PAGE 4, THE COUGAR CRY, JAN. 20. 1969
DEAJN’S LIST
ANNOUNCEMENT
LIFE OF EMILE ZOLA
The following students who are
currently enrolled in Wilkes
Community College at Wilkes-
boro, North Carolina, made the
Dean’s List during the Fall
Quarter;
Brenda D. Beshears,
Claude Lin Brooks,
Joyce Ann Church,
Michael Wayne Dancy,
Jerry Clay Eller,
Steve Michael Eller,
Elizabeth Joan Ferguson,
Susan Ferguson Greene,
James Allen Handy,
Colena L. Hutchins,
Elizabeth Gail McNeil,
Betty Jean Miles,
William Fred McNeil,
William Larry Miller,
Mary Jo Pardue,
Jerry Arvin Roberts,
Floyd M. Rogers,
Ina Mae Saunders,
Phillip James Swanson,
Doris Lee Walker,
Lester Scott Walch,
Kenneth Phillip Welborn,
Joyce Ann Adams,
Gaynette Walsh Ashley,
Daniel Odell Waytt,
Robert Earl Barlow,
Beauford Lee Bauguess,
Lloyd Stephen Call,
Ellen Marie Cashion,
James Henry Church,
Mary Elizabeth Cockerhan,
Michael Ray Cothren,
Julian Stuart Deans,
Don H. Elmore,
Homer B. Hague,
Henry Monroe Key,
Rex Dean Key,
Jerry Lee Mathis,
Sandra Jean Nichols,
Christmas Cheer
A well deserved break from the
pressure of exams came to the
students at W. C. C. The break
came in the form of a Christmas
dance that saw the best participa
tion and spirit that has been
shown this year. The dance spon
sored by the S. G. A., was held
at the Elk’s Club and entertain
ment was by the Evolutions of
Boone.
Friday the 13th failed to bring
any gloom on the happy gather
ing.
The visiting group gave away
some tickets to a dance at the
Y.M.C.A. where they were en
tertaining the next night. After
hours of making merriment and
dancing, students left the dance to
enjoy their respective holidays.
The dance was very well re
ceived and things look good for
many repeats.
Barry Lynn Parker,
Marilyn Osborne Payne,
William Rex Phillis,
Dewey Steven Prevette,
Jacqueline Priester,
Archie Clarence Smith,
Gene Floyd Stone,
Jesse Franklin Triplett,
Dean Augustus Wood,
Donna Lee Wood,
Vickie M. Wyatt,
Donald Guy Critcher,
Barbara B. Hagaman,
Joe Larry Ray,
Gail Jean Elder,
Robert Lee Lackey,
Ronnie Steven Sharp,
W illiam Lynn Icenhour,
Linda Lee Poe,
Robert Clark Atwood,
Maggie June Darnell,
Brenda Kay Dixon,
Jack Kerry Krider,
Pansy Ruth Lyalls,
Billy Joe Lyle,
Allen Glade Miller,
Volree Richardson,
Patricia Ann Tribble,
Alan Dale Bess,
Roger Weldin Cloer,
William Edward Elam,
Gary Steven Godfrey,
Gary Edgar Goodin,
Gary Craig Jordan.
Advisory Council
(Continued from Page One)
Steve Foster, Bonnie Chappell,
Gary Godfrey, Jackie Priester,
J. Kerry Krider, James Steele,
or Gail McNeil.
Cougars Win 5
(Continued from Page Three)
For our fourth straight victim,
we ran Davidson Community Col
lege out of their own gym by
posting an 82-67 win. Although
behind 35-36 at the half, our
leading scorer. Tommy Guy,
scored 28 points.
But all good things must come
to an end. This was soon proved
by Gaston College who gave the
Cougars a 90-73 set-back. Be
hind from the first, the Cougars,
led by George Howard with 26
points, fought Gaston all the way
to the final buzzer.
But before the defeat by Gaston
could get them down, the Cougars
bounced back to a very impres
sive victory over Surry Com
munity College, 77-51. Leading
the way for Wilkes was Tommy
Guy with 29 points.
Isothermal, one of the strong
est community colleges in the
state, defeated WCC 84-67.
Wilkes Community College’s top
scorer was Charles Lawson,
scoring 21 points.
Presented at
I
I
I Wilkes Community College
I on
I Monday, January 20
j 7:00 P. M.
I No Admission Charged
I Also a short.
I
A LESSON IN ANATOMY
at
Baptist Fellowship Hall
Happy Medium
(Continued from Page Two)
papers, speeches, tests and any
other student-to-teacher work in
the process of the course. The
student, too, should criticize his
teachers when he sincerely feels
it necessary. However, in this
category, the student should be
especially careful. It is very
easy, when a little apathy is
mixed with the “willing wind”
of a college student, to stop
constructively criticizing and
start “incessantlybitching”. This
is not good for either party, as
the teacher feels frustrated and
useless and the student is still
discontent.
On the surface, it would appear
that the brunt of the responsi
bility lies with the teacher. As
he is the one with the obviously
superior store of information on
the subject and the one that
makes his living through teach
ing, it would seem that he should
work hardest and do the most to
help out the process of learning.
However, I do not feel that this
assumption is true. It is my
sincere personal opinion that,
while no line can actually be
drawn as to where the obliga
tions of one end and those of the
other begin, if it could be drawn
it would have to be at fifty-
fifty to best facilitate learning
and satisfaction of accomplish
ment on both sides. The teacher
has the obligation to prepare his
lectures to the best of his ability
and to deliver them in such a
manner as to keep the interest
of the student. The student, in
turn, has the obligation to read
his assignments. Is that all?
No. To best facilitate learning,
the student has to be interested
in what is going on, or teaching
is more difficult and learning
is hell.
I have heard students complain
about one course or another;
The lectures are boring, the
reading is not clear, Baroque
music sounds like its name, and
philosophy is just a waste of time.
In general, school isabore. Does
this mean that these students have
not learned anything? Obviously,
from the grades achieved on
tests, they have learned. But let
me repeat what I have said before;
How can learning be BEST
facilitated? To achieve this
“educational nirvana,” the stu
dent has to do his work as well
as the teacher does his. The stu
dent should, when puzzled or un
sure about a point, not sit back
and turn off or get mad because
he does not understand, but he
should stop and question the in
structor until the problem is re
solved either to the student’s
satisfaction or to the limit of the
teacher’s knowledge. The only
way to enjoy learning is to un
derstand what is going on, and the
best way to learn is the easy way.
If the student is interested in and
excited about the material, it will
be easier to learn and he will
get the grade he craves. Also,
the instructor will get the satis
faction of a job well done (as
well as not feeling like a freak
on display because everyone is
staring blankly at him). Thus the
learning process will be in its
ideal form, easy and enjoyable.
If the teacher sees that interest
is flagging, he should redouble
his efforts to make the course
interesting, and when the student
feels that he is not really en
joying the lecture or the material,
he should look for things to make
it more interesting. Unless both
work together, neither will pro
fit.
Until this unity of effort is
reached, the student will be bored
and the teacher frustrated. When
this happens, learning is reduced
to drudgery and it will stay there.
When both the teacher and the
student work toward the fifty-
fifty split (with both trying to do
seventy-five percent of it) mutual
benefits will be reaped.
Ken Welborn
Drama Class
(Continued from Page One)
done in the fields of scenery
planning and movie-making. We
feel Mr. Mayes will have the
best possible results, with his
background in drama, with this
new course and help the students
to find a feeling of self-reliance
which comes with drama work
well done.