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THE SPELMAN SPOTLIGHT
September 11, 1963
SPOTLIGHT STAFF
Ida Rose M!oCree
Business Manager Gloria A. Knowles
Cartoonist - - Carolyn Simmons
Rpnnrterc Edna Johnson, Jeanne Terry,
Pearlie Orr, Gloria Knowles,
Willenor Caruthers, Annease Chaney,
Charlotte Mize, Marilyn Holt, Judy
Tillman, Barbara Glover, Betty
Wilson, Barbara Rodgers.
Typists - Sandra Griffin, Gloria Knowles
Proofreaders Bernice Dowdy, Betty Stevens,
Annease Chaney
Cultural Interest Necessary
Varied cultural affairs are essential to the liberal education of
college students. Spelman College offers many cultural activities,
which when taken advantage of by the students, afford such an
education. There are plays presented by the AMS players several
times during the year which always include several dramatic plays
and one musical in the spring. The Spelman Glee Club and the
AMS Chorus present several concerts during the year, most notably
the Christman Carol Concert at Christmas time. In addition, the
music department presents student recitals and guest artists
throughout the year; Extrabdinary films, including classics and
marvelous foreign films, are shown in Read Hall Gymnasium on
Sunday evenings for Spelman students and their guests. The art
department Sponsors periodically student and guest art exhibits
in Laura Spelman. Dance recitals are presented by the Dance
Club. Center-wide lecture series brings to the campus renowned
lecturers in various fields of interest. Opportunities to witness cul
tural activities should be sought after and certainly appreciated
when they, are offered. Attend them regularly and reap the en
joyment and artistic enlightenment which these performers and
lecturers will offer this year.
Cat. No. 4608
Construction work is big business. The other day I looked with
starry-eyed amazement at the enormous strength possessed by a
giant, monster-like caterpillar busy pillaging, ploughing, uprooting
trees, rocks and anything that stood in its way—all for the pro
gress of a new modern highway. Marvelous indeed are the man
made machines which transform before our eyes entire tracts of
land, with their accompanying natural obstacles, into smooth,
beautiful highways which will advance the efficient travel of an
entire city. But, even more astounding than our caterpillar friend
in its capacity for. efficient, progressive work is the human mind,
filled with thoughts, ideas, dreams, and potential plans for new
adventures and endeavors.
As Spelman students this year, we have before us a great chal
lenge to advance these new ideas, to work positively in an effort
to create for ourselves and for our school a vigorous, energetic
driving intellectual force working always to fulfill its potentialities
and even to enlarge upon these potentialities. Of course, such a goal
will be difficult to attain unless each student recognizes certain fun
damental requirements for its success.
First of all, there must be cooperation if a strong, lively, alert
intellectual community is to be created. We must work together
for the progressive development of our school. Self respect and
respect for others sound, I am sure, like hackneyed phrases, but
surprisingly, if they are practiced and become traits, almost any
goal can be achieved. Call it magic, maybe it is, but it works.
Kindness and helpfulness, too, are keys in this cooperative work.
Give words of encouragement to your classmates who show abilities
in performing certain tasks. Unselfishly offer you services to those
who need them and work cheerfully with these persons to achieve
great things.
Secondly, we must exhibit our intellectual curiosity. We are na
turally adventurous. We are curious. We are anxious to find some
thing, to delve into the unexplored. But, sometimes, we allow our
selves to become stagnant in our inquisitiveness. Like the cater
pillar, however, we must overcome these obstacles in order to
progress. To start, question everything which does not seem to
be based on rationality. Criticize those theories which do not
measure up. Work, then, for revision of the theories or the devel
opment of new ones, having at all times positive goals and re
presentative proposals which will develop our school and its
students.
Then, there must be a willingness and a desire on the part of
all of us to work hard for the realization of these goals. In the
months ahead, the student body under the leadership of our presi
dent, Betty Stevens, and the SSGA officers will strive to attain
great things for Spelman. The greatest of these by far is the
development of a keen awareness on the part of students of their
role in the success of the college, their role as true Spelmanites
in this tireless effort to bring to Spelman a spirit of intellectual
fervor, a spirit which our college must have if it is to succeed.
Plough under. Dig in, freshmen, for Spelman is your school, too.
Let Cat, No. 4608 be an example and success is ours.
Ida Rose McCree
.5f’om ^Jlie
DR. A. E. MANLEY
Statement of Purpose
For 1963-64
By A. E. Manley
It is my pleasure to greet the
new members of the Spelman
family at the beginning of the
1963-1964 academic year and to
submit a statement of purpose
for your consideration.
