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Page 8 THE SPELMAN SPOTLIGHT April 11, 1963 What Makes A College Good? Student-Faculty Confab (Continued from page 1) A recurring theme in the list of grievances was the existence of “unwritten rules”. The fact was brought up that in many instances housemothers take it upon themselves to declare a rule which cannot toe found in any rulebook, tout which must be ad hered to at the risk of punish ment for failure to do so. A question was raised, which has been a source of unrest since rumors first began circulating in September of this year. Clari-, fication was asked concerning the matter of the loss of a scholar ship by a young lady who had excelled in all aspects of campus and academic affairs. The scho larship was denied on the basis of “poor citizenship.” Subsequent discussion brought up three very important questions. The first was, “Why was this student singled out for punishment when there were others who also pro tested social and academic poli cies through a formal petition (the act that was the vanguard for the student’s “poor citizen ship” activities)?” The assembly was told that this student assumed a leadership which no other person assumed; that she was the leader of a “revolt” which resembled a “mu tiny”, rather than of a protest; and that she misrepresented the president of the SSGA in a man ner which necessitated a public apology. To the points raised by “witnesses” that the student body president was not misrepresented, the answer was given that the student in question realized that such an apology was necessary and offered to make one. This, of course, raised the question, “Why was not the stu dent allowed to make the apology and the matter dropped?” This question was not satisfactorily answered. Satisfaction also was not achieved on one of the other important questions brought up by this issue, i.e., “What con stitutes good citizenship?” To the other of the important questions, “Do not the students have the right to protest against that which they feel is wrong?” The answer was given that the petition in question had not gone through the “proper channels.” An examination of the Handbook revealed an abmiguity surround ing what constitutes “proper channels.” There seems to be a discrepancy in what (is written in the rulebook and the actual practice, since one reading the Handbook would assume that a majority of students can institute a rule. The recommendation was made that the SSGA Constitution be reviewed every four years, at least, since, “rules should be made toy those who will live under them.” A list of a number of “petty” social regulations brought the general consensus from the group that college should be a place of learning and students should be allowed to make mistakes and thereby learn from them. Spel- man, it is felt, tries to shield stu dents from situations which are undersirable so that they will not make mistakes. A number of faculty members were present and were asked to express their opinions on the subject. This they, in turn, did. “Liberty has two jobs,” said one faculty member who has seen Spelman through a number of her years, and her changes,”. . , (1) to prevent any restriction on personal development and (2) to promote opportunities for per sonal development. . .Liberty is relative and therefore some res- By Albert E. Manley Through the years, since 1881, Spelman College has endeavored to provide a strong liberal arts program. Thus, the institution has, at all times and under dif ferent administrations, been con cerned with the question, “What makes o good college?” I want to examine this question briefly in this issue of the SPOTLIGHT in the spring of 1963. People make a good college. Three groups of people make up the college constituency. These groups are classified as students, teachers, and alumnae. The per formance of each of these groups determines whether a college is rated as good, average, or below average. A college is a good one if it has a student body with the na tive ability to do college work and if these students have been throughly prepared for college. Given native ability and solid preparation in such fundamental subjects as English, social scien ces, mathematics, and the natural sciences, students readily grasp the ideas that are basic to intel lectual growth. Thus, it is pos sible for them to perform satis factorily in general and speecial- ized fields. Students contribute to the making of a good college when they have the desire to learn and the determination and the will to succeed. Since native ability varies, students who are less able than others can make up for some lack of ability through determination to do their very best work. This often means that extra hours must be spent studying and preparing assignments that will toe acceptable to thee teachers as well as to the students, them- seelves. As students prgress from a lower class to a higheer one, there should be evidence of in creasing ability to do independ ent study and to make mature decisions. Students also make their contribution by having clear and definite goals. Early in their college careers, they should iden tify the fields in which they wish traints are necessary. . .” This faculty member suggested that the students . . sit down and think clearly about which rules inhibit self-realization and why.” Another faculty member agreed that some rules are ne cessary but they should toe few, and reasonable, not limiting per sonal development. A number of rules which were cited seem insignificant when taken alone, but when one con siders the fact that students live with all of these little irritants, one can see that the widespread discontent is not of the usual nature (most college students complain about the food; most college students complain about the hours, etc.), it is deeper and more serious. If allowed to con tinue, the effect might be detri mental to the morale and loyalty of the students, and thus to the college. The Social Science discussion provided a sounding board for many of the grievances of the students, and also some insight into these problems for the fa culty members. The students were urged to take their griev ances to their student representa tives, and to elect as representa tives those persons who would adequately represent their in terests. The discussion provided a good emotional outlet. Results in the form of logical, rational changes remain to be seen. Jean Berrien to specialize; thus saving valuable time which could be lost be hesitance to make up their minds. Faculty members are important members in the academic com munity. If a college is to be rated as a good one, the persons who stand before the student in the classroom must fulfill an ex tremely important role. They must have a deep interest in their subjects and must have tho roughly mastered them, for no teacher is any better than his background in his area of spe cialization. Having mastered their subjects, teachers should enrich their backgrounds by evidencing or