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Page 29 text:
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Drugs: Uses And Abuses Joint Advisory Board Sponsors Drug Symposium With the philosophy that an objective exposure to the realities of drug use and abuse is the best response to possible problems at Blake, the Joint Advisory Board arranged a day-long program for grades seven through twelve. The day consisted of a morning presentation on the physical, psychological, and legal aspects of drugs. The afternoon saw all students participate in discussion groups led by interested University of Minnesota students. The symposium was well received by all elements of Blake, with the possible exception of some concerned parents. The advisory board hopes that this can be a start for many future programs on contemporary issues. BELOW LEFT; Panel participants: Doctors Bigelow and Pickens, and Dean of Students Meozcnga. FAR LEFT: Doctor Bigelow ponders students question. ABOVE LEFT: What's it like ,: really? LEFT: ' Bui I've talked to a lot of people who have. ABOVE: It really opened the world for me! LEFT: The poster tells the story.
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Page 30 text:
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At Blake the morning chapel service represents a formal opportunity for students and faculty to communicate their ideas. Some of the more significant speeches have been reprinted on these pages as a record of this exchange of ideas. Hi there gUd you could all come |u« straighten your ties and listen to a tale my name is Prester John I'm a king from deepest africa ancient Coptic Christian in heathen jungle, where tigers and tarzan compete (or prize money, while camera roll and monkeys scream I'm Prester John son of the Magi magi that's right magic idler of lies teller of truth teller of lies so just straighten your ties and listen I'm an old man once I was young rolling in hay heaving bright air through fields bones of beasts not yet risen burned me through laughter, silence. then one day then one day the day turned aquick black then back again new before I knew I was pounding in the dark and afraid but I could not go back tosmileand. I pounded and frowned and groaned pounded and groaned and frowned groaned and frowned and pounded I moved slowly into enclosures of steel then quickly broke them down fearing dreams and fearing days writing my name in different ways then one day then one day I awoke to the dream of the ancient earth Quakers I cracked like a fissure, hooked on my own worm like Jonah in my own new whale. (my name remember is Prester John, priest john. your neckties arc asleep, wake up and listen.) so I climbed fresh-blakcd on a bright bus which wound its way toward Washington where we meant to carry candles, chant and further exorcise the place, we shall be a million strong, we sang and we shall overcome, we rode like children. and then and then far back deep under the dark rear of our bus arose a flower arose a dark, dark lady on a seashell from beneath the green seat a dark, dark lady riding a seashell a dark, dark lady riding a shell and she drew me and drew me and drew me back, back into the bus, back, back, back, back back, back, black bus, black, back, back, back (Wake up! Remember! I am Prester John, mythical ruler in northern rockies a holy flower colony of children where our own few seeds sprout, and we survive and live and grow.) So she drowned me and my lady and I were lost and I was lost, and white Washington temples were lost and we awoke exhausted in Ithaca, New York. I read the news of Washington, groaning in Ithaca nowhere. My dark lady laughed her rage and screamed her laughter into frozen nights. So I went away, away, away, away. Wake up! This is the last time! Remember! I'm an old man making food in my children's colony, bearded like Moses or Ulysses or Prester John I rule my flower children with a fist so they may survive in wilderness. but my days grow yellow. my children are not sane. the ground lies fallow, while my sons steal down the mountain to find a hamburger stand, and my eldest, now, he wears a coat and tie, and my youngest, now, he wants to be a business man, and my daughters, now, they want to go to school HENRY COULD OUTLINE OF A FEW SPECIFIC IMPROVEMENTS CORRESPONDING TO PURPOSES A. Development of the student 1) . A schedule of increased freedom and privileges from the third grader to the senior engaged in independent study must be thought out and implemented. An exciting target is the senior year where the student is totally responsible for all parts of his education. 2) . The curriculum should be modified to one of choice. One term courses, electives to replace required courses, and elimination of course requirements which are not fully justified are part of a long list of worthwhile possibilities. 3). The student council should be abolished. A student board of planning would replace it. Meeting with the faculty and administration planning groups from January to August, this group would have the opportunity to control the course of the school year. This plan is justified by the fact that every student council in my five years has wished to change something — as its justification for existence. They have not succeeded because a school cannot change in mid-air . If we are to have student leadership, why frustrate it with an impossible task? This plan gives student leadership a workable base. 4) . The daily schedule must concentrate class time for seniors to allow afternoons for greater extra-curricular possibilities. 5) . A faculty committee on outside experiences for Blake School should be established to take advantage of every opportunity for the Blake student to have contact with our community ... 6) . A maximum student opportunities board should have the power to make special exceptions to rules or requirements for students who want some expression of their individuality beyond our present freedoms whether it be growing his hair long or spending a term at Central High School. EDMUND CHUTE
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