Eckerd College - Logos Yearbook (St Petersburg, FL)

Text from Pages 1 - 80 of the 1970 volume:

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Fggfi Gage-4-'e -z5, 2 f:',' 4- - Z' I ' ' - - Y QP 1 . . r ig 25--A ' , - , wr' , 3 A , Q l ' A 5 ,v P' . ' , - 'O LSHEL 4 S QQ, at W ' 1 'qxua b ' F x ' ' A ' - 'L ?idTP t' TWSTT' 94 9' 1,43 5 A V ,Q Volume one Issue one Copyright Florida Presbyterian College Student Association 1970 - Linda Bo Jennings Jeff Weir .Rod Dunck David Wise Robby Barnes Michael Boggs Leilani Bost Jon Brannen Ingrid Bredenburg Sherry Coogle Will Crocker Betsy Dean and Steve Rick DelGreco Paul Haviland John McEwan Melanie Murray Tracy Prima Bill Rasch Watson Riddle Judy Schwartz Sylvia Schwintzer Ward Shelley Bob Tomasello Dean Tudor Bob Tumbelston EMT.. '- s LINDA: I wanted to talk about education and FPC. Mike Boggs gave me some questions last night because he's very upset He thinks that both of you profess one thing and operate in a contrary manner, that you profess a progressive education involved with society and then hold classes like Literary Criticism yesterday, which was very esoteric. So what kind of classes can be run other than classroom classes? Other than sitting around talking about books, old things, dead things? HEEREIVIA: First of all, he's assuming that books are dead and secondly, he's defining a certain part of reality which I really don't know exists or not. One could ask, WiIl the real world please stand up? If he wants to talk about reality, my whole life has been spent in academic environments, since I was five years old, so you could take the track that when l'm speaking in my classes and l'm relevant to what is my world. But more important than that is the crisis that we are going through in higher education, a crisis we must recognize. There are many forms of education, institutions of higher learning dealing with one aspect of education. They don't deal with the totality of education. Now, whether or not they should deal with the whole thing is a different question. But at the present time institutions of higher learning are institutions set up to very efficiently deal with one, and only one, aspect of education, that is the aspect dealing with the mind, and setting the student aside from society for a brief period of time, four years, and developing his tooIs, of analysis etc. Of course, this is the whole thing that's being challenged now. LI NDA: Aren't the abolishing of the language requirement and things like that a step away from the traditional type of institution? DETWEILER: Yeah. I think Boggs is right in his accusation, largely, but there is another aspect to it. We're groping, I think, for new kinds of teaching and learning, inside and out of classrooms, and we don't really know where We're going, so that you can have a class like yesterday which gets out of hand in terms of esoteric statements and discussions. In fact, I would say we are pretty fortunate if about a quarter to a third of the classes in each semester turn out to be exciting and meaningful. That, for one. For another, as Doug says, you've got a responsibility to the existing structure, so that at the same time that you are trying to experiment and are groping at the fringes for new kinds of methods and structures of education, you are also trying to serve the institutions you've got, in the traditional sense, by presenting enough old fashioned hard core knowledge to give the student who wants and needs that sort of thing his money's worth. And you're also doing your job by the administration, fulfilling your contract, and that sort of thing. HEERENIA: We also have to look at this in perspective, too. What has happened is that the old style of educaton, through such forms as lecturing, was practically the only way of communication between the professor and the student, when the university was being developed. Now there are many different types of communication, there's all sorts of mass media. This does not mean that the lecture has suddenly become archaic and obsolete, it means there are other forms, alternatives to the lecture. I think we go a little bit too far when people talk about books and lectures as old fashioned and obsolete, what has actually happened is that they mean there are other alternatives, and our failing is not that we haven't thrown off the lecture, but that we haven't employed enough of these alternative means. But this takes time to really develop. IVly education was all in the form of lectures and books. That's how l'm brought up, that's what l'm used to, that's what turns me on. It takes a tremendous amount of energy and time before I know even how to use these new media. If I defend myself at all against these criticisms, I would say give me time to grow up and to learn how to use these things. DETWEILER: Right. The danger too with the lecture is that it's coming into disrepute now. People disregard all lectures and lecturers, but I think it remains an effective art when you do it well. Of course, not many people can. I think one of the things that causes Core to often fall flat is that we don't have enough good lecturers. HEEREIVIA: Exactly. The lecture became a kind of monopoly where the students in this kind of system had to go to the lecture, and the lecturer felt no responsibility in really putting his time, or himself, into the lecture, since he had a sort of captive audience. This has been one of the troubles with lectures: that it has decayed a lot. One of the real arts, I think, has been lost on academic campuses, the ability to tell and to write a story. It's somehow been lost. A really good lecture should tell a story, it should be engaging and entertaining as well as informative. If it isn't, it's going to appeal only to a very narrow segment of those who are present. DETWEILEB: Something else is involved in Boggs' criticism and that's that he, you, the students, are expecting the professor to do all of the innovating. This is our fault and society's fault generally because you've been put into the inferior position of the master-slave relationship. I should think you should be liberating yourself by now, so that if a class doesn't work, yeah, you can bitch at the professor for not making it work, but you ought to be asking yourselves as well why you haven't done something to make it work. Of course more than accusations. You know, the thing I've been trying to do in Literary Criticism is one hell of a struggle because students don't respond to it. I've been saying from the first day, I don't want to lecture, I don't want mere discussions, I want you to help structure the whole semester. But who responds? Maybe a half a dozen out of a class of thirty five. The rest still want to be spoon fed. And then when they're spoon fed they bitch about the monotony of it. HEEREIVIA: This was a great thing, one of the attractive things, really, about the Core program. I was always told that you were not even really a discussion leader, that really this was a gathering together of people and that you were just a faculty member in there and were expected to keep the conversation going, that much of the initiative in the Core program was supposed to come from the students, something I have found almost a complete lack of. Secondly at this school, one of the fine things about this school is the fantastic freedom each faculty member and the students have to design their own courses. No one really tells you what to teach or how to teach or anything, you're given a kind of free reign to go. And it's terribly hard to really appreciate this, especially if you haven't experienced other schools. What with this freedom, this ability, why hasn't a more innovative approach to education been generated. To ask solely the faculty to do it is to fall into the whole trap. If you want to make an innovative and experimental school this means that the whole school has to be innovative and experimental, not just the curriculum and not just the faculty. DETWEILER: Students have the opportunity and the power to turn the school totally upside down, and don't do it. LINDA: I don't think we've had quite that opportunity until this year, or at least haven't realized it before. DETWEILER: You may not have realized it. I think it's always been there, latent. LINDA: lt's possible, but I think a lot of kids are waking up this year and realizing it. Do you think the College Assembly is going to be effective in reshaping curriculum or do you think that maybe it isn't the way we should go about reshaping the school? DETWEILER: I think the College Assembly is the most effective instrument at this point for the college. And it ought to be exploited. HEEREIVIA: Well, I would totally disagree. It seems that the College Assembly is again falling into what I would term a sort of romantic fallacy, namely, that by getting everybody together in a big community, we can sit down and discuss our problems and as reasonable people arrive at a decision. Hopefully, we can find that magic structure into which suddenly everybody will throw themselves with complete lack of abandon. And I don't think that this occurs. I think one of the problems is that you have everybody running around, messing around with everything and you have chaos and anarchy. What's got to happen is in the very guts of the school, in the very classrooms, something's got to emerge here, at this level, something of an exciting nature. lt's the job of the administration to administer and to' determine the policies and direction of the school. If you get everybody in the College Assembly trying to do it, you're going to go off in a hundred different directions at once, and it's impossible for a small college to survive like this. LINDA: Don't you think the committees can keep us from acting without having seriously considered questions? DETWEILER: Committees usually get in the way instead of solving anything. HEEREMA: What you do when you want long range planning is you form a huge, monstrous committee with everybody represented and what you're going to have is everybody sitting around there talking with a bunch of vested interests, each person making a beautiful argument for his own particular area. You're not going to get anywhere. What FPC needs to say is something like FPC is going to experiment and innovate in this direction. If you want to climb on board, fine, you're welcome, but this is our direction. We aren't saying that other directions or other things aren't valid or valuable, just that they should be done someplace else, because we're concentrating and focusing on these things. And you have to, if you're going to do this, have a few people in charge who give direction and meaning to the whole thing. You can't let the whole group as a body sit down and decide this. DETWEILEFI: Along these lines too I don't think that one should wait for a committee or the College Assembly or. even the administration to formulate a policy, project a new direction, and say this is where we're going to go. If you wait for this, you're going to wait for the next ten years. What you've got to do is to start innovating and creating in your classroom, in your dorm, God, even at the Chuga-Lug, and then discover if what you've got is sufficiently valid for other people to get aboard and reinforce your program. LINDA: I was wondering if you as individuals feel as if you are leaving us at a time when we most need you to help us do these things. I know a lot of students are woebegone because here you two, our best innovators, are leaving us. DETWEILER: Nobody's indispensible. lndispensibility is a myth, and that's not a statement to cover up guilt for leaving. l've done essentially what I can do here: had I not had this offer I would have stayed here gladly and remained enthusiastically in this program, but essentially l've done all I can. I find myself repeating myself in the past year or so, in Core lectures and in private discussions, in classroom situations and what not. So I have the sense that my political effect here has reached its limit. The only thing I could do next would be to try to become an administrator and become effective in that manner. But if I were to become an administrator I wouldn't have the kind of effectiveness I have now, so in that sense too I have reached my limit. HEEREIVIA: If I haven't had my say in four years here, I'm not going to say much more in another four years. And I do find myself getting redundant in my argument. I find myself continually going to my same approach to education. Well, if people haven't listened in four years to it, again, in another four years they aren't going to listen any more. Secondly, as one of our faculty members remarked what is far more important is not to look at the faculty members who are leaving, but to look at the faculty members who are staying. Don't worry about faculty members leaving. Part of our game in life is moving around. Nothing flatters a faculty member more than an offer from a new place . . . to feel he's wanted other places, to go to new places. Faculty members are going to move. I think the real danger for an institution is to have no turn over. Then it doesn't cull out the dead wood. DETWEILER: Right. I suspect, too, that in the lit. department, my departure is going to provide room for one or two new people who are going to provide their sort of freshness. And it's time for this. In addition to that, I don't think it really much matters whether or not FPC survives. What matters is whether particular individuals and society itself survives, and my job is not guaranteeing the survival of FPC, but doing what I can to plug in at a particular place where my particular talents seem to be most necessary, and my talents now seem to be more necessary in the program I'm getting into. LINDA: That's one of the things that some people have mentioned to me. They feel that undergraduate level is where it's at, and going to a graduate school is putting yourself into a place where you're not going to be able to function as effectively, and you're not going to be working with people who are involved. You're going to be working with intellectual scholars who are away from society, rather than working with the lower eschalons of the educational system who are going to go directly into the society and be directly affecting the shaping of society. DETWEILER: This might be true of a traditional graduate school. I happen to be going into an experimental graduate department which is geared toward preparing innovative humanities teachers who will be going back into places like FPC: whose program, in fact, is so crazy that many of them can be hired only by schools like FPC. So in this sense I'm not really changing directions. LINDA: But you are teaching teachers, right? You're teaching teachers to be teachers, to teach teachers to be teachers . . . DETWEILER: Not necessarily. Some of them, yeah, but other people in this program are going into government service, industry, movie-making, that sort of thing. In fact, one of my efforts there as far as I can project will be to look for alternatives to teaching for students in graduate school. HEEREIVIA: It seems to me that this is alittle bit harsh on graduate schools, a bit snobbish towards them. Education occurs at all levels of a human being's existence. It can occur at the level of graduate school as well as at undergraduate level. You get back to this argument of people going back into society, going back into what?! There's no mystical or magical real world, and then a bunch of little unreal worlds. Academia is a real world, industry is a real world, government is a real world, and