OCTOBER, 1958
THE BENNETT BANNER
Page Three
Inquiring
Reporter
GLORIA J. BROWN
Question; “What is your evalua
tion of the social life here at Ben
nett?”
Printed below are answers given
by several Bennett girls:
Millie Ann Adams, senior: “The
social life at Bennett is well-round
ed and geared to acquaint the
young ladies with the highest form
of social activities.”
Burdell Knight, senior: “1 feel
that Bennett’s social activities are
somewhat limited, and that the few
activities that we have are not
varied enough.
“Some girls on the campus are
not particularly interested in danc
ing, but they attend the dances
simply because there is nothing
else to do.
“I feel that this condition pre
vails because of a lack of initia
tive on the part of the girls and
also because of a lack of under
standing on the part of the admin
istration. I feel that more cooper
ation between the two groups, stu
dents and administration, will cre
ate varied and better social activi
ties if there is enough effort put
forth.”
Judith A. Thompson, junior: “I
feel that the social activities are
limited here at Bennett in that we
are not permitted to take part in
activities that would bring the stu
dent body closer together and
which would boast the motale of
the students — such activities as
bonfires, barbecues, hay rides, pic
nics, and competitive sports with
other schools
“The predominant activity on
campus is social dancing, and this
sometimes gets to be confining and
monotonous. Then, too, it does not
appeal to all of the girls on cam
pus.”
Carole Watson, sophomore:
“Bennett provides quite a num
ber of activities to meet the basic
recreational and cultural needs,
yet there is evidence of tShe prev
alence of certain social activities.
Linda Brown, sophomore: “The
social life which Bennett affords is
sufficient for my recreational
needs, but I would enjoy having
more young men attend our func
tions.”
Venita Jenkins, freshman: “I am
anticipating the Thanksgiving
formal, off-campus movies, and
the college party because I have
begun to envy the upperclassmen”
From The Exchange Files
Shown here, left to right, are Mildred (Waves, Theresa Keyes,
Elsie Porter, and Lat'raigia Ware, discussing the freshman talent
show, in ivhich they particij)ated.
Favorite Fashions
Campus attire this year is defi
nitely casual. Every college girl’s
wardrobe should include sneakers,
desert boots, leotards, blanket
plaid skirts, mohair shetlands in
the new longer length, of course,
and as a cover-all, the classic
trench coat.
The secret of this season’s sweat
er look, that is, sweater plus sweat
er, is the under-sweater — its ap
pearance at the neckline, cuff, and
sleeve is what’s newsy about dou
ble sweaters. According to Glam
our, to wear sweater plus sweater
you’ve got to get the whole picture
of the look—from shoe to hairdo.
First, the under sweater is usually
the finer textured (cashmere is
one, for instance) often 'the lighter
color. Its neckline is usually high—
polo shirt, mock turtlenecks, for
example. The over-sweater is the
heavier, shaggier one — and this
year many of them contain mohair
and fur. There’s no special rule
concerning the color but two
shades in the same color range
make fashion, e. g., Oxford and
charcoal gray, persimmon and nut
meg orange, or cranberry and
bright red.
Social News
Miss Lola McAdoo, class of ’58,
visited some of her friends in
Merner Hall a few days ago. Miss
McAdoo is on the faculty of the
Washington Street Elementary
School.
The girls from Sumter, South
Carolina attending Bennett College
were surprised by a visit from one
of their former teachers, Mrs. E. C.
Jones, and her husband. A very
hardy welcome was given Mr. and
Mrs. Jones by Sandra and Yvonne
McBride, Charlotte Pickering, and
Lila Blanding. Mrs. Jones, a Ben
nett graduate, is at present on the
faculty of Lincoln High School in
Svmiter, South Carolina.
The first social event of the fall
season was the upperclassmen
social held in the David D. Jones
Student Union. The girls and their
guests engaged in a variety of
games during the early part of the
evening. Dancing was enjoyed
later in the dance area of the
Student Union.
Am Music
DIAMIA CROSLIN
This year’s college shoe the
brushed leather cuffed boot - ■
goes well with double sweater and
skirts, also pants. Shoes and stock
ings (leotard, tektured knits, tall
socks) must be outstanding to
make the most of your legs, and to
prevent a top-heavy look. As for
accessories, look for crested coin
pins, bangles and beads, medal
lions, and golden pins with an an
tique look.
