T H E S A L E M 1 T E
Tict’s think about Salem at night. The two
pairs of white socks turned up toward two
talking mouths as a couple of us walk across
campiis toward the soda shop. But it s not
just the walking we see; we see two ideas
being compared about the racial problems,
two personalities exposing facts about “what
we do back home over a week-end.”
Let’s think how many rainy days begin
dull and soggy and how they often end in a
bull session on whether “love is material” or
on how much of the Bible is allegorical and
symbolic. Funny how the sponge of thought
seems to absorb the dampne,ss of the day and
so we sit and discuss for hours.
Let’s think about the Salem cemetery. The
thoughts we had the first time we saw it were
generally undeterminable, but one we remem
ber. We remember we planned to come back
to this place. And come back we did, back
for the simple feeling we got there.
We came back early one morning when we
were freshmen because things at home seemed
so different after our first trip back home.
We came back to talk to Someone who was
far off, who would know if things were truly
different. We came back again later in the
Siu'ing at sunset because we wouldn’t be here
at Easter time and there was Something here
that we must have for our Easter at home.
Let’s think about our roommates. The
little thmgs we learn from them. How we
learned to knit argyles from the home eco
nomics major, to understand a simple modem
art picture from the art major, to understand
Kockfeller’s stocks and bonds from the eco
nomics major, and how to keep a child busy
on a rainy day from the primary education
major.
Let’s think about the hours we spend in
class. How somedays we take notes blankly
and then somedays we argue furiously about
whether man is opposing his biological make
up by living in this civilized state, about the
contribution modern art can make to our
society, about things that mean something to
us, about things we’ll remember.
Let’s think about how we are absorbing
and enjoying things here. Let’s think about
the people that sent us here that we might
absorb and enjoy.
Now, let’s think about the times we went
to camp and every week the counselors made
us write our parents and thank them for the
good times we were having.
Dr. Gramley doesn’t make us write out-
parents. We* are our own counselors at
Salem.
When will we write home?
S. J. C.
^alemite
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OFFICES Lower floor Main Hall
Downtown Office 304-306 South Main Street
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Published every Friday of the College year by the
Student Body of Salem College
Printed by the Sun Printing Company
Editor-in-Chief Eleanor McGregor
Associate Editors Anne Lowe, Peggy Chears
Managing Editor Jean Calhoun
News Editors jane Schoolfield, Lorrie Dirom
Feature Editors Eleanor Johnson, Connie Murray
Feature Assistant Cynthia May
Copy Editor Sally Reiland
Make-up Editor Allison Long
Art Editor Ruthie Derrick
Pictorial Editor Jeanne Harrison
Feature Writers: Laurie Mitchell, Ruthie Derrick, Sal’y
Reiland, Emma Sue Larkins, Francine Pitta, Margie Ferrell.
Betsy Liles, Betty Tyler, Jane Brown, Betty Lynn Wilson,
Elsie Macon, Jo Bell.
Reporters: Betsy Liles, Diane Knott, Dot Morris, Alison
Britt, Bessie Smith, Jean Edwards, Allison Long, Sara Out-
lemd, Mary Anne Raines, Edith Flagler, Elsie Macon, Anne
3impson, Jane Smith, Barbara Allen, Connie Murray, Laura
Mitchell, Myra Dickson, Sue Harrison, Drane Vaughn.
The Cynlc—
This cartoon was drawn by Margaret Raynal, a student at Salem
several years ago.
Letters To The Editor
Dear Editor
Congratulations to Miss Peggy
Chears 6n her able editorship of
the February 13th Salemite! Her
lead editorial held my interest to
such an extent that 1 read down
througit the eleventh paragraph
before I decided that I should
quibble with her over one sweeping
statement in said paragraph.
This portion of a sentence was,
“football heros, usually lacking
mental ability, are the school
leaders.” I would have to see
scientific statistics on this state
ment before I could accept it.
In the first place, in most cases,
if the players lacked mental adility,
they could not learn the plays,
systems of offense and defense,
etc. in the complicated game of
football, much less develop the co
ordination of mind and body neces
sary for skilled tactics.
Dear Editor
People have always been afraid
of changes. “But we don t want
the horseless carriages”, was the
cry of the masses at the beginning
of the 20th century. Today, some
fifty years later, people would be
amazed if someone asked them to
give up their car for a four-legged
thoroughbred.
And, in 1492, the popular cry
was “He’ll fall off — everyone
knows the world is flat.” Thanks
Columbus for having a new ori
ginal idea!
Today we are faced with a simi
lar problem. A few learned edu
cators have revolutionized the
school systems. They objected to
the straight rows of desks, the
strained atmosphere in the class
rooms and the textbook as the
“meat” of a student’s diet.
In place of this out-fashioned
.system, educators introduced a
better plan. Movable desks re
placed the old ones, and the cur
riculum was colored by new
methods of teaching.
Do you remember how you dis
liked your geography lessons in
the fifth grade ? “Open your
Secondly, and quoting from books” was the opening sentence
Psychology of Coaching by Law-
thar, “In the case of a choice be
tween tw'O boys who seem to be
almost equal in their other abili
ties, the boy with the better aca
demic record is the safer choice.
More often, the boy who is bright
er academically will learn sports
faster. The boy whose academic
record indicates that he may not
be eligible is a risky choice for
molding into a team unit.”
From this, does it not follow that
it is not a lack of mental ability
that causes some poor grades
among football players but rather,
failure to apply himself to aca
demic work, insufficient time for
activities, etc.?
