Monday, October 25, 1937
Brain Tester From
‘Coronet’-With No
Guesses Barred
Test Your Skill and Luck—But Re
member—Close Doesn’t
Count
Here are fifty questions referring
to well-known persons, places and
things frequently mentioned in con
versation and reading. Count 2% for
each correct answer. A score of 70%
is good; 80% is very good; and
90% is excellent.
1. Give the poetic name for Nova
Scotia.
2. Who, in fairy tales, was known as
a tyrannical wife-killer?
3. Whom did Cicero excoriate in
his famous orations?
4. The Iliad is Homer’s story of a
Greek siege of a city. Name the
city.
5. Upon what food did the ancient
gods subsist?
6. W'hat state is known as the
“Mother of Presidents?”
7. Who is the “Old Lady of Thread-
needle Street?”
8. In which hall in Philadelphia did
the Continental Congress meet?
9. Who was the Quaker Poet?
10. Give the name of Virgil’s epic
poem.
11. W'hat is the name of the imagi
nary island Sir Thomas More pic
tured as an ideal commonwealth?
12. Who was the “Iron Duke?”
13. Give the popular name for the
Parisian Stock Exchange.
14. Who was the Scandinavian god
of war?
15.W'hat nickname is given to Eng
land because of her cliffs of
chalk?
16. Which legendary monarch “loved
his pipe and bowl?”
17. Locate the Spanish Main.
18. By what name is a person “born
within sound of Bow Bells”
known?
19. For what exploit is Commodore
Oliver Hazard Perry most fa
mous?
20. For what exploit is Commodore
Matthew Calbraith Perry most
famous?
21. Who was known as the father of
medicine?
22. Honi soit qui mal y pense (Shame
to him who evil thinks) is the
motto of an order instituted by
Edward III of England. Name
the order.
23. Which Italian city is called “The
bride of the Sea?”
24. Give the name of London’s Wall
Street.
25. Name the ancient Roman road
joining Rome with Capua.
26. Who founded the French Acad
emy?
27. The Fabian Policy is one of de
lay. Who was known as the Amer
ican Fabian?
28. Which American river is called
“The Father of Waters?”
29. Name the two pillars of Hercules.
30. Where and what is the Sorbonne?
31. What was Archimedes reputed to
have exclaimed upon discovering
a way to test Hieron’s crown?
32. What was “Stonewall” Jackson’s
real name?
33. Give the poetic name for Scot
land.
34. Who was the “Iron Chancellor?”
35. What library, founded by Ptol
emy, was burned in 47 B. C.
36. Which is the Eternal City?
37. Who was the “Scourge of God?”
38. What is Chauvinism?
39. Which two British houses opposed
each other in the War of the
Roses?
40. Who were the Academics?
41. What American city is called the
“Queen City?”
Science Club Plans For
Out-of-Class Discussions
Club Plans for Good Year With
Jos. Christmas as President
Shortly after the mammoth.science
class of over five score met, it was
decided that the general aim of the
course could best be met and interest
best be maintained through out-of
class discussions, research and dis
coveries in the field of science.
Composed almost wholly of Fresh
men and Sophomores the club pros
pers under the leadership of Joseph
Christmas, president, E. G. Spauld
ing, vice-president, Robert Lee Du-
ren, secretary, Mary Peace, assistant-
secretary, and Catherine Goins, treas
urer. The chairman of the social com
mittee, Morman Mitchell, and chair
man of the program committee, Wil
lie Jones, have pledged their full sup
port.
In the first meeting the chief aim
of the organization: to foster science
in this school, was discussed by the
president. In his deliberation he pro
posed a number of field trips during
the coming year, several invited
speakers, and of course, an occasional
refreshment as a stimulant, a pro
posal that met with the approval
of the entire body.
With the interest of every member
so keyed, the organization is prepared
and we believe will move forward,
establishing departmental concepts
for the science clubs that follow us.
W. H. Mitchell, Sponsor.
Robert L. Duren, Sec’y.
“Y” Hikers Have An
Enjoyable Outing
On Weenie Roast
By Dorothy Whitted
Here we go folks! We’ve started
the new school year right! All of us
girla went on a “Y” hike our first
Saturday afternoon here, and what
a hike it was!
Up hill and down hill, crossing
bridges and walking by the side of
railroads—that hike, but we enjoyed
it.
When we did find a place to rest
some of us girls had to ramble around
in the woods, and some of us sat
down and had lots of fun playing all
kinds of games.