all of them are different. LINDA: Don't you feel that academia tends to be a self-sustaining real world and that it isn't a part of the total picture enough? HEERENIA: No more so than industry is, or no more so than government service is. DETWEILER: If you want a justification for what I'm doing, look at it along these lines: practically every student I talk to has heard nightmare stories about graduate school and how difficult it is for an FPC graduate to do well in a traditional graduate school. All right, so l'm trying to reform the graduate school, to prepare a place for FPC students. Really! LINDA: Can you give some suggestions as to what can be done here to help the student get into remaking his educational process? Do you think Jefferson House can be extended to a larger number of students, do you think that that much freedom is good for students in general or only for the few who take the initiative to get themselves into it? DETWEILER: I don't know who it is good for and who it isn't good for, and how do you know until you try it out? LINDA: How has Jefferson House worked so far? DETWEILER: I think it's worked better than we deserve in terms of time and money-or lack of time and money- we've put into it. We've got a better deal than we ought to have but we shouIdn't push our luck. You talk about expanding Jefferson House. l'd say at this that we should first give the professors who are in the program some time to do their job well. Jefferson House is now in danger of turning into a grand scale independent study, because the fellows are so busy doing their regular thing that they don't have time to see their students. So you've got seventy to eighty people running around who, according to the script, should be in close contact with their advisors. They aren't. Their advisors don't have time to see them. How are you going to expand a program that is already pressed for personnel? We've been squeezing blood from a turnip in Jefferson House and in other programs around here and this is becoming dangerous. HEEREIVIA: Yes, this is the problem. First of all Jefferson House just hasn't been around long enough to evaluate. DETWEILER: True. HEERENIA: Secondly, you don't only have Jefferson House, you have the Institute of International Education, the program of Jackson House, and on and on and on, and I think the school's spreading itself too thin. DETWEILER: So do l. HEERENIA: It should really concentrate on saying, Iook, if you want to do Jefferson House, fine, let's do it, and then let's evaluate it as an experiment before we move on to other things. What we find valuable out of Jefferson House we will keep. Secondly, I think Bob is entirely right: whether it succeeds or not depends on the individual level of the relationship between the faculty member and the student. If you have good faculty members who are concerned and interested in the students, if you have concerned students, you're going to have a success almost regardless of what structure you're in. Now, does the structure of Jefferson House produce this or not? I think that at the present time the college is spreading itself too thin. There are too many programs to really give Jefferson House a real chance. DETWEILER: FPC is still trying to compete with universities. It's offering a proliferation of courses and programs, even a number of curricula. We're getting in way over our heads in terms of personnel and finances. And sometime soon, like yesterday, the school must decide where its priorities are and do them and stick to them. Maybe FPC ought to cut down to a half a dozen majors and do these well, and have a couple of experimental programs on the side, instead of going out in x different directions and hoping that the faculty's flexible enough and resiliant enough to absorb them all. HEEREIVIA: You can't be experimental and innovative and not hold the total school open to experimentation and innovation. You can't set up experimental curriculum and then hold everything else fixed. A good example is the fact that you have three people in each department or four in some, but basically we say we have to have a balance in each one. This was created at a time when FPC had a tremendous amount of requirements, the year of science requirement, the math-logic requirement, the language requirement, the Core program, which means that you could disperse students all over the place. When you start eliminating requirements you're going to get heavy concentration in certain areas. This means that you might have to give up this ideal of a balanced faculty across the board. I don't know if you do have to give up this ideal or not, but nevertheless, this should be open for question. Also there should be one big question: When you eliminate a language requirement do you have to be willing to accept the repercussions in other areas? What we're trying to do is to confine it to experimenting with the curriculum and now these other areas are really getting in our way. There are many exciting areas you can move into: there's been a big demand, for example, for a communications major. DETWEILER: Hear, Hear! HEEREIVIA: But you can't move into communications unless you're going to draw resources out of certain other areas and put them into communications. Also as an economist, I see things like this: The college has to decide what it wants to do , .- K. f Q , i H7 ..-1 rg.. Vu.-V. . ,, 45' .. . -'afj.A'f i' 3 '?i7.i3ifT1g'f3-iz, 7' Jgfwr- ' ' -.fQ..15:': 1 fi pn 1 ga . , .,j .':.l'f-jg Q , r -.:,-0 3 ,- 1- . - I . :fs,-1J.1 ,u.1-'-.a'f-1--gyf 1, 1' jx' wifj'ffgggQf:.,Axf3,:2,ni, f , l as :init-1-W f'Jmf'.f 25u4iar'w:':f,,: V r with its resources. lt's a liberal arts school. There are certain programs a liberal arts school has to run. And some of these, like science, have to be expensive. So you have to say do you want science or not, and if you want science, and I don't see how you can have a liberal arts college without science, you have to face up to the fact that it's going to be expensive. On the other hand there are some areas where you don't have to be expensive that are terribly expensive around here. For example, I should think it would be far cheaper, far more demanding, and far easier, if you think we need an international education program, to run a Latin American studies program rather than an East Asian studies program. You see the point l'm driving at here: if we need an international educational program then let's adopt one in which we have a sort of built in ability to take advantage of a number of economies, rather than build a tremendously expensive program that we have no business getting involved with. DETWEILER: Also, we're not looking and planning nearly far enough ahead. A couple of things that are inevitable for the next couple of decades are the consolidation of schools, colleges, universities, in an area, what the country is doing in terms of competition in a particular geographical area is absurd. I think that FPC, if it wants to be innovative, should start exploring the possibilities of linking up with South Florida, St. Pete Junior College, New College. We're running parallel programs at tremendous expense, nearly killing ourselves through debts, and there's no real need for it except petty competitiveness. We could have interchange programs, run in a very profitable manner, that would benefit all schools. Another thing which I think is going to happen eventually is worksstudy programs, apprenticeships within the schools and at other institutions in the area. We ought to be worrying with this stuff instead of fiddling around with piddly little things in the curriculum. This is what's happening to education. HEEREIVIA: FPC is so built in the groove of these directions. For example there is in the catalog what is required for graduation: thirty two courses or their equivalent. But nobody pays any attention to those words or those equivalents. You get students going out and doing something in the community, the first thing they want is academic credit for it. But why? This might be something that academic credit has nothing to do with. Why don't they say: Look, l've had an experience here, I'd like it to be accepted as the equivalent of a course. DETWEI LER: Yeah. Back to Boggs' criticism. One thing that you can safely say nowadays is that much-maybe most- significant learning does not take place in the classroom, and we had damn well better start looking for ways of implementing efficiently a college education apart from the classroom situation. HEEREIVIA: So kids go down, two or some students, in the ghetto area. How do you assign a grade to that? They go out and clean ducks. How do you assign a grade to that? That's absurd. DETWEILER: l have an image that occurred to me a couple of days ago while preparing a Core lecture that contrasts the old concept of higher education in terms of the image of an assembly line versus the new concept of a college as a switchboard. The old assembly line process, which is a very academic thing, puts a student into the machine, sends him through, fills him with knowledge, processes him, polishes him, packages him and sends him out into society. This is the well-rounded individual. Whereas I think the modern college ought to be a switchboard, where you use the college to plug students in and out of various institutions in the community, get him a job with Honeywell for a semester, let him work in a hospital, let him go to USF, let him do courses here. There are tremendous possibilities for a variable education that we haven't even looked at. The university goes wrong, I think, in that it doesn't try to plug the student into society in the way l've suggested, but it tries to duplicate society. The multiversity becomes a society of its own in which it tries to offer the student everything that he ought to be getting outside of the institution. This is self-defeating. FPC at least can't make this mistake. lt's far too small. lt's impossible for us to duplicate society, so that maybe this concept of switchboarding could be done more efficiently at FPC. LINDA: Have you any specific suggestions about what FPC should do? DETWEILER: I don't know what's happening in terms of formal structure. Do you? HEERENIA: No, I don't. The students have a lot more power than they think they do. One area of power that they should take seriously is faculty evaluation. The students had faculty evaluation forms but they told nothing. Not enough students filled them out to make it meaningful. DETWEI LEFI: Same here. HEEREIVIA: If students are really going to get a grasp here, they have to say, Look, we want the college going in certain directions and there are certain people here that we feel we really Iike. And students should really bring pressure to move these people who have power! Now the students are only one pressure group, but they haven't even operated as a pressure group so far. LINDA: Do you think it is wise to get students intimately involved in deciding their education? In the past people haven't thought students intelligent enough to know what he needed. DETWEILER: This is a prejudice that is disappearing very fast. You can't expect very many students at this point to be aware of the main problems and configurations of American higher education, because it's been in just the last few years that the faculty and administration have themselves gotten a very sophisticated oveniiew. I think this has happened to both Doug and me in the last five to six years. Before I came here, during my one year at Hunter College, I was beginning to become, I suppose, radicalized in the sense that I was developing a political, social, cultural awareness outside of my field of teaching literature, teaching English. And this has intensified at FPC, so that now I feel myself very involved in the whole process of higher education, not necessarily as an English teacher, but as an educator, capital E. And I suppose students ought to become educators themselves in a way, even while they're being educated. HEEREIVIA: The student shouIdn't expect to have the sole say because there are many different ways of evaluating, say, a faculty member, but theirs is an important one. The problem is that they haven't taken their role seriously enough. DETWEILER: Yeah. Here's something that has bothered me lately about the concept of student power. Students want the right to decide and direct their own educations. Good. They ought to have it. But students are around a school usually a maximum of four years, at least a school like this, so that any one person is going to have a four-year influence. So what's going to happen to the concepts they've initiated later? Where's your guarantee of the continuity that's going to give the institution some kind of direction and valuable self-identity? It seems that this hasn't been thought out much. HEEREIVIA: There is a different time perspective in regard to this. The faculty member, even though he might be around a shorter time than the student, tends to think this is the school where he is going to be ten to twenty years from now. With this different time perspective the student must realize that he is only one force in determining his education among a number of forces. Now he's got to take himself seriously, but he's also got to be content with the fact that he can't run the whole show. And too, they try to take over everything, and if they can't have the total say, they kind of give up. Students must get involved, and if they don't, they have no one to blame for the drift of the school but themselves. If they get actively involved and try and then the school doesn't really meet their needs, then they've got a legitimate complaint. I would like to add one thing about this school that I'm really going to miss, because I don't know if l'lI find it anywhere else or not. First of all this school has for its size a fine faculty. Secondly, it's a humane school in the sense that I've really felt that I could really engage in discussion and argument here which was never personalized. In other words we could disagree and discuss and argue points, and it was all at a level where people did not take this as a personal affront. I think this was true with students, faculty, and administration. This is something FPC should regard as one of the things it should never lose, because it's a very valuable aspect of the college. DETWEILER: Along those lines I have become broadened here much more intensely and rapidly than anywhere else. I'm not sure if this is primarily the FPC mystique or the whole accelerated nature of modern living. I think it's a combination. But in any case it's happened to me while I've been at FPC. And this indicates that there is something going on here that very significantly changes people. HEEREIVIA: I think that the Core program, to me at least, has been a fantastic success, I really achieved an education while I was here with the Core program. DETWEI LER: Same here. HEEREIVIA: And I think people who have not participated strongly in Core around this school have reallv missed something. DETWEILER: In spite of the quasi-disrepute that Core now Ianguishes in, this still remains the basis of the college. And if the Core concept goes, then you might as well move the college up to Grinel or Oberlin, because then you're going to have a second or third rate traditional liberal arts college. LINDA: Thank you both very much. I really enjoyed it. DETWEILER: Amen. HEEREIVIA: Peace. Alfred North Whitehead, in the Aims of Education, presents perhaps the best definition of the educational process when he says There is only one subject-matter for education and