SALEM CCU.eGE library
WiESTON-SALil?/!. N. C.
CCT 2 s 1973
Volume LVi
Salem College, Winston-Salem, N. C. - Thursday, October 25, 1973
Number 5
Oslo Summer Is Exciting
by Vickie Moir
My summer at the International
Summer School was important
and rewarding to me in so many
ways, both academic and per
sonal, that I cannot go into all of
them. I returned feeling that
I had gained significant insight
into the feelings of a differen
tiated group of people while re
examining my own opinions. The
aspects of this summer that
meant the most to me were the
chances to gain insight into other
cultures, to study in a truly stim
ulating atmosphere, and to get to
know people from a variety of
backgrounds as individuals.
As for providing a chance to
know about other cultures, the
Summer School offered a really
unique opportunity. There were
around three hundred participants
representing over fifty countries
in all. Since the group both lived
and studied together, there were
organized opportunities outside
and inside the classroom to learn
of one anothers’ ways of life.
Organized, outside of class pre
sentations took place many eve
nings. Many of the students
brought slides and pamphlets and
used these in their programs.
While I took advantage of these
programs to some extent, think
ing back, I wish I had attended
more of them. They were excel
lent ways to learn of other cul
tures.
One group that did not use the
evening presentation as their
means of expression but who
were very enthusiastic and na
tionalistic were the Africans. The
enthusiasm of this group contri
buted to making my most inter
esting course even more fascinat
ing. When the time came for
my political science class to dis
cuss the African nations, practi
cally all the African Summer
School participants agreed to at
tend. During these class periods,
a representative of a certain Af
rican country, such as Tanzania,
Zambia or Kenya, gave back
ground information on his coun
try. Questions, discussions, and
on several occasions heated de
bates would follow. These classes
were real, unforgettable learning
experiences. The bitterness and
resentment of an individual to
ward his country’s colonizers and
the wrongs they have done leave
a far greater impression than the
historical accounts and poverty
figures of some seemingly remote
area.
Though we had other outside
speakers, the class also had re
sources of its own. We had rep
resentatives from a number of
countries, including Norway, Aus
tria, Poland, France, the United
States, Romania, Bulgaria, Egypt
and Israel. The incredibly knowl
edgeable and differentiated peo
ple in this course made it the
most stimulating one I have ever
had. Most of the class members
were in graduate school or had
completed undergraduate school
and were taking the course for
personal or occupational reasons.
The instructors, one of whom
had a radio program on political
events, were extremely knowl
edgeable. Thus, the questions, dis
cussions and debates were at a
rather high level.
As one can imagine, my politi
cal science course set a rather
high standard of comparison —
one which my other course did not
quite measure up to. The other
course, Norwegian history, was
interesting too though. It was a
subject in which my knowledge
was extremely limited and which
I probably would not have had
the chance to take anywhere else.
The personal side, as well as
the academic one, was really re
warding. The possibly trite, rarely
thought through statement, “Peo
ple everywhere are just people,”
took on a new meaning for me.
Living, eating, studying and par
tying with people of such a va
riety of nationalities made me
realize that though customs may
vary, emotions and feelings are
much the same everywhere.
Knowing people from many lands
really makes facts, figures and
textbook accounts have meaning.
Thus, the summer made a
world of difference in the way
I feel about a world that I found
to be not so different after all.
For me this summer was a real
opportunity to get to know about
a variety of cultures, to be really
stimulated by classes, and to
have some truly enriching per
sonal relationships.
Governor’s School Boasts
Unique Academic Program
By Jim Bray
To most Salem students the
Governor’s School of North Caro
lina is simply the school that is
in session when Salem College
takes off for the summer. For a
few Salem students who have
been students of both institutions,
it is a vital institution housed on
our grounds during the summer
weeks.
Students are nominated in
either the academics or perform
ing arts. The academics include
English, natural science, physical
science, social science, and math
ematics. The performing arts in
clude drama, dance, orchestra,
and choral music. In addition,
there is one class in art.
Put on your costumes and dan
cing shoes — Be what you dream
of Saturday night at the Costume
Ball.
The school began back in 1963
when Terry Sanford was gover
nor. With a three-year grant from
the Carnegie Foundation and
matching funds from business
groups in Winston-Salem, the
school began. After three years
of success, the State Department
of Public Instruction took over
the reins in 1966 and the school
has just finished its eleventh year
of service.
Some 400 students are chosen
from several thousand candidates.
And in addition to the area of
concentration — either in an aca
demic subject or one of the arts
— the students also spend time
with Area II, an epistemological
inquiry on the relationships of
disciplines, as well as Area III, a
study of a psychological nature
concerning self and society. All
three areas are related and all
three deal with up-to-date 20th
Century ideation.
Come Be Yourself
The big chance to show every
one the real you is coming Octo
ber 27. The YWCA and SGA are
sponsoring a Halloween Costume
Ball in the Refectory from nine
to twelve midnight. Celebrities
such as Elvis, Cleopatra, and
Mark Twain will be mingling with
the usual and unusual Halloween
creatures, and Bernie the Box
from Clewell is even rumored to
make an appearance.
Prizes will be given for the best
costumes in terms of ugliness,
the funniest, and so forth.
Wear something comfortable
and dance to the sounds of Gene
Barber and the Cavaliers.
Formal House has rented out
almost all of its costumes, so try
to dream up something original.
Modest costumes are acceptable,
and masks will be handed out at
the door. Costumes are necessary
for admittance.
Two ten-speed bikes, a guy’s
and a girl’s will be raffled off to
two lucky people at ten-thirty
p.m.
