Southeastern Massachusetts University - Scrimshaw Yearbook (North Dartmouth, MA)

Text from Pages 1 - 198 of the 1973 volume:

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Me weren 't efficient. by Me idee Mar everyfluhg Md! 6113724 purpose: were liyller than oflzers. 1 'fx ,' r V' . r' A ' T r 4 t f f tb o r o C734 llfff .SPED M05 0 Elf IME , ,.:'. -. 5 , V 1 v . af '. -3' - - ' .. tryrrrg to fun! our what flreir purpose And' every tune they found u purpose of I u WHS. out wlmr seemed ro be fllemselves, Me purpose seemed so low ffm! creatures were f17led WM dflvgasf and gimme, 5-T f ff-ffssffkm .3-iss-51'gms?zHfz:f-212: I the creatures would make a machine to serve rt. Ihrs left the creatures free to serve hhgher purposes. But whenever they found a hryher x - ' purpose the purpose, str7l wasn 't hhgh enough. Ko machines were made to serve hryher purposes, f' LQ ,. , ' ,,-4:-.f1aQ Q ,, . r I 'I 2151 ,A '. gi -. ,-',,.,1w.j,'. V no .Ani . -, 5 ,'.-. . V 3 , I ,, ,. 4.f.., , ,. W 1:5-, X, ' ,, .xr -,, .1,:M,pg'-.,-:,,.' .1 .1-, ' 'Kp ny -,W .,. . v 'NFJJ' 511-I 'n'f?-V-dab 'fs . f'-Q. Z'f.,' -'E 27' A 'g- -, we-'41, -','Aq,f,1. ' f--at-uw, wg- - we . . 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The drawing below provides a highly simplified explanation of what takes place when you drop a nickel, dime or quarter into this multiple-flavor drink dispenser-a Soda Shoppe, made by the Automatic Prod- ucts Co., a leading manufacturer in the field. The machine makes change in nickels only. The drawing on the facing page shows they we e fnaly glv n the essential parts of this machine, except for the cup-dispensing unit, which if drawn in working position would have hidden other parts. Drawings on the next page show how the cup-dispensing unit works. makes it clear which A darker color syrup tank, solenoid valve and tube line are affected when a customer has chosen, for example, to push the center button. For the sake of clarity the artist also has straightened out the syrup lines as they near the faucet instead of showing them coiled around the cooler, as they are. Q s, s sc- fi - wueu Com is oeposmao CARBONATEO A SIGNAL LIGHT comes? 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Are you forever trying to maintain energy, entbzzriafm, and the will to do? Do your personality and power ofaccomplishment ebb and flow -like a stream controlled by some unseen valve? Deep within you are minute organisms. From their function spring your emotions. They govern your treeztizfe ideas and moods - yes, even your enjoyment of life. Once they were thought to be the mysterious seat of thesoul -and to be left unexplored. Now cast aside superstition and learn to direct intelligently these power! of Jef e orted M all lmne fy flmr Me L fm, n ...A,,,, ' nw . ' v.., . '?'-::,,4- Ni- Milf, ,M 1 19,3 :F -gt' 45 ff W L , F an - fr, If Y, Vu, 75153: 1 gh V TY f FV fr. r 1453159 y:fEL3'i :M ls 75, X -wp'iQ'Q2f?'-' 'Q' , 5,y.-,,cL,.,.gt -- eLF:is5:,:. 423. , . k f ,-x3,,f- ,- , w Q5 H X ig.. Q, 4 , -Lf lg., .. 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P a - T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC T OPIC TABLE OF CONTENTS Page I THE RISE OF CIVILIZATION 5 2 THE ANCIENT GREEK CIVILIZATION 16 3 THE ANCIENT ROMAN CIVILIZATION 25 4 THE RISE OF CHRISTIANITY 36 5 WESTERN EUROPE IN THE EARLY MIDDLE AGES 41 6 THE BYZANTINE EMPIRE AND THE MOSLEM EMPIRE 49 7 THE RISE OF NATIONAL STATES 56 8 CHRISTIANITY DURING THE LATER MIDDLE AGESQ MEDIEVAL CULTURE 66 9 THE DECLINE OF BYZANTIUM - THE CRUSADES - RUSSIA 71 10 THE RISE OF ABSOLUTE MONARCHS IN THE WEST 74 1.1 THE RENAISSANCE 81 12 THE PROTESTANT REFORMATION AND THE CATHOLIC COUNTER - REFORMATION 86 13 THE MODERN STATE SYSTEM 93 14 THE AGE OF DISCOVERY AND THE COMMERCIAL REVOLUTION 99 15 FRANCE AND ENGLAND IN THE 17TH CENTURY 103 SAMPLE EXAMINATION QUESTIONS AND ANSWERS 109 Q ,ef 1 5 .. .,-. ,fl 4 . my . Tse' .ff ' IM? if-sf-ff -'f- -v Q. v 7.11,-. .z eqafm-v-1. ' . ff ' .9 , .' ff, ruff.. 5--5-w.:2 . -,asf , ,,, , ff 1--1' qi ' ' H, ,, ,.,: ,. , .... . .,,,,. f-gf,.-- ' E mv. QW' .:,-,:..,-euan,-q..f,g,-,,',,,--fA,f sgf5.g',-.'f7f'-sf-1'.H Q' gn, 1 gi.: - .ln - .- 4 , ,.-, ,015-f .La-J. .W . ,.1., .f . . . . 