Thursday, July 14, 1966
Page 5
Fire Battle
Drew Crowd
(Continued from Page 1)
A photographer slipped past
him and came face to face
with a wall of fire at the back
of the building. The heat was
red and thick. The flames roar- 8
ed and crackled.
"Come back here!" the stu- :
dent ordered. :$
"I've got to get this Fhot," g
the photographer retorted. S
He shielded his face, step-
ped forward a little, and snap- S
ped the picture blindly. Then ft
he ran. Away.
Several hundred people had &
gathered in a semi-circle in &
front of the building by this
time. There were not enouph
firemen to man the two hoses.
Four students and a heavy-set. :
middle-aged man took a hose
in their hands and planted :
themselves directing in front.
Thir faces were tense and
wrinkled. Their muscles were Sj
taut, as the gushing water
tried to push them back.
Flames burst through the
front for the first time. The &
crowd moaned with excite-
ment. ' :
"Oh my God!" a pretty g
young woman cried. $
"Don't worry honev," reas- ::
sured her male friend. :
"I wonder where Kemp is?"
one student smilingly asked
another.
Kemp Nye ran from the i
crowd and quickly talked with x
firemen. Then he tugged and :
yanked hoses into position,
falling to the ground. ::
The crowd swelled.
A round bodied, red-faced
man ran to a group of fire- $
men trappling with a hose. S
"Need any help" he scream-
ed over the fire.
"No! Get back!" a fireman Si
shouted.
The fight of fire against :
men was on now. Three hoses :
from the front penetrated and
showered the flames. In the
rear three firemen aimed a
hose down a three-foot alley
separating the burning build-
ing and the Dairy Bar.
The students stood on the
knee-high University wall, on
the curbs, and on top of their
cars. Looking.
Two photographers met in
the middle of the street.
"Have you got the shots?" :
"Yeah! You stay here. I'll S
run and get the story on the
wire and process my roll."
The fire dwindled. Heavy
black clouds hung over Chapel
Hill. The firemen had the
flames under control.
"It was hard. You should is
have seen those flames up
close," one thin and glassy-
eyed boy said quietly. g
Many of the students who i-i:
had helped before came away S
wet, charcoal-tinted, and smil- :
ing. Their friends encircled ?:
them and fired questions rap- i:i:
idly.
Thte fire and excitement was S
over almost as quickly as it
started after less than an
hour and a half. The crowd
by twos and threes slowly
melted away, talking' and
shaking their heads.
Junior and senior girls who
are interested in working with
Vogue magazine should pick
up an application blank for the
Vogue Prix de -Paris contest
in the Dean of Women's office
202 South Building. ,
Nearly Everyone Would Like
Learn More in
Quotes from Students in
RESEARCH TRIANGLE AREA
I have greatly increased my speed (50
150 times). I now have time to read
books, in addition to study materials,
that I never had time for before. This
course should be taught to all students
in high school, if not sooner. . . .
Lawrence Wicks.
I started out poking along at 250 words
per minute. This slow rate allowed my
mind to wander; I often got very little
out of my reading. Now, reading at 5000
WPM, I can really concentrate and get
much more out of all my reading.
Elizabeth Gibson.
I am able to read much faster than
previously, with good comprehension.
Reading is more enjoyable, not as
tiring. I can cover much more material
without the pleasure being ruined by
the tediousness of slow, painstaking
reading. . . . Kermit W. Ellis, Jr.
I can comprehend more at a faster
rate, and enjoy reading more. I can
even read in a noisy room now. The
hand movement seems to keep my
brain glued to the book. Now that I can
read faster, I intend to read all those
books piled up from the Book Club,
and to indulge in the classics. . . . Mrs.
Ruth Wenberg.
I have learned that will-power is the
key to success, i overcame my mental
fears and ended up reading 10 times
my beginning rate. In no way can I
attempt to explain how, but I did it;
now I have a feeling of great accom
plishment Also, I have the utmost faith
in Reading Dynamics methods and
principles. . . . Robert Warren.
The chief benefit I received was speed
with proportionate comprehension and
recall, up to a delightful level. It has
created in me a whole new and power
ful intellectual curiosity and the ability
to carry it through. It is the second
half of my education, I intend to use
these techniques for all my reading
and to impress friends and enemies.
. . . Peter Lipson.
Reading Dynamics has opened many
new fields for me. I can now attack
many new subjects and novels that I
had no time for previously. Novels are
now finished in 110 the time, and with
enjoyment . . . Barry Kahan.
I can now read in a few hours material
that previously took several evenings of
study. I am getting much more out of
my study time. I intend to use Reading
Dynamics techniques in graduate
school where I must cover a large
amount of material and be able to pick
out the important facts. This course
has been of immeasurable aid towards
that end. . . . Kenneth P. Kaufman.
. . . remarkable increase in speed; good
comprehension maintained; study time
reduced by over half; reading much
more; read 50 books for term paper
(received an "A"). . . . Lowell J. Gett
man. The chief benefit received was the
ability to read and take notes in Vi the
time it formerly took me just to read.
I intend to use Reading Dynamics tech
niques in all my studying and leisure
reading, particularly in books on his
tory, law, political science, and novels.
. . . Brooke Carter.
This course helped me CATCH MY
MAN, but seriously! (He helped by
timing my reading.) I intend to use
these techniques to help deplete the
stock of research journals waiting to
be read and comprehended, and to use
it for lighter reading which I again
have found time to enjoy. . . . Miss
"Terry" Terefenko.
There is no question that it has helped
to speed me up, primarily by teaching
me that I should not slave, word by
word, to get 100 comprehension when
there is no need for it I intend to use
Reading Dynamics techniques (a) to
read more material for personal inter
est and pleasure; (b) to skim more
rapidly a larger number of medical
articles; (c) to read important articles
in my own field a bit more rapidly. . . .
Dr. Harrie R. Chamber I in.
This course has taught me to think
faster and to pick out the important
material when I read. . . . Freddy
Hobbie.
This course is helping me break away
more and more from old reading habits
. . . developing confidence and a desire
to continue to develop better study
habits. I intend to use these new tech
niques for further study and education.
. . . Edgar D. Williams.
To
Less Time!
Our Average Graduate of
READING DYNAMICS
READS
P7
I f TIMES
L
O U FASTER
than His Beginning Speed
with Equal or Better
Comprehension!
Here's Our
Jul OKI FY RACK ftllARAKITFF
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We guarantee to increase the reading efficiency
of each student AT LEAST 3 times with good
comprehension. We will refund the entire tuition
to any student who, after completing minimum
class and study requirements, does not at least
triple his reading efficiency as measured by our
beginning and ending tests.
Summer Courses are 10 Sessions, S Weeks
MEET TUESDAY and THURSDAY
Night Courses 7-9:30 P.M. Afternoon 3-5:30 P.M.
Chapel Hill: Granville Towers on Tuesday, July 19
Durham: Jack Tar Motel on Wednesday, July 20
Raleigh: YMCA, Hillsboro St., on Monday, July 25
New Enrollments Strictly Limited to 30 per class
APPLICATIONS, accompanied by a minimum
deposit of $25, accepted until classes are filled.
Send to . . .
Evelyn Wood READING DYNAMICS in N. C.
1412 Westover Terrace, Greensboro
Dial Greensboro 274-4273 or 274-3833 or
Chapel Hill 942-7142 (Mrs. Ruth Black)