Page Two
Athletics and Education
College athletics today are not mere contests of skill between
rival school teams, but featured attractions of entertainment for a
sports-crazed nation. The awareness of team conference standings
on the part of trustees, alumni, and parents has pressured many
athletic departments of the sports-concentrated colleges into a
capitalist position realizing the willingness of sports fans "to pay."
Each year star-studded high school performers are solicited through
elaborate scholarship plans furnished by such schools of higher
learning. In return for this aid, the boys are expected to produce
winning teams that will bring overflowing crowds to the local
stadium or gymnasium.
The old adage states that "All work and no play makes Jack a
dull boy," but it is also true that all play and no work makes Jack
an even duller boy. Certainly a lot of work does go into the train
ing of today's skilled athletes, but, unfortunately the time relin
quished for these thorough training programs detracts from the
liberal or specialized field of education in which these athletes are
enrolled. The fact that a boy's ability to keep up his grades is
greatly surpassed by his ability to score points in a game is only
a minor factor in the not unusual method of natural "player" selec
tion.
Abolition of intercollegiate athletic programs is no solution to
the problems afforded college athletics, but less emphasis on team
standings (although every school wants to be the conference
leader) and a minimizing of the athletic program should maintain
the endeavors of both the student and the college—quality educa
tion.
Best of Both Houses
(Reprint from The Washington Post)
The House-Senate Conference Committee which will consider
the college-aid bills has a splendid opportunity to put together an
important and extremely useful piece of legislation. The bill passed
by each chamber has distinctive virtues and some serious
deficiencies. By combining the strengths and eliminating the weak
nesses, the Conference Committee can render a very valuable
service.
The Senate bill provides scholarship aid for 212,000 students, a
feature entirely missing from the House hill. There is not much
sense, we think, in building college facilities for students who can't
afford to use them. The cost of a college education today is pro
hibitive to many families. Both as a means of developing the coun
try's latent talent and as a means of maintaining equality of intel
lectual opportunity, the United States needs to see to it that all
qualified students are financially able to get higher education.
We thoroughly agree with the view expressed by the President
at his news conference on Wednesday (February 7) that the
scholarship aid ought to be in the form of outright grants, not loans.
Young men and women coming out of college and starting to earn
a living ought not to be burdened with a heavy debt. It is a grave
misfortune that because of the high cost of a college education, this
Nation, as the President put it, "loses each year the talents of hun
dreds of thousands of our most talented high school graduates who
cannot afford to postpone earning a living for four more years."
The aim of the college-aid program should be to end that loss.
The House bill provides for grants to institutions for building
educational facilities, while the Senate bill offers only loans. Here,
we think, the House version is decidedly preferable. Loans to col
leges may be even more a snare and a delusion than loans to indi
viduals. For the fact is that a good many land grant and state in
stitutions are forbidden by their charters to borrow money; and
those that can borrow are likely to have to raise tuition rates to pay
the loans back. It is a fair generalization that in regard to educa
tion, generosity is likely to pay the richest dividends.
Margaret Leith Resigns
With additional classes and curricular responsibility, I have
found it best to turn the leadership of editor of THE GUILFORDIAN
over to Marianne Lancaster, previous associate editor, and recently
chosen editor, by a staff election. I regret that I cannot continue in
such a position and render the service which is essential in the pro
duction of a campus paper. Marianne, having proved herself as
being a responsible and faithful worker, is capable of adequately
fulfilling this position.
With all working together, more can be accomplished than by
one alone. This is a tremendous responsibility and we owe to
Marianne our congratulations and help. —M.C.L.
The Guilfordian
Second-class postage paid at Greensboro, N. C.
Published semi-monthly during the collegiate year
by the students of Guilford College
Editor Marianne Lancaster Mgr. Editor .. . Linda Sheppard
Copy Editors Don Smith Editorial Mgr Larry Scott
Robert Rock Business Mgr. Linda lames
Photos Dwight Thomas Advertising Mgr. George Mackie
MSG Reporter Dick King Circulation Mgr Patty Gibbs
WSG Reporter lane Ansell Art lohn Huffman
Admin. Rep. Brenda Alexander Bill Wilder
Sports Ed. Glenda Watson Exchange Mgr. Lin Palmer
STAFF REPORTERS
Margie Rubin Paul Knight Margaret Seymour
TYPISTS
ludy Hamilton DeAnna McCrary Penny Smith
CIRCULATION STAFF
limmy Mattocks , Bill Rhoads
Pat Mallard lohn Gilmore
THE GUILFORDI AN
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Letters to the Editor
Letters to the editor may be submit
ted to Marianne Lancaster, Linda
Sheppard, Don Smith, or may be de
posited in the "Guilfordian" mail box
in the registrar's office.
Dear Problem-Solver:
You were so helpful to me when I
you. Please accept this humble
"poem," with all its good intentions, for
whatever it is worth to you:
TURNABOUT
Yes, you helped me when 1 was so dis
tressed,
With words very hard, yet so kind and
sweet,
But for this, my grief can never be ex
pressed—
You couldn't even take your own defeat!!!
™ • • • i ' ' !i '
Oh, isn t it easy to be strong,
When the problems you solve are not
your own?
But the real test is just how long,
Can you stand when they begin to hit
home?
