Page Two
THE VOICE
Tuesday, March 7, 1967
DO YOU THINK THAT AN IMPROVED INTELLECTUAL CLIMATE IS ADVANCED BY THE STUDENT?
65 FRESHMEN RESPOND
Of the sixty-five freshmen students to whom the question was put,
fifteen of them answered in the negative. This group cited the main
reasons as lack of proper backgrounds, negative attitudes of employed
personnel, the rebellious nature of the young, and too much emphasis
on grades per se.
Twenty-three of the students thought that, by the very nature of
students being involved academically and through extracurricular ac
tivities, that they definitely contributed to the intellectual climate.
The remaining twenty-seven students saw FSC students as contri
buting to the intellectual climate, but not as much as they should, be
cause of frustrations wrought upon the student body because of faculty,
administration, and staff members, whom they feel are responsible for
setting the pace for them. The following responses are indicative of
each group. They do not intend to embarrass any segment of the
schools’ populace; rather, they are symbolic of America’s freedom of
the press. Such a synthesis of ideas normally tends to better awkward
situations.
The majority of the students on Fayetteville State College campus
do not contribute to the intellectual and cultural climate of the school.
Most of our students will not challenge the teachers and their class
mates in the classroom. They do not read outside information with the
aid of the textbook assigned to them. They do not try to get another
author’s opinion; instead, they take too much for granted from the
classroom textbook, from the discussions, and whatever the instructors
tell them. This is not good, especially for college students, when the
majority of them plan to teach. How can one expect to become well-
rounded or at least partially well-rounded if he does not read current
material, and material from other sources? This is where many of our
students fail. They do not read and therefore, they contribute very
little to the intellectual climate.
Many of our students fail to attend the cultural programs spon
sored on campus. They consider them too boring, simply because they
do not understand what is taking place. A good example of this is the
lyceum program held on campus last Friday evening. Each year the
school uses sums of money to have these programs and for the last two
years, they have had the "North Carolina Little Symphony on our cam
pus. If only one could have seen the small number of students from
Fayetteville State present, one could really say that they definitely
do not intend to ever become culturally enriched. They are not inter
ested in removing the great barrier of dislike for culture and in trying
to enjoy it gradually. This is only one example; there have been other
lyceum programs with a small attendance.
In the years to come, I sincerely hope that more students will be
gin to value an intellectual and cultural climate.
Jessie L. Morris
I believe that the low morale on our campus is the main deterrent
to students contributing to the intellectual climate. I will discuss three
reasons why student morale is low, how it can be improved, and how
then — but not until then — the students will really help the intellec
tual climate to improve.
In trying to determine why enthusiasm among our students is not
what, in my opinion, it should be, I decided to get opinions from sev
eral students.
Among the reasons given by some of our students, two occurred
most often: there is poor relationship between the members of our
college family (the administration, the teachers and the students), and
there is so much emphasis placed on grades that much of the enjoy
ment of our college activities is lost.
There appears to be a coldness between the administration and
students. The students and some persons in the administrative offices,
for instance, do not seem to be a part of the same “family.”
There is a sternness that not only causes students to dislike these
members of this part of the school organization, but a sternness which
also causes students to lose respect for them. This hurts the morale
of the students, affecting their contributions to the intellectual climate.
There also appears to be a barrier between some teachers and
students. The students are more or less afraid of these instructors, and
this too, can hurt the morale of the students. Needless to say, this
stymies student perspective and in turn, leaves him little to give to the
total climate.
Thirdly, there seems to be a barrier between students and other
students. When some students go to the games at our school, they sit
quietly and watch the games; they do nothing to try to spur their fel
low classmates (the athletes) on to win the games. This, in itself, is
proof enough that our morale is low, and if students do not bolster
their classmates on, there is a possibility that their morale might get
even lower.
The second reason given by students, that there is too much em
phasis placed on grades, is, from my observation, a true one. This con
stant appeal on the part of parents and friends of students perhaps
results in higher grades in some cases, but it is my opinion that it does
much to destroy the students’ morale.
Despite all the reasons mentioned above for our present school
morale, I still feel that with certain improvements, our morale can
reach its peak and that the intellectual climate can be greatly advanced
as a result. Some of these changes could be (1) a change in the attitude
of the administration. The administrators should stop trying to con
stantly prove their superiority; (2) a change in the attitudes of the
teachers. They should work a little bit harder to show the students that
they (the teachers) are interested in them, not only as students, but
also as individuals; (3) a change in the attitudes and behavior of stu
dents. Students should realize that the athletes are striving to uphold
the name of their school, and that they (students) should do all that
is possible to help them; and (4) the non-grading system should be
used. In this way, the striving for good grades will not have as much
emphasis as it has now, and a heavy burden will be lifted from the
shoulders of many students.