4. f '- wdeedfr .1 the 81191110 WY' 'O md fn the 'QW mdummhge ' , e'ifi-ifncfevinalv dlfilf-'Ulf J - .1 ' ,Foufj-fuigdamen-tal-gdrives' arise from the gpplibationfioticybemeticsvinl the form of computeiff r the . toward destructive power, the drive toward -unlimited productive power, the to' 'eliminate the human mind from ,MW 5 ,,,,f,,i,,,,' and th, ,-,,,,,,,,,, drive of the computer within acybernetics system. I shall first examine the components of these drives, then indicate the end results of these drives if we fail to change the present socioeconomic system, and finally, I will set. . out some of the mzhimtun steps required to enable us to use these drives to achieve our fundamental goals. First, the drive toward unlimited destructive power results from the combination of nuclear energy with the control and communication system of the computer and -the activities of those involved in research and development. It is now generally accepted that there are already sufficient nuclear explosives, as well as bacteriological and chemical weapons, to destroy civilization, if not all life Second, the drive toward unlimited productive power also results from the combination of effectively unlimited energy with 'the control and communication system of the computer and the activities of those involved in researchnd development. While this drive toward unlimited productive power is still denied by the conventional economist, it is fully accepted by those most closely associated with prod uction, the manufacturers and the farmer. American firms now expand their production, both within America and abroad, just as fast as they are able to increase profitable sales. There is no longer any effective limit to our productive abilities: we have passed beyond the dismal science of traditional economics. U Thant, Secretary General of the United Nations has expressed this reality in the following words' i S PPLY DEM l . 'lu- 1 1 fr ,E e , 5 ,K Q 'E x The truth, the central stupendous truth, about developed countries today is that they can have-in anything but the shor'test run-the kind and scale of resources they decide to have .... It is no longer resources that limit decwons. It is the decision that makes the resources. This is the fundamental revolutionary change-perhaps the most revolutionary mankind has ever known. Third, the drive to eliminate the human mind from repetitive activities results from the fact that the computer rs a far more efficient worker than already we know that the production worker can be replaced by the cybernated system, that the. computer controls inventory more effectively than the manager, that the computer handles bank accounts far more cheaply than the clerk. These however, are primitive developments: in the near future we will see that the computer can take over any structured task, that is to say, any task where the decrion-making rules can be set out ui advance. Thus for example, the computer will take over the process of granting most types ofbank loan, the analysis of stock portfolios and the process of odd-lot trading. on Wall Street. The last application is perhaps particularly noteworthy, for it will replace a group of people whose median income is aroundS50,000 a year. Fourth, the umherent organizational drive of the computer withuz a cybemetics system: The setting up of computer systems is a response to a need to increase economic efficiency or to rationalize operations, but as computer systems become fully operative, a drive emerges toward the reorganization, for purposes of compatability, of interacting systems and institutions. The greater the number of areas of computer application, the greater the number of areas of computer application, the greater the force -behind There is now quite clearly a trend toward the emergence of a total computer system organized for maximum efficiency in tems of immediate tasks. Changes resulting from these four drives have already begun. The transformation taking place around us should, therefore, not be regarded as a process involving the occurrences of random, isolated non-predictable events, but rather be urgently studied to determine what trends are developing. In addition, we must always keep in mind that change 'brought about in one part of the system will be accompanied by other changes, . '21 UN.. I 4 3:11 . 