Academic eligibility requirements
are set up in most public schools,
in any event, so,'that a football
player must maintain a certain
scholastic average before he is able
to stay on the squad.
On this point, some would
argue that faculty members “go a
little easier” on the athletes in
their classes. If such teachers
exist they are not abiding by any
code of ethics of their profession
and they are doing immeasurable
harm to the boys involved.
From Lawthar again, “One of
the worst evils that comes from
‘softening’ of the grade require
ments for the athletes is that the
brighter boys, who should go far
with their education, may learn to
slide along on the lowered stand
ards, may develop bad study habits.
been born. Perhaps if this new
and may approach the higher levels ] system is continued in June stu-
of high school or college without j dents will leave school with regret,
adequate foundation in even such than leaving as though they
had been in a crate for nine
months. Perhaps, instead of pur
posefully dropping their books in
By Betsy Liles
Sally Salem lay mo.aning to herself beneati
the covers. It was Sunday afternoon - tl(
pianos were quiet, the radios were speedileg
and a morbid silence filled the dorm.
“Oh agony, oh bitterness, oh gall,” whij,
pered Sally. “All weekend and not one date;
Sally crawled out of the blankets and niopei
over to the mirror. “Ah,” she murmured tt
Jierself, “Sally, my friend, you are a tr®
prize, a luscious fruit only waiting to I*
plucked and pinned. Men just don’t appn.
ciate you.”
Moping back to the covers, Sally gave;
sigh and gazed out at the little green bat
on the weeping willows. A faraway hi
gleamed in her eye . . ■
The breezes were waftin-g gently along tli
waves. Sally was reclined in her barge ii
smiling at the cherubs and slyths circling:
fair head. From the shores she could bet
the crying voices of her lovers who were dyiij
for only one glance from her violet orbs
“Poor things,” she giggled. Tossing lit|
golden mane to the wind, she anchored k
boat, tripped out daintily and pirouetted ii
the arms of a waiting lover. Sally sneeiii
at him, crushing his very soul, “Men—detfs|
of every teacher. You read of
climate, food products, and rain
fall until you couldn’t remember
which country was dry and which
one wet. You forgot whether
bananas were grown in Japan and
rice in Brazil or vica-verse.
The reason for this lact of
learning was that there was a
lack of interest. Today, teachers
are making the same course “live”
for the pupils. The printed word
has become alive and has a real
meaning. First, the children learn
about the people of the country—
persona! things that interest them
because these boys and girls are
like themselves. They make for
eign dolls, bulletin boards, and
then open their books. Now the
words mean something because
they have put to actual experience
the things about which they are
reading.
And, in the third grade, when
the Dairy unit is being studied,
children take trips to the Dairy,
see movies and make booklets. The
textbooks and school curriculum
has a definite relationship to the
“life” outside of school. Now, as
never before, children won’t close
their books at the end of a day
and go hime feeling as if school
life and home life are entirely
separate institutions. They can see
the practical usages of education
because the work has been as
sociated with things they like and
with which they are familiar.
No, the schools today are not for
entertainment but “all work and no
play makes Jack a dull boy.” If
any of us could observe the glow
ing faces of happy boys and girls
as they are eagerly learning, we
would have to disagree with the
idea that our educational system
is on the way out. It has just
Business Manager Faye Lee
Advertising Manager Joan Shope
Circulation Manager Jean Shope
Faculty Advisor Miss Jess Byrd
basic skills as English.”
To repeat my original premise,
I do not believe that it can be mud puddles and letting the dog
definitely stated that football chew on them, children will have
players usually lack mental ability.:^ love for books and a desire
Margaret S. Chapman I
Betsy Turner
able!”
Out of the corner of her eye, she could»
a few more of her admirers downing the Is
dregs of poison. Sally hated to admit it,
the sight rather touched her.
But just as she was brushing a silver te
from her violet orb, a symphony orcheslFi^
struck up in the background and a fanw
resounded throughout the hills. And the »
echoed as the cherubs chorused “Hail, QMi
Sally! Conquerer of all men!” Hail, Sally’
. . . “Hiya Sal!” Sally was brought out^
her dreams by a hearty slap on the back. 1
was Rosie, her roommate, standing over k
dropping her minks on the bed and her s®
case on Sally’s toes. Rosie had just return
from a Big Weekend.
“Didja have fun. Rose?” asked Sally.
“Oh, the usual. Parties, dances, loads I
people, wonderful band, steak dinner, 1
usual . . . oh, and look!” Rosie was point®
to her newest fraternity pin. This one ®
a real beauty with cat eyes, a double
bearing chain, and trimmed with onyx.
With that, Sally bounded bitterly outi
the room. “I cannot bear this life . • •'
nothing but bitterness and gall.” Sally s®
fled across the square to the drug store
thoughts of consoling herself with a redw
box of Valentine candy.
Somehow Sally’s feet led her to the p-
office. There she stopped. “Oh, I cantf
disappointed again. “There is a wise
maxim about a straw and a camel. Oh, 'ffd
Sally philosophied, “Hope springs eternal’
the human breast.” She threw open the #
and strode in.
But, ’lo, as Sally opened the dusty cutf
out fell a letter—in masculine handwrW
“Oh,” chortled Sally, “It’s for me 1” She t«
open the letter, scanned it briefly, and
shrieked, “An invitaiton to a Big Week#
Oh, ecstasy!”
But, dear reader, let us leave our
to her joy. She is standing weeping k*
post office, and smiling, “Men, the
my life.” And somewhere a symphony
chestra is playing in the background.