It is my opinion that if these things are done, we will have a
school filled with young men and women who are proud of it. Then
the morale of the school will be restored and the intellectual climate
will benefit and grow.
, Kitty White
1 think the intellectual and cultural climate of FSC is developed
to a certain extent by the students. Many students on different occa
sions have open discussions on race, religion, sex, and other known
topics of the day; also many of our students participate in writing the
school paper, expressing their ideas on various controversies.
As far as cultural development is concerned, we have at FSC,
many students in the fine arts. Many fine piano players are found here
ranging from concert pianists to rock and roll band members. At FSC
we have many fine poets, and story writers. Their poems and stories
are enjoyed by most of our students in the school newspaper. We have
many singing groups, besides the choir, which express the cultural
trend of the younger generation. We also have many students who are
interested in the lost culture of the Negro. These students read books
and discuss among thmselves how the culture of the Negro may be
regained after so many years of domination, and repression by the
white man.
Yes, the intellectual and cultural climate of FSC is developed to a
certain degree by the students, with help from the teachers.
William Flake
Fayetteville State College stu
dents do not help to develop or
add to the intellectual and cultural
climate on campus.
Many of the FSC students do not
understand anything of an intel
lectual nature: therefore, they
tend to shy away from these
activities by giving excuses. They
could become wise on the subject
of some activities by reading and
inquiring about them.
■The majority of our students are
irresponsible persons as a whole.
They don’t feel that it is their re
sponsibility to attend these intel
lectual discussions and symphon
ies as much as it is their respon
sibility to attend a game or a
dance. What they don’t know is
that these cultural activities help
to stimulate the student.
—Shirley Brewer
The students at Fayetteville
State College have not been ex
posed to the fine arts as they
should have been. The intellectual
and cultural aspects of life have
not been stressed for them.
I don’t think the students here
realize the importance of a cult
ural and intellectual background
which is needed in a society of to
day. It’s not a matter of “book
learning,” but everyone should
have a cultural background in or
der to participate in politics, edu
cational programs and other things
of this type.
The answer to the question
placed in THE VOICE, in my opin
ion, would be no.
—Marian A. Lawton
I feel that the majority of our
students are not as intellectual
and as cultural as they should be.
The majority of the students feel
that rock-and-roll and jazz are the
only types of music. This is not
true, because there are other types
of music that are very beautiful.
These types are classical and
opera. The students here believe
that classical music was recorded
for the purpose of putting you to
sleep and that opera should be
used to scare cats and dogs from
their homes.
In our curriculum we take in
tellectual and cultural subjects,
but we refuse to let them be a
part of our lives. When we take
these subjects, we only want the
grades, not the benefits.
—Patricia A. Brown
The question (Do Fayetteville
State College students help foster
an intellectual and cultural cli
mate on campus?) can be answer
ed in many ways. It depends upon
the individual who’s answering it,
and the things that he takes into
consideration. One would have to
note that there are students here
from different backgrounds, and
cultures. Usually an individual
carries with him everywhere the
things he has been used to; how
ever, not all of the students here
come from backgrounds that em
phasize the cultural and intellect
ual sides of life. Naturally, we
couldn’t expect these students to
practice things that they have not
been exposed to.
In answering the question_, I
would say yes. Some FSC students
do help foster this type climate
on campus, and some don’t, for
the simple reason that they can
not.
—Helen Boyce
The students of Fayetteville
State College are somewhat intel
lectually and culturally deprived.
They have not risen to the reason
able level of refinement of mind,
morals and taste. Nor are they
seeking to improve these essen
tials for an intellectual and cul
tural climate.
Most students are depressed be
cause of the scarce social activi
ties, so in their quest to find some
thing exciting to do, they usually
do something uncultural or unin
tellectual. Often it is in provoca
tion of the stringent laws of the
institution. This is found every
where. True! But the climate here
is one of deprivation and students
are not intellectual or cultural
enough to cope with this situation
as students are in other big
schools.
—Frank Williamson
A well established teacher-pupil relationship is essential in order
for the students at Fayetteville State College to contribute to the in
tellectual and cultural climate of the college.
