Wake Forest University - Howler Yearbook (Winston Salem, NC)

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Thii ytiir I if College will mnve i!i araduates mil ititu Ihr tvoild as usual, hut as it does it pxe- jniiis fill a miivi- iif its nicu. Tins movf las bdii in Ihr makitiu in Itii yrais and is t ie resull iif a ;ii ' at deal « fi uuniin; am t unia it nn l w pail iif II a , ' r l- ' iiifst ' s liustces, adimnistraliuii and fiiiutlv. T ir jniidud l iis will , IS a ntw campus wailiuii nn l h ' iiuls ,iits of W ' inston-Sa iin. Bui il IS alniiys pin itiitdi-. in , ' p,ilaliini iif l n- fnluir. In mi ir l r piiii iai- nf it-lrospirtiun. ]t ' a ,i l- ' uiisl las a iii i inilasii ' iv iii i will iiintinui- In linipn l ir (. ' nllrfJi ' s spirit ni rrais to come. WAKE FOREST HERITAGE the pride of accomplishment Nestlctl in llic (|uicl, rriencli - illauc of Wake Forcsl lies the magnolia-studded campus ol Wake Torcst College. This school is rich in colur, a hustling, crowded marketplace of thought and learning. Here each year approximately 1,400 young men and women gather for an experience that may lead them to the doors of maturity. In new buildini s. their briik still shiny, and in dim-hallcd old buildings, coxered with ivy and scuffed and worn by the tread of generations, students experiment, debate, memorize, and question. Thev grope . . . and sumi-iimes the ' lind. ThcN- an ' a -ital part of the growing educational picture in North C ' arolina. The removal of Wake Forest CloUege to Winston- Salem will be a major advancement in the history of an institution wliii h lias witnessed many changes. To trace the evolution of this school one must go back to the year 1833. North Carolina was a sparsely- populated agricultural state. Public education had not vet been inaugurated. Inadeciuate transportation and commimication facilities kept alive enmity be- tween the ricli. slave-holding east and the poverty- 10 .

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noriam Such a man as Pop can nc cr be described adequately in words. A man ' s personality and spirit can only he portraxed to another throus h a medium no one has yet disco%ered. To those who knew James Grover Carroll, he was indeed a great factor in their lives, and to those who have only heard of him, he is a legend. A great teacher, a true scholar, and a gentle friend, Professor Carroll had that matchless spirit of humor and wisdom that is welcome in an circle, whether it be the company of the unlearned or the well educated. He retained a remarkable humility in the glow of his successes, and comiriunicated to others a faith unshakable in his difficulties. Not only will he be remembered for his work, but he will be remembered for the man that he was. For thirty-five years Professor James Grover C ' .arroll devoted himself to teaching mathematics at W ' ake Forest College. In the spring of 1955, town people, fellow faculty members, and students were saddened by his illness and death. Professor Carroll was affectionately known as Pop or Fess to his students. Although he had reached retire- ment age the previous year. Professor Carroll continued teaching mathematics by special request and planned to do so until the college moved to Winston-Salem. After graduating from Wake Forest with honors, Pop taught at Wingate High School for ten years and then at Clemson College. He received an M.A. degree at Co- lumbia University in 1920 and did graduate work at Duke University. Many of Professor Carroll ' s most valuable contributions were made outside his line of duty. For many years he served as chairman of the faculty-student committee on orientation. His familiar figure during the three day fall orientations was a welcomed sight to bewildered freshmen and harrassed upperclassmen. Pop Carroll ' s interest and support of the athletic program at Wake Forest has become almost legendary. In order to help athletes keep up with their studies as well JAMES GLOVER CARROLL as their games, he spent many hours outside the classroom coaching them. For seven years he served as graduate manager of athletics for the college. In connection with his love for athletics and athletes, Professor Carroll became the faculty advisor to the Mono- gram Club. One of the members of the club gave him the name Pop. The young athlete had lost his own father before he had a real chance to know him. Professor Carroll was a man so likable in his naturalness and consideration for others that he unconsciously won the boy ' s admiration and love. Before many weeks the young man began thinking of the Professor as his own father, and in more than a small way, he was a son. He told Professor Carroll, If I had a father. I ' d like for him to be just like you. In class he never mentioned cheating, but at the bottoiu of astronomy exams were printed these words, Confucius say: man no cheat when talking about heavenly bodies. Another favorite expression in partial explanation of a mathematical axioiu for which there was really no adequate one — Oh, that ' s just an old Spanish custom. Pop was an appropriate name for a man who would give what he termed a few tablespoons of encouragement to those who had become discouraged. His life was distin- guished by his love for people of all ages. He could usually see humor in an otherwise depressing situation. He in- stilled in those around him a determination and a spriit that is typically Wake Forest. He was a man of many names — Groser, John, Fess, and Pop —but of a single purpose, to live lo ing.

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S l stricken west. Sunic pco])lf in lliis Rip ' an Winkle State, however, had begun to awaken mil ol (heir torpor. Among these was a Baptist minisicr who iiad begtni the arduous task of acciuainting the people ol ' the state with the need for an eduialed ministry. This man, to become the first president of Wake Forest, was Samuel Wait. He had his efforts rewarded on December 21, 1833, when the North Carolina Baptist Convention, established three years earlier, was granted a charter permitting it to create Wake Forest Institute. Four years after its first student, John C ' renshaw, matriculated in February, 1834, the Institute became a college, the first except for the University of North C ' arolina, in the state. During these years in which the school followed the manual laljor plan e ery second of the student ' s day was lillecl. from dawn, when a bell summoned the studeni to prayers and a Virgil class before breakfast, imlil sunset, when another bell called him from the fields for an e cning of study. In accordance with the academic standards of the day and with the school ' s primary purpose of training ministers, the original curriculum was strong in language study and mathematics Ijut weak in natural sciences. Although originally there were no departments of English, history, or social science, training in these fields was done through the Euzelian and Philoma- thesian Literary Societies, organized in PVbruary, 1835. From the beginning an intense ri alr ' existed between the societies. Programs in the two societies were not always of the utmost interest for the students. Soon a fine of twenty-fi -e cents was imposed for indulgence in sleeping, and one secretary betrayed his boredom by writing into the minutes, after a long discussion and at last a tiresome one, the question was decided in the Negative by a majority of 14. The ciueries debated in these meetings, however, were aried. Was Elizabeth justified in putting Mary Queen of