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THE WEST GEORGIAN
Published by the Student* of West Georgia College, Carrollton, Ga.
Editor-In-Chief •• Leen.on Himonton
Associate Editor l M'' e W l ® io . n
Managing Editor (, ' l ‘ ~VIM
Circulation Managers ''• <’ had ( i low !‘ y
Faculty AdvisorZZl Oordon Watson
CONTRIBUTORS; Jane Luck, Alma Folsom, Maeie Murphy, Virginia Colquitt,
Bessie Dupree, Clarice Cross, Evelyn G. Fielding Towns, Blanch
Evans, Ed Hutcheson, Mary Earnest, Ham Johnson, Cecil Stanley, Earl New.
man, Doris West, Doris Wiggins, Taft Collett, Jeanette Pennington.
What is this new talk now going
over the state! What is the cur
riculum! The curriculum consists of
the actual experiences that children
have in school under the guidance of
teachers; not something that can be
put in a text book.
Each year when automobiles come
out, the idea of the gasoline engine
isn't changed, it is improved on. Why
can’t the schools of Georgia be im
proved on! Do we want to keep the
children of our state on the same
method of teaching ns our grand par
ents and great-grandparents were
taught! The day of the Blue Back
Speller and the one-teacher school is
passed. What can a one-tcaclier
The colleges and universities of
the United States have been im
measurably helped during the past
two years by the millions of dollars
that the New Deal Congress has
diverted from the general relief fifnds
to their cause.
The colleges have been the recipients
of this money through two routes.
The first is the method which is be
ing used to construct our new golf
course; some beneficial public works
project is proposed the site of which
happens to be located on a college
campus. .If the proposal meets with
favor in Washington and is granted
unemployed men of *he community are
given jobs and a chance to make an
honest living thereby.
The second method deals more dir
ectly with the colleges and an ex
ample of this route ib supplied by the
*SFu'dents here who taught illiterates in
Carrollton during the afternoon for
twelve hours each week and were
paid sls a month by the government
for their labors. These places were
open only to worthwhile students who
did not possess the necessary money to
continue their college career on their
own (resources.
The later method I think should be
made a permanent function of
our government even after agricult
ure and industry are revived, and
THE TEACHER AND THE CHANGING WORLD
(By Doyce Williamson)
The coining of the machine age and
the power age has resulted in a rap
idly changing society. The political
and economic phrases of our society
are changing, and it is necessary that
our courses of study change in order
to meet the need of our present so
ciety. It is fortunate that this great
program is now under way.
It is most fortunate that our teach
ers are beginning to realize the great
patrt they are to play in developing a
society in which people will better
understand and co-operate with each
other and in which nations will better
understand each other.
Because of this realization, teachers
are willing and anxious to prepare
themselves; not only do they want to
prepare themselves in methods, but
they want a thorough knowledge of
the basic courses which is necessary
in order that they may leave with
their students something that will be
of lasting benefit.
In order to get this training most
feachers are taking advantage of every
educational opportunity. Some have
resolved to prepare themselves before
teaching any more, and have entered
the different colleges during the reg
ular terms. Others are taking advan
&ge of summer schools and extension
courses, and in this way are able to
prepare themselves while teaching,
gome teachers with degrees are going
THE NEW TALK
FEDERAL AID TO COLLEGES
By Ovid Davis
school with no equipment do compared
to the consolidated schools with
modern equipment!
In this ever changing society we
can’t use text books with only a bun
dles of facts, we can*t have teachers
telling children what to do. No two
children have the same ideas. Then,
why should we keep our children study
ing material which is of no interest to
them and which no person alive can
potfr into them!
Do we need our one-teacher schools
with book learning and Georgia
FORTY-NINTH in educational rank
ing or Georgia among the first with
the new curriculum and well equipped
schools!
are again able to stand on their own
feet without the supporting arm of
tho federal government.
I maintain that this program should
bo continued because it helps elevate
the educational system of America in
two ways; (1) it gives students who
would be forced to withdraw from
college because of financial difficul
ties an opportunity to continue their
educational pursuits; (2) it would
tend to virtually eliminate illiteracy
in this country —at least in the com
munities where these students teach
—ln a few years.
ft has been said that education of
the masses is the only way that we
can continue our present system of
dewocradia government.. I*n other
words how can the people govern a
country when they have no education
to aid them in solving the numerous
problems of state.
If this be true, our American
Democracy is doomed unless the
Federal Government embarks upon a
permanent educational program. The
individual states have proved them
iiftves inadequate to the challenge;
what will Uncle Sam do! Let us hope
that lie will see the light and con
tinue the present program permanent
ly on a larger scale wliich would
ultimately lead to a United States
Department of Education.
to summer schools in order to acquaint
themselves with new developments in
the educational field.
A great piece of work was projected
when our present University System
was founded, placing junior colleges
in different sections of the state,
thereby enabling teachers to attend
with more convenience and economy.
It is hoped that the teacher prepar
edness program has only begun and
that Georgia will not long tie at the
bottom of the educational list.
