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The Campus Mirror
3
Work on a Term Paper
Marguerite Dozier, ’32
Every student in high school or college
has to undergo that trying ordeal of writ
ing a term paper. To most students, hear
ing the announcement made that a term
paper is to he written in a certain course
is like hearing the tolling of the curfew in
the midst of an exciting game. To them,
it is an obstacle between them and a
credible grade in that course.
The real term paper is an examination
of the student’s ability to read and digest
the material that he reads in such a manner
that the emitted material will be thoroughly
re-created, and will belong entirely to that
student. The writing of a term paper
strengthens his power of concentration,
causes him to be scientific in his research,
increases his range of information, im
proves his reasoning ability, enriches his
thinking by his interpretation of the books
he reads, awakens a new outlet within him,
develops his skill in the use of sentences,
increases his knowledge of new words.
The student loses or misses these vital
benefits if he merely reads a lot of material,
then copies it, and passes it on to his in
structor as his own. He shares little or
nothing of 11is real self in that paper. He
develops a fine spirit of bluffing his in
structor as well as himself. He short-cuts
across the field from reflective thinking
and analytic reasoning to the mere expres
sion of the ideas of others. He misses, after
all, the real object of writing a term paper.
Dissecting Spelman's
Philanthropic Heart
Willie Juliet Dobbs, ’31
There come times in the life of each in
dividual when “time out” should be taken
to check up on one’s self to make note of
one’s deficiencies, to see whether his whole
concern is self and gratification of selfish
desires, with never a thought of the less
fortunate fellow, or whether his philan
thropic heart is growing normally and his
attitude of sharing or of giving to others
is improving.
It is very easy for us to shut ourselves
up in a narrow sphere away from other
people and center all our thoughts and con
siderations around ourselves—we need this
—we must have the other—with never a
thought of those below us who have
scarcely the necessities of life and who are
in great numbers suffering from starvation,
neglect, darkness, and disease — conditions
over which we have no control. Do we ever
stop to think that life is free, good, and
is as much desired by unfortunate people as
it is by us ? Then is it not our duty as
confessed Christians to help them to live—
to share with them some of the good things
that have come to us? Might not we have
been in the same dependent situation? We
have (iod to thank for our blessings and
the way to show our thankfulness is not to
fail to share with others what God has
shared with us.
Spelman students had a rare opportunity
to express their spirit of giving and help
ing by contributing to the Thanksgiving
rally through which a pledge was to be
given to the Community Chest and to the
five Spelman missionaries in Africa. Tt
was a privilege to express—through giv
ing—our appreciation of all the good things
that have come to us here at Spelman and
in our homes, and an opportunity to he!;'
others, in appreciation of the help other
have given and are giving to us.
What was made of this opportunity?
The philanthropic heart of the Spelman
student group was tested and found to be
not functioning properly. It is a fact that
none of us wants to face, but we must—for
it is a very serious matter to note that for
the past three years Spelman students have
given less and less, while at the same time
all indications point to the fact that the
students are getting and spending more and
more money. If we can go to football
games and movies, and if we can spend
money for Baby Ruths and Milky Ways, is
it not an indication of the fact that Spel
man students have money to spend and
that they could have given their share in the
Thanksgiving rally? It is a time for each
one of us to take inventory of his heart
and ask himself the question, “What is
wrong with me that T refuse to give of my
blessings a contribution to the needy and
less fortunate?”
This comes as a challenge to each one of
us to shake away from our hearts the
shackles of selfishness, self-centeredness,
and narrowness and develop the habit and
the love for giving and helping, thereby
enriching our own lives and taking on some
of the Christ-like qualities of giving with
out looking to receive in return, but giving
for the cheer and joy that conies in hav
ing a sense of brotherly love which makes
us want to share and make lighter the bur
den of our brothers who, being caught in
the grimy claws of life, find it impossible
to survive independently.
Music Appreciation
Lennie Green, ’32
Appreciating music means enjoying music
intelligently; that is, knowing why you en
joy it, not merely because it sounds well,
hut because it means something. One does
not need to have a knowledge of the piano
or of some other instrument in order to
appreciate music. Music belongs to him who
can appreciate it, and he should not think
of it as something which he has to purchase
in order to possess.
In our Music History and Appreciation
Class, we learn how to appreciate music.
First of all, we get a background of the
earliest music. Music, as we know, is one
of the five great arts, and is perhaps the
youngest of all the fine arts. Therefore, its
greatest development has been recent. But
we do find that the most ancient countries
had music in their religious worship. For
example, we read of David’s playing on his
harp. The ancient countries gave us the
idea of instruments. The organ was invented
in Egypt, and Greece gave us the idea of
wind instruments. Aside from having
knowledge of the history of music itself,
it is wise to know something about the most
outstanding composers, their early training,
and how their lives influenced their compo
sitions. One should also know something
about the peculiar national or racial char
acteristics which would distinguish the works
of one composer from those of another, so
that if he should hear Juba played, he would
instantly say that it is Negro music because
its rhythm portrays an African movement.
Finally, a musical number can be better
appreciated if the method of its presenta
tion is understood; in the case of a choral
number, one should know how each part
relates to the whole; in an orchestral num
ber, know how each instrument contributes
to the rendering of the whole composition.
We learn all of these things and much more
in our Music History and Appreciation
Class. Join it!
Christmas, the Season of
Giving
(Continued from Page 1)
sister, brother, and other kinsmen, favorite
friends and acquaintances pass through our
minds. And, too, some of us even think of
friends who will remember us. Is this a
t ue link in the noble chain?
Perhaps there are others who will not
come so easily into the trend of our Christ
mas thinking and whose very large numbers
would seem to forbid our undertaking to
remember them materially. They are the
really needy men, women, and children who
have not the means to remember others and
are not apt to be remembered themselves—
not by you and me as individuals.
This, however, is not unusual. Many
worth-while things would never be done if
we depended on the individual; for a single
person would not be able to work much
rood. So there have been many organiza
tions set up whereby one individual may do
good by adding his gift to that of another.
The Salvation Army and Community Chests
bring happiness and cheer to thousands of
deserving persons each Christmas. We find
that the spirit of giving does not stop with
these, for women’s clubs, churches, and even
individual families find much to do to keep
the link of the noble chain strong.
Not all of us are wealthy, nor have sub
stantial means; but all of us can give,
through the organizations about us, with the
knowledge that what we give will find an
effective outlet; thus keeping the noble
Chain of Christmas.
At Any
ROGERS
STORE
You will find always the best
grocery values—plus courte
ous service and full apprecia
tion of your patronage.