Newspapers / Elizabeth City State University … / May 1, 1962, edition 1 / Page 2
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PAGE TWO THE COMPASS MAY, 1962 THE COMPASS For Students and Alumni Published by STATE TEACHERS COLLEGE NEWS PRESS CLUB ELIZABETH CITY, N. C. Member: Coliunbia Scholastic Press Association EDITOR-IN-CHIEF Clarence E. Biggs ASSOCIATE EDITOR Sunny S. Vick LITERARY EDITORS Lois Gray. Thelma Howard, John Iordan SPORTS EDITOR lames T. lackson SOCIETY EDITOR Joyce Brown EXCHANGE EDITOR Frances Moore REPORTERS Theresa Dildy, Marllene Elliott, Mildred Thomas, Hompton Bland, Annie R. Lea, Louvellia Johnson, Gloria Melton, and Joyce Wilson. SECRETARY Lois Gray TREASURER Rosa Stokes CARTOONIST Lorraine Walker TYPIST Ethel' R. Rogers ADVISER Mrs. E. H. Mitchell Seniors—Where Do We Go From Here? We came to Elizabeth City State College in 1958 as little green fresh men. With our major goal being to graduate in 1962, we tackled our problems with an inspiring spark of perserverance which has successfully brought us this far. After graduation, no doubt, many of us will ask ourselves—Where do I go from here? Will it be to Graduate School? To a high or elementary school? Or to various branches of the Armed Forces? Which ever the case may be, let us all remember that we have spent four years in an institution of higher learning and are nearing the time when we should share some of our experiences with those about us. We can no longer consider ourselves as students, for we are professional people, leaders and above all—educators. A Good Dormitory The success of the dormitory pro gram depends upon the dormitory counselors. What are some of the qualifications of a good dormitory counselor? A good counselor behaves in such a manner as to get respect from the residents of the building. This means his behavior at all times must be of such a type that any student can look to him as an example. The good counselor takes initiative in keeping order, cleanliness and good manners among the hall resi dents. The good counselor takes the initi- to speak up for the right on his floor or section. He does not wink at infractions of the rules. The good counselor takes the initif- ative in organizing a good dormi tory social, recreational and edu cational program in his hall. The good counselor will resign from his position if he cannot fol low the regulations and gain re spect from the residents in his hall. The Dining Hall The students are quite concerned about the present situation in our dining hall. It seems as if the new set-up is not as effective as the old It seems that since the lining sys tem in the dining hall has been re vised, students are having more con flicts. They have trouble getting to their seats because the line is in the center. When a student is sitting, he is liable to get hit on the head by a by-passer. There have been a large number of trays knocked out of stu dents’ hands because of the arrange ment. In helping to solve this problem, students would like to use two doors to enter the dining hall instead of one door, for when there is bad weather, there is much exposure. It would also be better for the students to leave the dining hall through the back door after they put their trays in the dish room. The present arrangement is caus ing too many problems. Is there a better way? During the rest of our lives we will, to a great extent, be shaping the lives, thoughts and ideas of many of the youngsters with whom we as sociate. Do we wish to see them suf fer in later years from our mistakes? Or do we wish to know that we, graduates of Elizabeth City State Teachers College, played major roles in helping young people to think critically, and to develop themselves to their maximum capacity? Again, let us ask ourselves—Where do we go from here? The choice is ours. ofime for inspiration As students of a progressive edu cation system, we are willing to do our best in all of our classes; but, in some instances, we fail to get the aspiration and encouragement that we need from some of our instructors. When we feel, even before the end of the semester, that we are going to flunk inspite of our efforts, we get very much upset. When teachers say—“Your case is extremely hope less, we Have nothing to which to look forward. We need your support and sympathy, even though we are failing. Many of us cut our classes because we are told, indirectly, that unless a miracle takes place, it will be impossible for us to pass certain courses. We wish to know if it is possible for some of our instructors to be a little more interested in us. Teaching Devices The modern trend in education is to use as many teaching devices, in cluding audio-visual aids, as possible to make the teaching-learning process more effective. What effect does this have on the classroom teachers? Does it mean that eventually, teach ing machines and educational tele vision will replace teachers? That is the question. Teachers have reached a phase in their teaching profession where competition between teaching devices and classroom teachers has grown much keener. And unless they have a knowledge of how to use or operate specialized aids then the situation might prove to be challenging. It could mean, however, that only the best teachers could be used in our modern school systems. Are you one of the best? Are you striving to be one of the best? What will it take on our