that is Life, in all its manifestations. lNew York, 1929, p. 6l For Whitehead there is not and should not be the division of the curriculum into descrete units, there is no place for unrelated ideas presented and not used. These inert ideas, which are neither used, nor tested, nor even tied to one create an another in meaningful ways, ' education which, in Whitehead's words, ls all things not only useless, it is, above harmful . . . lp. 1l Whitehead believes that there should not be teaching for the sake of teaching, that the teaching of facts should be subservient to the teaching of reasoning. There is a distinction to be made between the acquisition and the application of facts, education is the acquisition of the art of the utilization of knowledge. lp. 4l Knowledge, to Whitehead, is almost peripheral to its use. Although he does not advocate non-learning l where attainable knowledge could have changed the issue, ignorance has the guilt of vice lp. 14ll, he is more concerned with being able to learn when it is necessary. Realizing that youth by its very nature concerned with absorbing all that is presented to it, Whitehead is anxious that the educator provide a framework for the sometimes unrelated information acquired. Education must essentially be a setting in order of ferment already stirring in the mind, you cannot educate a mind in vacuo. lp. 18l This, above all, is Whitehead's concern: that the educational process be an orderly one, be one which supercedes itself in regard to its immediate and long range applications. Robert Maynard Hutchins, the former president of the University of Chicago, goes one step further than Whitehead in the requisites for education. Although a series of lectures delivered at Yale University in 1936, The Higher Learning in America lNew Haven, 1936l, speaks about problems still facing higher education today. The financial problems of maintaining a university, the dilemmas of professionalism, isolation and antiaintellectualism are considered. It is his address on general education, however, which is an extension of Whitehead's remarks on the purpose of education and, more importantly, ways to achieve this purpose. Hutchins believes that all men, whether formally educated or not, must have a common means of expression, a common intellectual training lp. 59l. For Hutchins, any plan of general education must first of all develop clear thinking. Prudent or practical wisdom selects the means toward the ends we desire. lt is acquired partly from intellectual operations and partly from experience. But the chief requirements for it is correctness in thinking. lp. 67l This correctness in thinking cannot be developed rapidly, nor can it be left to students to develop. Educators cannot permit the students to dictate the course of study unless they are prepared to confess that they are nothing but chaperones . . lp. 7Ol ln developing the curriculum for his general education, Hutchins depends on the classics, the great books of Western Civilization, and acquiring the skill to read them. I add to grammar, or the rules of reading, rhetoric and logic, or the rules of writing, speaking and reasoning. lp. 83l To these he adds mathematics. Correctness in thinking may be more directly and impressively be taught through mathematics than in any other way. lp. 84l Hutchins, like Whitehead, believes that the development of technique is more important than the accumulation of fact. When the FPC curriculum was devised by John Bevan, it incorporated much of what Whitehead and Hutchins had described as necessary to the education of students. To Bevan, the FPC community, both faculty and students, was involved in the pursuit of learning. lExperimental Colleges, Their Role in American Higher Education, Tallahassee, 1964, p. 91l lVluch of Bevan's plan involved independent study work, and many of the learning traditions, e.g. no required class or chapel attendance, open stacks in the library, were begun to facilitate almost complete independence on the part of the students. This independence did not make chaperones of the faculty, students worked in connection with, and under the direction of, a faculty member who was most of all personally excited about learning. However, it is the Core program which is directly related to what Whitehead and Hutchins see as essential to education. The objective of Core is: to equip the student for the formation and articulation of informed, independent responsible judgments of value. lp. 92l This is, in essence, following Whitehead's idea that education is a setting in order of the thoughts of men. Hutchins belief that clear thinking is most necessary is acknowledged: the development of skill in analysis, dialectic and writing receive attention as necessary preparation for value judgments. lp. 92l In addition to the attention paid these skills in Core, the required math or logic course also developed the talent for analysis necessary to the educated man. For FPC, the mandate, as stated by Bevan, is the engenderment of a wholesome and critical enthusiasm for inquiry and reflection that will extend beyond the period of formal education. lp. 92l FPC, has, I believe, rejected, at least in part, the philosophical base on which it was founded. The emphasis has shifted from value to quantity, passing Core means reading and not relating. The objective tests do nothing but create inert ideas in the minds of students, at no point do all of these thoughts even approach utilization. No longer does a Core comp help students see an overview of their knowledge. By doing away with the mathilogic requirement, the necessity for correctness in thinking has been minimized to too great an extent. By packaging knowledge into 14 week bundles la required 33 courses to graduate l the wisdom of life is clouded. lf we are to accept Whitehead's definition of education, FPC cannot be included. lf conventional methods should be disregarded, as FPC says they must, are we offering anything new? Are we, in reality, any different from the multiversity we scorn? Warren Nlartin, during the self-confrontation in November, 1968, called us innovative- seeking new means to established ends, where the basic values of the educational system are assumed to be sound . Perhaps we are rejecting even this, and falling back on established means, the means we were protesting. Anne Noris With the demise of the language requirement, Core stands as the only all-college academic requirement. Moreover, as a result of Jefferson House even Core is not genuinely an all-college requirement. In this unique position the Core curriculum is likely to experience increasing demands for reform or abolition. In the past our Core planners have met criticism with token reforms cunningly packaged to appear radical or at least innovative. Probably the only Core innovations of the past five years of any significance were Core Science and Area Studies. Various other tampering with the Core curriculum has occurred but this has mostly resulted in the facelifting of old programs. I believe that, in order for Core to a viable part of the FPC curriculum, all of the following untested assumptions of the Core program must be carefully considered: 1.That Core can be planned and taught without a fairly precise and meaningful statement of purpose. 2. That Core classes must be segregated by gradelevel. 3. That a small number of faculty must determine the reading material for a large number of students. 4. That books are chosen to fit discussion topics rather than the opposite. 5. That lectures are a valuable aspect of Core. The purpose of Core, I believe, should be to allow students to intensively study one area le.g. culture, Asia, Latin America-social problems, racism, environment-art, graphics, photography, etc.l for one semester only. All these subjects could be taught as regular courses, but as Core courses they would be designed for non-majors who don't have the time to pursue the subject further but who are definitely interested in being exposed to the study area. I question the paradox of formulating a centraI theme each semester then asking each discussion group to adhere to the theme and simultaneously have its own unique experience. In the past the central theme has seemed far too contrived. I therefore suggest its de-emphasis. A second purpose of Core which I would advocate is the acquisition of communication skills. It has been my experience that some students are graduated from FPC barely able to write coherently or speak articulately on a given theme, while others are bored by writing numerous papers for Core and sitting through lengthy discussions. I suggest the collection of all written work of each student in the Core office. This would allow professors who had never had a certain student in his classes before to determine what writing skills the student has developed and whether or not it would be worthwhile to continue to require writing exercises li.e. term papers, etc.l to improve his ability to communicate. It would also enable the professor to determine whether the student did creative projects as an exercise in creativity or as a dodge from a task which he was not competent to perform. As a concomitant of de-emphasizing central themes it would be valuable or perhaps even necessary to allow students of all four grade-levels to participate in all project groups. I see no reason for segregating Core by grade-levels or, especially, treating Seniors as a group which needs special arrangements for Core. There is one aspect of the central theme which may have some merit, viz. Core reading lists. Many educators land studentsl recognize the value of reading widely during the undergraduate years material which is not necessarily correlated with any course work. If Core is to continue requiring certain reading for all students, I suggest the formulation of a Core reading list of approximately 75100 books. This would not be the equivalent of a list of great books but, instead, would reflect our Core professors' opinion of what readings would be particularly valuable land hopefully interestingl to Core students. This list could be relatively easily formulated by collecting ballots from all Core professors and could be annually revised by the same method. With a reading list such as this, Core students could be required to read a certain number of books each semester or have completed a certain percentage of the list by the end of the Senior year. This would eliminate the somewhat capricious reading selections which a small number of planners is likely to make. There seems to be no evidence that it is valuable for all students to be reading the same book at the same time. Finally, I would like to raise the issue of Core presentations. Nlost members of the college community place a high value on films as a pedagogical tool. For this reason I think that the Core cinema series should be expanded. However, as to the other prominent mode of presentation, the lecture, a great deal of investigation should take place. Questions should be raised such as: Why give a lecture which reviews something already presented in Core readings? Why give a lecture simply because it is that time of the week and a lecture is on the schedule? Why present a lecture orally? Why not print copies of the lecture and distribute it, thus saving everyone's time and enabling the student to review the entire lecture rather than scanty notes? Core has been, at times, a valuable part of the FPC curriculum. With a greater willingness to question some of our basic assumptions Core can continue to be a valuable experience. Jay Gilbert N l 4 'f x X A, ,db f 7 - V 1 uq 57, 'QW Wa ' W mi. Q90 0 ' BIG , PlzzA DADS PALACE 11,-1-3 ww z 'fwfr :5E.I1,' I .--ok W '9 FL ,,,7V .-.J R--1 Q-if I Q ,Nfl f rwff mY eY ff V -i ZNQ f K 2 P x J F 4 f XXX - Z :Jn 1 ny d d td I ' 5 v Yeh' 'A 1 s I l 4 Q I 5-I,,I f-, i 355635 - I K In 1 I . ' I OPTIC NERVE 1 K! I myth of Ee2c?II ,tiee gSeEiNewaA1Q T 'wi-Im CANNo-rBE. 7 'Iii fl 'El 'E' Il , lla Am I drawing wombs with pupils? IAn interesting switch, John being a schooIteacherI Are these I eyes or cosmic eyes, negative I's or affirmative ayes? Am I searching for a vision? Do I fear going blind? Are they man-eyes or woman-eyes, cruel I's or kind? Wil .ff fe we-f r if ,,,.,-'- Q1 And back behind his brows a thought squinted to get out: John, maybe you drew them because you could and continue because you can. Remember, you once did a whole head of a man, but it didn't look good. 1 l n UIDD, , 010 ' ' 44 ' -4Qa55,?'.3' . 51a.t014' E543 o Q 'fswo' WW? 9 4' 0 , VQ o , ' I fi ' ougva 534- ,4 K.:f H fygxi- ---cfs il Ii aw' ,, P-' LQ 1' 'J 'P' N 'J 5 ' , -1, . I 5, wlt,,:?vS f ' . 4 , ass' .5511 '- ' M a N ' l.ll-'- ' ,Q' , Z 6:31. . 1 . -1+-. gr , XT- J... . -fn- X, Q r F V . AY I .35 'X ' , H: f' up It . Y- X Zi J' Ny 1 Q- L-5 '- ' -A fix-1-I.-ix X , . 5 fs - - Q., X Q- , K . ff 1 - I X1 b ' -Lk. Q .0 ' 1 X Q ' ul x - 4.x N x Y 's 5 O ft S - .5 i I I' iT'4i-an. 4- ...., Q - 4 x , . ,. I l- . r NX 1. ' , '-O-'wir ,f-.1-149-1 V Z -'-.1 .ff ' . ,Wi jf:Z:I:Tx ' -x. 1:::f:::::4 - -1. .., if .1 QI- ' ,jf 'sw- ls is :Milf J I ' Nw. flfl Fi? 51' ' - 2 Q 4 L af.-7 Pie-' I . f 7 . , , D X ,N V- H -1- ,ff I -r ,. p,.f,Qt'i-lkvgv' , '24, U . f,,yv4.1'2' ,l -v . 1 - . ,I .1ly,3',,'-5S?g.,9,7r.LQ3, A ' --UQ - -.gg - 'tn W ' sw 'mv -.Q 5 cf- 775 . 1 .f.-', -,qfuffv .,. L 4 , V 4 V I ,.'1,'f,', , A A N, i I . ag .. ,f'Li, -5 -11, 123 fry, ' 'M' 4... .fy : 525: 4 iii-?.afv.w. ..'T '- 5Zf1fI'9f'2 i'x'i,'.:.-. ,7 W 3 Es 'J r iw w -w r W' : Oh, good! VID DA I just loved it. hat time. g t Haight durin fl l'. LSD, yea is Ol'l rrelatio dth research CO squelche done SOFYIB be grant also I0 S ot his He's Seem theg JOHN: rk WO GI' r volunte OU think , l Y.' Yeah VVEND there excep was most exciting, because of the people we t Bu spend a lot of got to C W and meet, got to H under erience exp f O VDC' t tween the be OJ .E LSD BFI and breakdown induced consciousness. nic YE h izoph SC t to participate. Q0 E Y: W D JU t? LSD consciousness or a freak-ou VID.' DA eah. Y: Y END W .QL D- E-'EO 322 CD Cl :J x..CO 115.2 SEN Q9 .c: E3 .z '+- 8.2 if cn CI QJEU5 .C,C.l 4444 f-DB7 Eng C m'2,- Scum 3 .C UIQ: -Em 'U Iugqg Q ' 515 UU 55 cu ES 'U'Cl C cum 2+-I UU C mm .93 ,gm +4 O3 C. P3 Cm '-.9 13 .Sf . C mg. .Q- .C x 39:6 P' EE gi :mi bs.. Si? win. O-'V-U7 20.9 .1 ,Z 23: sea swf :Og -I-'gg o .: ': a ,GJ asf CU get -C522 .950 .5 .3 C-C ESE 'EOE Ei 3 EEE O19 V354-V5 fN. C i2 KU UI u.: 4-4 : O .D CU 4-4,-C CUC .Can EE ,Uv 23 II: 121 Q 5 gets ho W anic, V9 iso her t, and the ot OU nothing really re's he T FSC. W0 rogressively D SVGFI n't EIS I w ah, Esalen. YE Y: Well JUD n they he anic, but w FEI phre .E I CD D 'U C KU .E .SB C you can do about the 0 O .CS .C an CD an .EE 4-4 LJ ru no L- on ri 0 b t moved fe hinking of San completely t 35 Esaleng I w f 0 king Esalen is Francisco. .E .C 4-I 'as U7 C thought processes his s all OD St orazine, it th hey ow, t kn OU th. Y On lem ho that w Om fr me nality SO nize his per 3 V9 he's not able to reo and things. oved ITI YE pletely I'T'l CO W9 I'9 'IIWO mga, 'Z' .E .Cmo Hg, gag X- was .S-mg .C .Q-20, .C2,C -C .. wiv Som O 'U L. .ES gg :EEC U7 D- .2 325 19 t' J: Q- 4-1 Eicgcn O.CC 4...- U 5 OUTQJ ULEE cu 6.22 E. 