Friday, January 16, 1959
THE S ALEMITE
Page Three
IVossier, Moore, Townsend, Cabiness
And Neese, Newly Engaged Salemites,
Prefer Wake Forest College Men 3 To 2
Christmas comes but once a year
to the dismay of some of us, but
for others this past Christmas
marked an important holiday with
which some were not dismayed.
Two Salemites were presented
with engagement rings on Christ
mas Eve and two others received
their diamonds on December 27.
The last engagement came during
the New Year, on January 7. Three
of these girls were asked the “ques
tion we all know the answer to”
at least a year before they got
their rings, however two Salemites
had “inklings” but the proposal
came with the ring,
mission this summer.
Very sure of her wedding date
is Jerome Moore, another Salem
senior, who became engaged to
Dickie Newsome, on December 27.
Dickie, a Wake Forest Sigma Chi,
is now a medical student at Tulane
University. They will be married
on June 6.
Jerome and Dickie, who have
been dating for six years, and were
pinned for two years, were first
introduced by a boy whom Jerome
used to date. Dickie proposed only
four days before he took Jerome
to Norfolk, Virginia, where they
picked out the ring and returned
In this latter group is Noel Vos-1 to North Carolina engaged
Miss Student Teacher
seler, who is now the fiancee of
Phil Harris, 'a Wake Forest senior
and member of the Kappa Sigma
fraternity. Noel has worn Phil’s
fraternity pin since February 22.
She said that parting with the
pin was sad for him since he’d
only had it for ten days. The first
thing he asked her when he gave
her the ring was if he could please
wear his pin again. Actually she
thinks she got the ring just so he
could get his pin back.
During Thanksgiving Phil bought
the diamond ring for Noel, but
since she was in Ohio during the
holidays she did not suspect or
have any knowledge of his pur
chase. When she came back to
school, he didn’t call her until Fri-
(Jay to ask her for a weekend date.
Her anger at this delay made the
Veeks before Christmas somewhat
rough for Phil, and when he gave
iher the ring and told her when he
got it, she was at once deeply re
pentant.
Noel and Phil who have been
dating for eight years (here and
there) plan to be married some-'
time this summer, but unsure army
plans make the marriage plans like
wise. Phil, a sociology-economics
major, will receive his army com-
I For Christmas these two ex
changed gifts just as on iornier
occassions—she gave him a wind-
breaker and he gave her a box of
stationery and a bottle of ink.
Nancy Neese’s fiance, Nick
Bragg, gave her a wallet prior to
the ring, and although she had
been “asked,” she suspected nothing
until the moment the ring was
slipped on her finger. Actually,
her whole family knew throughout
the dinner on December 27, when
Nick came to her home from Ox
ford to spend a few days with her.
He told her he wanted to show
her “something,” but they had to
watch Perry Mason and Perry
Como before the family left. She
went to the bathroom to try on
the cashmere sweater given to her
by his parents, the hi-fi was snap
ped on and the lights were turned
down low.
Nancy, who is a junior, plans to
finish next January and be mar
ried in February, Nick is a gradu
ate student at UNC in history and
plans to teach in college
Another engaged junior i^ Suzie
Cabiness, who plans to finish school
this summer and get married in
August. She became engaged to
Sid Farabow (better know n as
‘Butch”) on December 24. Sid,
who is in his third year at David
son, plans to go to Emory Medical
School next year.
These two have been dating since
their senior year at Myers Park
High School and Suzie has worn
his Beta fraternity pin for a year
and a half. She says she doesn’t
see him nearly as much now as she
did before they were engaged.
Also, 'she wonders what mystical
hex her engagement on December
24 had attached to it. The next
day .her mother went to the hos
pital and “Butch” came down with
the measles.
Last and most dangerous of all
engagements was that of Mary Ann
Townsend, a Salem sophomore, and
Vernon Lloyd, a junior at Wake
Forest. Mary Anne was completely
aware that she was soon to be en
gaged; in fact, Vernon hid dis
cussed the time of engagement with
her.
A Sigma Chi, he wanted to give
his ring to Mary Anne on the same
weekend his fraternity brother was
to become engaged. Plans were
disrupted, however, when the “brot
her’s girl couldn’t ■ come for the
weekend.”
Then Mary Anne' wasn’t sure
what night he’d choose, but she
found out on January 7 while rid
ing back from Wake Forest to
Salem. Coming down Reynolda
Road, Vernon suddenly brought out
the ring and put it on her finger
(the one that stays bare until some
one decides to decorate it)—while
driving!
Although Vernon has another
year in school, he and Mary Anne
plan to be married on June 6.
Three out of five Salemites are en
gaged to Wake Forest boys, and
two out of those three Wake Forest
Three out of five Salemites are
engaged to Wake Forest boys, and
two out of those three Wake Forest
boys are Sigma Chi’s.
(Continued From Page One)
Audrey Kennedy Smith, in her
speech on her philosophy of edu
cation discussed the importance of
education to the youth of today.
She stated that the primary pur
pose of education was to help a
person be more successful. Aud
rey said that she believed the most
important step is the acquisition
of the desire to learn.
School is one of the most im
portant socializing agents; there
fore, schools should help develop
and strengthen human relations.
Audrey believes that a Christian
democracy upholds the ideal of
the dignity and worth of each in
dividual. In our educational. sys
tem the needs and interests of each
individual must be met.
Audrey stated that as a practice
teacher, she saw more clearly her
role. She believes you must give
the child the tools to learn, and
you must create a climate conduc
tive to the learning process.
She 'concluded by saying, “The
children of today embody our past
and present and holds the key to
our future. Our heritage rests on
their shoulders and a good educa-
ion is the best security for a demo
cracy.”
Ruth Bennett chose as her topiC;
“Education P’or Life.” Ruth started
her philosophy: “That education
should challenge and assist every
individual to grow and develop to
the fullest extent of his ability so
that he might be a well adjusted,
competent, and industrious citizen,
Ruth stated that a g9od educa
tion included more than knowl
edge of the basic skills: reading,
writing, arithmetic, knowledge of
historical facts and grammatical
rules. Such knowledge should be
interspersed with moral and spirit
ual guidance, and the acquisition
'of tolerance, a sense of justice, a
process of logical thinking, a mind
open to new jdeas and a healthy
curiosity for all learning.
Ruth concluded by saying, “The
challenge of education and those
of us who strive toward meeting
the goal is great and at times
doesn’t meet with the desired re
sponse . . . Democracies of the
world educate their children for
life, for their own lives, and for
the life and ideas of the nation. ’
Marilyn Shull, took the word
Education and gave a meaning to
every letter.
]7—every—c h i 1 d is important.
Emphasis must be placed on the
child’s right to' be different.
D—desire—E very child should
have a desire to learn.
U—understanding —Children need
to be understood, for too many are
failing to realize the potential that
is in them.
C—challenge—The child is a chal
lenge for we must help him find
and understand th.e truth about his
environment.
A—all-round development — The
child must be developed—physically,
emotionally, socially, morally, and
mentally.
T—teacher—The motivating, guid
ing force in education. Marilyn
stated, “1 am not a teacher of a
book or a teacher of a grade, but
a teacher of children.”
I—individual differences — Each
child learns and interprets in terms
of what is real, important, or mean
ingful to him as an individual.
O—one in spirit—To explain this
point, Marilyn said, “Although I
do not teach the Bible, I can show
through my attitude and conduct
that I am a believer in God.”
N—needs of a child—All children
have the same needs: security, joy,
goals, and opportunity.
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