It is possible for this nation and the
world to have a great democratic so
ciety, where people can live happily.
We have the resources. Science has
contributed its part, but our social in
stitutions have not developed mankind
to the point of knowing how to use
the contributions to the full benefit
of humanity. Scientific methods and
modern machinery in the hands of
an ignorant and war-loving people is
dangerous. A great part of our edu
cational work, then, should be in ed
ucating our people to use what science
has given us for the perpetuation of
democracy, not as an instrument of
war, destruction, and social misery.
When civilization has been develop
ed as far socially as it is scientifically
and mechanically the world will not
want war. It will demand peace and
social security. The responsibility is
to a greafr extent upon the shoulders
of the teachtw. _
Tkk WEST GEORGIAN
■SOCIAL DANCING
Note: This is the second part of a
previous article written on Social
Dancing” for the West Georgian.
Summary of Part 1:
Dancing has been raised to the level
where the best people do it without
fear of criticism. Dancing by the ma
jority of voung college men and wom
en today is sane, temperate, and a
wholesome means of social contact.
Dancing provides means for one per
son to meet many people. It develops
self-confidence, poise, and graceful
ness, and provides a normal way of
wholesome contacts for men and wom
en.
The environment of the dance has
changed in our well .regulated schools
and we find them well chaperoned by
the best people, attended by our lov
liest girls and surrounded by the most
attractive decorations possible.
PART II
Now, that we have built up a back
ground for social dancing, let us go
further into the subject and see what
means are being employed in our
school systems to encourage the fin
est expressions of social dancing. In
the physical education program of one
of our new junior colleges of the re
cently organized University System
of Georgia there was tried an exper
iment in social dancing. It was de
cided to have as a regular part of the
physical education program a group
of students who wanted to learn
something about, and participate in,
social dancing; therefore it was ar
ranged to hare twenty-two couples
meet with their group leaders and
directors three times per week for
one hour each meeting. It was de
cided in the beginning that the per
sonnel, with the exception of the vol
unteer pianists and volunteer in
structors, should be changed at the
beginning of each ew month; thus,
affording the whole school an oppor
tunity to participate during the course
of the year. This experiment was
successfully' carrTdd on" for nine
months. During the whole time there
was not a case of discipline to war
rant serious attention. The co-opera
tion was exceedingly fine, and it be
came a real pleasure to help students
direct themselves in self-improvement,
and at the same time furnish recrea
tion and education in the process.
It may be of interest to you to
know how this class was conducted.
The class assembled exactly on the
hour and each person seeured a part
ner, then went to the back of the
gymnasium and formed a line for the
grand march. If there were too many
girls, there were always enough men
substitutes waiting for the opportu
nity to fill in during the afternoon.
After the grand march the couples
took their partners and started danc
ing to the piece then being played.
Tn a short while the leader would an
nounce, ‘ ‘ everybody change,” and that
meant no matter where you were in
your conversation or what fancy step
you were carriyng out, it was your
obligation to the group to change and
secure anew partner. After about ten
minutes the volunteer leaders would
report some new dancer was making
certain fundamental mistakes. Imme
diately, the group leader would call
fhem all to form a semi circle to dis
cuss the problem which had arisen.
The problem would be stated before
the group and various opinions and
remedies would be brought forward.
This procedure would occur perhaps
Two or three times during the hour.
Furthermore, the leader would see, as
he went among the dancers, some
couple doing a particularly beautiful
waltz step or fox trop; he again would
call the group to form a semi-circle
and witness this step. They would
then be asked to go back and try this
particular step. In addition, the vol
unteer leaders would be trying to
help those who were beginners. It
must be kept in mind it is the obli
gation of the group leader by virtue
uf his position to be the servant of
all and consequently it is necessary
for him to go from couple to couple
criticizing what they are doing wrong
A Farmer’s Consolation
Charles A. White
T reckon I rally hin’t so bad
Though I ain’t so powerful good;
I’ve done a heap I oughtn't to,
And failed in a heap I should;
Still T ain't the wust o’ fellows
No, rally, I ain’t so bad,
r know I don’t go to church like I ort,
But I don’t cuss, by gad!
I’ve alius been good to my woman
And bought her a plenty to wear
And I ain’t never said she couldn’t
When she wanted to go somewhere.
I’ve alius been good to my chullen
Tn spite of my tribulation;
I’ve see’d they got plenty to eat and
wear
And a pirrty fair education.
I ain’t got a heap o’ riches
Like a lot o’ these city guys,
But I’ve made a honest livin’
I ain’t been tradin’ on lies.
I’ve alius been a farmer
And worked on a rented farm,
But I’ve tried to be a good neighbor
And I ain’t done nobody harm.
Mary’s been a moughty good help
mate —•
Mary’s my wife, you know —
She’s tho dang best cook in Georgia
And a powerful good hand with a hoe.
In raising our seven chullen
She’s alius been so good;
Never a time have I beared her
complain;
She’s ’ done everything she could.
We’ve alius thou’t we’d buy the place,
This place we’re living at,
But “bad luck”, erops, and doctor
bills
Have alius kept us in debt.
