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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- (Continued on Page 7) 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)