Page Two
StofL and ^Uinh . . .
Let Us Stop and Think . . .
. . . Before we pack our overnight case and
hide it in a corner of the basement. Before
we sneak there to pick it up, peep through
the keyhole of the door to see if the night
watchman or a member of Stee Gee is passing
by, dodge around the hind shadows of the
building, and jump under the dash-board of
a waiting car.
Before, not after, we “get on with” that
illegal over-night—let us stop and think. Stop
and think about what Salem means to us.
. . . When we get so tired of studying his
tory notes that are sticky with perspiration
from our May-hot hands, and someone says,
“Let’s go get a beer. It’s so hot—and it will
taste so good—and no one will ever know.”
And we go.
Let’s stop and think. Before we go—not
after. Think before—not regret after.
... As we mis-use our one a.m. after-dance
privilege by deliberately leaving the campus
with our dates. Or as we go out of town in
an illegal car after midnight to visit in a cer
tain fraternity house some 100 miles away.
Or as we hop on the bus Sunday morning
and go to church, feigning freshness, but hav
ing just come from a night spent out in town
rather than from our bed in Clewell.
Let us stop and think—as we do these
things. Not Avhen Ave have been caught for
them and are on restriction. Not when our
consciences begin to hurt us because we have
not been caught. Or do Ave have consciences?
If so, we often manage to forget them, it seems.
. . . Before we pack—before we sneak—•
when Ave leave—as we drink . . . Let us stop
and think.
Stop and think about these things in con
nection Avith what Salem means to us.
What does Salem mean to us? If the ans
wer is “nothing”, then Ave may as well go on
and do these things, just like we’ve been doing
them. For in this case, Ave mean nothing to
Salem either.
We Qiue . .
... To all those who have made May Day
possible—to Betty Tyler and all who have co
operated with her—to those who have acted,
to those who have danced, to those who have
constructed sets, to those who have recorded
music, to those Avho have made costumes, to
those Avho have advised and given their time
and materials to make this day possible.
... To those Avho have made this paper pos
sible—to those Avho have Avritten articles, to
those AA'ho have done make-up, to those who
have Avritten headlines into the night and to
those Avho have set up the type.
... To the seniors who have Avorked on
these projects, although they should be al-
loAved to rest as graduation approaches.
. . . To all those Avho attend our pageant,
our dance and visit our campus this Aveekend.
To all those Avho are hostesses for these visit
ors.
. . . To the Weatherman, Avhom we hope
will give us a sun-shiny day.
by refusing to let me express an
do not Avorry about what other
Published every Friday of the College year by the
Student Body of Salem College
Subscription Price—$3.50 a year
OFFICES Lower floor Main Hall
Downtown Office 304-306 South Main Street
Printed by the Sun Printing Company
Editor-in-Chief _ ______ Sally Reiland
Associate Editors Betty Lynn Wilson, Anne Edwards
Managing Editor ___ Bebe Boyd
Feature Editor Donald Caldwell
Assistant Feature Editor ___.Louise Barron
Copy Editor — Jo Smitherman
Make-up Editor Nancy Gilchrist
Headline Editor ;___ __ Nancy Cockfield
Pictorial Editor ___ _____ Jean Currin
Music Editors __ Ella Ann Lee, Martha Thornburg
Sports Editor ____ Lou Pike
Business Manager ___ Maggi Blakeney
Advertising Managers Marguerite Blanton, Lizanne Ellis
Circulation Manager : Ann Crenshaw
Faculty Advisor : Miss Jess Byrd
Editor’s note: This cartoon is a reprint of one run in
several years ago.
There And Here
Salemite
By Helle Falk
Pieces of good advice to .a friend
going to U. S. A.!
In America, just as in my Den
mark, you see the same shops with
the same boards and windows in
every town and village.
Shopping,, however, is an art of
its own and you have to learn
slowly where to buy various things.
If you are hungry, you go to the
chemist’s. A chemist’s shop is
called a drug-store in the United
States; it is a national institution
and a very good institution at that.
In the larger drug-stores you may
be able to get drugs, too, but their
I buy things—they only acquire some
raw materials for exchanges later.
It is not unusual to see a lady
bringing back a hat with a lot of
fruit on it—exchanging it either
for real fruit or a real hat; or to
see somebody bringing back a re
frigerator with the remark that he
made a mistake, and now he wants
a television set instead.
You do not need to time your
shopping very carefully, at least not
in New York, because here you’ll
find some shops stay open all night.
The big department stores keep
open once a week till 9 p.m. Should
main business consists in selling you want a meal any time of the
stationary, toys, candy, belts, foun
tain pens, and imitation jewelry.
Every drug-store has a food
counter with high stools in front
day or night, that is quite easy.
If you have a party in your house,
and you decide at 2:30 a.m. to haA'e
some music, you can rush down to
of it, and there they serve various i the corner, buy a piano, and it will
juices, coffee, sundaes, ice cream, j be delivered to your home within
sandwiches, omlettes and other egg ! half an hour.
dishes. I You must be extremely careful
If you want cigarettes, go to the | about your choice of words in the
grocer; if you want to have your
shoes cleaned, go to the barber;
if you want a radio, go to a men’s
shop; if you want to send a tele
gram, avoid the post office, because
telegrams are handled by private
companies.
Whatever you buy, it may be
exchanged later for something in
the same shop. This is a great
pastime with the Americans. A
great many people do not really
United States. If you ask for sus
penders in a men’s shop, you re
ceive a pair of braces, if you ask
for a pair of pants, you receive a
pair of trousers, and should you
ask for a pair of braces, you re
ceive a queer look.