expressin interest beyond their major fields, so that they are acquainted, not necessarily in depth, but in breadth, with one or more other fields. In order to toe most effective in their subjects, teachers must have the ability to motivate the student and to challene her to do her best to master her subject. The teachers who make the greatest contribution in the class room are those who are not only interested in the subject matter, but in the total development of the student — physical, emotion al, social, intellectual, and spirit ual — in accordance with the established philosophy, aims and ideals of the colleg - working within the framework established by the administration. A college is a good college if its alumnae realize that wherever they go, they carry its name; whatever they do, for good or for ill, reflects on the college. To the extent that a representa tive number of alumnae are ad mitted to professional and gra duate schools and make good records which reflect creditably on their college, they enhance the reputation of the college. Alumnae who go out into the community and become good homemakers and parents also re flect creditably on the college and hip determine whether it is ranked as a good one. Women graduates of institutions have a special role to play in their homes and communities be cause they are the culture bear ers of society, and the home can be no better than the woman who directs its welfare. A college is a good one if the alumnae manifest a continuing concern for its growth and progress; if they sup port it financially; if they seek out promising students and in terest them in attending their Alma Mater; if they make friends for the college. In all these ways, they prove their college to be a good one. In sum, then, a good college needs strong people in three areas — students, faculty, and alumnae. Spelman College has a great heritage. For eighty-two years, this college has been developing. Many people have built their lives into it and many have made sacrifices that this school with its spacious campus, valu able buildings, esteemed reputa tion, and treasured traditions might come to its present state of eminence as a strong liberal arts college for women and the oldest college for Negro women in America. In these eighty-two years, many generations of stu dents have passed through these halls and have gone out to re flect credit on their Alma Mater. Much is expected of you who follow in their footsteps and who now sit in these hallowed halls. I am sure that the students of Spelman College will live up to the highest expectations, and that all of us — students, faculty, and alumnae — will fulfill our roles and thus help Spelman College to maintain its reputation as a good college. SHCCfU (Continued from page 1) Greenwood Headways James Forman, Executive Se cretary of the SNCC, reported that over one hundred Negroes tried to register to vote in Green wood on March 20th. This is the largest number to attempt to register in any one day. All but two of SNCC’s Missis sippi workers are now concen trated in Leflore County. Freedom Singers The Freedom Singers appeared here in Atlanta on March 28th and 27th at Mount Moriah Bap tist Church and the Big Bethel A.M.E. Church at 7:30 p.m. and 11:00 a.m., respectively. The four young people are all SNCC workers and have participated in anti-segregation and voter regis tration drives throughout the South. They are: Cordell Reagon, Nashville, Tenn.; Charles Neblett, Carbondale, Illinois; and Rutha Harris and Bernice Johnson, Al bany, Ga. SNCC Confab The SNCC’s annual conference over the Easter weekend, April 12-14, will bring over three hun dred Southern students together to form workshop sessions on nonviolence, Voter Registration, Direct Action, and the History of the Protest Movement. At present, SNCC has drives against segregation in Arkansas, Alabama, Georgia, Mississippi, Florida, and South Carolina. The fifty SNCC staff members each receive from ten to thirty- five dollars per week. This is very little payment for the twenty-four hour job of integra tion. Support the SNCC and join in the fight for equality. Wanda Waples ATTENTION We urge you to carefully consider your SSGA repre sentatives and dormitory counselors for the incoming academic year. Co-eds Make Honor Society (Continued from page 1) teen persons (12 students and four faculty members) were in ducted into the society. Those initiated from Spelman College are the following: Damaris Allen, Annease Chaney, Margaret Hamp ton, Brenda Sue Hill, Lucia Hol loway, Betty Stevens, and Electa Twyman. Marilyn Pryce was al ready a member of the society. Faculty members of Spelman initiated as honorary members were Mrs. Elizabeth Burkley and Dr. Zygmund Rukolsky. The initiation ceremonies were conducted (in French) by Dr. Edward A. Jones, Morehouse College, faculty adviser to Beta Epsilon Chapter. Beta Epsilon Chapter was granted to Morehouse College in 1956 with the authority to take in qualified students as Spelman College and Atlanta University. Last year the Chapter was given the approval of the national body to become Center-wide in its functions' by serving students in all of the Colleges of the Center, Clark, Morehouse, Morris Brown and Spelman Colleges and the Atlanta University Graduate Gra duate School. This was the first initiation on a center-wide basis. Pittsburgh Seeks Teachers Pittsburgh Public Schools are embarking on a large re cruitment program to interest talented teachers in the ad vantage of living in the “Renaissance City” and teaching in a large progressive cty school system with one of the best salary schdules—-$5,000 teo $9,250 in twelve increments. The Pittsburgh Public Schools will have 400 teacher va cancies in its 115 elementary and secondary schools in Sep tember 1963 and they are attempting to fill these positions with highly rated personnel. Pittsburgh teacher needs are in art, chemistry, physical education for girls, physics, elemen tary and secondary special education, science, mathematics, industrial arts, foreign languages, vocational education, and all elementary school fields. Miss Anna E. Bingham, assistant director of personnel, will visit Atlanta Universty on April 19, 1963, to interview college seniors and experienced teachers in the area who may wish to consider opportunities in the Pittsburgh public school system. Candidates interested in an interview should contact the Teacher Placement Office at Atlanta University for an appointment. TEACHER SALARY SCHEDULE Effective September 1, 1963 Bachelor’s Degree Minimum Maximum or Equivalent $5000 $7720* Bachelor’s Degree plus 30 credits or Master’s Degree $5200 $8000* Master’s Degree plus 30 credits $5400 $8290* Master’s Degree plus 60 credits $5600 $8600* Dostor’s Degree $6020 $9250* *In 12 Increments. NOTE: Salary credit for prior experience in teaching, military service, and related work will be granted. United States citizen ship not required for teachers of foreign language or exchange teachers not perma nently employed.