'O GJ E 5-' ru .C -I-4 D: ,E C 'E 4-I C ru 4-' L O D. .Eff 13 .92 ge LIJ mum is F- --as 25 is 5'4- to go life. his ed allow in this needs rltbt where he really he's zine FEI ho T nder U point for you relationship any S GI' as th DA VID.' W cu .C -I-' GJ x fU E O 4-I 'cs GJ E 2 TE 4-' O C .cn UD .C is psyche or whatever his th at IS hrough it 4-I E 'C 3 o r U1 U7 E .C 4-' L- CD .C 4-I o GJ .C 4-4 'U C CU C 2 CU GD u.1 C OJ Qi 3 4-' GJ .cz adjustmen E e tim th up the rest of fil tO ST ju GV were th Ol' trying to make for him. because you couldn't afford four weeks? cn .E Q. this, 'not co 'ILO st locked in JUDY: He's ju a connection because JOHN: No, there was 'U as o C cu 3 I cu b KU .C O .C 5 E 'I-' cu cu CD D KU .C r C U7 CD O 'C GJ .C 'O C CU C O u: '5 O Q. C5 .E .C 4-' :- C C5 .C 4-' E E 2 Q. U7 C 'rl 4-' CD .So 'Z CD us .E .C .E .C .41 3 .C D5 3 O C .C 4-1 Sl: .bl s. O 3 O 4-I GJ .E 4-1 GJ E O sn Us cu I- cu 3 no E C g peo on of Esale E G! L. OJ E GJ C L5 the cu 5 down on using drugs on Silverman was really have drawn their ideas they idea of where he thought there was sch izoph renics, where Abraham E lik to people We talked from. decent prognosis for half way of nd ki 6 m SO counter work . GTI 6 fTl S0 id d and OW lVlasl them. V8l'I'T16I l. n Sil ia Ju JUDY: lwhisperedl any this Silverman guy pay Did DA VID.' attention to Laing? JOHN: Oh yeah, July's idol, her sex goddess, or something. really He's it. eab quit ah, YE Oh Y.' D JU da .E C5 .I S- .Q 'o CJ U C CIA D I C el i ish ho an. W TTI VID: Silver DA JOHN: He set up almost his whole program JUDY: He's gorgeous. of . Laing's theory gs. through madness and thin Laing. You know wo rking it. Wa VID DA bv 8 that gth theory aing's ike bein mgl about nor L the What is DA VID.' at who works psychologist Y.' He's the Q 2 Lu E hizophrenia SC ia. ith schizophren W ege Coll Ta T8 S 3 cu C ca 42 normal state instead of the abnormal? DA VID Agnew State? 'IQ Lai t that from Q0 t sure if I T10 'm N: I H JO Y:lt's old, it's before Spiro. D JU Of' l'lO'lI. CL -C2 as Q E8 CJ is CFU .CE 4-I-4: 'UE 'ow fu.: .C+-v '4- go CD .COS gm b..- 0 S.: 3 ii S6 51 '4- o 5 ,Sa as B 1-3 U1 I: 3 o C X :S O . 7.9 C -.EB .C Se 5.5 YI: Q3 fantastic CU TQ 'Q an 3 on ,C E GJ 1. san CD I .E 4-4 4-4 LD CD :- bm C.C 34-I Q3 25 Hen .C I- .E ua C GJ 'U cu if C that the inner le ib poss t's quite eah. I N.' Y H JO 7 L GJ P perso e real th ic is ophren f the schiz O perience GX the very first thing. uld've been O sh t HN.' I JO o n. eal, 'c- Q. GJ D L GJ Q. L Cin Q2 4-4 k Q 3 4-v O C S.- +4 cu O.: CD4-1 :EE C53 ME -Cm 4-F E L E-Q '53 L3 GJ O C CD 'C CD O. C K5 E ex Silver ould've. tsh eah, Yeah i Y.' Y END W rt of the individual pa s, it's a rd ther wo ino th at a part ifferent, d and ning 116 that's frigh :x O 7 14 ru .C 3 7 41 o ru X cu cu : 'a uld perc O o cu I E J: Q w V3 GJ E o U fl' i-' 3 .Q 9 o '4- GJ .Q 'U CD U C GJ 'C GJ Q. X GJ OJ C gm GJ .C ui cu 3 'O cu as .C 3 O 7 cu L as .C 3 Z' 4-' U CU X CD ci: .E .2 .E .C 4-4 an L an 3 GJ I To GJ C GJ x. O I4- GJ x. CD .C -I-4 .2 'O C 5U E E .E x..C 2.4: E E O n.. '+- O U7 4-4 UI .2 'U C cu 3 O 7 O +- E 4-V .C U7 'C O O1 4-4 U1 .2 2- 5. O. O Q23 I3 GJGJ .CO 4-'C 413 CD'C .MGD IQ. X was -X... OCD 293 ,,,fu mu: 52 mi .Eg its Q! E.: 04-1 Cf! 3 GJ 33 OJ 1-l.C C. 3? OCD 'O'O and it has a real meaning for him. JUDY: And then he'd just whip it on you and do and you'd know what to you wouldn't and Silverman tening to lis 65 lD.' W DAV he get that? I? id d YE' he God, w ink, My th s drawn activitie eeks W the of ft pa OW Nlasl at to me. th do him n't let Do E3 was it just lik Y' ere doing o W you into what to for the whole speakers to go rostrum of S11 it ju he did WENDY.' And it was so true, year? everybody and everything was just ttO OU ab E. E3 CU ua LU 4-4 fU J C E I Q w cv L cv 3 b- cu .C I- vable. unbelie HS W It UUE. S0 these were to Esalen. We 4 O O7 cu 3 m L -.9 cu .D 5 CU CD as 5 2 Q. O aa Q. HS here w I came back hen felt w hat Y.' W JUD Carl heard erman, we Silv and lVlaslow SSW from everyone and hing. elate to anyt 6Stl'ElflQ6l'U8I'l!1 I' g. I couldn't complete and we talked to Theodore Rozack, Rogers, everythin author of the Counter Culture, and Joel Fort give us a 'I10 St e saw, ju these people w of all IIOO. dude, a weird JOHN: He was really the of YOOIIS how the of background were interested We t have grown. EH IT! Ve ITTO cu cn cs 3 S cn O C5 E 3 .C his wife, she had a thi about Lite I' 0 Look E 'c CU .C CD .C 4-I O 4-I ua U7 C E ru U1 Tu 'ci C CU .E :- C7 2 o .mg .C H5 cu u .E GD E Q. CU 3 3 .CE o.C 7 cn Q. .2 4-1 cn 'E 9 also 4-' GJ O C 'a S O7 .9 O .C U 7 ua Q 7 GD .C 4-I O. 3 O x. U7 7 .Q CD .O a child as it was being born. er, geth tO rm Well, they both work IE Sl' wint 4-I 3 .Q S birth and they chanted and sh BS energy passed all hey astic. BDT ing natural Yeah. T f was rea ly was giv J UD Y.' befo re three weeks the nk ND Y.' I thi WE h, it fl O basis for the Esale 3 US gave Esalen EXDEYIGDCS. really is He cool. really lt was WE ND Y.' s tran ge. last thing? 8 th EIS VlD.' Esalen w DA S0 such a freak, he's OW Y.' Oh, yes, w D JU ht! Y.' Rig D JU fantastic. happened leaving Esalen and hat VlD.' W DA about it? I'lOW feel like you do hat W VID DA ol? ho SC coming back to reak-out when you t now? was a f came back. What is it said Like, you ho n Heider w h Jo ith W '19 e had a thi Y.' W JUD the is one of the ultimate encounter leaders in got back FST lfi when me I' Fo Y.' END W YSOD. ntastic pe fa ry. He's really a COU Ut hing was a natura high for a really long eve ryt 'EO starting everything's l'IOW And time. JUDY, WEND Y, and JOHN.' Jesus! Wow! E o GJ .C 4-I .E X U fu .Q T: CD '4- '9- o 'C o ID 'Q C Q . U7 +22 Q-'o 'BO .20- -qu. E5 O7 C CU L 4-4 U7 Z' To CJ L Ui KU 3 3 2 I O w feel like that. really don't N.' 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Q3 bb wi tO gin in COITI ZIITI T9 he ople rather than pe you like ITIQBD urself. I YO 9 sid min fro shr nk campus h the t wit BFI pointm 39 mV have your own hassles. te CYEEJ St iu WE SO couldn't understand. And JOHN: They or whatever. of I SOFI hen i ck. T IJ a f held O TI SO radually CI UUE. JUDY Yeah, that's basically a while, but now, for me I for hi I1 dow WSIII figure or ority th HU Ezlfl 't WHSFI eah. He Y: Y D JU e back up to plane feel I've com ay, I YW UPI OUI' somebody in 35 W that. He like anything you id pd f relationshi do t kin ha :W VID DA an before. th ogether GT Of I feel much m where knew more than we did so we group that have with Dr. West out there? state, y own fTl SI it's ju be may t know, don when we had quest ons or cou d turn to him happy. r ght now fee pretty but problems. hink Whenever he I t od, Q0 Y: Really D JU home left and went he away get could kind of cheated here. really Y: I feel JUD of SOl't that DAVID: Are you maintaining because they were getting ready to drive back 35 I w at th things any TTI SO FE EFS 8 .C I- p here? relationshi E tim ost of our free untry, so m C0 the SS 3Cl'O that California, in Out O t introduced around, but he wasn't really spent with him getting really Oi' upf III 'm st that I WHS . SO. nk Y.' I thi END 0 W be responsible t TO freedom T6 gave us comple mV with UP t here keeping bu deeply, into extent lVIuch more so than JUD Y.' To an the whole group in everybody ourselves and classes, French, HS far er responsibilities as th O VIEW 3 of kind WHS it and on, turned time to have the don't , l HI all th and but he's Dr. West tefm, the winter before thing to U7 .E 31' U x GJ C CU '+- o 'D .E x 'C C CB CD O C GJ 'C GJ O. X CD 'o C CB ai 95 E D o 3 U7 CU .41 o 4-' .C U 3 E CD CU GJ 4-' o D GJ 'U know OU again. Y 85 what w questioning people GSE th all S88 OV Ei' get n I he elw 'w yself, ' OI'Tl ying t IU lf! Q. GJ GJ 1 D5 .E .C 0-4 GJ C o L o 5? :- U5 3 . ie uw.: .WC wo 'C.C GJ gg SC mo -Qm wa-I :E -.GJ 2? I5 O 515 NVD- C35 mir.. 553 CU 'SOB -Q4-' 13.2 -GJ sf? CU mem. 'Ex 'Stag ru...-Q gas eg? 4-124: QC 'Vie :n,,,E .Eo-.I Se.. QQ: 41:0 won .CON C5544 cum-C .C3,,.Q? 4-'CBL O.C ,O,.,.+: ot? 5:3 o ig: Oi. 'SU-9 .CC +-', C ..O .'I. 4'5 CU 2.5 aft 253.9 Q-U74-I V129 5535 .c 'c: 4-JCC '-gg.- 30:4 6533 E005 b- N- ggi:- aggg D o CU O4-I -C C XX-1 4-'Tu - ' CU S gt' 3 22 Ugg? 4 U7 33.95 .-. -Ccn 4-' fv-y af as :- F835 5: 'SU' --C Q 9,5 D .Dm w cow- CC --cu 4-ICD :.Q 'la CD 15 i-' GJ S? Ab- 525 L+-'cu :ml- V7-QL 5-C2 '3-.E EE I-ti mf: KUN- Ecu 1:5 lm 4-'S - C 2 3+-' U1 QC 3 Eta .C C53 E2 E -F30 ga -Emm a F1 .W Uv Ea C mg O .ce 'o U .- H- og E Em 3 .-. CU imp.: EE 3 mf ' 'cu ': 'E 3 Som:- .Qw 5 ai.-H E ,CGD r EE a 5' - Eeegb C:E'5Tu just l'm like but unselor, CO mV advisor or but .2 :E U1 C O C GJ GJ .Q an CU .C C O cn vi CD -I- O :C Q. CU 4-1 CU .C 4-1 C O D. in GJ C ddy. I really feel bu omy d talking t 30 going in r ourselves. fo sponsibi I ity T9 us take o let als Sounds familiar. HN.' JO s intensely. hi 4-l with U9 Il' retty hat's p u think t VO Do D.' I V DA WENDY: The most important thing about JOHN: He was really responsive as well as being out there for me was . . . I think it responsible. I talked to him several times e group? th SO. V19 aah, I mi Y.' Y D JU good because there's always DA VID.' That's about Dr. West, a thing been so much of out psychoanalysis or anything ab JOHN.' Yeah, the Flogerian approach. all fe he DOW, he is fe he ght. So D: Ri I DAV for ith him onship w a relati BVS ese people h th q. oup. gf a real EIS e first time as a group, th an effect on that maintain it's bound to have Can relationships other people the types of with him. have EI' geth h more to UC ah. He's m V9 I, We HN.' JO ng ethi TTI S0 T a group o n't just EIS self. It w him ever felt I 've life mY in 8 tim first 6 th WHS mming e ust bu GI' W We hen . W free really around San F rancisco. u ee? ly fr 3 ure u mean by YO do hat D: W DA VI Free from what? JUDY: Hassles. had a Because we hassles. Just WE ND Y: and QS thin ESC th do all dto ha We hedule SC WE all th QS thin fit it in with the 10 had W8 t one hassle. I'l0 SS there w to do. But ed Want do TO . never a hassle DOI I Just Sl' Nev anything. time, are SP any BVS h dn't di We Y: D JU 6 tim BFE 5,0 't Sn W3 free time OUT actually. Even things you wanted because you had actually, these good and do this because you've got all bring them to us. things and we want you to And he's just bogged down, he just doesn't have time to do anything. 235 -as 33C .o s,U 5553 U EIC? m7'3'cT:.s4 EUEr I CEC OEEO -U 'U D, - 9506 mC 'C CC CU D ee? W.- wwf U.J'- U7 3: TJ C -.gmf U1 oswg SU.Cua WEND Y.' The grading system and everything. f O DS TY eek SW ght ni One HIV: t's a like a JO lls I9 he in and GS FU CO OITIBOFIE here s W thing them about being turned on or something and he just doesn't esn't click, do ST he just - it ju for an it about come through. You can talk hour and a half and do some exercises for an get the don't really you but half, El and hour ,,. .QE 'o CD. EB 52 C fu. UIQ. sm! +59 :cn Hx. 62 .EC -J 'Do C'-Io 'C QGJ 5 om LCD OTC E3 I-.E C5- ES QL '-I-KU ISQE a.:OO+-' .sc :SEQ UDOX C-DEQ. :cu-C.- 112514-5 -2,5--C -o-A4 Q OEEE -5 - CC 'D .-GJ!-'L- teas .C EE 4-lg. 'o- '-.2 CQJO ru?-Cu: 54:5 5350 Egg gxi4C' 4-lo-'CE H-Ng.Q'6 SSEQ 6-22 other members of the group, because it just ople. D9 I' fo had distrust I 9 th of lost a lot oid little paran H 33 I w YS t the OU Ent W EFI Wh for one thing about drugs, because there were U,- 'ucn EE E5 W-i-I 32 QUI- ma: 55 5. T4-4 WCB .o.C cu? -Cs. -O Q-C 3O O LE CDC as S+- S- .EO 4-' iv.: QE' om mg Q12 ll, rt of, we SO was this oup QI' the I0 in ht oug br 55216 .CC,--- 'HC3 .IB O8mQm .Cgggkfll .'IfU:-5.33 5U,..U .C C3'D ' W.- .C - 4-' .Oi-,q. 345-4-CE, L 2.101 Scam, :Eb-E-E ZQESE L 52222 D'- mjri'-Q35 35wEB EQ- .- CD g,x.TU .Cm-Oc-J 4-'B-ITV? FU- O flag' .-j- ma, WESC -'CDL O .EE-cum o '+-- m8wSE 5aLD.4u.!: he showed us. It's like at wh ouldn't be W that e culture, we th ed about I'I'I flea O FT Dr. West so experiencing it but we learned a new WE fe e hadn't had a W that culture B th of I IZ D3 contact with before and chance to come into w things. The only thing is FIS of learn a lot he really tries to be a part of sometimes, well, you nger the of part 3 but group OUI' phrases that generation and sometimes uses Ci. 'C 4-1 Tv GJ C KU .2 .2 .C 3 GJ. E .J 2 2 AC .Q 4-I so- O 4-I L O cn an's. Wirem of like lD.' Kind V DA it T0 d SE 'EU N: Yeah. But wejust really go H JO 'E '4- O3 44 L. OL wo .tl '53 bE '-cu 4-,L cu 4-22 3.C ma-I 52 O C. 1:53 :J 55 E Z' fx- Tum? Q, .- L4-'fu 'D'-Q5 Cm :ogg 3 hat eciate w n really appr C3 WEND Y.' Well I 1:5 cu.C U74-' 35: 3.5 cu .05 -E' Eg -Cn: BJ -I-:s U-,O ma: 31:5 -ua EE 'cu S: m- Wm 2.C O SE EE .23 -4:4-1 it-I 2.3 3 of d ived by, all EFI hed always cheris had he and he shattered of I kind was al at th dden SU SFI lbe t have ha W If al and questioning WBS E ITI CEI He I going. ITT 3 YE he r,w fo this '79 doi me ru 53 .Cm XO CI -C5 ':u JE .E-C .CL 'HO TU- .cn EE 35 P22 Cx Qu: O-V Q-C 3:53 .Cm U: :D- 95 .Ccu 4-'L- life. his ction to dire cD'Omc':- .C o Dw.s.5q, ie'E'+2 ESEOXWSEQ 3.,..cuU: .CLE o U,,4-,gaafvm U-'USVI'-u1'U +-I cufesvvrucu '-Cgm--Ggmg 2C'JcuLmE -CO :5t74'o E:-E cu C304-ig suse as Q 'QgI'U2E'-Ennis Q CQfUfU.C3 3 -cuQ'D.C+-' Q5 ggjuadhu-I 4-'Z' 0--JQCZMBQ Q-E2mC'rECCDC O DQQSEEO OCDE, OE 'Q'oa,w,,g. cOQ E74-1.5531-EOE 'Q,1,:'fO'E2.924- HSEESSCC OO+-'fUcux'G'mmS- C330 1.755 4-4'-LD ggECBE+m5 LCDb '4:mOm-4-Z. :u3E5U5om cu-ru-'cu P- .-b- 'O Egcu-:cnmC .CCDJQ-Om Cf34-v 'OCP- 1.m:.CCU.t' m0,2'-50075 D-Q mam: SESUQIE - C Qg:3cu.E2LE E001-'dwg u 5570-.Cmm Q-mOe-n-- P-La-9 -C a3'EQ '-'IQ u- LQCG-I -525212.02 2057440251 U:-.Eowigg I.-'Q-SOE O IB +-'-Q.:-CD E.E'E'45'gE.C -I-'CUC'-7'mOx.'C 0031 -a.w'm 'DQ-ich-CC CU ggug :kms-gch cv an -95.2Q.r-sits. .TQEEEEEMEE C .Ct5+- '-Deaf-5 0J0.za.:2-Ucvfmc Eteeews-ee : 4' UCI .E -on C cu E-C :swim .C .O H xo:-I-O Qgcm .EE-Emwmg--.CS -C352 -C X 'O Q-4 E-integrate E C5 C-E29 EEEQQE T 'O-' :Wim-gs cug.t'IE 50.55 .-Cm .o D 3 uawggg'-E Eo EESCO fv.E'Sf is E Hcere -H-.30 'Q-CcumO'L.!g'm, -.0013 gg-:iid Q -C 'S'U'C w N2g,..-Uma, Qu: bn. 3-Clbmi-FU sf3E3-:Bases Qofmgltoroe l've ever spent. ghts ni s of his ST TETE ecial in SP SE' ngs, the ese thi th SE U hind the be an FTW the HS ITI the TO responded in his relationship with any kind of person in IO tin EFI I w things. But ESB gth in know sk de DA VID Was it just a public bath? m. I really ig hi rofessional way. I really d ap kept talking, and he ST dju an him O t talk share uld CO feel I and him, O t OSB el cl fe T0 ere talking W ifl E15 very simply responded yeah. blic for Esalen, JOHN: Pu have. him. And I thing with any worked out. l didn't think al and it anybody, out that til just now. ab P'- so 3 as .C 44 P' :S O .Q cu 3 o y o D 44 fU .C 3 2 5 Q EBU. ITI hat W DA VID: That's he's O 4-l X D CU .O 'O GJ C L- N 2 sm GJ .C At .E .C 4-4 4-v CU .C 3 on C .2 cn cn .E E han that. He told us a ES realiz he nk ND Y.' I thi WE O 4-' E 5 C an :s 3: .E Z' To an I- U1 CU 5 C '6 5 E 2 U cn C 4-1 ff I? . 5- SQ Q Q 2 D I-Ll 5 E CUC U7 ai UCD BQ SE U2 .Em -QE. -O Ee 'UZ CF: .fl mu 13 sc EE -:cn +-'ca -.C U7 ,N ge Q rn Q. LUV, l.l. im asia E9 3 E252 EES... 24-'.E3 mi-mm omg. as Q C'-'OE C'o '.C SCU' 2255 gage 'C'.tE'E,+-1 OJOQS 2560 wwgg 3.203 .ZRCQQ - .C -o-T5 4 O E -C P'- iym-gil' QSZS UCUO. O.: cu Q4-'mu 'I' ? 1-, XL. 'Y-S ,A I 'Hx 5' there for a month, JOHN.' Besides we were JUDY: Yeah. made mean - it hat VV know OU N.' Y H JO to get enough isn't really long onth H1 3 and OVSY carried t's him such an impression on completely together. Dr. West was yourself OO. SO, T Y.' l think WEND his ing Iiv 9 lik f YI O SO fe style. lt's his T0 in 529953235 U axfgmmwg-2 DEHCECUS O m L .E C rlngg imc mb-G2 C+-'D-af Eiegemgga ,E -C4-1 O H9-iaobii-,,:m fu oh S-Bo. ESS' 4-EE: O.-330C .-ru m mo4 2'--o- m-COP' CD4-IOS . C Q -U,h m .E m.Q S Eg: O E-U .C.CC mmf E 1: Iifn w.C +4 Q -qg-4...-UDL 30:23-as 2- 'CC-q5-C'c5-E :so- 'w EUQQQ gas 'DCD-.C .-.C,, X-gg O D7-4-lm O C uaZ2 C JD U, 3 '4-O'5+-'O SfB '04-:W-I -:anim QQ 4-' L CCDL qi -C wdEh57wdH lg 3 D O E L C ....-E.C:-mca.E.- H H 1 432:22 5-Cn--cnsi.:.: Cm 300 5mL Lcnb-:O4-f-- E .070 . 8.27 C2 Q.'OU7Q. 