Page Two
F. S. T. C. VOICE — MARCH, 1947
MARCH, 1947
The F.S.T.C. Voice
Edited by the Student Body of
Fayetteville State Teachers Col
lege, Fayetteville, North Carr’uii;
THE STAFF
Editor-in-Chief Romaine (!llark
Associate Editors,.Alice Peacock
Dorothy Robinson
News Editor Bertha Barnes
Circulation Mgr. ^hiurice Hayes
Typists ^larian Stewart
__ Spencer Wynn
Xornia (^oley
FACULTY ASSISTANTS
English Critics ]Miss N. Travis
Mr. H. S. Smith
Advisors Miss C. C. Barnes
;\Ir. .1. Q. Cornick
Dean MasRae gave a very
timely and stimulating talk in
chapel recently on Stuart Ches-
es’ book, The Tyranny of Words.
He said that instead of permitting
the Englisli language to “use us”
by improper use of it, we should
master the meaningg of words
and learn to use them to create
moods and impressions. This lat
ter statement lingered in the mind
of your editor to the extent that
she decided to changethe tojjic
of her editorial comment. Sev
eral other factors to which I
wish to call your attention had
Iheir infhience in tlie decision to
change the topic also.
In Ihe first place, our con
stant misue of English, both
oral and written, is in a large
measure responsible for the fact
that you have had no co[)y of
the Voice each month. (You will
receive adequate reimbiu’senient
for this des])ite the fact that the
reasons for this condition are
far beyond the control of your
staff.) By the time that two mem
bers of the English department
idow through the ])oorly writ
ten news items handed in by our
reporters (who, incidentally,
were suggeted by composition in
structors) and pass them on to
the typists, who have to literally
wait in line to get access to a
typewriter (your staff has nev
er owned one), the itejn has be
come history and your staff, in
order totry to give you news is
faced witli the necessity of a re
peat performance of assignments
and more correcting of the hur
riedly written articles by these
already overloaded instructors.
Secondly, Mr. Paker reported
recently that though he explain
ed to his classes that the better
written compositions of the
groups would be published, that
not one of the writings warranted
a second reading, so poorly con
structed were they all. Misses
Turner, and Travis and Mr.
Smith say that the condition in
their classes is similar and, at
times, seems to become more de
plorable.
'I'hird, a most enibrarassing
and perplexing problem as to the
publication of the year’s remain
ing three editions of the Voice
has arisen as a result (in part)
of tJie grannnatical erroi's tliat
have somehow'w escaped the
scrutinizing eyes of our kind
proof readers.
Ninety of every 100 students
enrolled here have led someone
to believe at some time or other
that they want to become teach
ers in American public and pri
vate schools. Can we teach good
English if we do not know and
use it ourselves?
Why will we continue to be
content to disagree ourselves by
mumbled, half intelligible, slov
enly speech habits accentuated by
poor English when distinct, clear-
cut, effective speech and prop
er use of English can be ours if
we only care enough to make it
so? And why will we be con
tent to let anyone read writing
of ours in which the flagrant
disregard for all laws of spelling
and grannnar brand us as both
careless and illiterate? Let us de
velop a little more self respect.
Too, too many of us do not
seem to realize that the correc
tion of this difficulty is wholly
an individual matter, liach one
of ous must want to use better
English and must undertake this
tremendous task for the purpose
of self-improvement. If we all
should do this the whole tone
of our institution would be im
proved.
You may say, "Why 1 won a
C'tood English ;\Iedal upon grad
uation from high school.” If you
can make such a statement with
out connnitting grammatical er
rors, you need not tell of your
medal, but if the opposite is true,
then you should never mention
your having seen a medal.
Forget not that poor English,
ini|)roper use of words and slov
enly speech habits brand us, com
rades. Suppose we begin a per
sonal campaign to think, speak
and write better English!
STUDENTS’ PSALM
By Willie “Kelly” Riddick
'rhe teachers are my sheph
erds; they see that 1 shall not
want.
They maketh me stay in the
library doing research work.
They leadeth me through a path
of encyclopedas and other ref-
ernce books.
They try to restore my knowl
edge without result.
My brain is too shallow.
Yea though I walk through the
halls and class-rooms,
I fear my studies, for D’s and E’s
do not comfort me.
At the end of each quarter they
prepare an examination for me,
in the absence of my class-mates
and I.
They anoint my head w'ith
(|uestions and my thoughts are
double blank.
