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The Campus Mirror
Qamp us <JMirror
‘‘Service in Unity’’
Editor-in-Chief . MABEL DOCKETT
Assistant Editor-in-Chief AUGUSTA JOHNSON
Editor of News OTEELE NICHOLS
Assistant Editor of News ALPHA TALLEY
Editor of Special Features MAMIE BYNES
Assistant Editor of Special Features
Jean Taylor
Editor of Jokes and Sports EDYTHE TATE
Social Editor ...IDA PRATER
BUSINESS STAFF
Business Manager .. MARJORIE STEWART
Secretary of Staff ERMATINE HILL
Treasurer of Staff MARY DuBOSF
Circulation Manager LOTTIE LYONS
Exchange Editor RACHEL DAVIS
Advertising Managers FLORENCE MORRISON
Lucia Griffin
Faculty Adviser M. MAE NEPTUNE
SUBSCRIPTION RATES
75c a Year 40c a Semester
10c a Copy
Postage 2c a Copy
Editorial
The editorial which had been prepared for
this issue lias given place to Miss Dockett’s
number on the Student Program of College
Morning which she submits at the request of
numbers of students.—Assistant Editor-in-
Chief.
A Student Looks at College
Mabel Dockett, ’31
Students like to wear college rings, like
to write letters on college paper, and some
even paste college stickers on the backs of
their raincoats. All this is done because they
wish to be identified as college students.
When friends receive letters bearing the col
lege seal they have high regard for the col
lege student and say with pride, “I have a
letter from a college friend.” Since students
are held up as rather accomplished individ
uals and like to be called college students,
the question that comes to my mind is—
Why did we come to college ? Is it because of
the sociological value which makes one feel
an undue amount of importance? Is it the
desire for social approval? Do we go to
college like Topsy, with a mind like Topsy?
“I just growed.” I am here because I am
here, or is our object the developing of the
reasoning faculties, the enlarging of the
mind, the cultivation of high morals, and the
formation of right habits of reflection and
correct action?
College is not a place for idleness and
frivolity. It is not a place of escape from
the humdrum of the town w y e came from in
order to have a dignified way of spending
the winter. College is a place where men
and women are trained, who are to rise above
the ranks. It is an arena for intellectual
wrestling. A place where the soul is to prac
tice its athletics. It is a place where voting
people are to come to grips with themselves
and with red-blooded social and political
problems of their own day. Here truth is
to be sought and won at whatever cost of
personal comfort, or of previously cherished
creed. Every student who is now out in the
world, in the thick of the battle, knows very
well that it is not enough that he should carry
away with him from campus and hall merely
the memory of a ‘‘good time”; such a mem
ory, no doubt, is a luxury; but he knows
that he should have gone forth from college
laden also with a store of such genuine men
tal and spiritual wealth as would give dig
nity, charm, and authority to his later life.
In this routine of college life, two funda
mental questions come to my mind. The first
is 1 what demands have I a right to make of
my college? Second, what demands has my
college a right to make of me?
One of my demands is that college teach
me liow to think rather than what to think.
My mental faculties should be so developed
that when problems that I have not met
within the limits of the college walls face me,
I shall be able to tackle them and to give the
right response. In this act of reflective
thinking, five steps are to be employed. They
are the problem, the location, the suggestive
solution, the development of the bearing of
the most promising solution, and the proof.
Suppose you entered your house at night and
lieai’d a strange noise. There you would have
a problem. You would first try to locate the
noise; then you make suggestions as to what
it might be. You might say it is a rat or a
burglar. Then, because it is a windy night,
you might conclude that the window shade
is beating against the window. To prove all
this you tip upstairs, push the electric button
and discover that it is actually the wind.
Thinking involves the combination of bold
ness in thought and action. One can never
expect to be great unless he has both action
and thought. Great men are rare because
this combination is rare.