6 ' N ,fyfy V -,,Z?.vv.?LQ,,'f:s., . r M 'L 1 x ,V if., .L W., 'fr , 5.31 hi its fl both predictable and unpredictable, in many parts of the existing socioeconomic system and culture. It is now clear that the impact ofthe computer is destroying the industrial-age balance between the economy and the society. We continue, however, to assume that after a period of apparent disorganization, a new favorable socioeconomic balance will become evident, we have further assumed that JT it becomes clear that a satisfactory balance is not emerging, we will be able to intervene at the last moment ot correct unfavorable trends. These kinds of assumptions are analogous to 'the pre-cybernetics industrial-age economic theories of laissez-faire and, later of pre-crisis intervention in the economy. But these theories were based on the imposibility of prediction and resulted in the establishment of a polity of remedial, not preventative, action. Today, the avialability of the computer enables us to spot trends long before they would otherwise be visible, to carry out the necessary discussion and to prepare any required programs before the need for action develops. We can thus use these systems to control their own effects. Using information provided by computer systems, we can speed up the observation-discussion-action process so that we can keep up with the developments in our own technology So long as we preserve our present socioeconomic system, internal economic stability is only possible if the amount poeple and institutions are willing and able to buy rises a fast as the amount that we are able to produce. It is necessary that effective demand keep up with potential supply. This necessity follows from the fact that the viability of our present scarcity socioeconomic system is based on a very simple relationship: it is assumed that it is possible for the overwhelming - proportion of those seeking jobs to find them and that the income received from these jobs will enable the job-holder to act as an adequate consumer. The successful functioning of the present socioeconomic system is therefore completely dependent on an ability to provide enough jobs to go round. a continuing failure to achieve this invalidates our present mechanism for income distribution, which operates only so long as scarcity persists. So long as the present socioeconomic system is not changed, abundance is a ,cancer and the various parts of the system must continue to do their best to inhibit its growth. It is for this reason that businesses of all sizes, economists of almost all persuasions, and politicians of all parties agree that it is necessary to keep effective demand growing as fast as potential supply, that those who are still able to act as adequate consumers, because they are still abtaining sufficient incomes from their jobs, be encouraged to consume more and more of the kind of products that the economic system is presently organized to produce. Our economy is dependent on compulsive consumption in the words of Professor Gomberg, and manufacturers spend ever-increasing sums on consumer seduction to persuade the consumer that he needs an ever-wider variety of products. All of us have our favorite story about the evils of advertising. But a new dimension is being added to the diabolic in advertising by means of new techniques using programmed computers and automatic equipment: for example, a system has already been developed and -is presently in use, at least on the West Coast and in Washington, where, in .ga 'given neighborhood every phone will ring'and.af tape-recorded sales message will be played when the phone ispicked up., I 3 7 Pressures from the attempt -to keep ,supply and ,demand in balance not limited to the mere constant irritative pressure to be aware of sales messages: there is a second type, of consequence which is even more serious for itacts. to prevent any effective control of the drive toward unlimited productive power. Paul A. Samuelson, a highly respected conventional economist, has expressed the new reality in the following extreme terms: In the super-affluent society, where nothing is any longer useful, the greatest threat in the world comes from anything which undermines our addiction to expenditures on things that are useless. It is for this reason that it is difficult to close down obsolete military bases, to limit cigarette consumption, in fact to slow down any form of activity which might in any way create demand or jobs. In these conditions, the need for ever-higher demand will almost inevitably have priority over the needsdescribed by the social worker, the sociologist and the philosopher.. , ' V p ' Whatever we do, we can only succeed in I-delaying the inevitable: theattempt to keep demand growing as fast as supply and thus create enough conventional jobs will inevitably exceed our capacity to Create jobs. e l Q i Even while we continue our effort to maintain the present 'socioeconomic system, the situation will deteriorate. We will'see a continuation of the trends of the past years during which the position of the unskilled and the uneducated has worsened, the plight 'of the poor has