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THE CAMPUS MIRROR
The Students' Own Publication
"Service in Unity"
THE CAMPUS MIRROR STAFF
Editor-in-Chief Penelope liullock
Associate Editors-in-Chief Elizabeth Lipford
Doretha Williams
Editor of News Jean Warren
Associate Editor of News Helen Robinson
Editor of Special Features Eleanor Hell
Associate Ed. of Special Features Lydia Brown
Editor of Sports and Jokes Sara Smith
Social Editor Evelyn Ebbs
Art Editor Jennelsie Walden
Music Editor Mildred Cuthbert
Exchange Editor Kathryn Brown
Business Staff
Business Manager Alice Clement
Advertising Managers Helen Nash
Alma Vaughn
Circulation Manager June Strong
Secretaries Zenobia White
Rae Jamison
Treasurer Alfred Taylor
Faculty Advisor Miss M. Mae Neptune
Subscription Rates
75 cents a year, 10 cents a copy, 40 cents a
semester—Postage 2 cents a copy
Vol. XVII November, 1940 No. 2
EDITORIAL
A sociologist has made the following
interpretation of the complexity of so
ciety and of the interrelatedness of the
institutions within a society: “It is im
possible,” he says, “to get a comprehen
sion of any complex societal structure
without taking it to pieces, somewhat as
one takes down an automobile. But after
this analysis,” says the sociologist, “the
investigator . . . re-assemhles the parts
and rises to get a view of the intricately
interlocking action of all the factors. Neat
piles of springs, bolts, wheels and other
parts, lying about on the floor, are not
an automobile. They must be put to
gether before there is anything fit to be
called by that name or that acts like a
motor vehicle. Similarly with a society.”
And similarly with an individual. The
dictionary explains an individual as one
existing as a distinct entity. Before a
person is fit to be called an individual,
or before he acts like an individual, he
must exhibit an integration of his sev
eral selves—his intellectual self, his
moral self, his emotional self. This is
a difficult task, because man is a para
dox: his intellect and his emotions con
tradict one another; his moral self and
his emotional self conflict. But he must
strive to effect a compromise among these
warring forces. He must strive to per
fect a oneness within himself. The stu
dent who listens solely to her reason in
classes and solely to her desires and
emotions outside of classes is not an
individual. She does not act as a whole,
as an entity; she acts only in parts.
Once the student has become an indi
vidual, she must integrate herself into
the college community and its life. Just
as important as the required curricular
activities is the extra-curricular program.
Attendance at programs, active member-
CAMPUS MIRROR
The Importance of the
Conscription
Myrtle Bowers, ’42
This first peace-time conscription hill
in the history of the United States can
prove to he a measure of considerable
importance in many ways. It will seek
to increase our standing army in such
a way as to make our country invinci
ble. It can also stimulate the national
spirit of the American youth in such a
way that fifth-columnists, if we can keep
them out of the army, will find our coun
try invincible within and the external
enemy will find it invincible without.
This measure, if carried out in the cor
rect way, should serve as an agency for
the development of a feeling of brother
hood among the many diverse kinds of
people that make up our population. We
do not consider this measure as one to
satisfy dictatorial ambitions, but rather
as a strong will on the part of the Amer
ican people to keep our form of gov
ernment in normal working order and
to keep the undesirable forms of gov
ernment out. Let us not fool ourselves
as France was fooled.
ship in clubs, cooperation in class proj
ects, and fellowship with both teachers
and schoolmates, are all evidences of the
integration of individual students into
college life.
There must also be integration of
learning, as educators and psychologists
have so well explained. The student with
a major of thirty hours in English, a
minor of eighteen hours in French and
the prescribed number of hours in the
required courses of history, philosophy,
and psychology does not necessarily have
a college education. There must first be
a correlation of her knowledge of these
various subjects. Then, from all these
courses, come certain common values
and interests such as the power of clear,
logical thinking, the ability to discrimi
nate between the significant and the triv
ial, the skill of correct analysis and an
appreciative attitude toward beauty in
nature or created beauty. Integration is
a criterion of education.
And when the college years are ended,
there is a further integration which must
take place; it is the integration of the
educated into the community and the
world about him. College graduates must
not form themselves into a League of the
A. B.’s whose concerns are separate and
distinct from the problems of the world
at large; rather they must become a
part of all with which they can make
contacts.
A college education cannot be ac
quired without integration; nor once
acquired is it of any practical value
without further integration. This process
of continuous integration is living itself.
u In a Minor Key"—Review
Elizabeth Lipford '42
“In a Minor Key,” a comprehensive
digest of general studies pertaining es
pecially to Negro youth, is a report by
I)r. Ira DeA. Reid to the American
Youth Commission of the American
Council on Education.
This report is a vividly human docu
ment of particular interest because it
breaks down the nominal barriers be
tween the social sciences and presents
not only a sociological introduction to
the subject of Negro youth, but an in
troduction to current history, law, reli
gion, recreation, economics, and pro
fessions of the group.
“In a Minor Key” does not attempt
to give the theories of social relation
ships in the Negro community, but it
offers the story and fact of stark reali
ties connected with Negro youth, who
like others start out with ambitions and
hopes in their pursuit of success and
who like others face frustrations and
defeats. The report helps shed light on
today’s general youth problem.
Presenting a wealth of data, this book
combines several features: it describes
and analyzes the facts of the status of
Negro youth, calls attention to impor
tant problems through graphs and charts,
and offers hypotheses concerning plans
directed toward advancing the economic,
educational, and occupational status of
the Negro group toward securing full
legal and social rights. The report deals
with such subjects as religious and
quasi-religious groups, philanthropy,
literacy and learning, and gives signifi
cant statistics in telling the story. All
this serves to stimulate the thought of
those who are concerned about the fu
ture of American youth.
With clarity and objectivity, the au
thor has given to the cultural heritage
of peoples a volume which will serve
as a valuable reference source.
Dr. Ira De A. Reid, the author of this
study, is professor of sociology at At
lanta University and is thoroughly expe
rienced in the fields of research, social
work, and education.
“The Devil and Daniel
Webster"
“The Devil and Daniel Webster” by
Stephen Vincent Benet, was presented
for the benefit of Spelman College by
the Omega Fraternity, November 8, in
Howe Hall. The play, directed by Mr.
Owen Dodson, was given in connection
with Achievement Week, which was
celebrated by the fraternity. November
4-10. The performance afforded a highly
enjoyable evening for those who at
tended.