PAGE FOUR
THE DAILY TAR HEEL FRIDAY, FEBRUARY 19, 1954
And The .Wise Men In An Oldsmobile
Life With Our Dauntless Practice Teachers:
Burned Popcorn, TV Through Open Window
By Jennie Lynn
A quartet of Carolina coeds went to a small North
Carolina town, 22 miles rrom Chapel Hill, to prac
tice teach, and learn a few things about roughing
it.
Eight weeks before Christmas holidays Anne
Moore, Lane Buchley, Connie Moore and Dee Bres
low loaded Dee's car with lamps and linens and
headed for Mebane, to set up housekeeping and
begin teaching careers.
No lights, heat, or hot water awaited them. "We
were told that we had to apply for the electricity
to be turned on," srii Anne, "Well we knew noth
ing about that."
"Dee had to hold her hand in the gas outlet,
which was leaking T)adly, until we had called the
gas department and the pipe could be repaired.
"That night we were fooling around with the
stove in the kitchen," Anne said. "The next morn
ing the oven wouldn't work. We called again. It
turned out that we had accidentally turned on the
timer, which had set the oven to come on much
later."
The girls had thought that they would be too
tired to cook their meals. They cooked all their
breakfasts and suppers, though, except when they
felt that they just had to get away from it all.
Then they got out the car and drove to Burlington
for a Sunday meal out.
"We were unoriginal at the early morning.
"We were very unoriginal at the early hour of
breakfast," Anne said. "We fixed poached eggs,
toast and coffee every morning. But at night the
others had their specialties. Lane was good with
creamed tuna on rice, Dee's fudge was delicious,
and Connie's fried chicken" out of this world. I just
ate."
In their home away from school, the girls found
a helpful community. The principal of the school
offered to get them an oil stove; the grocery stores
let them charge anything; neighbors lent them
mops, dishes, and husbands to light stoves. If they
opened the kitchen window they could see the next
door's television screen. .
On the first school day the teachers welcomed
them at a tea, and thus started their weeks of fun
and work with the first and second graders.
Before lunch in Lane's second grade class, the
children would say the blessing. Before the last
amen's were out, hands would pop up, and each
child would call "Can I be the leader? Please let
me be the leader." Before she could answer they
would ask her to sit at their tatte.
Lane would answer "Well, I'll be the last one to
leaveTso I'll sit wherever there is room." When she
was ready to go, she would look down and some of
the boys and girls were stooping down tying their
shoes, so they could be the last with her.
Cleon, one of Lane's pupils, was very talkative
during a spelling lesson. Lane told him to stand
in the hall for awhile. After rest period, Cleon
stood up, announcing that he wanted to read some
thing to the class. He reached into his pocket, and
brought out a tiny green Valentine. In a loud and
clear voice he read, "I love you, Miss Buchley. Yes
I do." He behaved after that.
"It ain't his book," said Dalton to Lane one day.
"Don't say ain't, Dalton. You should say it isn't
his book."
Later he came to Lane with "I ain't going to do it."
She looked at him and asked, "Dalton, what did
you say?"'
"Oh, all right. I isn't going to do it."
A first grader in Anne's class liked Oldsmobiles.
He drew them in the corners of his pictures, of
his books, or anywhere there was room for a car.
Before Christmas the children were painting pic
tures of the Wise Men. This little boy drew the three
travelers approaching the- manger, comfortably set
tled in a new Oldsmobile. .
Connie's Christmas tree brought talk around the
school. Her pupils insisted on bringing popcorn
and a popper to the room, and popping it on the
spot. When they burned the popcorn, one boy brought
a string of lights to put on the tree. Since lights
were against school rules, theirs was the only tree
with lights. For some unknown reason, maybe
the children got disgusted with it all, they knocked
over the tree one day. W7hen Connie returned to
the room it was lying in the middle of the floor,
decorations and lights were scattered all over the
room.
The girls' day began at 7 with poached eggs.
At 8:30 classes started. Recess at 10 (the children
brought snacks from home and at 5 and 10 would
ask "Is it time to eat recess?")
Teachers' meetings were held twice a week. At
3:30 they started home, or stopped to buy grocer
ies. After supper they made pictures, charts, pre
pared reading and art lessons and traded ideas.
Since Mebane is only a half an hour from UNC,
they came home every Friday in Dee's car. "Chapel
Hill certainly did look good to us," one said.
Columbia College Beats Its Chest
Prof. Highet Says Students There Represent
All Youth, But Are Unique Undergraduates
NEW YORK, Feb. 18 A stu
dent at Columbia College, while
representative of a whole age
level of American youth, is a
unique undergraduate, says Pro
fessor Gilbert Highet in a recent
issue of Life Magazine.
"There are some lively intel
lectuals, some big powerful ath
letes, some noisy extroverts and
some quiet introverts: nobody
very rich, nobouy crushingly
poor," says Highet, who has
been at Columbia since 1937 as
Anthon Professor of the Latin
Language and Literature. A
graduate of the Universtiy of
Glasgow and of Oxford, where
he taught for five years, he is
also a well-known writer, trans
lator, literary critic, and radio
commentator.
Highet points out, however,
that Columbia's sons (its daugh
ters attend nearby Barnard Col
lege) have something that marks
them unique as compared to
students of other colleges, here
and in Europe.
Unlike students at a Midwest
University, who offer a visting
professor complete respect and
attention, yet seldom speak up
in class or students at West
Coast colleges who are reluctant
to pitch into serious subjects,
Columbia students, Highet says,
carry on lively class discusions
and are less nonchalant about
the future.
Although young men in most
New England colleges are usu
ally closer to the faculty than
his own Columbia pupils, Highet
offers these comparative factors:
"Columbia is less fraternal, even
less social than other Eastern
colleges of its own size. Its
young men devote most of their
time to reading and talking and
thinking energetically about
subjects that will be vital all
through their lives."
Highet gives a number of rea
sons for the "specialness of
Columbia undergrads: first, Co
lumbia chooses only promising
students and those from an enor
mous field. The present student
body of 2,200 young men comes
from nearly every state in the
Union and from dozens of for
. eign countries. "They stimulate
each other by their very differ
ences," says Professor Highet.
Also, Columbia College is a
small college, but it is part of a
huge and active university, the
Life article says. Students have
the benefit of a faculty com
posed of top authorities in their
fields; the enormous university
library is open to the college
students. And because Columbia
is in New York, an exciting and
stimulating city, there are more'
on-campus and off-campus ac
tivities than the average stu
dent can cope with. Highet says:
"Columbia College students are
molded into alert and energetic
individuals partly by one an
other, partly by the University,
partly by the city and emphat
ically by the faculty."
Professor Highet also says that
the Columbia student is an ideal
ist who wants to base his ideals
on a hard foundation of fact and
to take his time in building
them; a crusader who has to
know where the crusade is going
and who is leading it; a patriot
who will not talk much about
his patriotism, yet if need be
who will die for it. Beyond
these generalizations, he cannot
see the remotest trace of uniformity.
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Cornell Wright Photo
A GROUP OF STUDENTS WATCH this mechanic I difch digger excavate through the center of Cald
well Hall narking lot. The dirt digging is to permit replacement of some "temporary" heat lines which
were laid three years ago to last for six months. The vpes held o k., however and now they are being re
placed with permanent installations. '
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