PAGE TWO
THE VOICE
MAY, 1956
THE VOICE
OFFICIAL PUBLICATION OF THE STUDENT BODY
Edited and Published by the Students
FAYETTEVILLE STATE TEACHERS COLLEGE
Fayetteville, North Carolina
STAFF
EDITOR Lillian Dorsette
ASSISTANT EDITORS Catherine Adams
Geletha Clemons
James Smith
SPORTS EDITORS Joyce Parker
John Reavis
ACTIVITIES EDITORS Dorine Malloy
Julia Kelly
FEATURE EDITORS Donald Brawner
Melba Johnson
REWRITE EDITORS Richard Woods
Yvonne Thorpe
Ronald Kirkpatrick
REP. TO THE STUDENT COUNCIL Novella Whitted
FACULTY ADVISOR AND PHOTOGRAPHER W. L. Jordan
Student Writes N. C.
"Poem of the Day"
A man who may have the mak
ings of a poet moved a step in that
direction when on February 7, the
“News and Observer,” published
in Raleigh, carried his short lyric
poem, “Negative,” as the North
Carolina Poem of the Day. He is
Virginia-born Charles Haynes, a
junior, who is majoring in Ele
mentary Education.
Haynes says he has been scrib-
ling as far back as he can remem
ber, but that he has taken his work
seriously since 1951. His poem
MORN I N G
The incipience of dawn stirs.
The existentialists trod their pa
thetic way.
The drunk cradles his empty bottle
on the curb. ^
fJe“ffllapldate'd cabs rattle over
the rough, uneven street.
The tinkling of the milk wagon
The fading of celestial bodies
The staggering steps of a sleepy
man not yet awake.
The irritating flickering on of
window lights,
Even the hungry cat knows that
all this is morning.
—Rolan Alphonso Nowlin
“Negative” is the outgrowth of his
observation of the futility of hu
man striving. This feeling has
been crystalized by certain impres
sions gained through his experi
ence as a soldier in the United
States and especially in France and
Germany.
The opening and closing stanzas
of “Negative speak for themselves:
Negative
Zero—
Negative,
All is negation.
Man strives only to find
Nothing . . .
The child is bom,
Lives positively.
(Future rosy),
Is educated, marries,
Reproduces, dies, is . . .
Nothing.
Civilizations rise,
Flourish
Flight wars,
Crumble and become . . .
Nothing.
Nothing,
Man was to start;
Man in the end is . . .
Nothing.
—Charles Haynes
Haynes is the son of Mrs. Vera
V. Mann who resides at 1662 Hun
ter Street, Norfolk, Va.
- LETTERS TO THE EDITOR
V
Teaching As A
Profession
As one thinks about the future
of education in North Carolina he
must necessarily be concerned
about the preparation and abilities
of those who are to teach and
about the teaching profession in
general. It is of special interest
to all of us at Fayetteville State
Teachers College since this insti
tution is devoted exclusively to
the training of teachers.
Much has been written about
the qualities of a good teacher.
Perhaps one of the best statements
on this subject is that of Dr. Al
bert N. Jergensen, President of the
University of Connecticut. After
stating that only young people of
good character ,personality, schol
arship, and aptitude for teaching
should be admitted to a program
of teacher education, Dr. Jorgen
sen, writing in the February issue
of the Connecticut Teacher, lists
the following competencies which
every teacher needs in order to
teach effectively:
Competence in human relations.
The teacher must know how to
work effectively with children,
their parents and other members
of the staff.
Cpmpetence in subject matter.
Teachers should have broad back
grounds in many areas of know
ledge and human endeavor. It is
out of this broad cultural back
ground that specialization should
grow.
Competence in methods and ma
terials of instruction. The teacher
must not only know the subjects
she teaches, but she must know
how to work effectively with
youngsters in helping them to un
derstand and appreciate that sub
ject.
Competence in professional im
provement activities. Since teach
ers share so prominently in the de
velopment of the curriculum they
should know how to participate in
curriculum problems. They need
to understand the total curriculum
of the school, including the aims
of education, the philosophy of
education and the relationships
between the various subjects.
Competence in community par
ticipation. The teacher should un
derstand the community in which
she works, its problems and re
sources, and participate in its ac
tivities.
In the May 26, 1956 issue of
School and Society, the editor,
William W. Brickman, says, “In
the proper sense of the term, a
teacher is a many-faceted person—
a well - informed, conscientious
citizen, a well-educated individ
ual, scholar if you will; a compe-
MEMBERS OF THE VOICE STAFF (at least those who could be found
when the photographer was ready) are, left to right—Lillian Dor
sette, Novella Whitted, John Reavis, Julia Kelly, and Velma Malloy.
