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The Dialette
MONTREAT COLLEGE, MONTREAT, N. C.
THE BELL TOLL ALL
CAlvIPUS QUESTIONNAIRE
Freckles, the college mascot of
such great renown around the vicin
ity of Montreat, was strolling aim
lessly around the corner of the Al
ba. vfnen she noticed the big bell
sw:i.nging lustily in its tower,
’’Ah, business", she yelped,
pricking up her ears and ignoring
^lie fly on her nose. She approach
ed the bell v/ith a dogged deter-
mlnption and v'as surprised when,
in answer to her fusilade of barks,
tho big old bell said in a ringing .
voice,
"Shut up I’ You annoy mo!" How-
Preckles, although small.
ev:
does not lack in courage, so she
tossed back her head and barked
out the saucy reply,
"And what room do you have to
talk?" New, the bell, being old,
has grown a bit grumpy and skepti-
ca.i, but it ventured a cautious,
"Why, what do you mean, you im
pertinent mongrel?" This was all
that was necessary for our mascot
to launch into an oration on.the
faults of Grumpy, the bell.
"In the first place", he growled
Insistently, "People don’t like the
tone of your voice! You sound like
this cold weather is getting under
your belfry. You should be more
cheerful, and do you know how mono
tonous yoci are? l.Vhy, hundreds of
people even hear you in their sleep;
in fact you’ve interrupted many a
love-ly dream. You have no consider
ation for time,' although you advo
cate it. You--now, now, please don’
hang your head in shame, because I
am going to offer you a consolation:
although it is bad enough to hear
you, all the girls will tell you
that it is much v/orse not to."
A,W. and J. C.
(Editor’s note: Two of our whimsi
cal students happened to overhear
a conversation between Freckles
and the old bell. They have
written a series of articles dis
closing secrets and sentiments
from the belfry,)
t
With all minds Intent upon
one subject, oui’ minds naturally
turned toward the question of the
hour - examinations. In asking
this question, we selected two
teachers and two students to rep
resent the general faculty and
student opinion. The question:
Do you consider an examination
a fair test of the student's
knowledge? The answers:
Mss Webb: Yes, I do. Exams are
ne“cess”ary ev?Ms .
Miss Rachel McElroy: In order
that a teacher may check upon
his or her teaching and be able
to diagnose the difficulties of
her stxidents,- a periodical check
up is necessary. Examinations
are splendid as motivating de
vices, although in a great many
cases, the type of learning, re
sulting because of them is not
permanent. A great many teachers
know how to make examinations
that will secure fair ideas of
the students’ progress. A great
many do not have that capability.
As long as we teach classes In-
.stead of individuals, as long as
"grades" have to be given, and
certainly ’ontil wo find a better
I and more hygienic (mentally)
I manner for checking up, we will
I have to continue as at present.
I Elizabeth Wood:'I think they are
ia comparatively fair test of the
(student’s general knowledge, but
iof course they cannot possibly
Include everything.
Elizabeth Welton: No. I do not
consider examinations a fair
test of a student’s knowledge,
as an examination may hit just
v/hat a student may or may not
know. Furthermore, a student has,
to a certain extent, a knowledge
of what to expect on an exami
nation and therefore can "cram"
for that particular portion.