THE CHOWANIAN STAFF
Student Editors
FREDA BRITT
L. H. SUTTON, III
Sports Editors
CHARLES MEDLIN
CARROLL MANN
Feature Editors
DAVID BLYTHE
HAROLD TOWNSEND
News Editors
EUGENE HOLLOMAN
RONNIE DAVIS
Photographers
STEVE DEAL
GEORGE CLARK
Circulation Managers
CHARLES TRIPP
RICHARD WALSH
Faculty Editors
JOHN McSWEENEY
WILLIAM B. SOWELL
CHARLES A. RIDGEWAY
Publiihed monthly by the students of Chowan College, Murfreesboro, N. C., a
standard junior college controlled by the North Carolina Baptist State Convention
and founded In 1848. Printed, designed and edited by the students and faculty
of the School of Graphic Arts at Chowan College. Changes of address notices
should be sent to The Chowanlan, Chowan College, Murfreesboro, N. C.
Second class postage paid at Murfreesboro, North Carolina.
VOLUME 11
OCTOBER, 1962
NUMBER 1
"/ am not bound to win, but I am bound to be true. I am not
bound to suceed, but I am bound to live up to what light I have.
I must stand with anybody that stands rights stand with him while
he is right and part with him when he goes wrong."
—Abraham Lincoln
,wW‘.
MR. "MAC"
Will Chapel Programs Be Improved?
To last year’s freshmen, one of the more obvious
changes at Chowan is the improved system of checking
chapel attendance. Apparently the new method is quite
effective in seeing that everyone is there. We are all
advocates of this improvement naturally, but we cannot
help believing that a similar improvement in chapel
programs is quite in order, and, we understand, very
much in demand.
Thus far the Chowan student body has been exposed
to a steady stream of speakers who “lead us in our
thinking.” This pseudo-leadership is evidently ineffec
tive. Look around some morning, if you are not asleep,
and see how many students are eating a “reground ser
mon” or listening to a “my experience has taught me”
lecture. Not many, assuredly.
Please don’t think that we dislike all chapel pro
grams. Certainly not. But since chapel is compulsory,
why shouldn’t an improvement in the programs be
just as compulsory.
Can You Measure A Man's Worth?
How can you measure the worth of a man? Is it de
termined by his height, his weight, his age, or his race?
What are the deciding factors when we judge a man’s
worth?
Scientists tell us that the value of all the components
of the human body is less than one dollar. But is this the
worth of a man? We think not.
Shouldn’t a man’s worth rather be calculated by his
ambitions and his desire to better himself? We read last
week the account of two dozen German and foreign col
lege students who built a tunnel to freedom under the
Berlin Wall. We cheered when we learned that these stu
dents, many of them our age, had triumphed even
though they had had to sacrifice a college semester and
raise about $3,750 for equipment.
Working in eight and twelve hour shifts, the students
began work in the tunnel last May. It became the escape
route and the chance for a better life beyond the Berlin
Wall for 59 East Berlin refugees. For these individuals,
as they struggled to find a better life for themselves,
we all lauded.
In Oxford, Miss., a 29 year-old Army veteran sought
a chance to better himself. He had attended Jackson
State College, but had wished to transfer because he felt
the school was “substandard.” His attempt was met by
resistance. He became the center of local, state, na
tional, and international spotlights. His name was cursed
proclaimed, lauded, and jeered. The White House
and the State House in Jackson vied for the final word.
State police met U. S. Marshals, each accusing the other
of breaking the law.
A group of students at the University of South Caro
lina sent a message to Oxford. Another telegram from
over 400 students at the University of North Carolina
carried another message, this time supporting Meredith.
On the Oxford campus Sunday night students rioted.
Qlt04A}OKi(itt dedication
The October issue of THE CHOWANIAN is dedicated to the one
man at Chowan who is directly responsible for THE CHOWANIAN,
Professor John McSweeney, chairman of the School of Graphic Arts.
Mr. “Mac” has been the guiding light of the Roy Parker School of
Printing since its founding in 1952.
Through his efforts and understanding some 200 students are now
on the job in printing plants across the state.
A native of South Carolina, Mr. “Mac” was born in the executive
mansion during his father’s term of office as governor. His father.
Miles B. McSweeney, purchased a w e e k 1 y in Hampton, S. C. after
leaving office. In the weekly newspaper shop, John McSweeney ac
quired general knowledge of printing and the occupational fever
which accompanied it.
He graduated in journalism from Bissell College and has done
graduate work at Temple University and the University of Pennsyl
vania. For 13 y e a r s he headed printing schools in Philadelphia and
New York.
In 1952, when the printing school at Chowan College was born,
Mr. “Mac” was assistant manager of Parker Brothers, Inc., Ahoskie
publishing firm. He accepted the opportunity to teach a laboratory
course in printing at Chowan.