Pay special attention to the tex
ture of sweaters you wear with a
slim skirt. Too much bulk on top
of a skinny skirt can give you a
‘quarterback” shape. Shoes with
some heel are always acceptable to
give a graceful air to the narrow
skirt.
The sports skirts are definitely
shorter, and to add balance to this
fashion picture, the bulky sweater
is pulled down to the hipLine level.
The tailored look prevails in
more dressy occasions, also. For
example:
A trapeze in three parts: the
top—a loose, fluffy affair in shock
ing orange souffle; the pleated
wool skirt, a misty rust and orange
plaid; the blouse, an off-white,
nearly cream.
A beige mohair chemise featur
ing a draw-string empire bodice,
three-quarter length sleeves, and
a polo collar.
As an added note, may we be
reminded that even the brightest
fashion star needs a good support
ing cast.
Servant and master: servant of
those dead and master of those
living.
Through me spirits immortal speak
the message that makes the
world weep, laugh, wonder, and
worship.
I tell the story of love, the story of
hate; the story tfiat saves and
the story that damns,
am the smoke which palls over
the field of battle where men
lie dying with me on their lips,
am close to the marriage altar;
and when the grave opens I
stand nearby.
I call the wanderer home, I rescue
the soul from the depths, I open
the lips of lovers, and through
me the dead whisper to the
living.
One I serve as I serve all; and the
kind I make my slave.
I speak through the birds of the
air; the insects of the field; the
crash of waters on rock-ribbed
shores; the sighing of wind in
the trees;
And I am even heard by the soul
that knows me in the clatter of
wheels on city streets.
I know no brother; yet all are my
brothers.
I am the father of the best that is
in me;
I am of them, and they are of me.
For I am the instrument of God.
I AM MUSIC!
What Is a Liberally j
Educated Man?
The liberally-educated man is i
artculate both in speech and writ- ,
ing.He has a respect for clarity '
and directness of expression, and
a knowledge of some language oth
er than his own. He is at home in
the world of quantity, number and
measurement. He thinks rationally,
objectively, and knows the differ
ence between fact and opinion.
When the occasion demands, how
ever, his thought is imaginative
and creative rather than logical. He
is perceptive, sensitive to form, and
affected by beauty. His mind is
flexible and adaptable, curious and
independent. He kD iws a good deal
about the world of nature, and the
world of man, about the culture of
which he is a part, but he is never
merely well-informed. He can use
what he knows with judgment and
discrimination. Whether making a
professional or a personal decision,
he acts with maturity, balance, and
perspective, which come ultimately
from his knowledge of other per
sons, other problems, othem times
and places. His personal standards
are high; nothing short of excel
lence will satisfy him. But service
to his society or t(0 his God is the
purpose of his excelling. Above all,
the liberally educated man is never
a type. He is always a unique per
son, vivid in his distinction from
other similarly educated personsa,
while sharing with them the traits
we have mentioned. A liberal,
wrote a Renaissance educator,
“which are worthy of a free man.”
And, we might add today, of a free
society.
—Harvard Alumni Bulletin
instructor really grade you unjust
ly, or was it that you did not un
derstand what he expected from
you in that particular course? Did
you bother to ask him in the be
ginning how he was going to grade,
and how final grade would be de
termined? An understanding is es
sential for living happily with your
fellowmen.
Are you happy? If not, are you
faulting someone else for your own
misfortunes? You know that you
have never failed until you start
blaming someone for your own
mistakes. Somebody said that “ex
cuses are tools of incompetence
that build monuments of nothing.”
Regardless of the seriousness of
your problem, whether it is in col
lege or in life, an understanding
will open new exits and make life
seem a little less complicated.
I am trying to say that with an
understanding and a little faith,
even though it may be as tiny as a
grain of mustard seed, you can do
tasks as large as mountains. Noth
ing shall be impossible. An under
standing can go a long, long way.
