Page Two
THE BENNETT BANNER
FEBRUARY, 1963
THE BENNETT BANNER
Published Monthly by the Students of Bennett College
Greensboro, North Carolina
Ten Cents A Copy
$1.00 Per Subscription
EDITOR-IN-CHIEF
Barbara A. Whitfield
ASSOCIATE EDITOR
Sheila C. Brinkley
ADVERTISING-
CARTOONIST,_
COLUMNISTS—
EXCHANGES,
REPORTERS-
-Gloria Gill, Nancy Brown
Dorothy Mason teaching load,
TYPISTS—
BUSINESS-
CIRCULATION—
ADVISOR—
_Nancy Wiggins, Emma Watson, Masses per day,
Willette Daye
Vivian Kirven
Verna Venson, Myra Phillips,
Leona Leach, Juanita Jackson,
Eleanor Davis, Frances Camp
bell, Hazel Abron
_Velma Harris, Sylvia Duncan, Gwynn Brown
Tommie Miller
Grace Wallace, Patricia Hooper
William I. Gibson
Anofher Chence
THE INQUIRING REPORTER
QUESTION: What was your most trying experience during your
student teaching experience?
the blank space between words.
This they could not see and, as
yoiu can imagine adolescents, they
tried very hard to get me to see
hO'W the two metihods were the
same.
“To me, this was quite amusing,
because I can remember ho^w we, j
diurinig the adolescent stage, tried |
to get the teacher to see our point
of view, when many times aiter
the explanation, we saw our mis
take, but refused to change that
particular day.
I “To rising seniors, strive fotr per-
had taught only 'fection and when there’s a point
to be cleared during the course of
your teaching, always have some
Hlustrations of what you are dis
cussing. Practice teaching was a
two fold experience — leaiming
and teaching. This experience 1
shall never forget.”
Mrs S. Cecelia Fergxison Taylor,
Elementary Ediucation, Greensboro.
Gloria E. Black, English, Char
lotte. “The most trying experience
of my student
teaching occuirred
during my sixth
week at Dudley
High School.
“My critic teach
er was absent be
cause of illness.
As a result, I
/as asked to take
over the lull
which was five
“Heretofore, I
three of the five classes and the
thought of taking over completely
was a little frightening to me.
“Being untold, before hand,
of what was to take place, there
I was with no lesson plans for the
other two classes and no idea of
what I would do with them during
the fifty minute class period.
“Somehow, I managed to keep
the students busy learning new
material, throughout the day. They
were very co-operative, helpful
and understanding.
“The next day, I learned that
several days and I would be re
sponsible for carrying out all of
her duties, until she returned.
“Instead of becoming upset, ner
vous or frightened, beyond repair,
I decided to look upon the situa
tion as a chance to practice fur
ther the theories and methods
learned in my education classes
at Bennett and to prove myself a lesson appeared slow and draig-
worthy candidate for a
tomorrow.”
‘For eight days, I
“teacher of
the
An old Chinese proverb reads “the glory is not in never
failing, but in rising every time we fail.” This is a very good
statement for us to consider anytime but especially during my teacher would not be back for
this time of year as we end one semester’s work and begin
another.
As progress reports are received many of us will find
that we did not do as well as we thought we would or should
have done. Some of us have low grades because we have not
disciplined ourselves to the point of studying and sociali'^ing
so that the latter does not overshadow the former. Others
have done the very best that they could and should have a
sense of self-satisfaction.
Many times we hear from those older than we that col
lege years are the best and that we should make the most of
them and too often we shrug these words ofi" as meaningless.
The world in which we live is becoming smaller and more
competitive each day. We are fast reaching the day when a j teacher” in two eleventh grade and
good formal education will be a necessity for many and not ’ ’ "
a luxury of the few.
Many of us plan to pursue careers in which we will aid
in the formation of young minds. What a responsibility this
entails! The young people of the next decades will be more
perceptive and offer a greater challenge than ever before. In
order to meet this challenge we must prepare now.