become ever more hopeless. Professor Charles Killingsworth, one of the leading experts on unemployment statistics, has shown that in 1950, the unemployment rate for the poorest educated group was four times the rate for the most educated group, by 1960 the 'real' rate for the bottom group was 12 times the rate for the top group. In a parallel , I tr W. , 'Sf if E e xg! development, the percentage of income received by the poorest 2096 of the population has fallen from 4.996 to 4.796. Continuation of present trends will lead to a new type of organzhation of the socio economic system, within which incomes and non-work time will vary in inverse proportion. Starting at the bottom of the scale, there be a large number of totally unemployed workers subsisting inadequately on resources derived from government schemes merely designed to ensure survival, the greatest proportion of the population will work considerably shorter ,hours than at present and receive wages and salaries which will provide for necessities and even some conveniences, but will not encourage them to develop a meaningful pattern of activity, and a small number of people with the highest levels of education and training will work excessively long hours for high salaries, The effects of the drive toward unlimited productive power will, of course, not only be internal but will also affect the prospects of the poor countries. It is now clear that the gap between the rich and the poor countries is continuing to widen and that there is no possible way to reverse this -trend until we change the existing socioeconomic system. It is shocking to realize that we have now reached the point where the annual per capita increase in income in the United States is equal to the total income per capita in some of the poor countries. .The reasons for this disparity are illustrated by the following quotations. First, from the United Nations Development Decade report: Taken as a group, the rate of progress of the under-developed countries measured by income per capita has been painfully slow, more of the order of 1 percent per annum than 2 percent. Most indications of social progress show similar slow and spotty improvement. And from a statement discussing the situation in India by B. R. Shenly, director of the School of Social Sciences at Gujerat University: Per capita consumption of food grains averaged 15.8 ounces per day in 1958, below the usual jail ration of 16 ounces, the army ration of 19 ounces and the current economic plan's target of 18 ounces. Since then, the average has fluctuated downward. Between 1955 and 1960, the annual per capita use of cloth fell from 14.7 metres to 13.9 metres. The expressed policy of the Westem powers is to aid the poor countries to catch up to the rich within an acceptable period of time. It has been generally argued, most explicitly in W. W. Rostow's Stages of Economic Growth, that the way thepoor countriescanattain thrsgoalrs to heed the lessons of history, to pass through the Western stages of growth, although hopefully at a faster pace. It is surely time we recognized the inapplicability of this policy. The rate of economic growth of most poorcountries now depends prirmrily on their being able to export enough goods to pay for their needed unports. It rs clear that the poor countries will not be able to increase exports at an adequate rate to pay for the required growth in imports and that they will not be able to attain any reasonable tate of growth. Thevast majority of the poor countries have no prospect of achieving a reasonable standard s of living so long as the present socioeconomic system continues. There are a few optimists who persist in arguing that Western man can benefit rsnmediately from the decrease rh toil promised by the computer. An analysis of conclusion suggests that those reaching it have not yet ,understood that it is typically those people whose life and educational experience ensure that they have the least adequate preparation for imaginative and constructive activities wholwill receive the largest in time not allocated to the carrying lout of conventional jobs. This group .