Page Two
THE TWIG
October 26, 1967
TH#no
Me-reditk College.
October 26, 1967
Direction 77
What will Meredith College be like in ten years? Will it be a cluster
of modern buildings with an antiquated philosophy and curriculum? Or
will it raise its academic standards to equal and to surpass its physical
growth and continue to be a collegc that strengthens its students mentally,
physically, and spiritually?
The formation of long-range study groups, explained on page one, shows
that steps are being taken to instigate this academic growth. These com
mittees are concerned with every phase of scholastic life, including general
objectives, courses offered and required, length of terms, admissions, and
student activities. These groups will set aims for the future and cite ways
to achieve these goals.
The significance for the students of the long-range study is that studems
themselves are helping to plan the Meredith of the future. Students
live here four years, attend classes, major and minor in chosen subjects, and
graduate; therefore, they realize both the needs and assets of the college.
Because students are the core of the college, they have a right to express
their opinions about it. Each student should be concerned about the future
of the college for she can never erase the fact that Meredith is her alma
mater.
LIL
Speaking Out
Within the last eight months, two visitors to the Meredith campus have
made an interesting observation. Dr. John Killinger, Vanderbilt University
professor who was speaker for last spring’s Religious Emphasis Week,
and Dr. Anna Arnold Hcdgeman. National Council of Churches Repre
sentative and more recent guest, suggested in small group meetings that
girls here are reluctant to express aloud what they really feel. Both, on
separate occasions, stated that Meredith students APPEAR to think about
ideas and issues presented to them, but generally fail to give any concrete
evidence that they are affected one way or the other.
To a speaker, audience reaction, be it agreement or dissension, is a
sign that he has stimulated thought. These two, who have criticized us
for failing to react, were by no means entertainers brought here to fill the
chapel period, and if we had no reaction, positive or negative, which we
felt worth expressing, maybe the criticism was just.
Often, our hesitance to speak comes from a fear of criticism; at other
times it is, justifiably, I'rom reluctance to talk about those things which
are closest to us and seem to lose some of their fullness when put into
words. However, Tme Twig has sought to stimulate more thought this
year, especially through the contents of this page. But it is human weakness
lhat two editorial writers and a small group of staff members cannot know
or express enough week after week to keep a student body of over eight
hundred informed of even a portion of the issues, answers, and ideas on
campus. It is for this reason that we ask for letters to the editor on any
subject and have instigated the “Agree or Disagree?” box.
It is through open expression and discussion of ideas that more ideas
are born, and it is through this constant flow of new ideas and re-
evaluation of the old ones that we grow as individuals and as a com
munity. Speak up.
EAS
EDITORIAL STAFF
Editor. Jane Leooard
Associate Editor Anne Stone
Managing Mitor. Mary Watson Nooe
Feature Editors Joy O’Berry, Shera Jackson
Columnists Ginger Hughey, Judy Kornegay
Copy Editors Barbara Bailey, Cathey Rodgers
Reporters—Eloise Behnken, Linda Burrows, Sharon Ervin, Bunny Hinkle,
Betty King, Anne Meekins, Ann Roberlson, Nance Rumley, Belinda Smith,
Susan Soloway, Geni TuU, Anne Watson.
Cartoonist. Kareo Baals
Photographer Grace Hoyt
Faculty Sponsor. Dr. Norma Rose
BUSINESS STAFF
Manager. Suzanne Guthrie
Advertising Manager Dixie Bennett
Advertising Staff—Seale Bagnal, Dudley Barbee, Phyllis Edwards, Susan
Fletcher, Sandra Holder, Susan I^ird, Belty McNeill. Joyce Wilson,
Linda Woolatd.
Mailing Editor Susan Leath
Circulation Delila Edenfield
Typists—Barbara Pritchard, chief; Peggy Allen. Linda Bnrneu. Becky Batson,
Sarah Jane Hulchins, Kelly Knott, Barbara Pilloud, Donna Stainer, Louise
Watson.
Faculty Sponsor. Dr. Lois Frazier
MEMBER As«odu(ed CoUegliite Preis. HnierecI as second-class matter at post ofllce at
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CjL4SS facuLiy
"Black Power" Philosophy
Explained, Discussed Here
By JEANNIE SAMS
“Black power!” is the cry from
Harlem, Detroit, Watts, West Chi
cago, and the other Negro ghettos.
“Black power!” is the cry from the
enslaved southern Negro. "Black
power!” is the cry of Stokely Car
michael, “Black power!” is the cry
of the Negro all over America.
What is it? What does it do?
What does it mean for us? What
does it cause in the hearts of whites
all over America?
The National Committee of Negro
Churchmen in a recent statement
emphasized the importance of the
cry, “It is of critical importance
that the leaders of this nation listen
also to a voice which says that the
principal source of the threat to our
nation comes neither from the riots
erupting in our big cities, nor from
the disagreements among the leaders
of the civil rights movement, nor
even from mere raising of the cry
for black power. These events, we
believe, are but the expression of
the judgment of God upon our
nation for its failure to use its
abundant resources to serve the real
well-being of people, at home and
abroad.”
This is what Dr. Anna Arnold
Hedgeman from the National Coun
cil of Churches, who spoke recently
on campus, meant when she cried
“Black power!”
“We just want every white person
to know about black power. There’s
no movement of black power, as
such. What we want,” she went on
to say, “is to have some of the power
that’s on the table that we helped
set.”
