Newspapers / Elizabeth City State University … / Nov. 1, 1947, edition 1 / Page 2
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Page 2 S'l AlE lEACHERS COLLEGE NE^VS I.ELIER NEWS LETTER STAFF Editor-in-Chief EUNICE ALSTON Associate Editor RUTH BROWN Associate Editor CAROLE WILLIAMS Sports Editor JESSE CLAY j Humor Editor HERBERT HENRY : Cartoonist .. .WILEY NEAL Photographer LLOYD SYKES Copyreaders- EMMA GASKINS NAOMI BOGGS i Exchange Editors NELLIE DREW MARIAN FITZ, STERLING PERRY Faculty Adviser MARY E. ALSTON Greetings The zYfu's I.etter S'talf extends hearty greetings to our faculty, students and alumni. We are stiiving hard to keep vou in formed \vith the latest campus news anti to make the Xeii's Letter oire of the best college papers. Neither of the.se objectives can l)e achieved with out your cooperation. Do vou pledge your full cooperation? 'The Nexus Letter is our paper, so let us make it represent Elizabeth C:ity State leachers College. ^'ou keep the news “rolling in ’ to us and we will keep the News Letter "cotriing out” to you. — I lie Staff EDITORIAL The Sea of Grass Crossing a \ asi area ol grass one sooti comes to a prairie speckled by sitnbeams aticl rain drops. This may well be applicable 10 one’s school days. During the elementary a n d h i g h school years, one thinks the grassy land is passed, but when one enters as a freshmati in college, you are on the threshold of exploring the higher phases of knowledge. Everything is green and seems a little itnreal just as the earth was before it was used for agricul tural purposes. For some, it is the first experience of leaving home for such a long period of time. However, if the goal to be attained is of any importatice, these petty obstacles will be over come and an adjustment to the routine of work is made. This being done, one travels deeper into this sea of knowl edge. It becomes more thrilling and mo e a necessity until it causes one to want to explore further and reveal more the won ders and mysteries that accom pany learning and obtaining the most in life. During the sopho more and junior years, this pe riod of eagerness reaches its peak. During the senior year one has to pine over the thoughts of departure and fill in all of the weak places and do the last min- tttes of research before depart- ing. For a large number, the grassy land has passed and the j^rairie is just in front for them. It is tip to them to make this prarie a desirable place with few rain drops and millions of sunbeams to cheer them on their way. To others, this is just a be- gituiing peak and the many ave nues open in education are pur- stted to satisfy that inner crav ing to reach the other side of the prairie. A\'ith each peak accom plished. there is an e\en higher peak or open plain yet ivainting in the sea of grass. A Modest Proposal So you want to be a teacher—what type? If yonr observation has been the same as mine, there are manv reasons uhy vou might change votu' vocation liefore completing your teacher-train ing. Shall we classify a few of the types of teachers niio influence ottr lives daily? .Many teachers seem more-or-'ess like second mothers. Whethei' it be in ele mentary, high school or college, they always look down upon students as educationally inclined folk that need guidance and help. Often they tell yon not only what will help vou in the class room. but some of the needed to know tacts of life. Students appreciate those [ype of teachers to the extent that all fear seems to ^■anish. In manv instances ive fear not to seek advice from such persons, because—through our experi ence together we know that they real ize. at one time they experienced the same predicaments that now confront iis. For a teacher to realize that stu dents, too, are human and are seeking the ftnidamental basis to travel the road of life means more than dwelling daily from a textbook. Often we find teachers who know their course, but the method used in teaching is poor. 'We as students should not be expected by the teacher to know that we ha\e never leained. Should that be the ca.se, students should teach. I'here are many times students are not clear on a particular matter and would like a repeated explanation, but doesn’t know what to ask. due to the teacher’s confusing and elongated method of teaching. When explanation time conres students find themselves with a huge mass of confusing knowledge. Then the teacher wants to know why no one reached his expectations. The most harmful teachers to stu dents are those who are self-conceited and swell-headed. Their actions ask this cpiestion: Wliat makes vou think you are important? Thev look down on students as beings of very little, if any. significance. .-Ml of their friends must be those who hold a ninriber of de grees. 