- is composed of two main categoriesrthose with . totally inadequate' .educations ftheupoverty-cycle group j 'and those whose education and training has been slanted almost entirely ' toward conformity in order top enable them to perform tasks which will nolonget' be needed by the socioeconomic system. e Those analysts who simply 'the threat to our socioeconomy represented by the large number of mdividuals who are already mamfestmg psychopathologic symptoms as a response to loss of their roles in the system 'also generally ignore the deep-seated threat which the machines pose to ernsting individual fundamental values and motivations. This threat is not manifest in economic statistics nor even rs: sociological monographs discussing the world view of the poor, but it is already affectmgall members of society, both employed and lunemployed. It is all-pervasive as advertising, and, like it, is constantly exerting pressures upon the individual, whether he be consdous of them or not. Some comments by Jack Weinberg, a psychiatrist, illuminate this issue: Complicated machines which .perform in intricate inviaisra' .patterns v are frightening. are -beyond the- commontmansn understanding and he cannot identify 4 with them. il-le experiences. hostmty ,toward such' ia machine, as he does toward most he fails to understand. Furthermore, automation has done something that rs unthinkable to a manwho valueshrs own self and that which he produces. In a sense, it has removeduhim from the product jwhichjhe creates....Work - 'no matter how odious an implication it may have to a .person - rsan enourmously prizedand meaningful experience to man. It rs not all punishment for his transgressions, as implied biblically butlit isalso a blessing,not only for common sense economic reasons...but,also because of its varied and unifying psychological implications. . in practice report increasingly I that their patients are concemed because they feel that they function in an inferior way compared to machines: that their limbs are not acting as efficient 'l'hey also report fantasies, such as dreams in which the patient is being backed into a comer by a computer. The popular arts. - cartoons, 'comedy-routines, and folk-songs - ind'9i5iIlUly reflect these , V 1 . 1 V efzzq., ,, we f li i 'rs ia- Q ff 5212L5?,gfwi'i'5i'1g?j::'1J7f'1.':j.'gr':f,iF,2irfifif- f.9j2 . ' 25' 5' psidzrz-f':f- a -' f . , . 4 ' ' A 1:-f.v'f1' ' .si af 1' , '?T'aH5fEY 'fsgs5,i - , 5yia1Qf:rwfadYan. 5 .1 v-: f- a ' M- ,-. -' -w- rm- khftwf' 11:3-fsff1.. .'.'-411'-e. u. N - ' Q V , P P ?Q5.'45',.'i'A'2?' 1 ' . as , 1 5gP'7I'1.'. .. .' ff , v 3 rwefa, ,r ' ,,,qga,:.3-ke.gsm-izalfsfmls'ffsgvfaff-.fvfs1is-faf.g af ,,f 'ing 1 x , P iii 1- 64, 5fPf,41Lg,v.7fgm-fafsfCrm-'fs -ff.,:- 'I .1-1 .fl - -1 --s. , .mf we 'efiljf-1'3egwL'F'.,.. -.11',5i rf-'--. 2-1-fi.-..v.f . . f- m ga. Pf' 'Hvlfli POB'-'Yf Q, WJHQQPUOH .ij IA- il v Vior Wvfklv mfr'-'S' of H anxiety, -fdepremon.. Psvehvsemafiv Vsymptons -suicidek..l..We facethe ffactthatagreat majority of our people notgemotionally and l psychologically time. ,l.A This results in :unhealthy f f adaptations which find fexpression: in. a wwide' range of sociopathologic and psychopathologic states. Among, the social symptoms of 'tluls ,maladaptionto free time are: low civilian unrest subversiveness and rebellion. j ,We are all ' aware of the manifest acceleration of past which. bears our Martinfs -statement: let me very briefly recall a few of them: Thecrime rate is presently rising about ten percent a year as compared to a population increase of less than two per cent a year. 1 A . Drug addiction grows not 'only in the ghettoes but in the well-to-do- suburbs, and young 4 people are especially vulnerable to the activities of those who seek new recruits to the army of addicts. America, as a society, tolerates over forty thousand deaths in automobile accidents a year despite the fact that techniques -of accident-reduction are available for use. It ,is true that these societally disfunctional trends began long before the computer appeared on the scene, bu-t it is also true that our attempts to reverse these trends will be frustrated if we continue to regard the ability of the computer to act with maximum efficiency in the carrying out of an immediate task as more important than all of our fundamental values put together. Whether increasing violence and social disorder can fairly be laid at' the door ' of the computer is, however, peripheral to the possibility of the development of a police state. The only question is whether we will become convinced that our pre dominant need is for greater control over the individual and the means we will use to achieve it. We have so far failed to perceive that the types of control made possible by the inherent ,organizational drive of the computer within a cybernitics system have no common measure with our 'past experience in organization: 'I'hat the ...lm 1 generalized use of the computer as a means of societal control threatens to destroy at least the privacy, and very probably all' the present rights of the individual unless we change the socioeconomic system. Let us be very clear: the only way to run the complex society of the second half- of the twentieth century is to use the computer. 