Dr. Hedgeman was making Mere
dith students think. They were
misinformed, as are most whites, of
the meaning of black power. “Black
power is not something to be afraid
of; black power, as Dr. Hedgeman
says, is “pushing America towards
her best self. Three hundred and
some years is a lot of years of free
labor. It’s a great debt this country
owes.”
“What do Negroes want?” she
is often asked. Her reply, “We want
everything—The things Americans
want. When? Yesterday.”
There is no doubt that she pro
voked thought. “Black power isn’t
pmething to be afraid of, though
'it does make us a little guilty. What
we must do is get on in the task of
freeing ourselves, getting man back
into the center of things, whether
he be Negro, poor white, or Orien
tal.”
AGREE OR DISAGREE?
^‘Students should be made to at*
tend every campus event during
their first tliree years in college.
By the fourth year, they should
have enough maturity to choose,”
Dr. Anna Arnold Hedgeman,
chapel addretis, October IB, 1967.
Letter to the Editor
Dear Editor,
It is an article of the official logic
behind this year’s new chapel policy
that attendance at worship services
must be required for the preserva
tion and fostering of a Christian
community at Meredith College. It
is ar^ed that our school is in the
position of having a dual role, at
once academic and religious, where
fore to require attendance at classes
but not at worship services would
be to imply that we take the aca
demic commitment more seriously
than the religious.
The writer offers in opposition to
this logic the observation that fac
ulty members are required to be
present at classes but not at worship
services, which makes it appear that
even current policy discriminates
against religion. It seems clear tiiat
faculty members form an integral
part of the Meredith community
and that the community survives
though some faculty rarely ever at
tend religious exercises. Would it
serve the interests of the community
to compel the faculty’s attendance
at worship on the same basis as the
students? The writer suggests that
the consequence of su^ action
would be not community but chaiw.
Would our community suffer in
jury if students who do not wish to
attend a worship service were not
compelled to do so? The church
to which the writer belongs finds
it unnecessary to go to such lengths,
and it is likely that most of the stu
dents belong to churches of a similar
persuasion. The conclusion seems
to be that current Meredith chapel
requirements are in need of a more
plausible rationale than that by
which they are presently encum
bered.
T. C. Parramore
Anomaly
By GINGER HUGHEY
Sandwiched between remodeled
Brewer and the relatively new dorm,
Poteat, second-floor-Faircloth se
niors feel the need to express them
selves. Eight weeks of school have
resulted in acceptance of reality, and
a few of the Poteat “rejects” have
been able to scrape together some
advantages to living in an old, un-
renovated dorm for their last year.
Forty strong, second-FaircIoth
seniors, far from being isolated in
a separate building (with the other
two-thirds of their class) are stiU
part of the Meredith community.
Indeed, the hall is strategically
placed and seems at times the
ccnter of campus. Not only can
one hear every sound emanating
from the gym (basketball games,
roller skating and folk dancing), but
also the hall offers an unparalleled
view of Poteat (who enters, leaves,
dates). Those who wish to may
keep look-out on the comings and
goings of the mail truck with the
extra bonus of free golf lessons held
under their windows.
With no carpeting these seniors
enjoy an even greater sense of fel
lowship with each other and the rest
of the school; they can hear every
thing in their own rooms—every
thing from the 6:00 a.m. newspaper
delivery'to the twelve midnight Jack-
rock game next door.
Liberal arts scholars are pictured
in garrets, studying among cobwebs
and mice; at Meredith, second Fair-
cloth is a haven for scholarly seniors.
The dark hallway, dust, poor light
ing, silverfish, and discolored bath
tubs all contribute to the academic
atmosphere. Indeed, a second Fair-
cloth senior is a cornerstone at
Meredith, for she leaves behind her
“the gift of ohaos” on which others
can build.
I
THOUGHTS
ON
TRADITIONS
{
By JUDY KORNEGAY ^
Since college students are too old
to trick or treat and still too youn^T
to resist fall’s seasonal bid to join
in Halloween masking, Meredith
has created a “happening” whicli,
gives both students and faculty the
opportunitj? to disguise themselves
en masse for a little mid-term fun
and relaxation. Corn Huskin’ has
become a highlight of first semester. * •
Corn Huskin’ is a few hours !
when tensions are released, lessons ;
are momentarily put aside, and • 1
problems briefly vanish. As this
campus-wide phenomenon ap- |
proaches, various emotions art;  j
Roused. Freshmen wonder what it
is all about. Sophomores, now that .
they are “in the know,” are sure that |
they will win. Juniors must set a ^
Worthy example for their little sis- T
ters. Seniors realize that this is their ‘
final chance for victory. The fac- i
ulty, so outnumbered by their pupils, -!
must anticipate slim chances of vie-. f
tory, but they turn out in force,
prepared with a humorous and de
lightful performance. —
Corn Huskin’ is a time for com- ;
petition. It is the culmination of !
weeks of planning by class wits, and . j
depends on each student’s partici- ■
pation. The competition is real and
heartfelt, but friendly. Regardless
of the results. Corn Huskin'
with congratulations on all
■Hiis competition is really a >.*
sharing, because it takes place with
in a closely knit unit.
After the fun, we all, students and
faculty, go back to our lessons and
lectures, closer friends in fun and
work, the happier ior the experi*
encc and a more unified community.
(egardless ^
kio’ ends^
all sides^
a way ofj !
V