North Carolina Newspapers

    Pa'j;c Two
October, I95
U E L C 0 (II e
f R e s H fn en
Published Monthly by
Elizabeth City, N. C.
Columblo Scholastic Press Association
Editor-in-Chief Roland V. Bowser
Associate Edditors Myrtle Borden Hill
Doris Flood, Carroll Rodgers
Literary Editors Queenie Hinton
Amaza Manley, Mary Tiliery
Sports Editors Joshua Crumm
Mazor Slade
Society Editors Nina Clay Perry
Art Editor - Elsie Miller
Columnists -GeWe-Mrrtjron
Doris Hicks
Exchange Editors - * IsoufBatrl-e
Reporters Ophelio Broodnox
Rosa Ebron, Esmeralda Forbes
Audrey Mack,-Ree®re*VVcrrrer
Business Manager Herman Horne
Photographer E. W. Cherry
Typists - - Dolly Best
Bernice Palmer
Advisor - E. C. Mitchell
There is no entirely satisfactory def
inition of the nature of art. Philoso-
phers, writers on aesthetics, and art
historians have tried times without
numlier to confine its functions with
in narrow limits, or to express pre
cisely the essence of art. Others, like
Tol:,toi. liave devoted voinnies to the
rjuestion: “What is Art?” without be
ing able to find any satisfactory an
At one time it was held that art
was exclusi\'ely concerned with beau-
t\'. But inasmuch as nobody can
provide a comprehensive definition of
bca\ity, and the idea of what consti
tutes beauty imdergoes frequent style
changes, no such simple label could
hold the field. Indeed, latterday crit
icism has shown itself so eager to
divorce art from the idea of beauty
that—in some quarters, at any rate—
art would seem to be associated
chiefly with a cult of ugliness.
But if it is uncertain what art
should be; it is tolerably clear that
it has introduced pleasure into the
li\es of nearly everybody — so much
so that complete enjoyment of life
would seem to be impossible with
out art. It has opened the eyes of
man to the loneliness of the world
and suggested to him the depth and
sanctit)’ of the finest human emo
Formerly its educational and moral
value was more direct and definite
than it is now. At a time when the
knowledge of letters was practically
confined to monks and a very small
minoritv of students, the painted pic-
tue and the carved relief had to
ser\e as educational instruments, and
great religious doctrines, as well as
liistory, were taught to tlie people by
direct appeal throvigh the eye and the
brain. Even toda>’ it has, and always
must ha\e, a refining influence on
human progr\ss. It is no exaggeration
to sa\- that art is almost as great a
human need as spet'ch. W’hat do von
The Editors of the News
will a|ipreciate an\- comments on this
The real intent of our school or
an\- school is to make students think.
True education is not merely the
stuffing of people’s heads with the
facts: it consists of so instructing the
studious readers or listeners that thev
be come capable of using their own
reasoning powers.
However admirable modern educa
tional methods may be, there is only
a minority of persons, who can look
back from the vantage i5oint of their
educational experience and feel that
they have profited to the full extent
by the schooling which was offered
them. Xot until long after their school
days do the many who ha\e neglect
ed to make the best use of their op
portunities awaken to a sense of what
they have missed.
In an\- well balanced program of
education, all departments demand
attention. This enables the student to
advance through a complete and well
rounded program of education in
planned stages. One great advantage
of this t\'pe of curriculum presenta
tion of a college course is that it is
almost impossible to continue long in
blind indifference to the otiier de
partments of knowledge. In order that
such a program might be a success,
constant \igilance is required of
tliose in authority.
To those of \ou who arc' in au
thority and who place in our liands
facilities for making good in the mat
ter of education, commendations are
in order.
The battle for victory is a rough,
hard one almost never won in the full
sense of the word. However, at tliis
institution victory has been achieved
in defeat.
Xot many days ago our football
team traveled across two states to
play a game, which they lost. Yet in
losing, they looked out in the dark
ness of defeat and saw, shining
brighter than any other star—Victory.
Participating players saw braveness
grow out of fearfulness: they realized
the need for harder work: they un
derstood the basis for determining the
abilities of their team. They felt an
undying love for their institution.
\\’in, lose, or draw—these players
lo\e their team, in defeat as well as
in victor\'. Tliat is the thing that
makes one figlit on when he could
throw up his hands in defeat. What
is more \ ictorious?
To defeat uncertainty, to defeat
fear, to realize the goals to be reach
ed and the never-ending support and
faith in them b>- all concerned—This '
is N’ictory.
He holds the imi\erse in his grasp.
Yet he is handless;
I le is present ever\-\vhere
Yet he has no feet:
He is sightless. Yet sees all!
Though earless, all the heart beats
of men are audiable to him
Smaller f*ian the Smallest. Taller
than the Tallest—
E\en the Himalaxas are but a
dwarf's leaf beside him
^ et that which hath humbled all
I humble enuogh to dwell
in \our hearts.
Mv Second Meeting
with The “Big Three”
The Englisli Grammar is a cnr
plex organization in which the “5
Three”—Mr. Participle, Mr. Germ
and Mrs. Infinitive — play no
parts. I had met diese three niig[f
men in the somewhat distant pa,
but not having a particular reason t
keeping in close contact with tliei
I lost sight of their functions »
recently when a master craftsman
English was instrumental in brinuii
us together again.
As much as I dislike admitting
this pro\ed embarrassing for me
one sense, as I could not place M
Gerund at all; Mr. Participle 01
brought a vague remembrance; ar,
.Mr. Infinitive, who holds so mat
offices, really had me puzzled. In a;
other sense this meeting proved e:
lightening as, in revealing the lethi
gic state of m\- memorx-, it forced j,
to face the fact that I must get bn
at the job of thoroughly acquaintii,
myself again with diese officers, tht
offices and functions, in order to I.
able to recognize them upon sigl
and to be able to tell the “why” as
“where” I am going, or the “whei
and “if” something should be done,
more thorough knowledge of the.
gentlemen and their activities nm-
be mine before our next meeting.
This second meeting also influen
ed my bu\ ing an English Work Bofi
for the sole purpose of getting
clear picture of Messieurs PartidpI
Gerund, and Infinitive at work, ;ind’
have that picture so indelibly .stain;
ed that the passage of time will »
cause an erasure, and hence an avoi:-
ance of embarrassment in futiit
Nina G. Richardson
I Challenge You
I challenge you. as a student of ll
Elizabeth City State Teachers C
lege, realizing the standards ;it
achievements which the institiiti(
strives to maintain, and realizing you
purpose here to:
Strive to make this one of the nit'
successful years in the history- of (I
Seek your place as a student at
do all that you can to de\elop loy.
school spirit.
ork toward and maintain hi;
scholastic a\'erages.
Be trustworthy and dependable.
Be conscientious in your work.
Be courteous one to the other.
Remember the rights and privile:
es of others.
Pro\ e yourself worthy to Hiose «l
are sacrificing that you might ha'
the chance to continue your edut*
— Doris Flood
The happy ending in some filnw
the simple fact that the picture lit
The secret of patience is doii
something else in the meanwhile.
George Bernard Shaw, asked if t
was well: At my age, young nil'
you are either well or dead-
I’or ;dl \our days prepare.
Letter ! and meet them ever alike:
WheTi you :ire the an\ il, bear—
When Miu .ue the h;nuiuer. strik'

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