part to meet this need? A course in Audio- Visual Education can do much: but to acquire theory of a subject with out learning practical applications means very little to any classroom teacher. The overall effect of teaching de vices will have on classroom teachers will be determined, for the most part, by how well we as teachers and prospective teachers prepare our selves for the task. The trouble with blowing your own horn is that it seldom leaves any wind for climbing. Pictures at An Exhibition “Beauty is truth, truth beauty,’ that is all. Ihe recent exhibition of Mr. James MciviUlans paintings undammed the proverbial tlood oi comments from students and faculty; thus, one may assume that he was successful in pre- sentmg meaningfully ordered experi ences in which the spectator actually participated. Mere interest or in- uifterence would have meant that the artist had failed to communicate. iNonetheless, the response was highly ambivalent; most viewers agreed that ihe paintings showed a distinguished sensibility at work with the elements —tone, line, color, and form. These elements were moulded into a unity and dominated by the presonality of tfie artist. Paradoxically, the criticisms most frequently levelled against the paint ings attack both the sensibility which informs them and the unity of the direct emotional apprehension of the subjects treated. Two most frequently voiced criticisms were these; (1) the artist greatly distorted the human figure; and (2) the paintings were depressing depictions of frustrated and unhappy people. Such criticisms indicate that the viewers felt ihe emotionally charged experiences presented; cathexis oc curred. One must consider the works in terms of the artist’s intention; Mr. McMillan was not interested in pre senting the natural appearance of people and objects—in photography. His sharply individualized, dramatical ly distorted forms people as intensely personal, an unique private, vision of the world and its inhabitants. When successful, the realist painter also presents such a personal inner view of the world; natural appearances serve only as his starting point. The second criticism, that gloom and unhappiness pervade the can vasses, is a statement of fact de scribing the experience resulting from seeing and emotionally responding to the paintings. However, the viewer must again ask why such “unhappy,” such “unbeautiful” treatment was used. Apparently, the spectators want ed paintings which were perfectly imitated happinesses and euphoria. What was desired was the Platonic presentation of beauty; such works have been painted. Inevitably however, they are static, finished, complete; they have no unanswered questions, fail to provoke thought, and, most damning of all, they leave the viewer uninvolved, unengaged. Although one does not experience a sense of closure with the pictures exhibited, one does experience truth. Shakespearean themes are stated: to be or not to be; the great gaping emptiness left by death; the contra dictions which permeate human ex istence; the necessary condition for thought, for exercise of one’s reason ing faculty; maternal love in a world threatened by atomic destruction; the weight of fear; the continual struggle of man against invincible forces. These themes raise questions which dismay and which have no comforting answers. What is more provoking, the nag- With a Song in My Heart With a song in my heart and a glow on my face. I’ll walk the whole day long; , With a lift in my voice and a deed in my mind. Life will be but a dream and a song. If 1 bring to each dawn. Spirits that are high and gay, No one can despair my memories As 1 go forth each day. I’ll smile for the world is new For a song comes straight from me, And my days will be much happier— Just watch, and you will see! So, whenever I’m feeling downhearted And a song is in my heart, I’ll have rewards I’ll treasure; From me they’ll ne’er depart. —Joyce Brown On Standardized Tests Standardized tests are being used more frequently in our high schools, colleges and universities to, supposed ly, better evaluate students. However, these tests should be studied and care fully examined before being adminis tered. Some qualities that are said to be true about standardized tests are: they are consistent; they are reliable; and they are valid. In many instances this does not hold true. The persons who help in composing such tests base their questions and problems on that with which they think students should be familiar. But too many times they have a limited knowledge of students in particular localities. In some cases, they may not be acquaint ed with the textbooks, newspapers, magazines and other pieces of liter ature that have been made available to students. This being a reality, is a student to be blamed when he makes a low score on a standardized test that was sent from California to North Carolina? Are his teachers at fault? Who is to be blamed? Such tests are good in that they challenge students and give them a chance to see how much they know. However, many are invalid and un fair because they include items that students have never read or heard about. Will giving more tests of this nature help students to make higher scores? Although this might be of a greater advantage to students, I think standardized tests would be more meaningful to students and more help ful for use by teachers if they were