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A mp C3 IE 'ICO ad h ho W OD as the pers W ion and posit nd playing leapfrog N.' A H JO ere too! W of us ITIOSIZ but high, ow, kn I high, you DEIIU fa about the body eve ry len, S3 E 110 out turning on ab hateve r W Of a different place. like it's SIS A: lt's almo ND I L 9 th I' O f S9 becau t0O, felt that really N.' I H JO I had to run and If death. O be scared t St I'd ju rushing rally rushing, lite ST was ju eek first w . oh, wow! ? . group Y TG EI'lCOUl l SVSI' e I e first tim th 35 Yeah. This w Y.' D EN W rr go? they did F9 he h the days, like w U9 thro driving HS W hen W pus that CHITI t0 came back stop to 'd ul! Everybody was just so beautif he arn, Id Ie U CO he Ye G th Out ke .' 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After all the news about school, somewhere near the bottom of the second page, I could Jst casually mention the fact that l'm iregnant, and then go on. No, better than hat would be the dramatic flavor of a elegram. They'd really eat that up, especially Elise. Failed psych mid-term stop probably iregnant stop love Lynn. That does have iossibilities. A bit stark, but then it would ertainly have their undivided attention. Best if all would be an announcement for the ociety page: Lynn Jamison, daughter of the vealthy Ralph Jamisons of fashionable Vestchester and equally fashionable Bar larbour, is pregnant. Having decided to orego the usual round of pre-nuptial parties s well as the traditional wedding ceremony, his pert and vivacious college sophomore has ot yet announced whether she will seek an bortion or place the infant for adoption. Maybe l'Il call. First my voice cracks then he tears would start. On cue, Elise could egin sobbing. Dad would ask why she was rying for God's sake, and get mad when he ouIdn't understand what she was mumbling. lise is at her best with wet eyes and 'embling lips and she knows it. Dad knows it, Do, but he still suckers. Confusion and wcoherency always bring out his best uthoritarian instincts. In his rn-important-sdyou'd-just-better-listen voice e would get on the phone and demand to now what was going on. lt's easy to say the fords silently, and we have decided that I ave to tell my parents, but when the moment comes, I know I'Il blow it and start aying l'm sorry and that I didn't mean it 'hen I don't really think l'm sorry about any f it. No, Daddy, I wasn't raped and we won't file suit and I don t want to talk to a lawyer Next he would order me to come home immediately so the subject could be discussed in a civilized manner without resorting to lower class hysteria He will be hurt but not want to show it The thought of an unknown boy touching me and making love to me will really tear him up It s been so long since he really looked at me or wanted to know what I was doing All of his money will not keep me a child or make him a father His artificially constructed little world will come tumbling down when his worst fears are realized and he finds out that I do the same things he did when he was young Hell dig up an obliging friend of the family to help me out and then the incident will be officially closed as far as hes concerned A not an earthshaking event Elise on the other hand will be personally offended that I would do this to her like I really did it on purpose to spite her Shell have at least one fainting spell and maybe she could work up a few heart palpitations Darn they wear me out Maybe tomorrow Ill decide how to tell them and then someone else can take charge What a stupid Idea to come to Lauderdale anyway Cooped up in this damned room for a whole week with a bunch of stupid girls just begging to get screwed and these damned sleeping pills never work I dont plan on being awake when the herd comes in full of he said this and she did that A couple extra won t hurt anything If I go home they would meet me at JFK After Elise fluttered around for a while pretending to be happy to see me and after Dad had bossed some porters around trying to , . minor bit of unpleasantness to be sure, but I The distance from the back seat to the front is beyond measure. Those enthroned in the front seat are dominant and powerful. They see the road far ahead and they push buttons to make instruments work. They exude beauty and sophistication. They know they're rich and their friends tell them they're fascinating. They can be clever, slippery, and mean as a squirrel if cornered. They are brittle, hollow, and adored by an elite web of sticky-footed spider people who serve them lovingly to their winter-tanned faces while frantically trying to pull the strings tight enough to wipe off their cocky grins. Back seats are for losers. I hate back seats but Elise hates more to be crowded in front, so I must sit alone in back. The more Elise would chatter, the louder the silence would grow. Dad would stare at the wavy line of concrete expressway as if he had never seen it before, and I would be able to tell by the back of his neck and knuckles retrieve my suitcases, we would get in the car and I would be alone with them. I would try to make myself tiny and pathetic in the back seat of Elise's Buick. I always had to call her Elise because she hates the sound of the word Mom. It reminds her of a cow's udder. Anyway, it would be her car. Each year Elise gets a new baby-blue Electra 225. Dad usually sticks to something a little sportier and keeps it for two years. We don't drive Continentals because they are ostentatious and we no longer drive Cadillacs because all the Jews and Negroes have ruined what used to be America's prestige automobile. Or anyway, that's Dad's theory. His theories are considered law because Elise is too dumb to have an opinion of her own and I just don't care. E 0 .saga .WU ::.o Q-P O GD on-1 :H P 32 fd'- 54.1 .SLE Qi I-I-Eels 391'-'w at 35,5 .on 1 91 CH S, o S.-E0 Gia: S-4 on the wheel that I was in trouble. Sometimes at night when I was alone in the back seat and getting a little bit sleepy, I liked to push my face against the car window and look up through the wavy glass at the vapor lights. If I let my eyes get just a little out of focus, the purple mist stopped being lights on the road and all sorts of really nice things came. Sometimes there were huge hungry eyes of giant flying saucers spying on Long Island and New York and Westchester and Scarsdale and White Plains. Sometimes gobs and garlands of glowing cotton candy looped like decorations on Christmas tree concrete poles floated by in a dizzy blue. I could see Fourth of July pinwheels explode in pinkness and whiteness and lightness. The warm light was friendly and called to me, but my body is heavy and warm in the back seat. They could not see me from the front seat and I want to call out so they remember that I am there, but my voice will not work. Nly eyes are heavy but I see eager flames reaching out to touch and lick and kiss as they hurry into the soft cushions. They won't let me open the window. I'm so hot and they are cool in the front seat and do not know how hard it is to see through the smoke and to breathe hot air. When I tell them that they must open the windows, they do not listen and drive so fast that my voice is pushed back into me. Pink tongues of flame made crisp brown edges around the closet door and the white cotton rug shrivels in black spirals. Touching the suitcases and tasting each crack in the floor, the huge hot beast devours. It is too hot to cry, too close to run from, and I have no voice and can not run. Kathy Hagan The Violation of Vanessa IOr Vanessa TickIebut's Totty Tragedyl G: , 7 - ' gif? , ' nb! Wai -k 4, at I 3 - 3' B V' .S knew. i If -L ., wk - r f l I ll . H f 7,s ,X u , nl A 1 1 Q . , P ' a I' N ks Q.: I Q -Q X , I -. .., , ,. .- . Q - :,H,iS.-43i5x, 5,?. - -- H N' '11 ' - ss ..-L I , QL - 1 xv' V! x H X 3 'Q 3 Z For IVI. P. I Love you, my dear. -A Words can express. . . ? t I Yes. Haven't they done so? IVIy feeling is not T -X so deep that it must be betrayed. You mean exposed. I never suspected your feelings of being anything but that, so I never shared them. ' is ' My ' X , . X'-A f - Taq?-'S X, -2 ' 1 X I I ,W lx' ix. You cannot live a lie, IVlrs. Ticklebut, just yet. - . - I should have thought from your lover's-point-of-view-, U Harry, that I could do anything. So should you have ' 'll ' thought had you taken account of the fact that you . S are the better part of that lie, and, as I am the V .g Q31-Q rest of it, that waiter had better make it another r ' daiquiri fast or. . . Sir? ' Daiquiris. l can try to live a lie, Harry, and I bet I get O - away with it, if Charles is the same booby I O ag? married five years ago, and he is, and I'm not the same fool I was, and I'm not. Just the same, I'd hate to think you'd cheat. . . O Him? I'd hate the same thing were he Ip meet him C3 half-way, that's what you imply? We're through. X The other day he asked me why, and I said 'you,' O s that's it. He mentioned settlements Harry, QQ LX -X I we can be discreet, though I'm six months on the way. y ' X.-ij , ' l hate to say it's getting Iate. ' XX -5' Q You hated to think I'd cheat too. 0 N N ww 0 if ' L... Now Nlrs. Ticklebut, Vanessa, you come over to my place - uf .f kg g if I r Q at eight for fun and games. . . '- E 1 - J Harry, you make me so hot and bothered. Oh, Harry, -1, 0 , , MWA l F tx! 3 A we will play 'to and fro'? ' I L .,' X I 91 X - ?5'J. -D f':,'L7 ' i' 'lr . N 'F -1' Tw' Bruce Frank Walker N . Q A XX 1 6, . 'I vez, I I :XX - ' 1, st Q -f 1 I 1- f 1 : 0 'I I .waves Aj 5 Q g Q, , . ooo ' D03 N 0 EEZ f 4 'ago l p!s ,5 .1f5 f ,Wx IVZYTZ ff f WI I. - all QQ X ,09' lslllluf 1 I y Ag! I f' I 5 ll I' e A if Mn f t ..ff.4fi. I I I '. f' 9 ' , . . 'lg-. , f Id? ,5.e lid' E'.T 1:13 . ' 4' -' 7 4 I C' ,f,9 if ,QQ 0 7, rife rl' Z I ,x l ...I if f flfwf M ff ' -:. ' W 1 I -77.3- ' 3 9 i K, 7' E1 If .J ' , ' I -f . f--fa, 'gk I ' J ff ' , ' . 2' ' J 'P ' . ,f f If V421 ., M a ,' .yi l L .r O O 'fl , I' V f hy! ,Ll N ,I lf . 00 '4ff' .fJf.1 slay, 1. ' ,, .1 -.17g:.':ff ' ll 4 lr Inf I ' .. a . 1 ' - 'Q' ,li ff il. 4' 1, 1 1 w f 1' 'LU A gf, 2 UIPKJI 1 H lalfafysa ' X 1 lflfpll Wu! 7 ,null MW! 4'l3fm1l , X X Ulf, ,puff ,,. 14- ffwfzsaatef A f 4 W S fgzfolf illiw ff? ,WI Ill,-4f1Zj',55 sl - I ' xi' llifjfll xvijlf fy' A as 1 ? 1 .1 ,',-tu , 4 G, ll I 1 ,' ,O ' x 3576! J ,nag rs, l X X: 1, W-,jfrdlf lf' , ' 15,17 Isp, .Ho vw, 4 , if . Al ff .,. I I' I n :2:'l . 1 ' - -.. 3 '-- IQ , ill- X wi Wi? f. ' '-'lfizb . 9 I' , ' I fwfr ,-'11, aff' if I. 1 U S f. I fl ' ' X N.-411147 ' ip-f,' I 'Ii' f',5.'-X 1,ff . A, H . ,, I f ,. , 1 , , 4... , .H iffy KV ff' 3 BO: I want to know, basically, why the colored students on campus formed . . . GENE: You shouldn't call us the colored students. BO: What? GENE: You shouIdn't call us the colored students. Why do you say that? BO: My heritage. ls that bad? Is it considered a derogatory term? I like to call Negroes Spades. I always have, and I picked that up from San Francisco. But I don't understand . . . GENE: How long ago? BO: Couple years ago. GENE: Okay. Well, that's a derogatory term 1100. BO: lt's not to me. I was living in a hippie community and we didn't . . . we called them something else. But if they were hippie spades that we liked and associated with, we mlled them Spades. So it was not a derogatory term. What is the best term? GENE: Black! BO: Black? GENE: Black people! BO: Yeah, but there are Negroes that aren't black. That's the term most acceptable now? GENE: You see Black is a political concept. Of course there are Black people who are not black physically, I suppose that's what you're making reference to, but Blackness is a political concept. The whole thing of Black Power is not necessarily Black people-it IS Black people reacting with each other-but it's a political concept. Like they call some people Liberal Democrats and some Conservative Democrats . . . so basically, like Carmichael says, there are Black people and there are Negroes, and Negroes, tend to reflect the same values as the white society. But I think in this revolution, in a way, we're all Black people . . . although I think Negro would indicate that their political concepts and the actions they would use would more nearly reflect those of the organized society. BO: OK, well having established that . . . why did BLACK students here think it necessary to form the Afro-American Society? GENE: Because there finally got to be enough Black students at FPC to feel that Black students had to establish an identity of their own. I was here a semester before there was an Afro-American Society and l don't think there was any Black identity. At FPC we talk so much about assimilation-not assimilation, to use that term, but we call ourselves a community and we say that students come from different kinds of backgrounds and we commune with them . . . With the Black students who came before, the big emphasis was to forget that they were Black. The only difference between Black people and White people was the color of their skin. And we all know that's just not true. lt's true that your environment plus maybe some hereditary hui factors are the sum total of your existence. Merely by Blacks being colonized in this country for two hundred or more years has made us a different kind of people. BO: Well, your environment hasn't been at all like ou rs. GENE: But when Blacks come to Florida Presbyterian the emphasis is on the individual. We forgot that the Blacks here are part of a E. deprived group in society, and for all practical purposes the college still looks on the Black student in 1970 in the same manner it looked at the Black students in 1963 or '64 when the first Black came, as just any other student. We say that we're going to forget that he's Black, and he's going to be white, which denies the Black student his education, because it gives him a strictly academic education, whereas the college teaches white kids here to comprehend a lot of other situations. BO: Don't you think they're missing the boat in OUR education in the same way. GENE: Well, they're missing the boat period. At FPC you get a good academic education. When I graduate with my degree in management, l'll probably have something . . . I'm not gonna be sure what it is. I'll have a lot of exposure in a lot of different areas, such that I could probably go and be an effective manager . . . that is, if I was WHITE I could probably go and be an effective manager. But they forgot the fact that I will have to leave FPC. I'm here in this den of liberalism, but when I leave FPC I'm going back out to the big bad world, and the crackers out there are going to get me. They're going to be out to get me because I represent something different to them . . . So, is FPC going to educate me to face that, to know that in my whole lifetime I'm not going to earn as much money as some white person who doesn't have the education that I will have. Are they going to educate me to educate my kids, they're born with certain strikes against them mainly because they're Black. How do I cope with those kinds of problems? The college thinks about none of that . . . We ought to talk about the real world here at FPC. We have open dorms, and say that people who are over twenty-one can drink, and put a lot of responsibility in the hands of the students. All this is saying that we want Florida Presbyterian, more so than other schools, to reflect the real world. And for me it doesn't . . . BO: Do you think they can achieve this by adding units to the Core program. Do they have to have a BIack Studies program or can they do it some other way? GENE: Well, we have a lot of people here who think in a very academic, philosophic way, you know, and they all