Page Two THE HILLTOP. MARS HILL COLLEGE. MARS HILL. N. C. September 28. ISsptembei Live and Let Live Be yourself. You may wear a shoe with a giant size 13E or a diminutive 3AAAA. Which ever it is, wear it with ease. You may be 67", 5'6", or 4'10". Whichever it is, walk with con fidence. You may be a Southerner who drops the r's in words you speak—"How fah is it from heah to yoa home?" or you may be a Yankee who replies, "I hove no ideor." Whichever you are, speak with assurance. Your skin may be brown, white or black. Whichever it is, let self- respect make you a compliment to that race. There is a uniqueness about every person that we sometimes forget or override. In your frantic desire to "belong," you may try to dress, speak, and act like the "big men on campus." As a matter of fact, these BMOC's may be worthy ex amples. But more important than imitation or emulation of them is the cultivotio nof the inimi table you. Emerson said it this way: There is a time in every man's education when he arrives at the conviction that envy is ignor ance; that imitation is suicide: that he must take himself for better for worse as his portion . . . Trust thyself: every heart vibrates to that iron string. Accept the place the divine providence has found for you. the society of your con temporaries. the connection of events. Contemporary society may seem to compel a conformity that relieves you of individuality— "The multitudes of men that kill the single man . . os poet Wallace Stevens puts it. Interde pendent though you ore and liable to conformity in many areas, you need not lose your identities, like checkers moved about on a checkerboard. Adopt yourself to the requirements of life around you by conforming as you need to, but be aware that you are conforming or not conform ing, as that need arises. William H. Whyte sum marizes such an idea thus: The organization man is not in the grip of vast social forces about which it is impossible for him to do anything; the options are there, and with wisdom and foresight he can turn the future away from the dehuman ized collective that so haunts oiu: thoughts He may not. But he con. A necessary corollary to "Be yourself" is "Let other people be themselves." If, for example, you think soft pink is your girlfriend's most be coming color, but she prefers cm ugly purple, need you offend her by loudly expressing your distaste? Or, if you happen to be quite a talker, must you stab your silent companion with "Why don't you talk more?" Self-respect does not imply a consequent lack of respect for your neighbors. An inordinate self- love or insecurity leads to snobbery, some forms of which Russell Lynes categorizes as Regional Snobs ("We've had it tougher than anybody," "We know how to live better than you do," "I hove lived here longer than anyone"). Moral Snobs ("I am more tolerant than anybody"). Emotional Snobs ("I feel things more deeply than anybody," "Nobody can get along with me"). Physical Snobs, Intellectual Snobs, Reverse Snobs or Antisnob Snobs! Probably no one is ex empt from snobbery, but that is no reason to let it go unrecognized in yourself. Part of the Christian ethic is that the mon-be ing is partly the "image of God." Such a con cept by its very nature encourages you to re spect the God-image in yourself and in people around you. Be yourself and let others be them selves. —Mary Ihrig Published by the Students of Mars Hill College CThe Hilllop Box 486-T, Mars HilL N. C. Second-class postage paid at Mars Hill, N. C. Published 14 times dur ing the college year. Volume XXXVni Sept. 28. 1963 Number 2 STAFF Editor-in-Chief Mary Mattison Business Manager Sally Osborne Sports Editor Bill Deans Assistants Bo Hendrix, Ralph Magee Circulation Manager Ken Huneycutt Asst. Circulation Manager Jimmy Daughtry Religion Reporter Martha Penley Reporters Sue Hatfield, Faye Shaw, Dolly Lavery, Bessie Cline Typists Sarah Delancey, Natlie Soos, Wanda Locklear Faculty Advisor Walter Smith LITTLE MAN ON CAMPUS - g I g & 5. tm’ izoLi&Hgsr scMePUte eVE^kENATTWS SCffCCL- AToMlC MATH, PHILOSOPHT, PfNSICS GERAMN. FRENCH, AMTHIZO " 101 \V>' ''WELL .IVE SCT IT ALMOST AS EAb, PLUS HA\/(M& A lot MORE LAEUNITS’J' APPlTlON, i ''JB GOT A TERIA , fApgR CUE SeATE&T'I&MOBZCIlV- — • w IHEAPP . flToffER EIJNIKS.' Shun Gobbledly-Gook! Do you know what the follow ing sentence means? “Upon the advent of the investigator, his hegemony became minimally co extensive with the areal unit ren dered visible by his successive displacements in space.” Translated into plain, every day English, it simply means, “He came, he saw, he conquered.” Too many people today use gob- bledy-gook when they should be using plain, ordinary English. The consequences of faulty com munication can be disastrous, es pecially for the college student. To get your ideas across prop erly and persuasively, semanti- cists and psychologists recommend that you follow these five rules: 1. Avoid words that are too fa miliar or not familiar enough. Words that are heard too often and end up not being heard at all. They make no mental im pression. They are stale, lifeless, “blah.” Nowadays, perhaps the English language is “fabulous,” that there are two most-over-used words, “great” and “lousy.” On the other hand, don’t go too far out of your way to use unfamiliar words either — like “telelogical” or “entity.” If you have something worthwhile to say, you don’t have to check it in dazzling clothing. 2. Don’t confuse or misuse words. Even one of America’s greatest writers has confused words. William Faulkner, in his novel Requiem for a Nun, consist ently used the word “euphemis tic” when he meant to use the word “euphonious.” (“Euphemis tic’ means substituting a mild ex pression for one that might be unpleasant; “euphonious” means having a pleasant sound.) It’s easy to make a mistake. A “Breton” lives in Britany, France; a “Briton’ lives in Great Britain. A “correspondent” is someone you communicate with; a ‘core- • • • . . . my sincere appreciation to the Hilltop staff and others for their expressions of sympathy at the death of my father. —Dan Keels National Magazine Vlig )xc Hits Homeworn B; Miss Edi Homework, a subject that is dear to the hec of every Mars Hillian, was given much disci sion in last Sunday's issue of Parade magozirij.