Few problems are receiving
more attention by educators in
terested in higher education than
those involved in the experien
ces students have as they part
icipate in the teaching-learning
situation. Even to the casual ob
server it is evident that the tran
sition from the secondary school
into the college is a major event
in the average student’s life. The
environment of the college
makes severe demands on young
people, most of whom have not
yet developed the skills and re
sources for facing and solving
basic problems of physical, men
tal, social, and emotional adjust
ment. There is little wonder,
then, that in the face of such
difficulties, many students who
eagerly present themselves to
our college in September return
home before or at the end of
the school year, perplexed, dis
illusioned, and defeated. Acad
emic failure is usually given
as the cause for failure, though
there are instances when far
more complex causes are re
sponsible for the failure of stu
dents. In some instances, malad
justments involving physical de
fects, emotional disturbances,
personality difficulties, lie be
neath the surface manifestations
of academic failure. Maladjust
ments related to ideals, attitudes,
appreciations, environmental con
ditions may be involved. Caught
in this whirl of events, the stu
dent sometimes flounders and
fails to make passing grades.
While a great many students
are defeated in their efforts to
acquire a college education, it
is noted that many others face
the problems of college life and
handle them successfully.
During the 1963-64 academic
year, it is planned to have an
agenda for faculty-staff-student
meetings consisting of topics
which would bring a large num
ber and variety of judgments to
bear on problems of the student
with special reference to teacher-
staff-student relationships. Act
ing on the belief that such dis
cussions would be fruitful to
teachers, staff members, and stu
dents, several questions may be
explored. Can certain areas of
maladjustment be isolated through
a more careful study of intelli
gence, achievement, and aptitude
tests? Is a combination of high
school grades and aptitude tests
a better predictor of college suc
cess than the use of tests alone?
What are some of the major fac
tors relating to the success and
failure of college students? What |
is the teacher’s, the head resi-
dent’s and the student leader’s
responsibility to the total devel
opment of the student? How can
students be encouraged to part
icipate fully in the wide variety
of cultural and extra-curricular
activities on the campuses of the
Atlanta University Center and in
the City of Atlanta? How should
academic differences in students
be treated? How can the dilemma
resulting from, the conflict be
tween college tradition and cul
tural background of the student
be treated? How can audio
visual aids be used effectively
in providing for a program of
enrichment of teaching and re
creation on the college level?
What relationships between the
faculty, administration, and stu
dent body would best promote
the objectives of the college, es
pecially desirable teacher-staff-
student relationships? It is my
opinion that a study of these
questions might suggest answers
to fundamental problems of our
college. Moreover, it is my belief
that even tentative answers to
some of these questions would
contribute to greater efficiency
in teaching, counseling, and stu
dent participation in the educa
tive process, greater stimulation
of students with ability, and
arousal of potentialities of other
students.
I am, therefore, urging ail j
members of faculty, staff, and
studentr body to place special em
phasis on the problems noted
above during this academic year,
for if every member of the Spel
man family will participate in
a group interested in developing
or studying one of these topics,
I believe that the program of
the College will be carried for
ward, and better teacher-staff-
student relations will be devel
oped as a result.
3,
rom
DEAN CHIVERS
Greetings To The
Freshmen of 1963
For you the time is ripe!!
All over America thousands of
anxious freshmen will enter col
leges for the first time this year
and begin a new venture. This
venture can be compared to the
Parable of the Sower who hope
fully planted his crop; but some
of the seed fell “by the wayside,”
some “fell on a rock,” some,
“among thorns;” and others “on
good ground.” In applying this
analogy let us say that the Master
Hand has planted two hundred
promising hearts here at Spel
man. Will some fall “by the
wayside;” that is, will there be
some whose purposes will be
diverted by false advice, by
complainers, by negative atti
tudes, so much so that their
motivating drive becomes sc
dulled that they become those
(Continued on page 3)
He who knows not and knows
not that he knows not is a fool
—avoid him!
He who knows and knows not
that he knows is asleep—waken
him!
He who knows not and knows
that he knows not wants beating
—beat him!
But he who knows and knows
that he knows is a wise man—
know him!
—Proverb
It is not how long, but how
well we live.
—John Ray
When angry, count ten before
you speak; if very angry, a hun
dred.
—Thomas Jefferson
We are all born for love. It
is the principle of existence, and
its only end.
Men are but children of a
large growth.
—John Drydeh
Some marry in haste, and then
sit down and think it over.
—Josh Billings
(Henry W. Shaw)
Aire. ^
Soph<e- -
home, s/rr/c -Aor-
*5he ( .s our coo/c.