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Page 6 text:
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What are you doing here? What are you doing here? What are you doing here? Stanley Nosek Class of 1969 What I am doing here and the reason I came are quite different. At most, I suppose, I packed and went off to college to seek an education, earn a degree, and see how it would be to live away from home. The education and degree do have their importance but no longer do they rate at the top of the list in explaining what I am doing here. Oneonta has meant, to me, a time to build friendships—lasting ones, I hope, with many different people. After evaluating the classes, the ac¬ tivities, and the experiences that have gone by in the last four years, I can say with certainty that I have learned more from the people I have been in contact with than from Freud or Frost or all the others combined. I am most proud of the friends I have earned here—more proud of this than any other goals which I have set for myself. To me, this is the most important part of my life at Oneonta and it answers the best I can the question, “What are you do¬ ing here?” Vicki Herbert Class of 1970 Norman Wesley English When asked what I ' m doing here, I had trouble thinking of an answer. After much consideration, I decided that I ' m learning. By learning, I don’t mean only the usual chemistry, speech, and political science courses. Other courses which are offered on an elective basis involve the etiquette to use when entering a bar, how to ac¬ cept and return prank phone calls at 2 A.M., howto be rudely polite in the cafeteria line, and—last, but not least—how to be picked up by a “gentleman” when you’re downtown, so tha t you don’t have to walk up the hill alone. I ' m sure that all of these courses will be useful to me in some way after I leave school. After all, that’s what college is for! When I decided to become a college teacher, my main reasons were to be paid for reading and talking about the authors I wanted to read anyway and to try to get young people to en¬ joy them, too. Earning my living through my hobby seemed to me the best possible vocational arrange¬ ment. In addition, I wanted to help others get the pleasure out of litera¬ ture I had learned to derive from it and at the same time continue to learn myself. In recent years, however, the oppor¬ tunity to propagandize and indoctri¬ nate has become a major factor. I see in literature a chance for stu¬ dents to become themselves by de¬ veloping sensitivity and responsive¬ ness, necessary weapons against a world organized to discourage au¬ thentic personality and inhabited and controlled largely by automators. I not only believe that influencing young people to discover and invent themselves is the best way to help them lead lives that have intensity and significance as well as use. I also believe that such people are the only hope of improving a world I find nearly intolerable and which the gen¬ erations, now chronologically mature, are powerless to change since they constitute it.
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Page 7 text:
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David Butler Assistant Dean of Students I ame here to force students to ac¬ cept a challenge. The challenge is simply to take the responsibility for their own actions. In the residence halls I see an excellent opportunity for students to take a meaningful part in the regulation of their own lives. Students are now becoming very concerned about their rights. The next step is for them to become very concerned about their responsi¬ bilities. I believe that students must accept the responsibilities for the “rights” they gain. My job is to as¬ sist students in becoming real adults, with rights and responsibilities, on the college campus. Suzanne Genet Class of 1969 What am I doing here? I suppose I could answer this question in two ways: first, what I have been doing here during the past four years; and second, why I am at Oneonta. In my case, the answer to the first may lead to an answer to the second. While I’ve been at State, I’ve learned many skills, and have been trained for a rewarding profession. I’ve had the chance to work with people, de¬ velop leadership ability, do things I’ve always been interested in, and have enjoyed exploring new fields. More than any one thing, I’ve gained a certain love for learning—some¬ thing I can carry with me. I think that with the experiences I’ve had in being involved in my interests, profession, and especially with people, I’ve justified my reason for being here—and I will be gradu¬ ating with more than a diploma. Joseph Brill Class of 1969 Through bright narrow eyes I saw “the future,” knowledge traditional progress, Join! become this, become that (always becoming, not being) cooperate for progress (do it differently, better or worse, keep playing the role someone else created) WOW Am I Active! I’m so active this must be progress— Progress is administration ' s most important product (planned obs olescence) Hey! I’ve been running so fast I haven’t looked back. We can’t be given what we already possess. We’re taught to believe, not understand. Looking back with mind-eyes, now too wide open, I can see many who talked at me, few whom I talked with; I can see many rows of classes, no circle of knowledge; I can see people refused awareness, or rejected it themselves. I’ve learned that college is indeed reality, although it isn’t life, I’ve learned that “I want to be what I was, when I wanted to be what I am now.
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