'I'he question is to determine the rights of -the individual under-these circumstances and then to ensure that they are respected' by the computer-using authorities. , The danger rs imminent. Govemment already holds very substantial dossiers on a major part of the population, these are either in computer memories or can be placed in computer memories. Information on the financial affairs of each individual will soon be available through the development of the Intemal Revenue Service Computer System. It is now planned that the records ofthe Job Corps will be placed on computers,,a step which will inevitably be extended to cover all those that the .govemment considers to be in need of help to findor regain a place in society. In the areaof the ,exercise of socially-sanctioned force and compulsion, it is significant. to note that New York State is developing a statewide police rnforrnadon network: a network which all authorities agree could be extended nation wide within a brief period of years. ' ' ' - ' .- Some form of dehumanized, impersonal world is inevitable in the next twenty years unless we make major changes rn our socioeconomic system. Only the working out of a new balance with the aid of society's servants -computer systems- will enable us to meet our fundamental societal goals. 1 . I have been discussing the effect of the drives exertedfbyn. the application of computers ,in reinforcing industrial-age values . and ,thus inhibiting our forward ' movement into' fthe cybernated era. I would now like to turn to a consideration of the potential of thesedrives as aidsin the effert to move toward the realization of ' our fundamental societal goals in the new context of .a cybernetics-based socioeconomy. It is- my contention that the positive potential -of these drives will not become a reality while we continue on our present course, while' we subordinate efforts to correct socioeconomic ills tothe goal of the continuation of an outmoded industrial-age system, with its now inappropriate set of restraints and lack of restraints. If we are to have a more fulfilling way of life in- the cybemetics-baed abundance Sera, we must take' conscious steps to enable us to arrive at a new set ofrestrarhts and lack of restraints and a new balance between them. , Let us begin with a consideration of the drive toward unlimited destructive power: it is now generally accepted that this can only be prevented from destroying mankind rfwe renounce force, and even the threatof force, and that this requires that negotioation and arbitration become the means of settling disputes., In effect, nations will have to move toward world cooperation and world law. We are, at the present time witnessing the early efforts of institutions which' could become the creators and administrators of world law, but we continue to view such efforts as primarily aimed at peace-keeping. Despite the disu ons at meetings and conferences, our perception of the role of worldcooperation in achieving socioeconomic advances remains very dim, for we still allow language and .cultural barriers to impede the free flow of information. The physical barriers to commuication are the channels are opening. Our role is to ensure that we use them, not. allow ourselves to be persuaded that we should block them, once again. g ' 'I 4 g The drive toward unlimited productive power can result in mst benefits, both inter nationally and domestically, but only if we change the methods presently. used to distribute rightsgto resources. It is, of course, impo 'ble to determine the final pattem which will. emerge but I A .being wud. with the aid of Cybernetics' believe that the need for three steps can already beseen: ' -A The rich countries should accept an unlimited commitment to provide the poor countries of the world with all the resources they can effectively employ to help them to move into the cybernetics-based abundance era. Let me state explicitly, however, that such a commitment should not beaccompanied by the right to dump unwanted surplus industrial age products and machinery into the poor countries. Rather, the poor countries must move as directly as possible from the agricultural era, without being forced to pass through the industrial-age process of socio-cultural and economic realignments. Domestically, we