ACKNOWLEDGMENT
m
tent technician in the classroom;
and a helpful, inspiring guide to
his pupils.”
There is great concern among
teachers today about the many
criticisms that have recently been
directed toward teachers as a
group. This seems to be an effort
to lower the status of teachers in
the eyes of the general public.
When we think of the excessive
teaching loads, the low salaries
and the poor working conditions
generally, it must be agreed that
teachers had enough to worry
about before the advent of this re
cent criticism. It is true that
teachers are not accepted by the
public and by those who employ
them as truly professional work
ers. It should be the sincere de
sire of every person now work
ing as a teacher as well as those
now enrolled in teacher training
institutions to strive unceasingly
to have teaching recognized and
respected as a profession compar
able to law, medicine, dentistry, or
engineering. This recognition will
never be realized until teachers
themselves understand and exhibit
the earmarks of professional work
ers. G. B. Leighbody, supervisor
of industrial teacher training at
the University of the State of New
York, has listed the following as
the earmarks of a professional
worker:
1. The professional workers does
not require close supervision or
direction.
2. The professional worker does
not regard him.'jelf as an employee.
3. The professional workers does
not work by the hour.
4. The professional worker does
not expect to be paid by the hour.
5. The professional worker takes
full responsibility for the results
of his efforts and actions.
6. The professional worker con
tinually seeks self-improvement.
7. The professional worker con
tributes to t-he skill and knowledge
of the profession.
8. The professional workers re
spects the confidence of others.
9. The professional worker is
loyal to his fellow workers.
10. The professional worker
avoids rumor and hearsay.
11. The professional worker ad
justs his grievances through proper
channels.
12. The professional worker
meets his professional obligations.
13. The professional worker is
sensitive to the problem of his fel
low workers.
14. The professional workers not
advance himself at the expense of
others.
15. The professional worker is
proud of his profession.
16. The professional worker’s
chief desire is to render a service
A teacher has to perform both
routine and creative tasks. Teach
ers become professional when they
are able to perforce the creative
and unique acts of teaching. One
It's Happening
Again
In high school some of my fel
low classmates were envious of
me because I got my lessons and
got along with the teachers. Usu
ally, I get along with people
whether they’re my teachers or
not. Some students have teachers
whom they dislike, but fortunate
ly enough, I’ve never had an in
structor whom I wasn’t fond of.
Sometimes I heard that students
have said things about me such as
being ’’teacher’s pet,” or that the
teachers liked me better than they
did other students. The other stu
dents even called me by one of
our teachers’ names. That I usu
ally laughed off, but the other re
marks made me feel bad. Some
times I have gone out of my way
to act or be like some of my class
mates because I didn’t want them
to dislike me. I just knew that
after I got to college that I would
be rid of that type of immature
thinking, but tonight I found that
people in college are basically the
same as people in high school. One
of my friends told me what some
of the students were saying about
me in reference to the trip that
the Drama Guild makes. It was
said that I would go if no other
junior went. Also, it was said
that when people asked me to help
them with their lessons I was terse
with them. I have tried to help
some students, but what they want
is for me to tell them all the an
swers so that they will not have
to do any thinking for themselves.
What I call “help” is guiding
someone and then letting him
work out the small details in an
assignment for himself. When I
don’t give students the entire an
swers, they say that I am selfish.
I don’t usually let hearsay bother
me, but when I hear something
like this, well, it upsets me. I
know that people are different, but
if I felt that someone was getting
along well in school and if I want
ed to do as well as he did, then
instead of envying him, I would
watch him to see what he did that
I wasn’t doing. 1 try to be like
other students—I want to be their
friend—but when I hear of some
of the remarks that they have said
about me because I try to do well
and receive good grades, I feel
hurt and disappointed in them.
—A Student Theme
(Name withheld upon request)
authority has said that thorough
scholarship and a high grade of
technical skill will doubtless be
instrumental in gaining for teach
ing the status of a profession with
all its perquisites. It is not too
early for the students at FSTC to
give serious consideration to their
part in making teaching a profes
sion in the truest sense.
— R. Jones, Dean
The members of THE VOICE wish
to thank Mr. John W. Parker,
Chairman of the Publicity Depart
ment, for his assistance and coop
eration, for without his contribu
tions this issue could not have
been published.
I
NEW INITIATES of the Omega Beta Chapter of the Zeta Phi Beta
Sorority are, left to right, back row—Amanda Brown, Doris Murphy;
middle row—Ruth Colvin, Agnes Floyd, Katie McMillan; front row—
Margaret Evans, Rosa Farmer, Ruth McMillan. Evelyntyne Hum
phrey is not pictured. (See story on page 7, column 5).