—The Arkansawyei
Report From
Ladies Home
journal
Alumna Receives
Fellowship
Barbara Brown Tazewell, 1956
graduate of Bennett College and
former Fulbright Fellow at the
University of Bordeaux in France,
has entered Western Reserve to
study French as a Woodrow Wilson
Fellow.
During her four years here at
Bennett Mrs. Tazewell maintained
a double major of French and Eng
lish.
Elected to Who’s Who Among
American College and University
Students for 1956, she wrote for
the Bennett Banner, edited the lit
erary magazine, was president of
the Little Theatre Guild in her sen
ior year, and was valedictorian of
her graduating class.
Having taught at Winston-Salem
Teachers College, Mrs. Tazewell
intends to resume her teaching in
a university or college after com
pleting her advanced work. She is
studying for a M. A. degree in
French Literature with emphasis
on French drama.
The niece of Dr. Willa B. Player,
president of Bennett College, the
winner of the Woodrow Wilson
Fellowship has a sister, Miss Linda
Brown, who is presently a member
of the sophomore class at Bennett.
Understanding
By Glen Edwards
You may be a genius, you may
be abe to work > the longest math
prbolems, or to make the longest
oratory, or you may be the most
popular guy on tjhe campus, but
without understanding on what
you are, or what you want to be,
you are nobody.
You may make the honor roll
each semester, always making A’s
and B’s, but do you have on under
standing of the subject materials?
You may go to church every Sun
day and pray every night, but do
you have an understanding of God
and His many wonders? ]
An understanding can go a long,
long way. How many times have
you sat down and thought critically
about your understanding of Ufe?
Are you living just because you
were born through no fault of your
own? Are you trying to benefit
yourself, your family, and man
kind? Sometimes it takes a long
time for understanding tio come,
but faith has mysterious ways of
working its wonders.
I know of a college man who lost
faith in humanity, who did not
care whether he lived or died, who
spent each day looking forward to
the future and regretting Uving in
the present. It took several sud
den shocking events to make him
realize and understand his posi
tion in his community and life. It
had taken twenty-one years for
^im to get understanding of who
he was, what he was, where he
wanted to go, and why he was in
his present predicament.
An understanding is essential to
meaningful living. Not only is it
necessary for a young man and a
young woman to have an under
standing during courtship, but it is
also necessary for them to under
stand the understanding, and gov
ern themselves accordingly.
“That teacher did not give me
what I made. He does not like me
because I do not belong to the same
Greek organization as he.” Did the
Recently a distinguished panel
of men and women composed of a
former college president (Dr.
Lynn White, Jr., former president
of Mills College), a U. S. cabinet
minister (James P. Mitchell, Sec
retary of Labor), a U. S. Senator
(Frank J. Lausche, Democrat,
Ohio), a sociology professor (Dr.
Mirra Komarovsky), and others
met in a New York Workshop to
discuss a problem of concern tc
college-trained women: Should
Mothers of Young Children Work?
The Banner is reprinting por
tions of the findings of this panel
that were sent to us by the Ladies’
Home Journal.
The panelists are generally in
agreement that ideally mothers of
small children should be at home.
Although industry will need more
women workers by 1965, they be
lieve these women workers should
not be drawn from the mothers fc
y ttung children.
‘Our economy would suffer se
verely if women left the labor
force,”Secretary of Labor James P.
Mitchell admitss. “But it is my hope
that the women workers we need
will not be sought or encourgaed to
come from the group who are
mothers.”
But it was revealed in a nation
wide poll of young mothers that
half of them held jobs outside the
home. Of these, 58 per cent actu
ally preferred working to staying
home and 42 per cent said they
would rather be at home.
Why do they work? The poll
shows that 62 per cent of the
mothers work for additional in
come or money for extras. Among
the panelists in the Jourfial forum
are three mothers Who work, and
they explain their reasons.
One says, “If I didn’t work, my
husband would have to have two
jobs. Isn’t a father at home im
portant, too?” Another adds, “If I
didn’t work to help pay the rent
now and and to save for a house of
our own later, we’d have to live in
one of those overcrowded, cramp
ed places where there are gangs
and profane language and no safe
place for the kids to play. Isn’t this
important?”
How are children affected by
mothers not being at home? Sixty-
one per cent of the women who
(Continued on Page 4)