A “lift” is called an “elevator”
here in the United States. How
ever, when hitch-hiking, you do not
ask for an “elevator,” you ask for
(Continued on page 10)
Here And THere
This
By Freda Siler
week brought the long
awaited conference at Geneva.
Much of the new's last w^eek, both
national and international, centered
around preparations for it.
In Geneva, these preparations
took the form of finding and fixing
up places for the 3,000 visitors.
Milas by the lake were provided
for the top men—Dulles of the
U, S., Eden of Britain, Bidault of
France, Chou En-lai of China. A
Geneva aristocrat gave up his chat
eau for Russia’s Molotov. The
Russians immediately surrounded it
'.vith barbed wire.
Secretary of State Dulles’ pre
parations, however, w'ere of more
import. He flew' to England and
France to accept unity statements
from those ciJuntries. This move
v.as necessitated bj' France’s desire
to negotiate a peaec in Indo-China
and by Britain’s mood to talk con
cessions with Russia. In England
Dulles got agreement to a state
ment declaring Britain’s recognition
that Communist aggression in Indo-
China “endangers” the security of
tile whole Southeast Asia area, and
“accordingly, we are ready to take
part with other countries princi
pally concerned in an examination
of the possibilities of establishing
a collective defense.” The ten sug
gested countries were the U. S.,
France, Britain, the Phillippines,
Australia, New' Zealand, Thailand,
and three Indo-Chinese states. In
France he w'on a formal admission
tliat the Communist onslaught in
Indo-China “also threatens the en
tire area of Southeast Asia and of
tlie Western Pacific.” and an agree
ment to “examine the possibility of
establishing . . . a collective de
fense.” Although neither country
gave Dulles all he had , hoped for,
he obtained what he needed to have
the democracies present a united
front at Geneva.
France at last started its pro
cedure toward setting a date for
debate on EDC. Laniel announced
that on May 18 he would formallv
ask the National Assembly’s steer
ing committee to set an early de
bate on EDC, perhaps May 25. In
order to get this the U. S, and
Britain made formal pledges of
support to the six-nation European
Army,
The U. S. promised to: 1) con
tinue to maintain U. S. armed for
ces in Europe “while a threat to
(the NATO) area exists,”
_2) Encourage “the closest pos
sible integration” betw'een the
European Army, other NATO for
ces and U. S. forces “with respect
to their command, training, tactical
support and logistical organization,”
3) Seek means for “sharing in
greater measure” with the six na
trons infoimation on new weapons
and new' techniques of defense.
4) Regard “any action from what
ever quarter which threatens the
EDC group as also a threat to tiie
security of the U.' S., thus applying
the NATO committments and guar
antees to EDO’s one non-NATO
memlrer, West Germany.
Great Britain promised to:
1) Work out w'ith EDC “a com
mon military outlook” on training,
tacdcal doctrine, staff methods!
logistics and standardization of
equipment.
2) Concult on defense questions
including the level of British de
fense forces.
3) Appoint a British Minister to
sit in EDC council meetings, and
a British member of EDO’s pr j-
(Continued on page 10)
opinion, 11
people
saying about my behavior. No, I have never |
been denied freedom in any sense- t „
j , 1 am not
a psychological case. But the aspect of col
lege which I like better than any other is the
freedom — freedom which extends from the
choice of where to go on a date to the conduct
of examinations.
This freedom found in college is not the
liberty of a democracy, the lack of restraint
of a child away from his elders, the indepen
dence of a person alone in the world. It has
a much deeper meaning. This freedom broad
ens itself to include responsibility, honor, self-
restraint, thoughtfulness. Perhaps its mean
ing will be clearer if I call it mature freedom.
That is, it is a freedom which is entirely de
pendent for its effectiveness on the attitude of
the college student. To one who takes it
lightly, it becomes a restraining influence; to
one Avho recognizes its possibilities, it provides
an excellent means for the development of
the entire personality.
To show how this freedom works, let me
take first an example from social life. Of
course there are rules, but how strict are they!
How much do they leave up to the individual!
I can sign my name on a piece of paper, write
“town” beside it, and walk out the door. When
I return, no one asks me if I went shopping
or if I went out of town without permission.
No one makes me sign a pledge saying that I
did not break any rules while I was gone. No
one asks me if my parents approve of the boy
I was with. Here is a situation where mature
freedom is granted and accepted.
A second example of the freedom of college
can be found in classroom discussion. My pro
fessor does not demand that I memorize his
interpretation of Homer’s importance in Greek
history; as long as I modify my freedom by
the word “mature,” I may express my opinion
in class and write it on a test. My professor
does not give me an F because I do not think
as he does; he gives me an F only if I do not
think at all.
I have still more freedom—freedom in every
area—and all of it is based on my ability to
decide intelligently on what I will do—what
stand I will take on campus polities, how I
will budget my time, how closely I will folk"'
the honor system. Many times I may make
decisions that are ignorant, foolish, or even
dishonest. If they are ignorant, I mny not
be rediculed; if they are dishonest I may not
get caught.
But if I do not think through the thing that
I am about to do and make my decision one
tempered with mature thinking, this freedom
is not helping me to develop into a responsible
Slid intelligent person. If I continue to base
my thought and action on high school ideas^
“AYhat’s in it for me?” “AALll I be caught?
Is it what everyone else is doing?” my P®'
sonality will remain narrow and stunted.
if I think in njore mature terms—“Is it
right?” “AVill it benefit me in the long ^
Is this a sensible procedure ?”—then my
sonality will grow toward maturity of outloo'^
This is the freedom which college gives,
is granted with the condition that I
AA’isely. If I accept the demand for respon®
bility and intelligent thinking which
eludes, it will perhaps do more than a^l
education in helping me to develop
mature person.
it