In the second semester is offered another chance for us
to progress toward those goals which we have set. We can’t
erase the past semester but we can’t waste time brooding
over it either. Also we should remember that grades are one
way of measuring progress but the real test is the one that
life will offer. If you fail, at least be sure that you can have
the satisfaction of failing honestly and honorably. A clear
conscience is to be valued as much as a brillant mind. The
srlory is not in never failing but in rising every time we fail.
—SHEILA C. BRINKLEY
Rolling Ball Gathers
Seniors don’t care. They’re concentrating on getting out j
of this place. Juniors grumble, then are silent. Later, they'when suddenly I reached the por-
proceed without any resistance. Sophomores and freshmen ^mt which dealt with
complain. They’re getting tired. Each year the freshmen aiphabetizmg of words,
complain more loudly and get more infuriated because they
do not know what to do about it. Yet, those who know the
channels, the upperclassmen, that is, become more and morel^^s words. There wasn’t any re-
complacent. Some gain enough strength or courage to reply sponse. i wrote the two methods
"why run up against a stone-wall?”
What is everybody grumbling about? They’re tired.
They’re tired of having so much work to do. They’re tired of
having no power, of being spied upon, of being treated as if
their home training is of no value. They’re tired of being
told what’s good, of being reported if their eye make-up is a
little too heavy. Why can’t they enioy a dance without
worrying about the “correctness” of their cha-cha step?
They’re tired of having to consult the “authority” for every
detail of life at Bennett.
What’s wrong with Bennett? Why aren’t the students
and faculty satisfied? Why complain when you are told you
!can’t enjoy life? Why does dissatisfaction run so high when
there is a constant heckling of students? Why worry when
I one runs up against stone walls? Why worry when old dead thoroughly. Then i arranged them
I rules and regulations or newly created ones are pulled out correcUy word by word.
of a hat to fit any situation which might be satisfactory to
students?
I Seniors don’t care. Juniors don’t resist. But, other class
es won’t do either of these things. They are fighting. The ball
is rolling and gathering more speed. This is the ball which
will smash the existing gap between ideal and real and, then,
grievances will be no more. ^ . .v, 14
—BARBARA A. WHITFIELD .that nothing, stated m the rule, is
pected her to
‘ My most trying
experience was
not as one might
expect — with
the pupils it was
the day my sup
ervisor from the
college came.
“I was caugM
c o m p 1 e tely by
sm prise. I ex-
come sometime;
however, the minute she came in
to the room, I became ill at ease.
“It seemed as if nothing I did
was going right. My voice seem
ed as if it were someone else’s;
three twelfth grade classes. I must
confess, I enjoyed my new “in
dependence.”
“Thus, the experienoe that had
seemed trying to me, in the be
ginning, became a rich, rewarding
and enjoyable one, in the final
analysis.”
Bettye Davis, English, Waynes
boro, Georgia. “My most trying
exiperience while
at Dudley occur-
ed during three
class periods in
one day. I was
teaching a unit
to a group of
sophomores en
titled “The use
j of the Diction
ary.” Everything
well for a few days.
had gone
“I asked the class, what are the
two major methods of alphabetiz-
gy and it reaidy appeared to be
j the longest hour I have ever
spent."
Elizabeth Riggs, History, Cam
den, New Jersey. “My most try
ing experience while student teach
ing occurred after a written test.
Now let me explain — for one
solid week we studied the Renais
sance, its artists, writers, and
scientists.
" i( “Dante, because
he has been re
ferred to as the
“Father of the
Italian language”
and wrote Xhe
I Divine Comedy,
; was one of our
i points of empha-
i| sis. I tried my
oest to get stu
dents to know him.
“We read exerts from The Dt-
vine Comedy and interpreted these
exerpts. Hence, when I asked the
class, as a whole, who wrote The
Divine Comedy, everyone replied
in unison the correct author.