Surely memories of the “Stud
ent Life and Conduct ("ommit-
tee” shall follow me, all the days
of my life,
And 1 will dwell in a state of
ignorance forever.
Letters to Editor
DEAR EDITOR:—
We wish to thank you and your
staff for the pictures and com
mendation of our dormitory ac
tivities presented in the January
issue of the Voice. However, I
would like to connnent on one
statement made concerning our
(Tiristmas Party.
I am sure that it was an ov
ersight but what goes before the
public creates an impression and
we might not be properly under
stood. Our dormitory is desirous
of presenting those things that
are elevating and constructive in
the campus life, ('hristmas to
us is a season of happiness and
pleasure but it is from the sacred
angle that we view it. We did not
quite agree with the sentence:
“Spirit of (Christmas was real
ly on display as the 10!) occup
ants of .loyner Hall joined in a
gay hilorious (’Jiristmas par
ty ”
As is our custom we conducted
our party in the true spirit of
(Christmas wit't well prepared
programs and thereafter ex
changed gifts with our Christmas
sisters. Everything was done
with form and reverence for the
(Tiristmas season hut we did not
engage in gay hilarity at the par
ty-
DEAR READIER:—
Tlie news story on ihe Christ
mas Party given by the Matron
and students of Joyner Hall was
not reported to show a spirit of
boisterousness or vulgarity. In
the use of the word "hilarious,”
the writer meant to suggest mirth
jnerriment, glee and cheerful
ness. Knowing the matron and
students as we do, we could nev
er think of there being anything
countenanced if it violated the
rules of dignity and reverence.
The liiditor.
TO THE NEGRO SOLDIER
You fouught for Freedom,
But that you never knew;
Since from Africa’s shores you
came
When the slaver’s lash they drew
And bade you America claim.
You fought for Democracy—
The right to live, to work, to play
To asi)ire as any red-blooded man
And reap when future’s day
Brought Victory to this land.
You fought for Liberty
In sight of the hang-man’s rope
Amid the cries of the maddened
mob.
While stumbling in darkness
you grope
And from your heart uttered not
a sob.
Freedom! Democracy! Liberty!
Will these ever be denied?
Though black troops sang and
marched and fought,
And in Boston Crispus Altucks
died
To gain these right for which
America sought.
—George Holloway Jones.
THE INQUIRING REPORTER
The question for this month is:
Which type of service is prefer
able in the dining hallf—the
home style or cafteria style?
Rosemarie Burwell, Oxford, N. C,.
Junior. "I like cafeteria style
better because you get all of your
food at once and will not have
to wait.”
Herbert Tatum, Durham, N. C.
Junior. “It doesn’t matter with
me because it isn’t the style, it is
the service given.”
i\Ir. Smith, New Jersey, Facul
ty member. “I prefer the cafeter
ia styk because it is the style
now predominant in most leading
colleges, although it is more ex
pensive.”
Molly Boone, Woodland, N. C.
Sophomore. "I like cafeteria style
because it is most quick and
easier.”
William Weaver, Tarboro, N.
(i. Sophomore: “I prefer home
style because it would be disad
vantageous to have to line up in
bad weather.”
Julius Fulmore, Maxton, N. C.
.lunior. "1 like cafeteria because
it is much quicker than the sys
tem now used.”
(ihristine Brown, Seaboard, N.
C. Senior, “('afeteria is much
better because you get more food
and get it (luicker.”
Fannie Hinton, Rocky Mount,
N. ('. Freshman. “I prefer caf
eteria style because you get more
food and it is served much quick
er.”
THE BATTLE OF EDUCATION
By Hugo Murchison
Dedicated to the Class of ’47
We’ve ascended many a moun
tain top
To reach the goal we had sought
We’ve crossed many a desert
plain;
Ry the means which God has
wrought.
We’ve witnessed many a sleep
less night
And dreaded the thought of daw’u,
We’ve met our obstacles wdth
new hope—
With the courage to carry on
We’ve gained in every conflict,
Our Spirit ever bright,
Taking advantage of every op
portunity
Ry having the courage to fight.
We are gathered here together
To be rewarded for our deeds
Then out into the world we go
To serve our country’s needs.
We are greatly indebted to those
Who placed in us their trust.
With confidence that we would
fight
-\nd to continue fight, W'e Must.
The battle is merely started—
The fighting has not begun.
Think not of rest my comrades
Until this job is done.
We’ll set another goal in life,
And march on as before
To enrichen the lives of follow
ers
Making room at the top for more.