should adopt the concept of an absolute constitutional right to an income through provision of Basic Economic Security. This would guarantee to every citizen of the United States, and to every person who has resided within the United States for a period of five consecutive years, the right to an income from the federal government sufficient to enable him to live with dignity. No government agency, judicial body or other organization whatsoever should have the power to suspend or limit any payments assured by these guarantees. I believe that the best means to implement these guarantees would be to amend the Employment Act of 1946 to read: It is the policy of the United States government either to provide job opportunities for all those seeking work or, if jobs are not available in sufficient number, to guarantee an income of sufficient size to enable the family to live with dignity. ' A second principle, Committed Spending, should also be introduced, which would embody the concept of the need to protect the existing middle-income group against abrupt major declines in their standard of living, for a very substantial proportion of this group will lose their jobs in the next decade. This principle is based on the premise that in the process of transition between the industrial age and the cybernetics- based abundance era, socioeconomic dislocation should be avoided wherever possible, whether caused by sudden large-scale reduction in demand or by sudden withdrawal of economic supports for valid individual -'1 Q and social goals. Let me remind you at this point that the validity of the classic objection, we cannot afford it, has been destroyed by the drive toward unlimited productive power. We can afford to provide the- individual with funds which will encourage and enable' him to choose his own activities and thus increase his freedom, and at the same time increase to the required extent expenditures on community needs: particularly education, medical services, recreation facilities and conservation. There is now general agreement that if we are to to profit from the drive to eliminate the human mind from repetive tasks we must greatly increase our emphasis on education, We have been unwilling to face up to the fact that the school and the university were designed to serve the requirements of the industrial age. We have' therefore concentrated our attention on- longer periods of education for more and more people, rather than on changing the educational system to make it appropriate for the cybernetics era. We must find ways to develop the creativity and to enlarge the capacity of each individual in terms of his own uniqueness. We will have to teach people to think for themselves, rather than to absorb and then regurgitate with maximum A-level efficiency the theories of past thinkers. I believe that the best way to do this is to change our educational process from being discipline-oriented to being problem-oriented: to set up educational systems which will force people to face all the implications of each problem and to evaluate the individ'ual's potential in terms of his ability to perceive new interconnections between aspects of the problem. . We must do this in such ga way as to avoid the new-education emphasis on means - the smoothly-interacting group or Seminar - and concentrate on ends - the kind of problems which will be studied. I think this can probably best be 'achieved through what we can call the twodimensional seminar technique. Here the choice is up to the individual, he enters the system at the first level with a -multiple choice of seminars, he can than go on to specialize by movement up the levels of complexity in one problem area, or he can choose to gain wider knowledge by horizon tal movement, through participation in many seminars. eeflri foe-74' '1e,.1feZe'f59?Z:QPfi QiSf?? '5i2f.',slffkt 'f',, f,:5!3Qi?417ff,jl'Z11,,g,- m e, t i t 2 Qi f - seq .:': ,-'f Q-f.fji'i1'?f131'-,1512---1 the ff,-'A 2932 -'1 f---N 2- 2. typ 2 ..: , ff -t ,c's:Ef1 ?S:l:s.if 3fy5'i55-ff,:-- X-gin? Q 3 iw., ' .end ,,-fi.,-.Q ..,. yn. J, ..., ,,, ann :,...,..f , ,,. . , V , Yaleeioefhvse-twhviwefhwk 'fin 1311? :not IAA onlyabout the zprqbiemeeqfvzfeeefefy. bin-gene about the individual. 'For AA, example, the patient will his .doctor the basis . .of his babilityvtol Q-understand him. as a biological system., ,ratherif than v value A his apparent qruags-imagical' techniques as in our ' -. fe K - -- Hg, ffag, .'. ' ,. ' WI ig, lI?'l!glWllT1Tllal'lF' ,,.. ,, .. 