-African collections. Among other bibliographies are Earl Spangler's "Bibliography of Negro History," D. Porter's "The Negro in the United States," and Monroe Work's " A Bibliography of the Negro in Africa and America." Ask the reference librarian about others. Also in the reference section there are several resource materials that can be classified as miscellaneous. Many of these resources are important as primary resource materials. Some of these sources include The American Studies Association "Bibliography of American Culture" which is used in conjunction with the "Index to the Bibliography of American Culture," (together, these two provide references to primary resource material) and Evans' "American Bibliography" which list all primary resource material. Other resource materials in the miscellaneous category include the "Ebony Handbook" which lists statistics and charts which could be important in the study of Black History, the "Negro Almanac" and the "Directory of Black Organizations." Lastly, there is one part of the library which offers an enormous wealth of information for any type of study, but particularly Black studies, that is often times neglected by the student. This is the documents department of the library. Upon visiting the documents department, the documents librarian provided me with a list of bibliographies of United States Government Publications that are held by the library. This list of materials of publications about Blacks is made available especially for Black History Week. Information about the Documents Department and its use can be obtained from the Documents librarian who is always more than happy to help you. As one can well see there are many sources for the study of Black History available at the library and any books or articles which are not at the library can almost always be obtained for the student through the inter-library loan system whereby the library can obtain materials from almost any other library in the United States. The materials are there; it just takes a little time and patience to locate them.

Being Black
By KATHY NICHOLS
Being Black, and among other Black students at Philadelphia Community College was a very comfortable feeling. I felt wanted and needed. The instructors, some of whom were Black, were able to identify with many of the concerns of the Black students. For example, if slang words were used to present a point, the instructor may well correct your English, but he knew what you were talking about. In other words, he could identify with ethnology. Being Black and a student at West Chester State College, I've found obvious differences. Using slang is like using Greek. Trying to be myself is becoming very difficult. The professors don't seem to know what I'm talking about. In classes all my professors are white, which doesn't necessarily present a problem, but it does signify more that I am Black. I'm new here and as I briefly observe the conditions of WCSC I only hope that I can truly be graded on my academic accomplishment and not by my race and color.

To Marcus, Malcolm and Martin
By CONNIE McALISTER
Where do I begin? There is so much I want you to know. So much has happened since your death. History has regarded you as great men and martyrs, oh yes, there are still those who see you as menaces to society and advocates of racism. But for the part you are looked upon as guiding lights. Much time has passed. It's been 25 years since your death Marcus, and the Black government you were looking for in 1925 still cannot be found. You told us to Leave. You said Black people should have a country of their own where they would be given the fullest opportunity to develop politically, socially and industrially. But Marcus we stayed, and almost 50 years after you told us to go we are still being robbed from within and without. The system still castrates us and permanates us in a vicious cycle of ignorance. We are still exposed to the lowest conditions of existence. We still cling to life by the thin ropes of poverty and injustice. Marcus you told us then, that it was a vicious and dangerous doctrine that urged us to live together, but we listened not, and our struggle to obtain political and social equality has paid off in a blank check. I'm sorry Marcus that you never knew Malcolm, for the two of you would have united well in the struggle. Malcolm, you knew the drive for freedom was going to be long and hard. You told us to free ourselves by whatever means necessary. To shed blood if we must. You said ten years ago if not by ballots then by bullets. As a result, Malcolm, there is a new generation of Black people who have become disenchanted with the entire system, who have become disillusioned over the system, and who are ready and willing to,do something about it. Malcolm, there are people who know what they want but also know what they are supposed to have. And above all they are willing to do whatever is necessary to see that what they want, they get. Martin, your ten years ago dream is still not a reality. The seventh anniversary of your assassination is approaching and we have by no means "overcome." You told us that freedom is a constant struggle, constant crying, and constant dying, but Martin we've struggled, cried, and died for so long and we still aren't free. The city of Memphis, the battle ground of your death still suffers with racism and injustice. Martin, they're still a sick people and we are still an oppressed race. Marcus, Malcolm, and Martin, from here, where do we go?

County library offers local Black history
By ROD SEIBERT
Located at 225 N. High St. in West Chester, the Chester County Historical Society houses not only a museum, but also one of the finest historical libraries around, a library that should be visited by anyone interested in local history or local Black history. The library, which is expanding rapidly with many new additions, contains a good deal of material dealing with Black history, especially in southeastern Pennsylvania.There is a problem though, and that is the fact that the material dealing with Black history is largely unclassified, a problem hopefully to be solved within the near future. Nonetheless, the Historical Society has an excellent collection of material available for anyone who has the interest and the time to dig through two shelves of material on Black history. A quick glance at the two shelves reveals a number of books dealing with many varied subjects. Some are of fairly recent publication, while others date back to the early 1800's. Biographies, narratives, specific histories, and general histories are all included. The subjects are as wide and varied as Black History "itself, ranging from John Brown and national abolition movements to the local Quaker anti-slavery movements and stories of the underground railroad which operated right here in West Chester. Also included in the Black History collection is a large quantity of abolitionist papers, magazines, and pamphlets. Virtually all of these items are the original copies dating back to the mid 1800's and earlier. Much of this material was published right here in this area by the Quakers who were strongly antislavery. Included among these materials are also a few pro-slavery pamphlets and articles such as a small booklet entitled "The Happy Slave." Though the books and magazines are valuable and interesting, perhaps the best collection of material is contained in two boxes next to the book*. Theee boxes ten-' tain newspaper clippings dating back to 1800 as well as some original documents from before the Revolutionary War. Foremost among these are the original manumission documents — documents used by the slaveholders to free their slaves. These documents date back as far as 1776. Other items of this type are wills, inventories, census figures, and deeds. In addition, the people at the Historical Society can direct you to the county court house where more documents are available. All in all, the Chester County Historical Society is a very interesting place, even if your only aim is to look over some old books and papers. But, if your aim is to find something out about Black History in this area then you must go up High Street and browse through the material available to anyone interested enough to stop in. The people there are friendly and willing to help, especially Dorothy Lapp who is the one you should see about information ■m' tfie Library.

Black History Week Calendar
Today: All College Talent Show Dedicated to Black History, McCarthy Hall — 8:00
Wednesday: H.I. Social Club — "Tell It Like It Was" skits, songs — 7:30 Lawrence Center
Thursday: Songs and poetry featuring the West Chester State Gospel Choir and readings by students — Sanderson Lobby Exhibits on Black History Week (prepared by History 339 class) will be on display in Killinger and McCarthy Halls, and Lawrence Center. 12 QUAD ANGLES February 18, 1975

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