^ spent Assigning papers, requiring parallel in unfceeks this amounts, making moth problems so long it tak^erican all night to work one of them, having studer°'^ Land, interpret poetry that makes little sense to ariQj.j^ one but a scholar who has spent years in troiiw st. Pe lations, and having music students practice untacombs their fingers ore sore—these are some of til’s once a spondent’ is a person involved in a divorce suit. “Sensuous” per tains to the senses; ‘sensual” means full of pleasure. All of these words are decep tive because they are similar to other words with different mean ings. There are also words that people simply misuse. A “ful some’ speech is an offensive one. A person who “tinkers’” with a radio is doing a bad job of trying to repair it. Most Scotsmen don’t apreciate being called Scotch. A person who is “masterful” is dom ineering. As the saying goes (and our English teachers will be telling us), “When in doubt, look it up or leave it out.” 3. Be terse. Theodore Bern stein, assistant managing editor of the New York Times, is for ever telling his reporters: “Use one idea to a sentence. It’s eas ier to understand something that is brief.” 4. Recognize the connotation of a word as well as its denota tion. A word’s denotation is what it means precisely. Its con notation is what it suggests. It also would be helpful to recog nize the emotional implications of the words you use. Take the word “mother.” It suggests many more things than “woman,” “par ent” or “relative.” As John Opydke, a language expert, has said, “house for sale” is cold, but “home must be sacri ficed” is expressive. If you still don’t understand the difference between denota tion and connotation, try calling a girl in your class “fat” instead of “plump.” 5. Seek simplicity. Of the 450,000 words in Webster’s New International Dictionary, only one out of ten comes from the Anglo- Saxon (Old English). Yet these are the most essential ones. They are short, hard, gritty words, the words that bite. (Examples: “the,” ‘short,” “hard,” “gritty,” “words,” “that,” “bite.”) You don’t have to recognize words of Anglo-Saxon origin. Just make sure that whenever you can use a word of one syllable in place of a word of three syllables, you do it. homework requirements noted on campus*^®® throughout the country. ^ ^ ■' le world-] While the student may not always agree wi Egypt v the amount of the assignment, the teacher ^® ally has a reason behind it. One main complaj.^ here at Mors Hill is made when there ore spechants. On( events on campus and professors make the lord on the est possible assignments. Perhaps this soun^ unfair to the professor, but often it is the case. ^ yramids ’ Dr. Harold Moore, superintendent of schoJiss Swan in Littleton, Colo., predicts that if the prese Beirut, trend in workloads continues, we will see on Worl crease in "mental health problems beyond aij scope now existing." He adds, "It is false i this an think that only putting students through mcf the Per academic material of the kind now present an improve the educational system." ancieni nd the B( One authority criticized "quality vs. quontiascus, sci in homework." More schools seem to be givi*®'t®>_ "was more and more homework and beginning ^ , , 1 . , ith their earlier each year, he said. prove Eric Groezinger of the New Jersey Deportni^°PP*|'g I of Education recently wrote that "some scho. ^ Bigh-1 4ew from are so busy trying to be tough that they actua)j.oup undermine the purposes of education." sed Land Overloading hit suburbs in Virginia and ^ necticut this summer when students in the Hiimax to ■ grade were given list of novels to read and I Near Be port upon by September. Books were required'ell, Miss be read while "on vacation." This vacation red"'®*''® P‘ ing caused students not to be able to read 1'’®'*P ®aw of ]V /me pure enjoyment and not to have much time Igad to th leisure activities that homework prevented d' in the ( ing the regular school term. Studying during the group summer cut into piano lessons, reading for ple^^®Pght t ure, family vacation trips, and other things. Some school officials maintain stoutly till heavier workloads in school ore port of "a p? tern" in which parents push children to grow |I faster, mature earlier, and achieve more thf, they themselves did." II Other educators feel that work is a disciplil|[ "A lot of life is drudgery and they might os vit, get accustomed to it," said one teacher. Feelij sorry for students is a waste of time, accorc to one educator. The parents ore the one who | the complaining, and the children seem to much better under the pressure. Mars Hill professors often give too much woj] I realize that we must practice a certain amoij] of self-discipline and do what is expected ofj as college students, but must the faculty m^5 bers all assign papers due the some week, p|] allel enough for three courses to be done in o|j book reports due in three English courses ^ some week? On and on the list could go. ^ dents often find time on their hands one w4 and can hardly get assignments done the nq Is there not some way that the homework s| otion could be remedied in order to space th^ papers and reports over the semester and when every other professor is assigning hiJ assignments or when tests ore being given? ore here to leom; however, if we are given | much work to do that we do it to meet a de line instead of really being able to learn, ar^ we failing to accomplish the real purpose j genuine learning? Im at laz col mi Homework, or home study, is essential, please let us enjoy doing it and feel that hove learned something in the process. —Mary MattiS^'^'^'^’^'*"*"