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Page Two
THE SALEMITE
October II, 19^
.A
PRESS
Published every Friday of the College
year by the Student Body of
Salem College
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Students Travel
Scale Mountain
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vost, Alice Reid, Wendy McGlenn, Feme
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Faculty Advisor .. Miss Jess Byrd
Editor Announces Policy
All unsigned editorials appearing in this paper are written
by the editor and represent the editorial policy of the news
paper. Any articles which state individual opinion will he
initialed by the writer.
The purpose of the editorial page of The Salemite is to pro
vide a place for free expression in the hope that it will stimu
late erudite thought.
The Salemite is willing to print any pertinent letter to the
editor which is substantiated by fact and signed by the author..
The letters must be typed and double spaced.
Davidson Initiates Policy;
Stops "Underachievement”
Sport New Pins
Did y’all know . . .
. . . that among the Salemites at
the first Wake Forest night game
were Becky Tatum, Roberta Frost,
Sally Buie, Marianne Holds, Sue
Ann Brooks, Peggy Gaines, Sue
Overbey, Betsy Patterson, Mary
Ellen Emory, Judy Davis, Belinda
Burke, Barbara Bleakly, Harriet
Haywood, Joanne Addison, and
Kathy Okie?
. . . that Daphne Dukate, Elsken
Rutgers, Helen Odom, Betsy Carr,
Judy Aylward, Janice Glenn, Betty
Lou Shult, Jackie Lamond, Alice
Reid, and Sarah Kirk were at
Davidson for the weekend ?
. . . that travelers to Charleston,
S. C., were Peg Perkins and Sandy
Smith ?
. . . that avid N. C. mountain
climbers were Mary Alice Teague,
Bonnie Hauch, Sandi Kimbrell,
Donna Raper, and Jane Hall?
. . . that travelers to nearby Vir
ginia for the weekend were Knox
Bramlette and Phyllis Sherman?
. . . that MABEL is still around?
. . . that the latest pinned Salem
ites are Nan Berry and Betty Mor
rison ? Congratulations, girls!
. . . that Marion Webb and Sue
Gifford plan to journey to far-off
UCLA for the weekend of October
19’
Student Protests
Speaker Ban Bill
Davidson College has just initiated a new policy for the
academic achievement of its students. Students who can be
classified as underachievers, even though they meet the mini
mum standards required by the college, are suspended for from
one semester to a year. The administration at Davidson feels
that underachievement frequently is tied in with some moti
vational problem—lack of a vocational goal, personal problems,
immaturity, or unwillingness to stand on one’s own. They
subsequently feel that time out of school will help the student
to establish himself as a person and to place his education in
its proper perspective. Although we do not advocate such
measures be taken here at Salem, it would be prudent to ex
amine the significance of this policy.
What is underachievement? It is inferior performance—^not
in relation to a fixed standard but in relation to one’s own
capabilities. On Salem’s campus, underachievement might be
considered as a form of passive learning as opposed to active
learning. Teachers have no control over how much effort a
student puts forth. Assignments can cover only a portion of
the concepts in any given subject. A student can make an
“A” in most courses and still know little more than the notes
from an eight-by-twelve ineh notebook. The real knowledge
comes from the digging she does on her own.
Passive learning then involves the student only as the re
ceiver of information gleaned from the hard work of others
who have gone before. Active learning is putting forth, going
beyond the lecture notes into the why’s, and challenging old
concepts with new ideas; it is an earnest search into every
corner for the truth.
How many of us are underachievers? How many would
receive notices of suspension if Salem were to adopt David
son’s policy? As we said, we do not advocate any similar plan
for Salem. We just thought it was worth consideration.
B. H.
Racial Problems Trouble
Union Of South Africa
Dear Editor;
I am writing to support the firm
stand which you recommended that
we, as students in North Carolina,/
take against the recently passed
speaker ban bill. The bill is an
insult to the judgment and scholar
ship, not only of students, but of
all North Carolinians. The bill, in
attempting to prevent our acquaint
ance with our enemy. Communism,
is, in effect, saying that no such
doctrine exists. How can we see
the worth of democracy if we have
no system with which to compare
it ?
The bill is not only an insult to
our mature judgment, it is also an
attack on the Bill of Rights, parti
cularly the Fifth Amendment. In
addition, it is in direct opposition
to the Ninth Amendment, which
reads: “The enumeration in the
Constitution, of certain rights, shall
not be construed to deny or dis
parage others retained by the peo
ple.” One should not be held for
liable for exercising his right to
take the Fifth Amendment. The
speaker ban bill is turning our
rights against us.