The school was a success, and still is. Now a new building houses
the Chowan College School of Printing.
At least two persons, one a foreign news correspondent,
were killed and others were injured.
All of these—in Mississippi, South Carolina, North
Carolina, and East Berlin—are college students. They
are the potential leaders of tomorrow. But what a dif
ference . . .
Through it all there still remained James Meredith,
a Negro who wished to attend “Ole Miss” so that he
might better himself.
As college students, we, more than any other group
should realize the importance of a first-rate education.
Yet none of us has ever faced the resistance Meredith
has found. Each of us has been free to seek an education
with no condemnation. On the contrary, we are con
stantly reminded that we are numbered in a select
group. Are we then so select that we judge a man’s
worth and potential by his race?
Many of the same people who rejoiced in the Berlin
students’ triumph over Communism condemned Mere
dith’s attempt to triumph over ignorance. Certainly a
paradox.—The Pfeiffer News.
Let's Add More Hours To The Library
Everyone at Chowan who uses the library is con
stantly reminded of this institution’s dire need for a new
one. There are roughly 800 students here, and at our
crowded best we can accommodate only about 80. But a
new library is not our point. Our suggestion here is to
improve the one we have, simply by making it available
more hours per week. The library is not being utilized
fully. Cases in point: 1.) Each weekday the library
closes at 5:00 and does not reopen until 7:00. That
amounts to 2 hours lost for anyone who might have had
research work to do in the library. 2.) Each week night
the library closes at 10:00. Why couldn’t it stay open
until 11:00? This would be a valuable hour to many stu
dents. 3.) Saturday morning it is open from 9:00 to
12:00. Now isn’t that a marvelous gesture—3 whole hours
on Saturday morning. The rest of the day is gone as far
as library assignments go. 4.) Usually the library is open
on Sunday afternoon from 2:00 until 5:00, but this is
never certain.
Our purpose here is not to demand a new library
right away, but to make more use of the one we have.
We believe that may students would find these time
periods advantageous to their needs.
Assignment
Makes Student
Work Hard
Editor’s Note: The following is an
algebra theme written by Emily
Mizell for Professor L. T. Reavis,
in one of his 103 algebra classes.
THE CHOWANIAN is always
pleased to print any outstanding
articles by students.
Why I Am Taking College Algebra
By EMILY MIZELL
My immediate reason for taking
college algebra—which is indeed a
shallow reason—is to add the three
irreplaceable hours to my record
which will make a teaching certif
icate acceptable in practically any
state other than North Carolina.
After having asked myself “Why
am I taking college algebra”, and
after having spent nothing short of
hours trying to evoke impressive
reasons why I or anyone should be
enrolled in this class, I believe I
have stumbled not only upon in
numerable and quite impressive
reasons, but also upon the goal
my instructor must have pursued
in asking this question. My own
select reasons I shall offer later.
My instructor’s purpose, which I
at first thought to be merely an
assignment, or perhaps a means to
appear “tough”, are much more
purposeful. By asking “Why are
you taking college algebra” he
hopes to awaken in his passive
students an awareness of value in
his course—a value which stu
dents must associate with this
course in order to accomplish their
goals—goals based on their respect
ive reasons for enrolling in Math
103.
Reasons
My own reasons for taking this
course, other than to earn an ac
ceptable degree, are I hope indica
tive of awareness of value and a
resolution to do my best work.
First, I realize that today’s ex
plosive scientific advancements
must be paralleled by an individ
ual participation in the sciences.
We must have a basis in mathe
matics and in the sciences in order
to comprehend the giant strides to
be made in our world.
Second, I appreciate the help my
mother has been able to give me in
my mathematical studies and I am
grateful that she continued her
studies although math was not her
favorite course. I hope that some
day I shall be able to help my own
children as she has helped me.
Lastly, I tend to agree with the
Humanistic trend that a thorough
study of science and mathematics
develops not only one’s capacity in
these fields, but develops the func
tions of one’s mind as well. I be
lieve the study of mathematics is
not an end in itself, but is con
ducive to more orderly and deeper
thought. Havelock Ellis expressed
this belief in his "Dance of Life”.
“The mathematician has reached
the highest rung on the ladder
of human thought.”
Betrand Arthur William Rus
sell describes the perfection and
fascination respectively of mathe
matics in the following lines from
his “THE STUDY OF MATH
EMATICS”:
"Mathematics possesses not
only truth, but supreme beauty—
a beauty cold and austere, like
that of sculpture, without appeal
to any part of our weaker na
ture, sublimely pure, and cap
able of a stern perfection such
as only the greatest art can
show."
"Mathematics takes us into
the region of absolute necessity,
to which not only the actual
world, but every possible worid,
must conform."