Newspaper Page Text
Ol)£ (Tampus Mirror
Published by the Students of Spelman College, Atlanta, Georgia
During the College Year
Vol. VI JANUARY, 1930 Number 4
SHOULD APRON STRINGS
BE BROKEN BY COLLEGE
FRESHMEN?
Alpha Talley, ’33
Perhaps we remember the proud, happy look
grandmother had when she would receive a
nice, big gingham apron with long strings which
tied around the waist in a slender stringing bow
at the back. These aprons were quite stylish
then; and grandmother, or perhaps mother,
would never have thought of doing her house
work without one on. Of course, as the style
of everything else changes, so has the style of
aprons changed. Nevertheless, it is easy to
associate children and apron strings, for, usu
ally, where mother is, baby is toddling there,
too, or wanting to he there.
So, on throughout adolescence, the child gets
solace from his parents and confides in them.
He does not know what responsibility means.
A child at this period might be compared well
to a little baby bird, which, blind and thought
less, ignorant, yet trusting its parents to the
fullest extent, opens its mouth to receive the
good things from the mother bird.
During this period in which the parent domi
nates, the child receives training which will in
fluence his entire life. The customs taken on
from his environment and the traditions handed
down by his family became a part of the child
and influence all his actions. He becomes
closely knitted to his parents, if they are true
and wise, and there is a mutual understanding
between them. The alert parent is happy to
provide for the necessities of the child, and
the irresponsible child, equally as happy, de
pends upon the parent.
Usually, a boy, or girl goes through high
school in the same care-free, dependent manner,
for, quite frequently, he or she attends the
home-town high school, or one near. He, conse
quently, finds that his associates are old, fami-
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A CHRISTMAS IMPRESSION
By Millie Dobbs, ’33
For several Christmas seasons I had wished
to be awakened on Christmas morning by carols.
Therefore, this past Christmas morning when I
was awakened by the beautiful strains of “Silent
Night, Holy Night,” I felt as if something for
which I had long waited had really happened.
Looking from the window out upon a white
world early on Christmas morning, and listen
ing to this beautiful carol, I was not conscious
of the fact that I was in any ordinary place.
I could have been a figure on a Christmas etch
ing, because of the fact that I enjoyed the scene
so completely. Or, I could have been on the
outside of a group of people who were playing
for the Baby Jesus, so real was the Christmas
spirit I felt.
Miss Hamilton
M iss May C. Hamilton, a former teacher in
the Elementary and the High School of Spelman
College, died December 18, 1929, at Nashville,
Tennessee. She had not been in good health
for more than a year, but she continued her
wonted activities up to the very last. In the
late afternoon of December 18 she had gone
out as usual to the Home for Blind Girls to
read to them, returned, prepared and eaten her
supper and lain down to rest before retiring.
She was taken suddenly ill and died at 10:30
that night. During the week before her death
she had sent many Christmas gifts and greet
ings to teachers and students on Spelman
Campus. The funeral was held on December
21, in Nashville, Tennessee, and the body was
taken to Ripon, Wisconsin, for burial. Miss
Minnie Timson, a co-worker with Miss Hamil
ton for many years at Spelman and a close
friend, attended the funeral.
Miss Hamilton was a resident of Ripon, Wis
consin, and was graduated from the Baptist
Missionary Training School of Chicago in 1895.
She did Missionary Training work in Memphis.
Tennessee, in the year 1895-96 and taught Mis
sions at Shaw University, 1896 to 1905. From
1905 to 1909 she taught in the Carolina Bishop
Continued on Page 7)
TO GO OR NOT TO GO—TO
COLLEGE
Lois Davenport, ’30
The problem of whether to go to work or to
continue one's education often faces the person
who must undertake the responsibility of his
or her support. Not only is this a question of
debate, in the mind of the high school student
who is thinking of entering college, but it is a
question that is quite as prevalent among those
who are already in college. Students have
reacted to this situation in two general ways.
hirst, there is the student who earns his
expenses at college, during his after-school
hours, or during his vacation. Many think that
it is impossible for a student to earn and at
the same time learn; but the person who is
ambitious finds nothing impossible. Work be
comes an asset instead of a hindrance. What
ever he does he usually does whole-heartedly.
He uses his spare time wisely. It does not
mean that he finds no time for anything other
than studies and work, but his time is so well
planned that he is often among the leaders of
other activities. 1 hen when time comes for
recreation, he puts his whole self into it and
often gets better results than the person who
has all the time he wants for recreation and
does it because he has nothing else to do.
I hese are the kinds of men and women who
hold the jobs and who are not often hunting
work. Doors of opportunity do seem to open
to them.
Not only is their time used wisely, but they
also use discretion in spending money. They
do not always have money to spend on candies,
sodas and cakes, but they make every penny in
the dollar stand for its full value. Of course
there is the fortunate student who does not
have to put forth any effort to earn money
for his support. ^ et it does not necessarily
mean that he is a parasite and worthless, for
there are many who prove to be worthy of the
(Continued on Page 8)
DISCRETION
Mable Dockett, ’31
Discretion is a mark of the ability to act
or choose with common sense. Every choice
that one makes reveals his inner self. If
we review the lives of many of our great
men and women, we shall find that not all
of them were born-geniuses. Their appar
ent genius was due largely to the continued
exercise of common sense.
There are persons who start life brilliantly,
whose abilities are far above the average;
everybody prophesies success for them, hut
they don’t seem to succeed at anything. The
cause of some of the failures in later life
may be due to youth’s unwillingness to in
vestigate the things he is not forced to in-
(Continued on Page 8)