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Crossroads
Bernice Yvonne Starling, '31
When traveling by automobile through
the country, one frequently comes upon
crossroads. Crossroads were very important
during the early Renaissance period, be
cause events such as the public reading of
poetry and the enacting of plays were
often held at such places; but to-day
calamities occur at crossroads. At the most
dangerous points a red light is placed, sig
nifying danger. If a traveler does not see
the red light or disobeys its warning, he
sometimes exposes his life and the lives
of those traveling with him to terrific
peril. Not only are crossroads danger
ous, but they also furnish perplexing prob
lems to travelers. Travelers ignorant of the
way to their destination, always hate to come
to crossroads, because the direction signals
must be understood and obeyed. When
this sort of traveler approaches a cross
road, being too eager to continue riding,
he scans too hastily the valuable informa
tion diagrammed on the map. He then
notices in front of him a road which seems
entirely unsuitable for traveling. But if
he had taken the road it would have led
him directly to his destination; instead,
he looks to his left, sees another road and
exclaims, “I know my car can fly on it,”
and immediately he decides that this must
be the right road to pursue. He sets out
and finds, after traveling a few miles, that
this road is even more unsuitable for
traveling than the one that he refused.
Crossroads, in the form of bewilderment
as to the action one should take, lie in the
path of every individual at some time. The
high school senior finds them in the chal
lenge: “Shall I go to college to see what
it's all about because it’s popular to go,
or shall I get a job and earn some money?”
To college seniors, the challenge is this:
“Shall 1 accept a position which I know
I'm unqualified for, just because it assures
me good salary, or shall I accept the posi
tion in which I can render the best service
for humanity, regardless of salary?” For
every person there is the crossroad of
choosing some moral principles and stand
ards for himself to live by, that is: “Is it
right to do this or shall I take a chance
no matter what the hazard is?” When
one comes to moral crossroads, there is a
growing tendency to journey on the wrong
road and take the greatest risk, because
the road at first looks smooth and offers
easy riding.
I know of no one who can help us to
overcome all the difficulties, obstacles,
and hindrances of crossroads except Him
whom we worship. But let us look at the
crossroads, which a member of our own
college community once faced. There is a
person on this campus who, after finishing
college, was offered an attractive position
as professor of economics in one of the
leading colleges of the city. This person
desired the position, I can imagine, for
to be elected professor of economics would
be flattering to a college graduate. This
person, however, wished to further prepare
The Campus Mirror
himself for his higher aim in life and set a
goal before him, which, if reached, would
lift the souls of men. He refused the posi
tion and today he tills men's hearts with
inspiration and quickens their intellectual
curiosity to such an extent that they for
ever strive to journey the road of truth
and light.
Let us beware of the imminent dangers
at crossroads and make our choices not for
our own seliisli gain, but for the benefit of
the largest number of human beings.
Suitable Clothing for the
Pre-School Child
Mamie A. Bynes, ’33
A creditable demonstration of suitable
clothing for the child of pre-school age
was given May 9th, in Howe Memorial
Hall at 3:00 o’clock, by Mrs. Annie Belle
Hatcher, graduate student of Atlanta Uni
versity.
As a means of demonstration, the tots
of the Spelman College Nursery School
were used. These children were fittingly
dressed in garments for all common occa
sions, with the advantages and disadvan
tages of each given. The occasion included
garments for school, play, sleep, Sunday
School, street wear, travel, and party
wear. The outstanding points stressed
concerning them were durability, suitabil
ity to use, becomingness of color and de
sign and, most of all, construction, which,
if carefully done, allows plenty of freedom
for activity of the body. Winter and sum
mer garments were also shown and dif
ferentiated.
In proving the perfect satisfaction of the
garments, the children were allowed to dis
play the occasion on which they were worn.
This was done by depicting scenes which
occur daily in the nursery school, the first
of which was the breakfast hour, followed
by the hour of recreation out of doors. The
third hour found the children resting after
play, attired in sleeping garments. The dis
play of occasions ended with a birthday
party.
Such a demonstration is intended to em
phasize the value of suitable clothing in
connection with child development, physi
cal and mental.
Mrs. Hatcher gratefully acknowledged
the encouragement and assistance of the
following persons: Dean J. P. Whittaker,
of Atlanta University, and Miss Daisy A.
Kugel, head of the Home Economics De
partment; Miss Pearlie Reed, director of
the Nursery School, and Miss Mable Dun
lap, head of the Textiles and Clothing De
partment, all of Spelman College.
National Music Week
Marjorie A. Stewart, ’32
National Music Week, as observed by the
faculty and students of Spelman College,
was opened with the Spelman-Morehouse
chorus and orchestra concert, given in Sis
ters Chapel May 2, 1931. Beginning with
5
May 4th, each chapel service was arranged
for increasing music appreciation.
On Monday morning the hour was spent
listening to five organ numbers played by
Miss Hayman. The following day Mr.
Harreld began a series of two lectures,
in which he discussed in some detail three
of the larger musical forms: namely, the
classic suite, the fugue and the sonata.
The last named was the theme for Wednes
day 's lecture.
It was interesting to learn that the suite
is the oldest of these forms, the first suites
being sets of dances for court use in the
fourteenth, fifteenth, and sixteenth cen
turies. To illustrate, a French dance and
the first movement of a Bach suite were
played on the victrola.
The fugue was then considered. From
the discussion the audience learned that
this musical form is built on a short
theme, which appears very definitely at the
beginning of the composition. A character
istic of the fugue is the more complex and
varied accompaniments. These distinct
points were noted when a three-voice and
four-voice fugue were played by two mem
bers of the music department.
As stated before, the sonata and sonata
form were the subject of the lecture on
A ednesday morning. The first movement
of the sonata is characterized by the son
ata form. There is a main theme which
always appears early in the movement. This
is followed by a sub-theme; sometimes
bridge work occurs between. The sub
theme leads into development which is fol
lowed by a return of the main theme of
recapitulation. The second movement is a
two or three-part song form or theme with
variations. The last movement is a bril
liant rondo form or sonata form. If the
sonata has four movements, the third move
ment is a minuet or as in later works a
scherzo. These points were also illustrated
by two piano numbers.
On Thursday the audience was treated
to a cello number by Miss Gay and four
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