“On a test, I included in a com-
pletion question the foUowing:
wrote Ilie Divine
on the board — letter by letter
and word by word. Before I could
give an explanation on the meth
ods, the students stated that they
knew that.
“Putting a list d words on the
board and asking students to ar
range them alphabetically, using
both methods, I found they were
not familiar with either method.
Arranging them correctly, I used,
first of all, the letter by letter
method which is most commonly
used. I explained this method
arrangec
Before
explaining the order on the board,
I gave them a rule to remember.
This rule stated that nothing comes
before something.
“Proceeding to explain the ar
rangement, I ran into difficulty
trying to get the students to see
Comedy. Two of my students filled
in Charlemagne.
“It was then that I felt as though
I had taught little or nothing. I
felt like giving up student teach
ing.”
Why is it that the students in
science never gain desired credit?
The lights in the labs in the even
ings indicate that there must be
some very hard workers In that
department.
Will a nickel a letter
Make the service better?
—Greensiboro Daily News
Man is not complete until he's
married — then he’s finished.
—Greensboro Daily News
WE WELCOME
REACTION
LET’S HAVE A TALK
For us, as students, this month
theoretically begins a new year.
We have new courses, new hours,
and possibly, new instructors. This
semester brings with it new hopes
and aspirations and most of all,
a new chance to improve on many
things.
We find a new schedule of chal
lenging courses before us. Courses
that open new roads to adventure
to our mdnds. Of course, we feed
sometimes that our studies are im-
bearaible and boring. But, if we
ti-y looking at our work as il it
were a new and fascinating in
dividual that we are given the
privilege of taking apart piece by
piece, turning over in our hands
to feel for interesting new parts,
then our studies in general will
take on a different aspect. We
will have before us, each djay,
another part of this interesting in
dividual presented to us, to baffle
us and charge us to new heights.
AH in all. I'm trying to say,
let’s make an effort to make this
semester better than the last. Let’s
improve our miinds and our bodies
—^adl our quaUties in every man
ner possible.
—Emma Lauretta Watson
OPEN LEITFJI
TO STUDEN1.S
Dear Fellow Students:
Convei-sation among us during
intervals between daily class at
tendance, while waiting for din
ner to be served in the dining
hall, and during spare hours in
the dormitory has revealed a com
mon air of dissatisfaction about
certain aspects of our college.
It is only normal, in any group
or society for some of the mem
bers to go astray from the estab
lished rules of that society. How
ever, when the majority of the
members of a group ao not adhere
to these rules, there is evidently
some defect in the rules.
You may say that it is the task
of the officers and class iieaders
to confer with the administration
and question them about our dis
satisfaction with the rules and
other limitations. What is it that
we can do? It has been noted thiat
the Student Senate Cawnet, the
supposed governing body of the
school, is limited to tne arrange
ment of activities, such as the
Ihanksgiving Ball. Why is it that
the student body has no more
power when it is you upon whom
the whole institution depends?
Why has the aommisti auon been
able to overrule any suggestions
tiiat are presented to the Central
Cammittee? Ihey are aibie because
the student body is not united,
therefore there is no support to
any of the suggestions. Do we
really want these privileges? Are
we reaUy ‘'behmd” uie suggestions
made? If we are, then prove it.
The administi-ation has no substan
tial argument from the student
operation. Bennett girls, we must
body against their decisions, there
fore under these conditions, oun
is a useless effort.
My appeal to you is for co
operation. Bennett girls, we must
elect officers who are interested in
the betterment of the college and
who are wiUing to make a sacrifice
in its behalf, including setting the
ideal example themselves. We need
reliable officers too, not like those
who call meetings of their par
ticular group and then are noi
present themselves.
The officers cannot carry on
these functions alone, they need
the whole student body’s supjpooit.
GIVE IT TO THEM!!!
Sincerely yours,
Frances Campbell