Snacks will be served and set
ups provided (B.Y.O.B.) so have
a great time.
The school is for rising juniors
and seniors of North Carolina
public schools. Each student is
selected on criteria for gifted
and/or talented individuals. A
minimum I.Q. of 120 is just one
segment of the criteria. In addi
tion, the student must give evi
dence of superiority in four other
areas as well as be nominated by
his superintendent of schools.
Now the Governor’s School can
boast of several of Salem’s faculty
and student body who have served
well on the Governor’s School
faculty and staff: Mike Lewis,
Laura Edwards, Don McLeod,
Pete Jordan, Laura Grumpier,
Lisa Chiles, Cathy Manning, Mary
Davis, Michel and Kay Bourquin,
Ester Mock, Clem Sandresky,
Peggy Hart, Alta Lou Townes,
Carroll Lennon, Gail Smith, and
Frank Willingham. I probably
have left someone out and if so,
I apologize right now. Dr. Mike
Lewis was with the school from
its beginning and is largely re
sponsible for the overall theory
of the school that has received
national acclaim.
North Carolina can boast of
many firsts. The Governor’s
School of North Carolina was the
first of its kind. Other states have
followed suit and many have used
the summer institution at Salem
College as a model.
As Mike Lewis put it, “The
Governor’s School of North Caro
lina attempts to OPEN WIN
DOWS ONTO THE FUTURE for
students who will become future
leaders of this state and nation.”
The Governor’s School is an
exciting educational adventure
for all of us who have any part
in it. And this is true for two
presidents. Dr. Dale Gramley and
Dr. John Chandler, who have
served on the Board of Governors
of the school.
For those of you who might
want more information about the
school, please do not hesitate to
visit the Governor’s School Office.
The Administrative Assistant,
Miss Brenda Petree, is on hand
five days each week as the only
full-time employee of the school.
The office is located in the base
ment of Old Chapel. Miss Petree
would be more than willing to
give you any information you de
sire about the school.
And the next time someone asks
you about the “other” school
housed on our campus, please
invite them to visit it whenever
it is in session. In case you wish
to get me started on the subject
of the school, be prepared to talk
at least several hours. I believe
it to be a great school housed on
the campus of a great college.
January Program Sparks Student’s Interest in Speeial Edueation
By Jeri Bounds
Summer for me can be fun or
busy or both, but rarely are they
truly fulfilling as was ^rry Sum
mer No. 21. Explanations anyone?
(Please say “yes,” I have to
finish this article regardless.)
To begin with, I decided my
sophomore year when 4-1-4 was
first instated, that I would use my
January terms as times for
career exploration. Following an
urge to pursue music therapy, I
arranged a position with the Dor
chester County (Maryland) school
board as a roving therapist with
mentally retarded children in the
school system. The month was
stupendous and my appetite for
Special Education was whetted.
The following summer, I was talk
ing with an old high school teach
er who had since taken a position
as acting principal of an institu
tional school for the emotionally
disturbed, established at the
Agnew Building of the Eastern
Shore Hospital Center. We were
sharing thoughts and theories of
Special Ed. and hoping to tap into
his genuine concern and enthusi
asm, I asked if I could try some
of my ideas on this other cate
gory of Special Ed. The sugges
tion was agreeable with Mr.
Tubman (the principal) since
there was, at that time, no spe
cialist to work with music. When
I arrived in January, however, a
Music Therapist had been hired
and rather than institute my own
programs, I more or less had to
follow along with hers. As the
month progressed I discovered
workable and non-workable ap
proaches and the types of needs
that I should try to fulfill. I also
learned to anticipate and react to
individual behavior and by the
time I truly hit on my purpose
for being there, the month was
over. I returned to Salem in
February feeling as though I had
finally found a field that really
interested me.
At the end of the second term
last year I had a call from Mr.
Tubman, asking when I would be
home for the summer. I said
Tuesday and he asked me to come
to work on Wednesday. I was to
have four classes consisting of
five to ten children each and was
to work for six hours each week.
From the time I first walked
into the Center until I walked out
two days before school started, I
don’t think I stopped running or
lost interest in my job. The age
limit of my students ranged from
four years to ten years of age —
which of course means a wide
scope of interests and attention
spans. Because of this with four
classes, I had to have a minimum
of three lesson plans for each
class each day. If those children
aren’t “up” for a certain thing on
a certain day, there is nothing
short of a Ringling Brothers Spec
tacular that’s going to attract
their attention, so you pack up
that plan, and move on to another
— carefully making sure that you
re-schedule yourself to put your
new point across effectively.
As if all this planning for un
expected upsets isn’t enough, I
happen to detest the thought of
music for music’s sake—especial
ly for the education of Emotion
ally Disturbed children. To ex
plain: the basic approach utilized
by the Agnew School is one of
rehabilitation through a series of
successes since all of the children
there have failed miserably in one
way or another. Our job is to help
them realize their value as human
beings or at least realize that
they are human beings. There
are such pits, such empty places
in their lives. I feel it’s almost
selfish to turn all my efforts to
ward one little isolated area. Be
sides this, I feel as though so
many life experiences and so
many basic skills can be simpli
fied through music and therefore
worked towards that end. My les
sons included such things as:
teaching my four and five year
olds their colors through a stand-
up-sit-down color song, interpre
tive painting to classical music
for my ten year olds, writing
songs to dramatize science ex
periments for my eight and nine
year olds, and writing and staging
a musical puppet show about the
seasons with my six and seven
year olds.
The work is demanding, yes,
and even frustrating at times, but
the rewards are just so instan
taneous and so totally satisfying.