say that they're liberal, which I doubt, and they probably HAVE thought about the white man's burden, FPC 1970- to educate those poor black savages, but I don't think they've really THOUGHT about us. We can't really decide what we're going to put in the Core program or what we're going to put in American history here at FPC until we decide who FPC is to educate. And it looks like now that FPC is educating the upper crust of the white world, maybe not the economic upper crust, but the academic upper crust. They have never thought about it, they've never HAD to think about it until recently because there haven't been that many Black students here. But now they have to think about what they're going to do to educate the Black student, if they're going to educate them at all. If the college isn't going to educate us, then I say they should stop admitting us. BO: Do you think you've had any success in making FPC think about it this year? GENE: If anything, I think I may have made the people in the administration think that Eugene Lewis is a rabblerouser . . . No, I don't think they've thought about it. I think if I could analyze the administrative position, I would say tl1at the administration might really believe, in their own way, that everybody is equal, and that there should be equality for equals. And, really, for Black students to come to them and say we want a Black Studies program or we want you to have a special Black admissions program, where you go out and spend a lot of money on bringing Black students here. They look at that and say: We don't do that for white kids. Why should we be doing it for these niggers? They say We've got to be equal. . . . That's a good theory: that's equality for equals, like for like. But the only point that they don't think about is that we didn't start out as equals. I consider all the factors that got me to Florida Presbyterian were a lot more work for me that it was for white kids. I feel that if my scores were the same as another, a white kid's who came to FPC, I worked a lot harder, period ,... to make that particular score. And I just say that they don't regard the fact that we aren't equal when we come here. I remember when I was from the students on this campus? GENE: I don't think there's any overt discrimination at Florida Presbyterian, the kind that we can stand up in a meeting or go to Dr. Wireman's office and say, Listen, Dr. Wireman, l'm Black: l've been discriminated against. We can't say that. Because racism here at FPC has taken a very subtle form. BO: How do you feel it? I remember you mentioning to me once that when the Black issue was being discussed at house meetings, you knew that if you went to the house meeting, the issue wouIdn't be discussed. GENE: I think that most of the white kids here are afraid of letting Black people know their background. Imagine this: if I sit in Core one day and I turned to the whites and said, You know, you're all a bunch of nigger-haters, they'd all look at me and say, Oh no! God no! l'm a liberal. Not a liberal, that's a bad word, but they'd say something like l never done anything to Black people. But I find on most part that white kids on this campus hide behind that. I have had less than ten honest discussions about Black people with white people on this campus, because they want to talk about the Black person they befriended in their home or their maid or somebody like that, which doesn't relate to me, because I relate to what's here fiivvffmfw. in high school tl1ey used to talk about some white boy who was very smart . . . His father had his PhD. before he was born, or right after. So this kid was raised by Dr. Spock and all of those books, and he was RAISED on books. If the kid hadn't been smart, I would have thought he was retarded or something. That's not the case for the majority of Black people. That's just not the case. We AREN'T raised on books. So I figure that when a Black kid does real well in high school, he's evidently doing a whole lot. I think that FPC should look at some of these factors, the fact that we don't come here as equals, that you can't treat us as equals of white kids. BO: Have you experienced real discrimination and now. No one ever called me a nigger since l've been here, but I hear from white kids that white kids who are supposed to be very liberal, call me nigger behind my back. But you know I don't care about that. -For all practical purposes Blacks on this campus don't communicate with anybody but other Blacks. BO: Don't you think that whites are afraid to associate with Blacks, that there's something holding them back from being as friendly and open to a Black person as they are to a white person, something from way back, something that is prejudice but is not overt prejudice, but yet if they meet two strangers and one of them is white and one of them is Black, they'lI go talk to the white one but they won't talk to the Black one. GENE: That's the thing that black kids don't trust. When I came here every white kid whom I came into contact with on this campus was friendly, nice, cordial, like l never did a thing to a nigger in my life, that kind of thing. I can't really relate to that. BO: Well, even if you try to relate to it, don't you find that white kids will tell you I love everybody, but tl1ey're actually reluctant to sit down and talk to you and actually form a friendship of any sort, a freedom of exchange of opinions. GENE: There are few white students who I can say our basis of relating is not that of race, where we can relate on issues other than race and where when I approach these students about an issue of race they are going to indeed think about it and not throw me that liberal line back. I think the majority of white kids are afraid, afraid of Black kids, physically afraid. BO: Do you find this also because some of them haven't come into any contact with Black kids? GENE: OK, agreed! And this is where the college comes back in. The college should be doing something about this, the fact that students don't relate to each other. I could think about times, like the big thing last WWC January where the dance was closed. They closed it because of the Black people. The Black people coming out here were getting out of hand. So we're going to close the campus up. lf we were to look, we'd find that the 'biggest reason that the campus is closed up is because the white people on this campus are afraid of Black people. The whites who come out to our campus mix more readily than the Blacks. They disappear, they're white, you can't separate them. They integrate much more easily into the other white students on this campus . . . So things happen like the little white girls on this campus talk about Blacks assaulting them-harrassing, that's the word. They always get harassed. Well, you know, really, Ol' what they call harrassing is simply that they don't know how to relate to Black people. When I look at my house, and I say that my room mate, lwho is Blackl and I live in lbsen 23, we don't live in the house, because for all practical purposes we don't relate to members of the house . . . I shouldn't say that we don't relate to them, because we probably could relate to them, but members of me house don't relate to us . . . We can stand and talk, but I'd say ninety per cent of the questions white kids ask me in the dom1 are academic questions, questions about the classroom, or questions about Black people. Recently, since I'm director of SOB, I get questions about social d1ings. But as far as just general kinds of things, l'd say I can't talk to the majority of kids in my dorm. If I wanted to just go into somebody's room and have a bull session, just go in and talk about anything that might be before us, just jive around, I couldn't do that, because if I came in and there was a group of other guys, it's be like I wasan intruder, and it's not just in my dorm but I think a lot of Black kids on this campus express this kind of thing. BO: It must be terribly restrictive. I know I spend time in about three or four different rooms in my dorm. GENE: Like l said, we only reallv communicate with other Black kids! There's only twenty-three Black kids. There's not much variety for Black kids. We have to relate to the same twenty-three people all year long . . . BO: It must be pretty hard on the social life too. . . GENE: Sore subject! Sore and short .... lThere needs to be a study done. We need some professionals to come in and study the purpose of Florida Presbyterian College. We could title the whole thing- who is Florida Presbyterian to educate? . And this would take in the whole spectrum of the college, and part of the spectrum would be to decide, does Florida Presbyterian educate Black kids? Or is it just to educate white kids, a certain class of white kids. BO: Are you aware of the fact that there's strong disagreement among members of the faculty about what this college is and what it's supposed to be and supposed to be doing?l GENE: Yes. I think one of the bad things about a school like FPC is that we have so many people who were here before the walls went up and to them FPC is more than just the place where they go to make their living. And I think that for any college professor it should be more than that. But for a lot of people FPC has become like a member of the family. It is something that ,... well it's a sacred cow. And when you criticize FPC for its shortcongs, it's like you're criticizing these people as well. Because they haven't been in on all this walls going up, campus moving, and all that, to the new faculty FPC is education. Their sacred cow is education, whereas with some of these other people education and FPC have become one. lt's a problem! lt's a hassle! . . . I think basically if we look at the whole faculty at FPC, the majority would term themselves as liberals, and not just liberals who started when they came to FPC, but who came from what we call a liberal tradition. For the most part FPC has been a living liberal tradition for them. Lookfjat the people in the administration. Most of these people have been liberal all their lives, maybe, and they really thought they related to Black people. And so for a Black student-or a Black, period, to come on this campus and say you don't know me, You don't know what l'm all about. I'm sorry! lt's to slap that man on his face and say Move over, Jehovah. . . . They who have gone to great pains to cleanse themselves of racism, to come into the valley of . . . cleanliness And they've read all the books. They could probably quote King or Gunnar Myrdal .... They suppose that they know what Black people are all about . . . For them integration is the 'thing . . . Whereasl didn't come to FPC to integrate, I came to FPC to get an education. I didn't come to educate white people . . . That's the college's job, to educate .... This does not necessarily mean I'm not going to talk about Black people, but that's not my purpose. My purpose has been to get an education, whereas, if I have to be more than that, which I think Black students on this campus and on a lot of other campuses are forced to be, then I'm doing more than get my education. In essence Black students on this campus are gradually taking a role . . . of telling . . . our administration . . . what our needs are . . . But the problem is when we tell these people what we need. When it's not like what they've read in the books, they get twisted out of shape. They say, How can this kid tell me . . . I've got seven letters behind my name, AB, MA, and PhD. How can this jiggaboo tell me? I've read the books, I went to Selma, I resigned my job when they refused to admit Black students at FPC. How can be tell me? . . . BO: Assuming that it's possible that there are some sincerely concerned white students on this campus, what do you see as their role in this issue. GENE: I can see a white student going to the administration and saying, l may have come to Florida Presbyterian, where my day-to-day dealings were essentially with white people, but I'm not going into a world that is essentially white. Prepare me, FPC, to go into that world. And I don't mean to give me that line about we give you a broad liberal arts education such that you can adapt to situations. This is a real situation which I don't know how to adapt to because I've had no instructions in all my life on how to adapt to this situation. FPC you teach me to approach all problems. lt's your job to give me instructions. lf white kids would say that . . . we would have a program that could do that sort of thing. Somebody has to take the initiative to teach the Black students how to relate to white students, and white students how to relate to Black students. FPC . 'Nw should do this. Right now we're moving to the point where we have two very distinct groups on campus, the white kids and the Black kids. In fact, I think we are there now, and it's solidifying. We're going to have to move away from that. And we can't move away from that by putting all the blame on the Black kids. I've heard the line that the Black kids eat together in the cafeteria because they're showing their identity .... You know, the Black is beautiful sort of thing. Black kids on this campus eat together because they don't want to be bothered with white kids. They want to be able to sit down at a table and be able to discuss something other than race or what was done in the last class. We're not up for that all the time. You 'rf 4. want to relax and be with someone who understands you to the point that you can say exactly what you want, in the exact tongue you want. where you don't have to think of the proper way to say it . . . where you say it exactly the way you want without someone looking around and saying oh goodness, I don't understand tl1at, Repeat it again. lt's just the fact that there's no basis of relating between Blacks and Whites in the cafeteria . . . I once heard in a lecture something about some famous American saying, l can do business with anybody, but I'm very particular about the person whom I sail witl1, because that's me. . . . What about the development of self? That's what Blacks don't get here. We sit at the table and we discuss things which are just nonsense sometimes. . . I think when you eat you don't want to think about the pressing problems. You want to look at things from a very relaxed standpoint . . . There is just this huge problem of relating, communicating . . . BO: Do you think this school has made an honest effort to recruit a large number of Black students next year? GENE: No. BO: Do you have any idea what the number of Black students is likely to be? GENE: No more than this year. BO: No more? GENE: I would say that next year we'II probably start off with . . . perhaps thirty. Perhaps, I doubt that many. BO: Can you get any indication of why? Are they really not trying to recruit any more Blacks? GENE: Well, I think the big point is that the admissions people, probably not through any direct failure of their own, are not able to recruit Black students. I was looking at that report that was sent in to the Civil Rights Dept. about FPC's compliance with the Civil Rights Laws. And I was somewhat appalled by the fact that of all of the black schools that the admissions counselors have visited this year, that I visited more than half of them while doing my Winter Term project. And it was even more appalling that the admissions counselors had visited not predominantly black high schools in Florida. And where's FPC located? ln Florida! . . . Right here in dear old St. Petersburg. I was appalled by that . . . The priorities in the admissions office are such