'I'hey live in a smug little world all to themselves and never ftilly real ize the duty of a teacher. Before vou spend four vears, take yourself in conference and meet the ‘■guv in the mirror." Be well informed intellectually and socially. Be prepared to help the student to meet tlie ob stacles w'hich confront him. Be one of tlie few teachers who have esca|3ed Ijeing a mortal enemy to stu dents—our futiue leaders of tomorroiv. Life—A Seven-Act Drama ( riie best paper in .Vd\anced Com position, a prose version of Jatpies’ speech in As You Like It.) \'arious writers, thinkers, and scient ists have different concepts for the defhiition of life. In one book, we find that, “Life is integration—the knit ting together of units into a patterned uhole." .-\nother says that “Life can not be defined.” The excerpt from As )'ou Life It gives us a definition of life as Shakespeare sees it. He com pares the world with a stage on which the men and women play their parti cular parts. In each act, a different role Is affected. I'he player changes his moods, his habits, his ideals, and his physical features. The curtain rises. The first act. Infancy, begins. The scene, Home, where the major part of the play is centered. To the main character., his only concern is that of eating and sleeping. Some players go through all of the seven stages with this same at titude. others change. This is the stage in which habits and dispositions are formed. The mother is the ruling fac tor. The character’s destiny lies in her hands. She can either make or break him thiough her teachings. He might acquire some traits which will cause him success or failure in later vears. As the second act imfolds, the char acter is portrayed as a school boy. He is an awkward being with gangling hands and feet that he does not know wliat to do with. His development is now being influenced by the teacher, as well as the mother. In school, he finds friends, some of whom may stick uith him throughout life. His school days will have been of helti, if he learns how to share with others, how to be a modest winner and good loser, and how to lead the group, if he is so chosen. The role which he plays in this stage of life will help him de velop skill so that he can be of benefit, not only to himself, but to mankind. Dominant in that act is the lover. Every pretty girl he sees, he fancies that he is in love with her. He sends her those traditional little tokens— flowers and candies. He waits impa tiently for her messages. Misery is his constant companion, for he can not help wondering if, someday, she will tire of him and seek someone more In teresting, Life could fie no happier, ivhen she finally cl’ooses him. I hlnking of the laughs and loves of by-gone days, tlie character can not lielp l)ut feel depressed when he finds himself In the rigid role of a soldier. How he wishes for those happy-go- lucky, carefree days wlien he was a lo\er, when he was free to go and come as he chose, when his behavior did not have to be so strictly ac counted for. Those days have passed and the hard life of a soldier has been lOrced upon him. He will strive to make the most of it because he has been taught to do his best in anv task. As lie Iiecomes accustomed to his nett role, he finds that he rather likes it and s'-ib-eonsciously he prepares for ills next role. Impartiality is the jtistice’s main ob- jecti\e. After having been a soldier, he knows something about the social and economic aspects of life. He knows that the big people tend to take advantage of the small: that people with money uill try to pay their way out, while the poor have to take the piuilshnient. He tries to stay open-triinded and op timistic so that he can judge wisely. I'he adage. “To err is human; to for give, divine,” is his guide as he goes through Ills last lole in public service. The last act starts. The play is al most finished. The chaiacter emerges in his final role, that of an aged man. His senses are dulled, his features have grown wrinkled and parched, his eyes are dim, and his mind wanders. He is likened to his first role—the jibbering, toothless babe. .-Ml day long he sits and muses. His mind is fuddled with Ills many recollections and pleasant meniorles. Slowly, slowly, he declines until he is no more. Lhe cin tain descends. The play is ended. Lhe character leaves the stage like one who feel he has played his part well. He approaches his grave like one who feels he has played his couch about him and lies down to pleasant dreams.” As the applause sidisides. the audience shared feelings with the one who said, “.And the eve ning star suddenly glides like a fiyhig torch. ,\s if we had not been meant to see him; rehearsing behind the screen of the world for another audience.” —Carol Williams Personality of The Month (Co7itinued from Page I) fine Catholicity about him which makes him able to apprehend the most diver.se natures and to sweep into the orbit of their lives and find something that Is rich and beautiful. We. the members of the Neu's Letter Staff, are very proud to feature Rev. Doles as the personality of the month.
Elizabeth City State University Student Newspaper
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Nov. 1, 1947, edition 1
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