—A Student
Quips n Slips
with Lane
Overheard in a girls' dorm: "I
could settle down to one man—if
there were only one man in the
world."
0 0 O
Quotable Quote: "The American
public had rather be entertained
than informed."
0 0 0
Wise word for students: To err
is human, but when the eraser
wears out before the pencil, you're
over doing it.
o o o
—Reports from a Boys' Dorm —
Freshman: "Is it true that all
you Seniors think of is wine,
women, and song?"
Senior: "Aw, we don't sing so
much."
O *
Freshman: "I've carried her
books to the dorm after every
class. I've bought her three large
cokes and given her a book of
matches. Now, do you think I
ought to kiss her?"
Junior: "Nah you've done
enough for her already!"
o o
"What is your name?" the
registrar asked politely.
"Don't you see my signature?"
snapped the indignant student
pointing to his registration card.
"Yes, I see it," replied the
registrar, "that's what aroused my
curiosity."
O O *
CAMPUS CACKLES
Letter to the editor of a cor
respondence column: "I am only 19
and I stayed out till two the other
night. My mother objects. Did I
do wrong?" The answer: "Try to
remember."
o o o
Has Dr. Crownfield written a
new book? The college bookstore
has received several requests for
the book used in Religion 36: "A
Hysterical Approach to the New
Testament."
New Constitution
(Continued from page 1, column 1)
tary, and treasurer, would be
chosen from the Student Legisla
ture delegates. A Court of Appeals,
whose chairman will he the Vice-
President of the Executive Coun
cil, would have four members
chosen from the Legislature by its
President. The Dean of Men and
the Dean of Women shall also
have seats of the Court of Appeals.
Function—
The proposed organization is
composed of three major branches
—the Executive Council, the Stu
dent Legislature, and the Court of
Appeals. The minor branches of
the Legislature will basically re
tain their present functions of
legislation and trials of specific
problems relative to their organi
zation. Any decision made by these
four groups may be appealed to
the Court of Appeals for a final
student decision. The Student
Legislature, the link between the
students and the faculty and ad
ministration, will handle legisla
tive issues which involve the en
tire campus. It will appoint com
mittees to organize campus-wide
activities, such as Homecoming
and May Day. An issue for legisla
tion may be introduced into the
Student Legislature or any of the
other five legislative branches of
the government. From here, the
issue will be directed to an ap
propriate branch for consideration.
The Executive Council will co
ordinate the Student Legislature.
This proposed student govern
ment constitution will be pre
sented to the student body in a
chapel period on February 21. To
be put into effect this constitution
must be passed by the administra
tion and by a % majority vote of
the student body. A diagram of
this constitution appears below.
Council
Pret", V'cPrg'i Sefe M gU "IVeS- " C
( scrw e | Student
J - LEGISLATURE"
Of) Class Presents
Traffic 1 c losses
May Day
hi'xa+ions
I ai Memters
IT7 I Appeals Cootf
== I Vfl Sckoi-t#^remhgKi
S /" J * n+ | Honor Day
Affairs SfidtK* Student S+fdttf
Cmcll
*————• —J I———J L/ 3
A- Commi fhf
0. Tempo nry c o hit*', #- c es +• b
9S he ed d
C.Flected by S+bdcHt OJy
Q Clan and IhftKHal iahS
FEBRUARY 23, 1962
Making Dull Course
An Interesting One
(Reprint from The Greensboro
Daily News)
By LESLIE J. NASON, Ed.D.
"Why did I ever sign up for this
course? I don't like it. I don't study.
I get poor grades."
How many times have I heard
that wail from a frustrated stu
dent! It's easy to sign up for a
course—but if you don't like it, a
semester is a long haul.
Perhaps you signed up because
the course came at the right time
of day. Or because your pal was
taking it. Or it had the right num
ber of units.
Whatever the reason, you are
in it now—and you can do some
thing to make it less painful.
COMMON PROBLEM
If it's any consolation, the same
problem is faced by students
everywhere.
Parents often say: "Our daugh
ter (or son) makes A's in the sub
ject she likes, but fails subjects in
which she is not interested. She
would like to go to college, but
her over-all grades will be too
low."
The parents of one boy whom
we will call John encouraged him
to come to me with such a prob
lem.
John wished to go to college,
but he lacked the self-discipline to
study a course that didn't particu
larly appeal to him.
My advice to John:
1. Take the bull by the horns
and start learning something about
the course! The more you know
about something the more enjoy
able it is to think about.
ACTION HELPS
2. Don't just sit looking at a
book. Be active! Associate with
your study such muscular activity
as writing outlines or making
sketches.
When you get to visualize some
thing with sufficient accuracy so
that you can sketch an illustration,
you're on your way to true learn
ing.
When you insist that your mind
grasp the subject well enough to
produce an outline, you are start
ing to grasp the big idea of the
course!
3. Listen actively! Summarize
the speaker's words. Write the
ideas down in short sentences. Try
hard to grasp his meaning.
4. Don't just complete the as
signment. Take time to get the
course straightened out in your
mind. Do more than the teacher
asks.
By following these procedures,
you will find that you have sud
denly become interested in the
course.
You even may say: "I'm glad I
signed up for this class!"