that they don't visit Black schools because the likelihood of them going to Black schools and enticing Black kids here to FPC are less likely than enticing white kids from white high schools. So I think the motive is that they'Il go to the place where they can get the most students to come here .... They have to get three hundred and fifty students . . . To bring more Black students here a pattern has to be established and that's not going to be done. Besides the college isn't doing anything to help the Black student, once he gets here, to adapt to a predominantly white culture . . . Blacks come into a white culture and are expected to relate to that culture . . . The Black students on this campus have pressed the admissions people about hiring a Black counselor, but I don't think they are interested. In fact, I don't think the college has the Black student in mind, really. BO: Sometimes I wonder if they have the student in mind at all, because we find that when the white student is making demands that we want our education to be such and such, we're usually ignored, too. GENE: I'm beginning to believe more and more that the only thing that FPC is going to react to is an abrasive action. I mean an action that's never happened before on this campus and I'm not alluding to students taking over buildings or anything like that because that wouldn't be effective on this campus . . . Some action is going to have to come from students, and I think it'II probably come from Black students before white students, because at this point white students are not in as grave a danger as black students are. I think there's going to have to be some action to make people see that FPC can be damaged . . . I can see what you said about the administration not thinking about white students. lt's all FPC, and FPC to them is this big educational experiment. In a way they do forget the students. They forget the fact that, in all this experimentation, we're only going to be here four years. FPC's not our lives. lt's only a section of our lives, four years, then we become alumnae, we are no longer in the actual working of the college. To me these four years are probably the most important four years of my life. I think some abrasive action is going to have to come. The students are gonna have to say, Look I'm still here. I'm only going to be here four years, but I'm paying three thousand dollars for each of those years. Joyce Miller wrote a letter, and in her letter she was really saying, l should sue FPC for breach of promise because they haven't done a thing for me other than in a purely academic way, and in the catalog and in our philosophy we say something different. And I should sue you for breach of promise and tell you to give some of my ten thousand dollars back. Give it back to me! . . . You haven't done what you promised, so give me my money back. . . . I remember last year at the convocation Trustee Sheen said we were beginning a new decade at FPC and we are indeed beginning a new decade. . . I think for the first ten years students were content to let the FPC experiment continue undisturbed, because basically it was a good thing. It wasn't to the point where students were being harmed. But I think now we might be harmed a bit. l've heard things on this campus about how many emotional problems there are among the students, and I think I observe that the students are probably more unstable here at FPC than we find at most places. And I don't see anyone doing anything about it! The people seem to just be waiting, lying in wait for the big thing to happen, like we've had a few drug busts and all this stuff and yet nobody's done anything about the drug problem on campus. Nobody's doing anything. Instead we just let it lie. I think the big awakening thing is coming to FPC. I don't think the point has come yet where FPC is either going to come around . . . like they say in the ghetto to the white people, You're going to come around or we're going to burn this place down. -I mean we're gradually approaching the point where Black students-or maybe white students,-or maybe students period are going to say, FPC, you are going to give me a relevant education, you are going to prepare me to meet the world, or there is going to be no FPC. That's coming! I really think the point is coming when students will say, We're going to pack up, we're going to get it right or the college is going to have to fold for me. . . . I think most of FPC we need. But there is more, there's always more, to be done. It seems like the college may have started making me a round person before they made me a person. They try to round out the edges before they ever get to the middle. They never got to the middle of me. They never found out what was there. We're trying to make me a philosophical person, we start a semester abroad program, a finishing school in London. What about the fact that I'm going to finish in London but l'm going to live in America. What's going to happen when I leave here? . . . I know one girl who graduated from FPC and she had this great FPC education, and she went to Boston and she couIdn't get a job. She couldn't be nothing but a secretary. She has paid nearly three thousand dollars a year over a four year period to get a unique FPC education and now she's a secretary. You can be a secretary without going to a year of college. What has FPC done for her? She questions that now. And Black students: you look at the great Red Singletary who left here a couple of years ago. He went away and . . . he sent poems back to be read at the Black Symposium last year, and the people were shocked be use Red had gone out and he had rebuked FPC. His big words were, FPC. Why, FPC, are you out of touch with reality? And people couldn't understand it. What? Red Singletary, the perfect black student-or the perfect student, maybe, and Red comes down on FPC . . . As FPC gets more Black students this reaction is going to become more apparent. And as FPC gets more white studems who, indeed did not come to FPC for a finishing education, but came to FPC because they thought it was a gem in the educational world, they're going to be saying and writing back the same kind of things. With me it's got to come before I leave here. I do plan to graduate, and I do plan for my degree to be relevant. When I graduate it's going to be relevant degree. I refuse to just hang it up and say forget it. I refuse to do that. l'm going to say FPC You owe me something, you invited me to become a student here. You chose me and I chose you, it's like a marriage, and it's going to be a long time before we get a divorce. I think that's tl1e thing. BO: Do you think that there is anything significant the student association can do to relieve the social problems of the Black students here? Realizing, of course, that it can be relieved best by having more Black students. But we can't do that. GENE: We won't do that. BO: But I think-the students haven't yet realized their potential power. GENE: That's the point. l think the biggest thing the SA could do it . . . to make white kids begin to think. On this campus, I am amazed at times by the pure academic thought, classroom thought, of white kids. But they don't think outside the classroom. I think most FPC students are behind if we relate them to some kids at traditional colleges, concerning political thinking about the outside world. We come to FPC and we become an exclusive community, highly intellectual, and look upon the people in St. Petersburg as being something from Mars. But that's the world out there. St. Petersburg is the world We're going to have to go back and live in when we leave here. We're only going to be here four years. But we don't relate to them. Until we start relating to those people in St. Petersburg, what have we got? lt's unreal. lt's an academic world . . . I can't be getting my BA for the next sixty years. l can't 770' NNW be getting a purely academic education can't live here at FPC. lt's not Walden Il. Questions: Linda Jennings Answers: John Jacobson, Dean of the College 1. Has the Admissions Office made an effort to recruit a larger number of black students for next year? The Admissions Office is making an effort to recruit a larger number of students. In the fall of 1970 we hope to have 350 freshmen: we had 280 freshmen in the fall of 1969. The Admissions Office is intensifying its efforts to recruit black students. Our Admissions Counsellors have visited more and more predominantly black high schools and have increased their efforts to contact black students in all the high schools they have visited. We believe that our own black students can do the most effective job of interpreting the college to prospective black students and, for that reason, we have increasingly sent some of our own black students into predominantly black high schools. This process began last spring with a swing through Florida black high schools and continued this year with a fall trip to Atlanta and Gene Lewis' Winter Term travels for Admissions which took him as far north as Virginia. Last year 26 black students enrolled in the college, 11 for the first time. As of April 7, 32 black students had applied for Admission in the fall of 1970. 2. What, if any, plans have been made for a Black Studies Program next year? ln the fall President Wireman appointed a Black Studies Committee to look into this matter. The committee has met and has sent its report to the Academic Affairs Committee, which will in turn transmit the report, with possible amendments, to the College Assembly. The report of the Black Studies is in process of coming into existence, and recommends that the college not seek to establish a distinct Black Studies major or Black Studies program in the foreseeable future. At the same time, the report emphasizes that there are a variety of topics relating to the experience and history of black Americans and to Sub-Saharan Africa diat should be brought into the curriculum as new courses or as new elements of existing courses. ln particular, the committee recommends that consideration be give to devoting a unit of Core 101 and a unit of Core 201 to Black Americans and that one of the options in the second semester of Junior Core should be a course on Sub-Saharan Africa. Finally, the report notes that One of the most valuable learning experiences for all .v I n r f,'1j,'l,'.,llf.'fJ: f '.' '- ',. ..l, ,', . I . ' fill' !f,,1:,', 'ZG ful' 1.1, 1 'I . ' Q- 1 .f . - , 4 al f - a I :DID , lf. - A I f,I,',,,,'.. f,-,l,f,', 1 - ' , . :Q .lf'.,,'-,ffql-,lil !' K' ,.' ,- 1' ' ,' A 4 .' I ff 'f I -I. I .1 ,v Nuff I-, rf,...aydl.r'yA.,f,,, 1 5 ',' .' If ,Jw '-',- .- ' 'f' 2 A .' I I .V I P. If . ,,., I . f . 4 .I 1 fi 1 , y 'fwy , A '-5,1115-1 ffoi, .J ,1f.l-A . J- J-1 r, .9,'1.,', '-f'.-'14 ,v...a.' .yr -, f. 'f,.f 1 f, f f. Aff f .Y ,f,, , .- D., fjfrv, ',' , '. 1 --I yr ' ,, '. -If . . , ,H . l ., ' .I , , , 71. 'r ,!, 'I 'r 1 192. '1 1 Af','. 1 Q.. 1 I . ,1v ' ' r.,, no 4, 1 I ' . . 0 , v ., 4 ,f , - - x I , . A , f .1 ' 1 ' -A. f 3-.1 .Q , . if -',. - ,sk A I , 7 V Q - n I - , tc - ' , ual. k .'f . 4 5 s 2 KHWW -X Wm ,Q WLZVMWEW w 7N ww WWW WWW Wm WM W QMHAQ Wm MQW A M1555 ifwww fare: 'WM W9 WMM me my Yesterday Became a Foster Child I usually regard it with tolerant humor very much like children are although my step-father was a street jockey drunk when he was twenty or so he would go down to the corner street bars and sit mindlessly in the corners of countless whisky and wine bottles from friday to monday on weeks and beat up on mother the rest of the month . . . mon and i grew bored with it and we left him to drown in those mindless corners that he said, assuaged the afflictlons of his reality. Randolph Singleton give it to gillot 5, beckett C 8 fm 5 N 'I 55 I 7 'I I u aw frvm fame 7'fK . . 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' +5-'S' JJ.-'.-1 , .1 ', A -,.-I .,.I:,'i w M- .bl ,IL-, 45 E'-1? Q . A5 71. In-11?-12 'Q if so you're the kind of vegetarian that only eats rosesg is that what you mean with your beautiful losers? 1. cohen ah lx l l Do you think my hand could do a cartwheel? If he fingers fell off and wrapped around a chicken lrumstick and if you stirred in a little cyclomate, a winch of concrete, and a cup of melted :onversation, it might just be possible, but ieavensl . . . such temerity certainly would be auppresed by the god of wood and alphabets, vould be banished forever to the land of drunk fish. Anyway the streetlights lyes I knowl would land on their heads and spit gloves, gloves?, :urtains?, wait that's not right, no, it's, well, what I aw lsaw?l was, but no, what's above is related to something else, and if everything would just keep till - now stop l want to get this straight. lf 1ou're keen you can see the radio tower climb so iigh that your feet melt into the grass and airplanes play Beatle music, lounge chairs talk to ji f 'l buses oblivious to the watery sounds above. And further on, l bet you didn't know that it is possible to subtract ink from noisy haystacks and you can see balloons carrying thousands of facts and cold air and relationships, and truths, and symphonies over to a processing area where they produce hand made rehearsals of the most exquisite quality. Now if all posters and mailboxes only would cooperate and burn down all roofs, such nonsense could be immediately halted. But only pigeons see any rationality behind society and only solidified sociologists see that you just can't bend ideas into well-ordered and functional quanta. Washing machines still float on oceans of transparent deserts and walls stand always in straight lines unable to populate the universities because they just don't have the power, it's so sad, to be more than they can imagine. Why must there be such problems for mankind? So the only hope I see out of this mess is to get a huge lever and tilt the whole interstate highway system so that all the wine bottles, matches, trees, cows, pillows, steaks, glasses, governments, beaches, towels, napkins, IOS, directions, joys, victories, sadnesses, coins, ruins, city-states, elephants, blue houses, Black militants, strangers, communists, farmers, salesmen, engineers, salt and pepper shakers, and the candles just slid and all went rolling, crashing, falling, sliding, slipping, and toppling off the edge, then, then things would be really different and . . .and then . . . oh boy! then my hand could do a cartwheel. Walter Pharr s N x it 5 1 1 0 : I 1 , 1,0 , ,. ,gf--, ,II 1' ff'ff' 'f-4 . .Qi M., , 4 . - as -' Q ,.n11'ax 'a . .,, . . AIS.. I' 44.5 ' 7 '. -M 5 .:- ' -,A .F P' 'f -, 1 . ,r 'Q . I'-Q - St Kzfghlnfbf- Wa, 3 Q-.4 .A sv '-Auf, Did you hear what Paul said?' David asked me. 