administered earlier in the grades. In this way, students would acquire a better knowledge of how to take tests and, in some cases, know what to expect. Whether or not standardized tests measure exactly what they purport is still a question in the minds of many. In Appreciation The members the Thalia Sorosis Club would lik^ to express their sincere graditude to Mrs. D. E. Thomas, sponsor of the Thalia Sororis Club, for the kind things that she has done to make the club a success. The following are Thalia Sororsis Officers of 1961-62: President, Mary Leavens; Vice-President, Janice Pierce; Secretary, Streta Barnes; As sistant Secretary, Margie Cole; Trea surer, Jerry Belton; Reporters,'Viola Garris and Alice Jones. ging questions will not be dismissed from the mind. Why do the pictures show only one side of life? What is happiness? Why has the artist stretched the torso to the breaking point? Is he saying that man is on the tough rack of life? Is man’s fate to challenge life to the very limit of his existence? No answers are given these basic philosophic questions. Nonetheless, these questions must be raised and dealt with by all men. Is it not, in fact, the discomfort aroused by such queries which makes the viewer run from t h e paintings crying, “Why doesn’t he paint happiness?” Does not the word “happiness’ here stand for the word “answers”? The essential, even existential, lone liness of the artist is felt and seen in Mr. McMillan’s work; that lone liness is an unescapable fact of all men’s lives: Loneliness is, after all, the corollary of man’s freedom, his responsibility. High tribute is paid these works of art—even in the criticisms one cannot fail to hear the indignantly uttered wail, “Why?” Thus, the cycle is complete: a man explosively ex presses the human condition, and we reverberate with the echo of his pas sionate comment on this wrynecked, woedealing world. An Experience to Share A year ago, several sit-in demon strations were staged at a Rexall Drug Store in Hopewell, Virginia by a group of freedom-fighting Negroes. I am happy to say that 1 was one of those Negroes. As we sat at the tables restricted to white persons, we read Bibles, newspapers, magazines and novels. The manager, who, incidentally, was chairman of the school board of my high school, asked us to move. We remained silent and kept our scats. Later he returned and asked us to move again. However, this time he threatened to call the police. When the policemen finally ar rived, they arrested us, escorted us to the police station and placed us in jail. The jail was very unpleasant; but we remained only a few hours having been freed on $250 bond each. Our first court trial was in May, 1961. Many adults lost valuable time from work; and students many hours from school for the trial. Our lawyers, Leonard Holt and Joe Jordan, pre sented a very strong argument in our favor. Despite their efforts in our defense, we were sentenced to 60 suspended days in jail. However, the case was appealed to a higher court. Many restless months passed and we waited impatiently for a trial date. Many changes took place in Hopewell, also. For example, Wool- worth’s 5 and JO store opened its lunch counter to us, and many Negroes secured jobs which were once given to white persons only. These changes were quite encourag ing. On March 28, 1962, we no longer waited to be notified of a trial date, for we sat in a packed court room —tense, but not frightened, waiting for our names to be called and to take the witness stand. Finally, the court clerk called, “Marie Rodgers.” I arose and took the oath. When he asked, “Guilty” or “Not Guilty,” I said, “Not Guilty.” All eyes were focused on me as the clerk read the warrant—the charges upon which I was tried: “Trespassing on the premises of the Georges’ Drug store.” The time was limited and the judge proceeded rapidly. In a short time, I was sentenced. The other de fendants were tried in the same man ner. The adults were sentenced 30 sus pended days in jail, and the juveniles were put in the custody of their parents. However, the case was ap pealed to the Supreme Court of the state. After the trial, I had the honor of meeting and conversing with the Honorable, Reverend Martin Luther King, Jr., who had been present at the trail. This, truly was a timely challeng ing exciting and unforgettable ex perience. Now, I await, with anxiety, the June 12, 1962, court decision. This will be a great day for me. My hopes for the best rest in God. —Marie Rodgers ’65 The Need For Leadership In our democratic college, com munity leadership is very important. In order to operate, all bodies need a leader and leadership. We, the members of Elizabeth City State Teachers College, are in need of leadership. We are reaching the time when we should be concerned with electing our chief leaders, the president of the Student Council, and Miss S.T.C. Now is the time when we should give consideration and try to find students who are capable lead- We have the responsibility of choosing students of whom we can be proud as leaders, students of whom we can be proud to have represent us. It is up to you to give attention to our need for leadership. Life is too short to be little. —Beniamin Disraeli
Elizabeth City State University Student Newspaper
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May 1, 1962, edition 1
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