Last year I thou’t we’d make the grade,
For all 'was goin’ well
But the cut-worms got my corn crop
*nd the price of cotton fell.
01’ Brindle took milk fever,
01’ Beck got sick and died,
And Mary took appendicitis
Altho’t t’was in her left side.
I’ve done about give up hoping,
It seems they ain’t no use —
Tt looks like luck’s agen me,
Seems like all hell’s broke loose.
But I reckon I ortn’t to worry
Like I beared ol’ Johnson low
“You needn’t take life so serious
Yoir won’t get out alive nohow”.
Mrs. Gunn (heatedly) —“You’re
lazy, you’re bad tempered, you’re
shiftless, you’re a thorough liar.”
Mr. Gunn (reasonably) —“Well, my
dear, no man is perfect.”
Ethyl, where is your power? Don’t
let Miss Kirk get your Bond.
and pointing out how their dancing
could be improved. During the course
of the month there was brought to
the groups attention the proper means
of holding the young ladies; the
proper way to introduce new people;
tho proper means to break on another
couple, and steps which were usable
in different types of music. In con
junction with this program the school
lent its help; for the dance or socials
which were held once per month were
attended by only the students of the
college and its alumni. These dances
were well supervised and any person
not desiring to co-operate with the
group was asked to retire from the
floor.
In conclusion, from the experiments
this year in social dancing, as applied
to a southern junior college, the fol
lowing statements seem to be justified:
1. Groups in social dancing can
safely be organized and operated in
eo-edueational junior colleges.
?. Social dancing as carried on in
the south can be a real asset to the
life of the college.
3. The advantage of giving young
people normal relations while in col
lege is in keeping with the idea of
living while educating for life.
4. The dance provides an outlet
for the expression of personality
and the development of self-confi
dence.
ON CRAMMING
Exams are on hand. Suddenly I
realize how little I really know. I
rush to my room, grab my book and
begin cramming for the tests. After
hunting some chewing gum, removing
my shoes and sharpening three ends of
pencils, I settle down to real study
just as the first bell for supper rings.
I tip over to the mirror to take one
last peep to see if it will stay anew
the swain that nightly awaits me on
the steps of the building. I fly down
the steps as the last bell rings, wonder
ing if I can eat any supper with all
this studying bothering me to death.
Supper over; we stroll back to the
dorm and stand on the steps until told
to come in. I refuse to dance or ling
er to gossip with them in the lobby
because “I have just GOT to study.”
The noise of the singing and dancing
in the lobby, the swish of the showers,
tho clap, clap, clap of the heel in the
corridors, the calling from one hall to
another, the shouting in the laundry
room nearby drives me distracted
while I have my nose poked bravely
three-fourths of the way in a book,
striving to absorb its knowledge.
I decided to join the group in the
lobby. I can’t study anyway imtil
the study bell rings. As I get in on
the latest gossip group and am just
ready to tell the latest on my room
mate, the 7:30 bell rings. Heck! and
just as I was going to relax awhile. I
rush upstairs with renewed zeal. I
remember that I promised myself that
I would make the Dean’s List; well,
one quarter, anyway. I assume the
attitude of study in the window with
the shades up “just in case” with my
feet on the foot of the bed. I study
in the greatest of concentration until
I hear my room mate slipping up the
hall. She comes in and says that we
are invited to a big feed up the hall.
With an aching heart I refuse, because
I have to study. She gives me a long
ing look and tips away.
In a little while I begin to sniff ap
preciatively. There is certainly a
high jenks going on down there. With
a shrug I place the offending book
under my pillow and slip down the
hall to join the fun. We almost got
caught once when the matron went
down the hall to see the girl that has
the measles, but we all got in the
closet. It was a pity to get pie all
over those dresses that were piled in
there, too.
Well, the feast had to be over be
cause the lights had been out a long
time and the last candle was down to
its last flicker. With consternation
I remember the book under the pillow
and rush all over the hall trying to
find a match to light my half a candle
that I had left over from the last
dance. I find one finally, but dis
cover to my horror that my roommate
has used the wax from around the
string of the candle to fix the frame
of her honey’s picture. I decide that
I am too sleepy anyway and resolve to
get up early in the morning to really
put in some studying.
Arising at day-bust by the alarm
clock in the next room (mine being
out of cazip since I dropped it in the
tub) I reach for the book and begin
its perusal, loosening the pages from
each other as I go. I find some amus
ing notes on the front and back covers
that made me laugh right out loud,
My roommate rises up on high arm
and shakes an angry fist at me for
waking her at that early hour. At that
moment the first bell for breakfast
rings and we dress. I comb her hair
for her on account she is our waitress
and I am extra hungry after such
mental exertion. I only give my hair
a lick and a promise because he said
that he liked it fluffy. How was she
to know that I used, too much *‘stuff”
on it last week and that it made it
like wire!
I rush from the dining hall at forty
per, but decide to get my mail. As I
wait, I look over the first three chapp
ters of the book with the girl who sat
next to me in class. She had some
lousy notes in the margin about
(Continued on Page Four)