Oh, we had a delightful time, but
the best part of all was the “weenie
roast!” Everybody found sticks,
everybody roasted weenies, and
everybody ate rolls, mustard and
onions until there was room for no
more.
Of course we had to drag back
home, but after that—no more food
for us! Our supper passed before our
eyes, but we couldn’t taste a mouth
ful—thanks to the “Y”, its wonder
ful hike, and its “weenie roast.”
42. What is a Round Robin?
43. Give the name of the brass statue
at Rhodes.
44. Which island is Queen of the An
tilles?
45. Give the meaning of the word
“Allah,” the Mohammedan name
for God.
46. Which diamond in the British
crown is called the “Mountain of
light?”
47. What were the Philippics?
48. What and where is the largest
American library?
49. Name the quarter in Moscow
which consists of palaces, cathe
drals and towers.
50. Who were the household gods of
the Romans?
—Coronet.
Answers on 4th page.
President Shepard is still talking
about the little foxes which destroy
the vines.
THE CAMPUS ECHO
Home Economics
Planning To Meet
Needs Of Growth
By Mrs. Lucille Jackson
Education for home and family
life is not new. For generations such
education was passed on from mother
to daughter. During these genera
tions, however, homemaking changed
very little and the same techniques
and methods were used year after
year.
This is no longer true. The com
plexity of the present age and the
keen competition in the struggle to
earn a living has made school train
ing in this specific field essential. In
the early days this was the business
of the elementary school. During this
era such training was called Domes
tic Science and was fundamentally
the acquisition of skills in cooking
and serving. Wide awake women rea
lized that training in these two skills
was insufficient and a study of the
job of home making was made.
As a result of this study both cur
riculum content and methods of
teaching were enriched. Home man
agement, nutrition, family and per
sonal finances, child development and
social relationships were added. The
name Home Economics was given to
this group of courses. From this pe
riod Home Economics was taught in
high schools and better trained
teachers were demanded.
Thus Home Economics went to
college. With the development of the
scientific attitude toward all fields of
knowledge it soon became evident to
Home Economics leaders that women
could not be trained efficiently in
the field without a basic knowledge
of biology. Physiology, physics,
chemistry, psychology, sociology and
economics as prerequisites to a thor
ough understanding of their Home
Economics courses. Courses in the
physical and social sciences were also
recognized as basic for judging the
value of new ideas so rapidly pre
sented in a fast moving civilization.
Once in college the training for
home making divided itself into
specialized courses designed for teach
ers, dietitians, nutritionists, interior
decorators, cafeteria managers, tex
tile experts and many other allied
vocational interests.
With this historical background
Home Economics has found its way
to N. C. College. During the forma
tive years of the department the
course of study here will be specifi
cally designed for the training of
teachers. Later as the demands in
crease and money is made available
we plan to offer specific training for
the above vocations.
Meanwhile the department offers
its services to all branches of the col
lege.
Slang From Shakespeare
1. Not so hot.
2. Go hang yourself.
3. How you do talk.
4. I hope to frame thee.
5. Flaming youth.
6. Done me wrong.
7. She falls for it.
8. Dead as a door nail.
9. Beat it.
10. If he fall in, good night.
Courage
If wealth is gone—then something
is gone!
Quick, make up thy mind
And fresh wealth find.
If honor is gone—then much is gone!
Seek glory to find,
And people then will alter their mind.
If coyrage is gone—then all is gone!
’Twere better that thou hadst never
been born. —Goethe.
Coach Burghardt Says
Team Is Making Progress
Lack of Reserve Material Is Proving
Big Handicap
Coach Burghardt and his assistant,
Coach McLendon, though by no
means satisfied with the work of the
team, feel that the boys have come
a long way in the past three weeks.
Though the team presented in no
wiay the polished, smooth running
machine that is the ultimate goal of
the coaching staff, they did however,
show the fight, stamina and grim de
termination that is so essential as a
foundation upon which the smooth
mechanical football machine must be
based.
One of the greatest weaknesses
that must be faced in the attempt to
bring about a successful team, from
the standpoint of games won and lost,
is the dire lack of reserve material.
Coach Burghardt points out the fact
that only 14 men were used in the
gruelling game against Bluefield
which only goes to show that should
a serious injury or two crop up on
the Eagles’ squad the chances of get
ting very far are null and void.
