Newspapers / North Carolina Central University … / July 28, 1957, edition 1 / Page 2
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PAGE TWO THE SUMMER ECHO SUNDAY, JULY 28, 1957 This is the summer edition of THE CAMPUS ECHO. It is the official student paper of the NCC Summer Students. PHONE 2-2171 EXT. 325 Audio-Visual Aids: Photography In The School Which Side ? By Dr. J. H, Taylor The great majority of people composing our Summer School Community like to think of themselves as liberals in matters religious, political, social, and economic. The liberal position is assumed because of what is happening along all fronts. However, the road to this point has been rough and rocky. The going has been hard. In the matter of religious freedom, which side would you have been on in the Anne Hutchinson (the woman who did not know her place) in the 17th Century controversy? Mrs. Hutch inson criticized the preachers of her day. She told the mothers who gathered at her home on Monday that the elders were not telling the truth in their Sunday sermons. The result was that collections fell off—Mrs. Hutchinson was “churched” and ex pelled. Anne Hutchinson was a trouble maker. She rebelled against the “Lord’s annointed.” Would you have stood with this lonely and defenseless woman “who brought all this trou ble on herself,” or the gentlemen of the cloth who could have “preached you into heaven or hell?” We honor Mrs. Hutchin son today as one of the great forerunners of religious freedom. Two centuries later another woman attracted unusual attention. Margaret Fuller was a born rebel. She considered most of the conventions of her day as relics of a barbarous past. Particularly did she rebel against the inferior postion of wom en. The things whicli she advocated shocked the sensibilities of the upright. Finding no peace in her own country, she went to Italy in seareh of her brand of happiness. On her way back home she went down to the sea in a ship; but women today are the better off because of her revolt against the conventions of the time. What would have been your judgment of Margaret Fuller? In their opposition to human slavery, William Lloyd Garrison called the Constitution a covenant with death and an agreement with hell; Wendell Phillips desecrated the flag; William S. Reward proclaimed the higher law; John Brown plotted an insurrection; and Henry D. Thoreau urged civil ;sobedience. The positions taken by these men were con- Hry to the ^ores and customs of their day. They were brand- as stirrers-up of trouble — of interferring with the orderly workings of society. Would you have spoken up in behalf of these men and what they stood for? A tall, guant, ugly, ill-clothed man, who told smutty jokes, was a candidate for high office. His voice was high pitched. His personality was repelling. There was no accurate record of his birth. Religiously, he was unorthodox. He did not be long to a church. Little was known about his upbringing. He- espoused the cause of the lowly slave. Emancipation would bring about economic dislocation. The slave controversy was unsettling business relations. His oponent was suave. His personality was magnetic. His eloquence raised mortals and brought down angels. He would let well enough alone. He was experienced. Would you have voted for Abraham Lincoln or Stephen A. Douglas? What would have been your attitude toward a man who hobnobbed with drunkards; with bums; with women of the street? with thieves and robbers? who denounced the respect able people of his day? who disregarded teachings about the Sabbath? who saw good in the disinherited? Where would you have been on the day of the march to Golgotha? James S. Kinder, author of a popular textbook on audio visual materials and tech niques, makes this statement: “Every teacher should own a camera of some kind. In addi tion every school should have a camera.” The first part of this declaration may be a bit too strong, but it signals the im portant role that photography can play in the school. At least three rather signifi cant articles relating to the use of photography in the school have appeared in AUDIO-VIS- UAL INSTRUCTION (official journal of thef;:: Department of^ Audio - Visual^ Instruction, N-; EA within the. last year. An, important a n challeng i n g yet compara-J tively u n e X -* plored, value! of photography Mr. Parker lies in what the teachers can do with it themselves. The val ues o^ photography for the stu dent are unlimited. The servic es a photographic program can provide for the school are sur prisingly great. The cost of set ting up and of operating a pho tographic darkroom in the school might be less than what some schools are paying for professional photographic serv ices, to say nothing of the edu cational benefits that can be de rived from the school’s own photographic laboratory. It is the purpose of this article to (1) point out some of the values a photograpliie program can have for a school, (2) pro vide some suggestions for set ting up a program, and (3) pro vide some information on sources of help in emplement- ing the program. There are at least