The question of whether Fayetteville State College students con
tribute to the intellectual and cultural climate of the school is debat
able. Many of the instructors would probably give a negative answer
to this question, because they seem to feel that the students are any
thing but intellectually and culturally refined. They seem to overlook
the fact that in order for the students to achieve in these respects, they
must have some knowledge or contact with those particular atmos
pheres. The teachers should show the way. Education alone doesn’t
offer the necessary qualities.
The student must get to know the instructor personally and have
some type of respect for him. The student should have some friendly
relationship with the instructors, and the instructors, in return, should
become friendly and well acquainted with the students. When the
teacher-student situation becomes better established, Fayetteville State
students will contribute more to the intellectual and cultural environ
ment.
Lorraine Solomon
It is on FSC’s campus just as it is on almost every college cam
pus. There are the ones who are interested and there are the ones who
are not interested in any intellectual or cultural activity; however, it
does seem as if the greater part of Fayetteville State Students are the
ones who are not interested and who make no attempts to become
acquainted with the cultural aspects of college life.
Social activities play the most dominant role in the lives of Fay
etteville State students. They tend to isolate themselves from nearly
everything else. They show a lack of participation in almost every
thing that will keep them mentally alert and growing. As a result of
this lack of participation, they never offer themselves to become ac
quainted with what they do not know. Too many students have a very
indifferent attitude to cultural and intellectual activities. They should
be constantly reminded of this while they still have the opportunity to
take advantage of them.
Rosa Brown
The answer to this question can be in the affirmative or the neg
ative. The students of Fayetteville State College do help to foster an
intellectual and cultural climate to a certain extent. This is done by
the formation of different honor societies, “Who’s Who,” discussions
on major issues, the printing and distribution of a college newspaper,
student assemblies, and the productions of famous works of literature.
All of these help in the development of the appreciation of the finer
things in life.
On the other hand, there are numerous bad influences which may
cause these items to be overlooked or abandoned. These could be sum
med up in one big category; the privileges which are granted the
students. Another could be the lack of attendance requirements for
different programs, plays, lectures or discussions, and use of the educa
tional facilities. If the presence of all the students were a necessity to
these things, the intellectual and cultural climate on campus would be
greatly improved.
Stanley Elmore
Students at Fayetteville State College do not participate in intel
lectual and cultural activities, nor do they live in an intellectual and
cultural atmosphere. Students tend to withdraw from intellectual ac
tivities because they feel that they cannot meet the academic require
ments. Usually when students enter college, they have a tendency to
say, “I would like to be in ,a sorority or honor club,” but later change
their minds because they cannot meet the necessary requirements.
Students on campus do not have respect for themselves and others.
They seem to forget their home training.
Students also show lack of manners, especially during programs of
cultural backgrounds, they laugh at the wrong things and at the wrong
times. Usually the students on Fayetteville State College’s campus
would rather attend a dance than a symphony, mainly because they
have not been taught to appreciate the finer things in life. Students
fail to show interest in debating clubs and other cultural organizations
which would challenge their thinking ability. Students at Fayetteville
State College tend to shrink from affairs that aid in developing their
culture as well as their intellect. They treat such affairs as though they
were vodoo.
Brenda Britt
The students here on the campus of Fayetteville State College do
not, as a majority, encourage an intellectual and cultural environment
conducive to the fulfillment of a higher educational atmosphere. As
seekers of higher knowledge, our students should be as concerned with
being exposed to the finer arts as they are with academic studies.
There are some students here who realize the importance of a
well-rounded curiculum, required and elective. However, many of
these same students are influenced by their schoolmates to the extent
that their values are distorted by opinions which are founded on the
wish to avoid something felt to be dull or uninteresting, rather than a
true atitude which substantiates reasons for ignorance of the finer
arts.
Norman Wilson
The Voice
STAFF WRITERS
Dorothy Becton Cornel Davis Ernestine McKoy
Sarah Becton Laura Gilmore Ernie McNeil
Betty Cooper Leonza Loftin Barbara Myrick
Mattie Cogdell Annie McCullough Christopher Simmons
Johnnie Daniels Mary McEachern Barbara Weeks
EDITOR LAURA GILMORE
ASSISTANT EDITOR ERNESTINE McKOY
NEWS EDITOR MATTIE COGDELL
ASST. NEWS EDITORS Betty Cooper, Rowena Peterson
Exchange Editor Feature Editor
Cornel Davis Barbara Weeks
Sports Editor Photography Editor
Johnnie Daniels Floyd Woodard
Asst. Photography Editor Art Editor
Charles Cooper Katrina Robinson
Typists
Maxine Dickens Ethelene Hall Rowena Peterson
Mary McEachern
Advisor
Ollie Cox