MEN OF LETTERS
The lads who go to college
And are known as “letter men”
May not lead the world in knowledge
But in sports they’re better men.
While in each examination
He may fail to lead his class
He’ll inform the whole darn nation
He can throw a forward pass.
N. C. C. Extension Courses
For ’37 Off To Good Start
(Continued from page 1)
be done. An assistant worker was ap
pointed to do part time service, and
so the work went on to the end of
the year.
So great has been the demand for
this service as rendered by our col
lege, that the current year the full
time worker has found it necessary
to call to his assistance, not only the
part time helper, but four additional
part time workers and this extension
service is already assuming depart
mental importance. What the future
holds in store is a matter that rests
on the knees of the gods, so to speak
But you ask a very important ques
tion, “Do these teachers appreciate
what the state of North Carolina
and the institutions are doing for
them?”
Your question is a natural inquiry
and one not inspired by anything like
criticism or ridicule, and so in a like
spirit, I shall attempt to say things
that will help at least in your own
answer to the question you have
asked.
I feel that it is just possible that
one who has extended service in work
of this kind both on and off the cam
pus ought to be able to speak with
the voice of experience, at least. So
without further parley, my answer to
your question is, yes. These in-serv
ice teachers do appreciate most cor
dially what the state and the insti
tutions are doing to help them better
fit themselves for their work. Not
only do they appreciate what is be
ing done, but many of them are
making untold sacrifices to meet
these classes in extension work and
do acceptably the assignments of
their instructors.
To reach the extension center,
many of these teachers must travel
long distances, over almost impas
sable roads and frequently in equally
impossible conveyances, and this
without any period of rest and relax
ation between the time they close
their own work day and the time
they begin extension class work.
Here at the extension center, this
Page Three
same tired teacher must remain sev
eral hours, more or less, frequently
in an over-crowded room.
Does it seem a thing incredible to
say, in spite of such difficulties, a
large majority of these justly tired
teachers actually come to class both
cheerful and eager for class work
and assignments. This writer has long
since made it a part of his own class
room technic to be cheerful in man
ner and pleasant in speech in the
class room, but many times he has
been made to marvel at the wonder
ful endurance and persistent efforts
of many of these techers in his ex
tension classes. Are not these things
evidences of the appreciative spirit
of the men and women that comprise
our extension service groups?
There is indelibly engraved on
the memory of this writer a positive
instance of one teacher’s sacrifice
that came directly under his observa
tion. He was conducting an extension
class at the local institution—he had
informed his class that on this par
ticular afternoon he would give a
test covering the work of the pre
vious week. In this class was a young
woman who taught in an outlying
school, possibly a mile or so outside,
too far for one to walk in on time,
yet inconvenient to transportation.
This young woman, always earnest
and persistent in her efforts at self
improvement, on this day had come
hurriedly from her work, walking
part of the distance in order to be
on time, rushed into class and almost
immediately collapsed and fell in a
dead swoon before any one could
reach her. In the nearby hospital,
several days later, it was learned
this young teacher to meet extension
class had pushed back her dinner
hour several hours later than usual,
forcing herself to be without food
six hours more. And yet what this
teacher attempted to do, others are
trying to do today.
Many other instances could be
cited in support of the assertion that
many of these teachers are making
untold sacrifices of one kind or the
other to do successfully the work of
offered extension courses. And while
there is much speculation just now
among these teachers as to whether
there will be any state offered exten
sion courses for in-service teachers
after July 1939, it can be said that
North Carolina College for Negroes
has seen this need of helping the in-
service teacher and so long as there
is the felt need, it is certain that this
institution will not be found want
ing. This is the lesson off-campus
extension service has taught the col
lege administration.
Revolt Of Hitch-Hiker
“After the Revolution,” I said
“I’ll be driving a swell car like this
and you’ll be thumbing rides along
the highway.”
My benefactor said, “Huh?”
“You heard me,” I replied. “Things
won’t always be like this. We hitch
hikers will rise one of these days,
and take what’s coming to us.”
After thinking it over, he said to
me: “You’re liable to get what’s com
ing to you before one of these days.”
This remark sounded unpleasant,
so I ignored it.
“In the meantime,” I continued,
“we are organizing to demand justice
and enforce our rights. We want
fewer dull stories from the driver, a
hot dog at every stop for gas, the
right to demand more speed when
late for appointments, the privilege
of . . . don’t you know it’s extremely
rude to turn on the radio when some
one is talking?”
—Coronet.