three gen^ eral areas in the school pro gram in which a photographic laboratory can provide valuable help. First of all, photographic materials can be produced for the classroom. Individual stu dent and group reports often can be enhanced with student- made illustrative photographic materials. Pictorial docamenta- tion of important field trips can add to the total effect of these activities. Tiie teacher By James E, Parker can make use of photographs in developing concepts, apprecia tions, and attitudes. He can share his travel experiences with his classes by using pho tographs which he made on his trips, correlating them with the curriculimi, and developing in his students personal respect and confidence. Second, the school’s public relations pro gram can be enhanced by a pho tographic laboratory. School- made photographs can be valu able aids in interpreting the alms and needs of the school to the general public, to parents, to boards of education, and to state legislatures. School-made photographs can enhance school publications — the school paper and the year book. Third, a good photo graphic program in the school can provide opportunities for individual students. Some students may discover aptitudes for a profitable vo cation. Others may develop photographic skills which they can employ as leisure- time activities. Still others may develop into serious amateurs, developing a means of creative expression. These benefits may be derived from classes in elementary photo graphy or from a well conceiv ed photography club. The benefits derived from a school photographic service in any one or all of these areas will more than justify the cost and effort involved in initiating the program. A j first step in getting a pho tographic program developed in the school is to find an en thusiastic and capable teacher who has had some photographic training and experience, or who is willing to undertake a period of intensive training. Some teachers can teach themselves. This teacher should be given time to develop the, program and to provide the necessary supervision for effective pro duction. A small room, with running water, should be set aside for a darkroom. A base ment room is ideal for this pur pose because of the need for controlling temperatures. A minimum-cost darkroom can be equipped for as little as fifty doUars (-50.00), including an WELCOME TO DURHAM, AMERICAN TEACHERS ASSOCIATION Our Assoclafion Is At Your Service During Your Slay in "The Friendly CHy" DURHAM COUNTY TEACHERS ASSOCIATION ★★★★★★★★★★ OFFICERS MRS. E. BERNICE JOHNSON President MRS. CELESTE SAUNDERS Vice President MISS WILLIE MAE STEWART Recording Secretary EARNEST P. ROBINSON Corresponding Secretary MRS. MINERVA EVANS Treasurer J. L. MOFFITT Parliamentarian inexpensive enlarger. Of course, a good enlarger, costing considerably more than fifty dollars, should be pi-ovided if possible. Good equipment is es sential for quality work. An in expensive enlarger will haye a cheap lens, and best quality work cannot be achieved. A good camera, suitable for the school’s needs, should be pro vided. If possible, two cameras of different types should be available. (See' SUMMER ECHO, June 29, 1957, “How To Select A Camera”.) A number of manufacturers of photographic materials and equipment have established school and camera club servic es. Eastman Kodak Company, Rochester, New York; Ansco, Binghamton, New York; Ar gus Cameras, Inc., 405 Fourth Street, Aim Arbor, Micliigan, have all set up school and cam era club services. Schools should write to have their names placed on the mailing lists of the companies. Eastman Kodak Company provides a cata logue of audio-visual materials on a free loan basis for schools. Sets of slides are available on such topics as “Taking Pictures People Like”, “Developing, Printing, and Enlarging”, and “Filters”. Sets of mounted prints are also available for study. Motion pictures are also available. Ansco provides simi lar materials. The Education Service Division of Argus Cam eras has a rather unique serv ice for schools. A camera kit is given to schools which have classes in photography with twenty-five or more students, or to school camera clubs with twenty-five or njore students, provided these activities have been in process two or more years. It is almost unbelievable when one discovers the wealth of services and materials avail able to schools in this area. COLLEGE VIEW DRIVE-IN THEATRE Sunday-Monday-Tuesday JULY 28-29-30 The Robe • VICTOR MATURE • RICHARD BURTON • JEAN SIMMONS Wednesday and Thursday JULY 31—AUGUST 1 Carmen Jones • Dorothy DANDRIDGE • Harry BELAFONTE • Pearl BAILEY Friday and Saturday AUGUST 2-3 The Tall Men • CLARK GABLE • JANE RUSSELL Sunday-Monday-Tuesday AUGUST 4-5-6 The Rain Maker • Burt LANCASTER • Catherine HEPBURN • Wendell CORNEY Wednesday and Thursday AUGUST 7-8 Lust For Life • Kirk DOUGLAS Anthony QUINN CAROLINA’S FINEST — Cinemoscope Screen -
North Carolina Central University Student Newspaper
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July 28, 1957, edition 1
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