FEBRUARY 3, 1966
THE NEWS ABGUS*
PAGE THREE
COLLEGE SHOULD
HAVE FIGHT SONG
IN SPORTS
When sports fans attend a
Winston-Salem State sports
event such as a football or bas
ketball game, they are startled
to see the student body stand
and sing a hymn, “To Old SC,”
This is a melodic, inspirational
song, but it has no punch for
sports.
The staff of The News Argus
believes that now is the time for
the college to expand its horizons
in the area of sports, just as it is
doing in academic expansion.
This campus has a number of
students who are majors or
minors in music. It also has an
expanding English department
with an increasing number of
English majors.
Wouldn’t it be wonderful to
see the music people and the
English people get together and
compose a new fight song for
our beloved Rams? The News
Argus thinks so.
To encourage the creative
minds of this campus to oil their
machinery and crank up their
gears, the News Argus is offer
ing a prize to the composer or
composers of a fight song this
campus can adopt.
So, fellow students, “Let us
fight, fight, and write, write,
write, to the might, might, might
of the red and white, white,
white.
“So, students, we must get
along, and write our victory
song.”
Turn your creations in to The
New Argus office in the Student
Lounge.
mmmmm
I
s
Colorful attire worn by Annye Vann catches the eye of George Smith.
Editor Asks
Students to
Write Letters
Each issue space is provided
for letters to the editor that
have been reviewed in the office
of the News Argus. Every stu
dent at Winston-Salem State has
the opportunity to express his
or her opinions in the News Ar
gus by writing a letter to the edi
tor. These letters will be printed,
as nearly as possible, in their
original form. However, the staff
reserves the right to correct any
errors.
If you have a letter to the edi
tor please deliver it to the office
of the News Argus in the Student
Lounge Bldg. It is requested that
all letters be accompanied by the
La Verne's Fashion Corner
THE "WAY OUT" IS
By LaV’crne Samuel
The new collegiate styles for
men and women stress the off
beat and non-conformist rather
than the conservative. The latest
craze on the college campus are
the odd but beautifully designed
texture stockings and boots.
Miss Annye Vann wears an eye
catching three-piece outfit con
sisting of a checked burgundy
and white mitch-match sweater
and texture stocking set adorned
with a burgundy shift type jump
er with open sides and hip line
belt. The jumper gives more ac
cent to the stockings by being
worn about two inches above the
knees. Her black leather knee
boots completes her outfit. This
outfit may be worn as sports or
casual wear.
Miss Vann’s attire seems to be
quite eye-catching to Mr. George
"VERY IN" FOR MEN AND COEDS
author’s name. However, if it is
requested, the name will be with
held from print and kept in ab
solute confidence.
It shall be known that these
letters express the opinion of a
student or group of students and
does not necessarily express the
opinion of the staff of the News
Argus.
—Coleman Freeman,
Editor
LaVerne poses.
Smith as he turns and takes no
tice. Not only are the women in
the spotlight of fashions, but the
men share the fashion light also.
The light is turned on Mr. Smith
as he models a two-piece light
gray shark skin suit designed on
the continental style. His slim
no cuff pants are very stylish
along with his two button suit
coat which has double splits in
the back. George really shows
that the men are not left out as
he wears a pair of black leather
ankle boots which completes his
attire.
The concluding model, Miss La
Verne Samuel, wears a green all-
weather Parker coat that zips up
the front. Her white zipper back
Go-Go boots are a fad among the
collegiate group as well as among
the j'ounger set. To top off her
attire, she wears a white leather
jockey hat which is a pattern of
the original hat worn by the
horse racer known as a “jockey.”
Could these styles have been
originated from London and
made popular by the Beatles
wearing the slim pants and lea
ther boots, or the boots worn by
the jockey? Wherever these
styles originated, they have
caught on. and fast.
Like most of the styles, these
will soon cease to be but while
they are present, we shall enjoy
them and look forward to the
next fad.
SPEAKER BAN LAW
IS REVISED IN N. C.
The controversial si>eaker ban
law has been amended and now
carries a dual effect.
Governor Dan K. Moore called
a special session of the General
Assembly and the following re
peal and affirments were made;
—It repealed the speaker ban
of 1963 against speakers at state-
supported college who are (1)
Communists, (2) advocated of
the overthrow of the government
by violence, or (3) have pleaded
the fifth amendment on the
issue. Instead, it ordered trus
tees of the college to regulate
such speakers.