'This is us in fifteen years.' but there won't be anyone to clean us up, or any way to do it. Maybe no reason to clean us up, either, but that was felt and did not need to be said. Straight off, lt will work best to pour oil on his back, Dr. Reed said, mineral oil is the best, but any vegetable oil works fine, and just rub this in very well, under the wings, around the legs, and where they attach to his body, and the head. Vaseline for his eyes, this cannot be done too delicately. Be confident, and calm, also, for the bird will sense your calm, or panic, and he will respond. All around, silly people really worked hard, but did more harm than good by frightening their birds more than was necessary. I talked to my loons, and they really did seem to take comfort in these small efforts. When the feathers have come to a state of semi-saturation from vegetable oil then some kind of abrasive material should be worked in to absorb the oil and petroleum. Try to find something not too abrasive, corn meal is good, but the very best was a fine powdery corn starch. lt has to be dusted on and into every crevice, and then try to brush it out again. The results of this process are amazing, and working at first with David and Heidi filled me with hope for a hopeless situation. The key of David's technique was thoroughness. The sections that I did he would always do over again, and they came out more clean. The further we went the more proud David was. The loons almost always went beserk at being washed. The water should be warm but not too. Just a bit above our body temperature is right. Two people must work with a loon and maybe a third to facilitate getting clean water. The birds are susceptible to chill between baths and they also become hypernervous. The only thing to do is continue and remember that it is the only way they have a chance to live. Hold one hand on the bird's back always, never leave him alone. Your hand is warm, and if you are calm, it will have a calming effect upon the bird. With care, detergent must be worked into the areas around the bill and eye, and the rest of the head. IVlany left birds with unclean heads. They would not attempt to clean them. The first loon I worked with got a film of detergent over his nostrils, and began to blow bubbles. Then the film formed over his eye lid. The loon frantically moved the clear window cover back and forth to clean out the soap, and tears came in his eyes. I saw a cup someone had tossed aside, and I immediately ran to get it full of clean water. With this I irrigated his nostril area and eyes. This proved to be an excellent idea, and so I always kept a cup of clean water with me to wash the poor birds' eyes with. I also irrigated the birds' eyes that were around me. At the beginning of each new rinse, the bird's head should be coaxed under water, and this will rinse it off. They will cooperate with this readily. At this point I wondered if my bird could breathe efficiently, and so I decided to take off the rubber band that was binding his bill together. This worked fine. It will make the bird naturally feel more secure and more at ease. You hold his neck, and if he can't spear you well he will not be able to bite you. One warning that shouldn't be forgotten: loons are capable of flashes of moving their necks, and so always keep your eyes more than the bird's neck away. After being washed with soap and water, the bird has to be dried thoroughly. Then more oil can be worked into his feathers, and the process over again. Sometimes when I had to work alone I would use both hands to clean feathers and not hold the bird's head. I kept talking to the bird, and he remained calm. So many people were afraid of the vicious loons, but they will become docile if handled with confidence. The nostrils of the birds have to be cleaned with O-tips. This helps their breathing. And if it is available an eyedropper or syringe should be used to inject the water like sneezing, and that is also good for removing some of the tars that clog his nostrils. I got an extra person to hold the bird's body, and one person to hold the head, and I opened the loon's beak. It seemed impossible at first . . . The bird is frantic and his sudden flinches cannot be stopped. It worked for me to let the bird bite down'on my thumb and thumb nail while the inside of his mouth was swabbed out. This way worked best, and really doesn't hurt very much. With all the different sea-birds that were being worked on I wanted to clean the loons rather than the small ducks and mud hens. The loons are much more challenging, and many other people were afraid of them, although it was impossible to clean a loon. People really worked together incredibly. lVlcDonald's fed us. Stranger Here, have a bite, and thrust a doughnut in my mouth. Later coffee brought round. Nlany came to look, take pictures, and bring home ducks. Many came just to have been there. This really made me feel bad. I came to help the poor creatures. I also came to alleviate my own conscience. It was fun to get really all the way filthy. The filthier I got, the more I felt I had accomplished. This is bad, worrying about impressions, images. The loons did not care who took them by what they looked like. I felt though it was much more important to do one really thoroughly than maybe ten mediocre. We did three. That is a pretty good day's worth. Will Crocker Contacting lVly Senator about Ecological Threats to Survival I wrote him a post card, but by the time it got to Washington, it had traveled through so much smog that the letters were covered with grime, and he couldn't read it. So l wrote a letter and sent it by a friend, but - unfortunately - she drank some polluted water, and died on the way. So I wrote another, and gave it to a farmer to take with him when he went to protest the meager raise of his payment for fallow land. But he ate an apple sprayed with Super Bug Kill XXZ8, was poisoned, and lay in the Geno Side Hospital for two and a half weeks. In desperation, I called him up, over Ball Telephones, that Elevated Establishment responsible for spiking the landscape with polls. Final tally: 92? for, BCXQ against, the minority was cut down. They were not social pillars. Just oxygen-giving trees. But when he answered, I was seized by a fit of coughing. Industrial Waste was caught in my throat. l've got it! l've got it! I managed to croak before my senator politely hung up, smoking a Tastes Good while he lynched the country by casting his vote against Clean Air. Death didn't bother me, but I hated like hell to be put in that polluted, rank earth. Sherry Coogle i 5 ' fa 1, MICHAEL BOGGS Perhaps the most pointed analysis of the relationships between rock music and the socio-political realm of contemporary life can be found in Plato: forms and rhythms in music are never changed without producing changes in the most important political forms and ways, and indeed, the only art form that has accurately reflected the cultural revolution of the past decade has been rock music. But this role as the vanguard of revolt has generated in rock a self-consciousness that has sorely limited its ability to transcend the boundaries of counter-cultural nationalism and express relevant, universal truths that stand independeit of popular cultural and political conflicts. The majority of its artists have abused rock music's inherent eclecticism and instead of assuming a truly revolutionary role by speaking of and to static forces of the old in a voice that is both new and exciting, they have opted for a soaring, detached idealism that has left that great segment of society that controls, and is in dire need of, change unimpressed. This is not to say that rock music's own community grow weary of suffering its shrill and philistine tone, a radical change is necessary and forthcoming. As Jaime Robbie Robertson of The Band has put it: now people are saying, let's hear the truth, we haven't heard it for a long, long time. The Band, whose music has been variously classified as country rock iTimel, pop nostalgia lRichard Goldsteinl, and American truth lRalph J. Gleasonl, is the most recently emerged, and potentially the most important major rock and roll group performing today. The Band's first album, Music from Big Pink lCapitol, SKAO 2955l, was aimed directly at breaking the deafening grip held on rock by the psychedelicized San Francisco sound. We could have done an album anytime, sayd Robertson, it was a planned statement. The basic source for the nature and direction of Big Pink is Dylan: the taut, Blakeian irony of ln a Station, the apocolyptic vision of To Kingdom Come, and the Surrealism of Chest Fever all reflect the tone and texture of the pre-Nashville Skyline Bob Dyland. But the greater part of Big Pink is colored by the singular qualities of The Band: the undeniably American tone, the ruralfbiblicalftraditional images, the sympathy for sentiments and values that have paled before the opulence of a culturally revolling America. Big Pink is a search for balance, for a style and expression that marries The Band's two worlds of experience: the ten year they spent maturing the dives and honkeytonks of the American south lplaying places where you had to puke twice and show you razor to get in l, and the two years they traveled with Dylan in the U. S., England, and Europe on a grand tour that revolutionized rock music be creating folk-rock. Neither world can be denied, and in Big Pink The Band seeks a way of molding the revolution of electric music around an experimental core of traditional, rural America: Pulling that eternal plough: We've got to find a sharper blade, Or have a new one made. l lNe can Talk l The Band opted for making a completely new blade, and what was hinted at in Big Pink was more than fulfilled in their second album, The Band lCapitol, STAO l32l. lt would not be a useless generalization to say the The Band is the most mature work produced in rock and roll to date, for if there is anything that rock lacks it is maturity. The quality and originality of the vocals, instrumentation, and lyrics in The Band produce a depth that illustrates what someone once termed the art of density. The first time you play the album you are caught by The Night They Drove Old Dixie Down, or Up on Cripple Creek, or Rocking Chair, but in subsequent playings these songs seem obvious as the subtle geniur of the rest of the album slowly begins to surface. The Band does not depend on a particular sensibility or sensitivity for its success, but rather it creates sensitivities, paints over them with new ones, and then revives them in altered and expanded forms. Focus shifts from general to particular and back to general, much like the viewing of a Bruegel painting. The Band does what rock music is best suited for-it takes large moods and emotions, distills them, functioning like Eliot's ,,objective correlative, evokes these sentiments by a particular vocal pattern or instrumental riff. Take a song like The Night They Drove Old Dixie Down -nothing in the writings of Bruce Catton or lVlcKinley Kantor evokes a clear, more tangible vision of Civil War American than this vignette. Listening to the texture of the loose, soaring harmonies, one finds it hard to believe that this is not some fold tradition that has been handed down from the winter of '65 to the present. One is reminded of a Matthew Brady Daguerreotype by the grainy dissonance of the chorus in Dixie -a delicate interrelation between music and lyric that is the special mark of The Band. lt is a balance between form and content that is found everywhere in The Band: In the near falsetto vocal of Richard Manuel in Whispering Pines that chills the ear much as the lyrics freeze the spine: S 2 fx 0 grisfi In the crunchy drums and droning clavinette in Up on Cripple Creek that produces a rolling backgrouns for the images of truck-driving through the American south: In the driving piano that matches the raciness of Jemima Surrender, ln the mandolin of Rockin' Chair that senfes not only to underscore the weariness of pushing age. seventy-three, but also adds a tiny sparkle apropos to a song about an aging seaman. In every case, The Band's music is meticulously conceived and executed, and seldom is there an effect or sound used that does not in some way complement the sentiment attempted by the song. The superfluous note is rare in The Band. But the singular, driving force behind The Band, the quality that has made them the Band is their sympathetic preoccupation with life on the land, with the massive, incumbent America that lies between the decay of New York and the opulence of California. This is the America that made them, the one they know best, the one that has marked them forever as an anachronism. When they stepped out to play before the multitudes at Woodstock, they could have just as well been playing to a beer-soaked bar audience in Beaumont, Texas. lt is all there in King Harvest lHas Surely Comel as The Band speaks almost too knowingly of a life-style that lives unnoticed in the sprawl of an urban, culturally-oriented America. Robertson rattles his guitar as Helm and Danko sing: Corn in the fields Listen to the rice as the wind blows cross the water King Harvest has surely come There is a smirking irony in King Harvest that transcends mere nostalgia and sentiment and becomes one of the American truths of which Ralph J. Gleason speaks: You know, I'm glad to pay those union dues Just don't judge me by my shoes King Harvest closes The Band at a level of mature understanding and musical finesse that marks the pinnacle of The Band's achievement to date. But perhaps it is the end of King Harvest itself that is the zenith of their work, and a true reflection of all that has gone before. Robbie Robertson plays a haunting, bittersweet lead quitar line that rises from his instrument as lean and sparse as the land of which it speaks-cutting through the decay of the existing urban culture and the empty rhetoric of the cultural revolution to a vision that is lost, forgotten and sorely missed: Corn in the fields Listen to the rice as the wind blows cross the water King Harvest has surely come s ,LA HQ 5 1-' . .'f ' I fig' '-'fill .7 9 gi U.- ,lr QE'-L' .rf 's ix But when twenty brown dipped breasts But after shoving the ship over miles of shallows pressed against his flannel chest toward the abortive assassination, it was hardly one of those valiant escapes he stuck the scraper behind his ear in the sloop without sails and presented his lesser intestines to the pistol. the deck sans rails his battered teeth biting his own neck But after receiving there slugs in the groin and one in the greater intestine, But with the chastity strap he found it distressing to digest slicing his larynx, the new psychological situation. he requested that they strip him from the sidewalk and spread him on the boiling bed where he flipped from stomach to stomach lthe teethl a ff' JJ. I ,f 5 'fe-'bgr - -gf., ' ,.co qu And so with explicit prescriptions and a note from the doctor, he boarded the shortholiday plane to the su nbeach capital of the world where he dreampt about sloops without sails and decks sans rails and the assassinated aborted abortion. 'UI Q 'fun 1 ss 1' ,135 -3 s was 44's , new so fggi ,' -lf!! sf' ' iw- ,willful may a ' an J? 1 -9049. ' 5' -vQ,- if-L3 And also when he convinced himself that he had surely lost control of the power in the tiny channels which seemed to be collapsing, and could no longer navigate inside his cerebrum Well then he began to befriend the gunman who seemed to enjoy shooting him so. Jon Gillespie 1. 1. , F' Y .QQ , V -f. 1' if ji as ' W 1 :mate toad criticism Jond to lcriticizel I 9 CFSBTIOH of l'T'l0F6 matetoadcriticlsmpromptsasortof plagerism suggesting that inspiration for art couldfshould come from er art works that the world created by one artist through work could be sued as the subject of another s criticism art speaks for itself Were it meant to say more n it does the artist would have stated It within art work Criticism therefore can justly explain or restate nothing aut the work of art because the work of art states verything that it states itself t not an exp cat on of k HTWO W U , . 3 I I X 4 5 3' v'f . - H yt A ' 1 .. Ei Vw ' . 1 ' ' I fg N W , X U : i XX X - - X W ig t i ' . X x , X X x X The only valid criticism of art is a response to the r r , li i i . 1 D W N ' ' ' ' I - Y . . . . , Xf 5xxU QR , . 'f x ' . Yr E f - . . M 'X x 5. ' ' . , fig will s J is . ?,' - A Q. y -Aja f' I - '-ja Q A v- i . ' ' fff L p Qlli gs! . 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