Another thing that I should demand of my
college is that I become acquainted with the
fundamental motives and purposes and be
liefs which, clearly or unclearly recognized,
underlie all human experience and bind it
together. I must perceive the moral striv
ings, the intellectual endeavors, and the aes
thetic experiences of the human race. To give
this information is the business of thorough
courses in history, not political merely, but
history of anything and everything that
records human effort and conquest. We learn
what types of activity have stood the test;
we acquire standards of the excellent and
durable. A world ever-new means ever-new
problems. The most profound contribution
that experience gives to maturity is a world
view and a historical perspective. It is that
which we are iioav seeking, which makes itself
known within us as restlessness and dissatis
faction. The fine arts should give me rare
experiences and develop me along the line
of finished appreciation. While in college,
getting what is called “Culture” by means of
deeper acquaintance with theories and books,
hearing and discussing expositions of their
(Continued to Page 4)
The History of Spelman
College in Pageant
Ida Louise Miller, ’33
The pageant which was presented in Sis
ters Chapel on Saturday evening, April 11,
portrayed the history of Spelman College
very successfully. Spirituals sung by the
pageant choir and interpretations by a chore-
graphic group made the dialogue matter
vivid and personal to the audience and gave
to words uttered long ago something of their
original warmth.
The division into episodes was a very ef
fective treatment. The first episode, opening
with Chaos to Order, interpreted by the
choregraphic group and treating the found
ing and early days of the college, ended with
an exuberant Jubilee by the chair. The sec
ond episode, opening with I’m Troubled m
My Mind, sung by Margaret Johnson and
interpreted by Josephine Han-eld, portrayed
the dark time when it seemed impossible for
the school to continue because of lack of
funds, and the exultation and renewed
strength when Mr. John D. Rockefeller saved
the situation. This episode showed Iioav in
Spelman’s history Hope and Hardship
AA’alked together, and Hope Avas always the
stronger.
The third episode shoAved Iioav far Spel
man has spread her influence. The first com
mencement in Sisters Chapel Avas reproduced
in this episode. The fourth episode, which
portrayed the present Spelman, achieving,
groAving, and hoping, ended Avith the Negro
National Anthem. The Anthem Avas sung by
the choir and interpreted by the chore-
graphic group, ending with a prayer. The
pageant seemed to reneAv the deep knoAvledge
that our dreams and hopes are Avith us al-
Avays and that because of them Ave Avill al-
Avays go on. And each generation will have
a cup filled to overflowing, drink deeply,
and pass the cup—still filled—to those avIio
are coming after in the eagerness for truth.
For ahvays—“seeking is finding”.
The cast for the pageant included students
from Morehouse and Spelman Colleges and
an alumna from Spelman’s earliest days,
Miss Clara HoAvard.
Cast: Miss Packard, Millie Dobbs; Miss
Giles, Naomah Williams; Miss Upton, Ida
Miller; Miss Tapley, Margaret Johnson;
Mrs. J. D. Rockefeller, Mildred Moore; Mr.
J. D. Rockefeller, Boynton Milton; Mrs.
Lucy Spelman, Oteele Nichols; Miss Lucy
Spelman, Clara Stanton; Dr. Abbott, Fred
erick Maise; Father Quarles, Frank Quarles
Johnson; Dr. Shaver, HoAvard MeElrath;
Dr. W. J. White, George Marshall; Dr.
George DAA-elle, D. Minor Coke; Rev. C. 0.
Jones, James Colson; Rev. J. M. Jones,
M. B. Coppage; Reverend Tillman, HoAA r ard
MeElrath; Missionary, Miss Clara HoAvard;
School Teacher, Mrs. Lillian Dixon Edwards.
The Pageant Choir: Bessie Mayle, Mabel
Hillman, Lindie Harris, Frances LaAA 7 son,
Curtis Miller, Sylvia McMillon, Evelyn Pitt
man, Mercedes PoAvell, Mary Smith, J. W.
Miles, B. E. Black, Francis Long, Reginald
Hunt, E. G. Barksdale, L. D. Southerland,
and B. J. Davis.
(Continued to Page 6)