—It reaffirmed other laws of
1947 which (1) make it a crime
to advocate, teach, publish, as
semble for the purpose of or be
a member of a group which ad
vocates overthrow of the govern
ment by violence, or use any pub
lic building for this purpose, and
(2) which forbid employment by
the state of any person who ad
vocates, or ever has advocated,
overthrow of the government by
violence.
This amended the 1963 speak
er ban law, a part of the General
Statutes, to read as follows;
“116-199. Use of facilities for
speaking purposes. — The board
of trustees of each college or uni
versity which receives any state
funds in support thereof shall
adopt and publish regulations
governing the use of facilities of
such colleges or universities for
speaking purposes by any per
son who;
“(1) Is a known member of
the Communist party;
“(2) Is known to advocate the
overthrow of the Constitution of
the United States or the state of
North Carolina;
“(3) Has pleaded the Fifth
Amendment of the Constitution
of the United States in refusing
to answer any question, with re
spect to Communist or subver
sive connections, or activities,
before any duly constituted leg
islative committee, any judicial
tribunal, or any executive or ad
ministrative board of the United
States or any state.
“116-200. Enforcement of ar
ticle.—Any such regulation shall
be enforced by the board of trus
tees, or other governing authori
ty, of such college or university,
or by such administrative per
sonnel as may be appointed
therefore by the board of trus
tees or other governing authority
of such college or university.”
The trustees of all 11 state-
supported colleges adopted a
policy saying the appearance of
anyone, advocating any ideology
or form of government wholly
alien to democratic institutions
should be “infrequent and then
only when it would clearly serve
the advantage of education.”
Students Investigate the '^Morality" of Stealing
, » _ i_ ■ *. ^; 1T-i T~
The changes in American so
ciety which you have heard and
read about have created prob
lems in the moral realm; it is no
longer so easy to know what is
right and what is wrong.
Consider attitudes toward
property, for example. When
face-to-face relationships were
the order of the day, the distinc
tion between what was stealing
and what was not was fairly
clear cut. In a large industrial
civilization, relationships are im
personal and complex, and the
older ethical norms are more
difficult to apply.
To test this generation, the
Educational Psychology class,
under the instruction of Dr. W.
Archie Blount, conducted a sur
vey; the main objective was to
determine whether or not most
students have an absolute stand
ard with regard to stealing.
We were supposed to read
pairs of stories dealing with
stealing to a group of ten people.
The ten people were to determ
ine which of the pairs had done
the worse thing. In one story in
dividuals were involved; the sec
ond story of each pair involves
stealing from a corporation. For
each pair, a different rational
ization for the theft is given.
A tally was made within the
class from the recorded state
ments that were secured from
the people asked concerning the
matters. The tally was that 106
thought stealing from individuals
was worse, and 98 thought that
stealing from a corporation was
worse.
The people seemed to think
that the biggest crime was being
caught, rather than committing
a crime or stealing.
The data gathered seemed to
relate that stealing from the in
dividual was worse than stealing
from a corporation.
Even though stealing from a
corporation might have resulted
in loss of job, reputation, social
relationships and other charac
teristics of an honest being; it
was still thought that stealing
from people was worse.
A few observations concluded
that there is no degree of guilt
and there is no substantial ex
cuse for stealing.
There were others who con
cluded that stealing was not
necessary. Spending a little ex
tra time and effort and asking
for something might have re
sulted in a better relationship
among the people involved.
It was also stated that no mat
ter how small an object, an in
dividual may be able to get any
thing that he may desire by le
gitimate means.
Stealing may be habit form
ing. Stealing personal property
was considered to be more habit
forming. Stealing from corpo
rate property w'as not as bad as
that of personal property.
People’s judgments regarding
stealing are not an indication of
what their actions in a particular
situation might be.
Since the study included all
classes of people, the reasons for
judging an act of stealing would
vary.
What this study implied for
the teaching of moral values is
not quite clear. Certainly, it
would apE>ear that home, church,
and school need to recognize the
distinction being made by some
children between private and
corporate property. Most of the
people interviewed had positive
thoughts about stealing — “steal
ing shouldn’t be done under any
circumstances.”
Future teachers, imagine for
a moment that you are confrorit-
ed with situations of stealing in
your classroom. What would you
do?
Most beginning teachers w^ill
need much practice before they
can distinguish clearly what
should be stressed about the
acts of stealing and other acts of
misbehavior.
The realistic teacher must al
ways take into account the spe
cial factors in any situation and
judge individual and group ac
tions in terms of background
and experiences of the individual
(Continued on Page Six)