If the North Carolina General
Assembly feels justified in taking
so bold a step as this, what will
it do next? We, both as a student
body and as individuals, should take
definite action against the bill.
I hope that upon the presentation
of the Legislative Board’s stand
against the bill, the student body
will feel as strongly about this de
nial of academic freedom as the
Legislative Board does and will
give us their full support on actions
which we plan to take for securing
its repeal.
Robbin Causey
By Alice Reid
-NO DOGS OK NATIVES ALLOWED”
Sims such as this one are not uncommon m the Dni,, ,
SoXAlrica where a policy ol rami segregat.on much
S than that of America's is practiced In this Afrieaa a,
.yfp fourth of the population subjugates the other three-fourtl
Sy on aVbasl of racial difference. Not only does «
Sack man have no political rights, he receives no social ja*
Auartheid (pronounced by many as a-part-hate”) must 1
of vital concern to ns all. There are several reasons f,
this but two especially stand out. ^ First of all, su,
militant segregation is plainly a violation of human deeeni
and human justice. Secondly, it is one of Africa s most pres
ing problems, and we can no longer divorce African problei
What exactly is involved under Apartheid? One thing
he remembered. There is a vast difference in South Afries
segregation and the United States variety. _ In oiir country tl
rights of Negroes are stated in law. Injustice comes wh
preiudiced. people misuse or ignore these laws. But in Sou
Africa the law itself enforces prejudice, and anyone who tri
to overcome this prejudice is punishable by law. Therefo
the two races live completely isolated from one another, wli
man’s inhumanity to man is condoned and even encouraged.
There are several phases in Apartheid law. Property rigi
are controlled by the government’s iron hand. Whites, wl
compose 25% of the population, own 87% of the land, whi
the blacks, making up 75% of the population, own only 13
of the land. Also native residency laws are strictly enforce
To qualify as a resident of an area, a non-white must eith
have been horn in the area or worked ther> under a sin?
employer for ten years. Laws forbidding any native’s oec
pancy of an urban area for more than seventy-two hours, ft
ther restricts his movement. Although a native can own 1
house (or hovel as it may be), he can only lease his lot f
thirty years. Failure to pay rent results in a criminal char/
One of the most strictly enforced laws under Apartheid i
quires Negroes to carry passes with them at all times. Tht
documents, which bear a picture and contain one-hundn
pages of detailed forms, ironically resemble pocket testamei
in size and shape. A non-white may be called on to produ
his pass at any time. Failure to do so results in serious ct
sequences—jail, a large fine, or bondage until the fine is pa
Social segregation, also, is rigidly enforced by law. I
only do Negroes use segregated trains and buses, but they al
must use specially designated elevators. An Immorality i!
forbids any sexual relations between people of different rac
Even in religion strict segregation holds as the Dutch Refo:
Church refuses to admit Negroes. Often the South Mric
Parliament wastes valuable time discussing the fine points
Apartheid law. This was evidenced when, after lengthy deba
the legislative body voted to extend beach segregation to t
three mile limit.
But perhaps the most unmerciful and harmful laws concf
education. Verwoerd states that the purpose of native scbo
ing is to “give the African an education to fit him for
station in life”. Since the native’s station in life is, by b
inferior, so is the system in which he studies. Because Afrit
students are often refused passports, study outside the connl
itself is virtually impossible. Non-white youths have nothi
to hope for but menial jobs with so little pay that they n
often find it necessary to steal from their employers in ort
to subsist. Jail sentences are considered a part of “growi
up”, and many take pride in their nicknames of Johnny-thr
years or Billy-twelve-years.
The outcome of such a policy in a twentieth century woi
seems self-evident. Apartheid cannot go on as it is. Ask a
African, and he will tell yon that a revolution is bound
occur in the Union of South Africa. Not only is this coffiii
endangering her status as a nation, but she is nurturing k
among her people. The voices of revolutionary Africans iss
the threat, “White man’s blood will flow in the streets of Ca|
town and Johannesburg.” Will anvbody listen to this wai
ing? SOURCES:
Griggs,^ L. “This is Apartheid”, Time, vol. 80 (July 6,
Luthuli, Albert. “If I Were Prime Minister”, Atlantic
thly, vol. 209 (March, 1962), 61-64.
Nakasa, Nathaniel. “Human Meaning of Apartheid”,
Times Magazine, (September 24, 1961), 42.
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