'fr e'.,I'3!i- ' ' .121 - ' 3 ,, +1 lf -' V ' QQVQIIJIJII-IJIQI flabl- ' iiia' Iam sure that many humanists will be ShOCked by my acceptance of the system-thinking for they fear that man will be destroyed by the rationality implicit in systems thinking. In this view the rational is synonymous -with the concept of the logical solution to any problems inherent in a task, the choice of ,the one best way to do something, the constant search for the efficient. Compared to any system ,or smoothly running organization, man's thought processes are less rational, more subject to accident and distortion. According to this thesis , it follows that man must inevitably end by acting according to the instruction of the efficient UVbl0lU11'lllCh1llg IIICULIGILISIIIS YYLUUII 115 himself created for his service, to carry out his wishes, to fulfil his needs. But the efficient, knowledgeable servant becomes the administrator, the teacher and thus, the master. This is the case put forward by Jacaues Ellul in his book originally PUb1fSh6d in France in 1954 under the title of La Technique, and just published in the United States this fall under the title The Technological Society. It is impossible not to concede the immense strength of Ellul's arguement, even though it was based on the organizational efficiency drives existing before the emergence of the computer and its accelerating drive toward maximum- efficiency. My acceptance of system-thinking is based on reality: on my willingness to face up to the fact that there is no way to avoid the development of computer systems in the second-half of the twentieth century. Our only hope is to accept this reality and to use all of man 's energy to recruit technological drives for the attainment of our fundamental goals. . Let me conclude: the fundamental effect of cybernetics is anti-entropic as Charles, Dechert has pointed out. The increasing efficiency of organization permits greater output with less energy input. In the industrial, scarcity age, this process could only have worked to our .advantage for demand exceeded supply and energy sources were always insufficient. In the cybernetics-based abundance era, however, we are being con fronted with the need to place restraints on both production and the new energy sources, lest their drives destroy us. The danger of exploding production is no less real than that of destructive explosions. It is incorrect to assume that because we have presently unfulfilled' global production needs, we can absorb any extra amount, and rapidly. We are living in a world of exponential growth. But Dennis Gabor, Professor at the Imperial College of Science and Technology in London, has pointed out: ' .... exponential curves grow to infinity only in mathematics. In the physical world they either turn round and saturate, or they break down catastrophically. It is our duty as thinking men to do our best toward a gentle saturation, instead of sustaining the exponential growth, though this faces us with very unfamiliar and distasteful problems. For many people the most distasteful of all these problems is the fact that there is already insufficient .toil to go round - that it is now necessary to allow vast numbers of people to do what they want to do simply because they personally believe that their activity is important. The guaranteed income proposal mentioned above recognizes this reality, and it has therefore been attacked from both ends of the political spectrum, and from every point in between, on the grounds that the proposal would promote the lazy society. For example, August Hecksher, who served as President Kennedy's special assistant for cultural affairs, declared: The very idea of large populations doing nothing but pleasing themselves goes against the American grain, and then went on to npmake A proposals for job allocations andincome distribution which Gerard Piel has described as instant feudalism'. . . We have not yet been ' willing to recognize the true extent of the challenge posed by the drive toward unlimited destructive power, unlimited productive power, the elimination of the human mind from repetitive tasks, the organizing drive of the computer within na cybernetics system. We have not yet been willing to recognize that we live today in the truly lazy society - a society where we allow technological trends to make our decisions for us because we have not yet been willing to recognize that man's A,1I. . 4 :K i . ' - ' 9 .0 , . . n power is now so great that the .minimum requirement for the .survival of the human race is individual responsibility. , i Man will no longer need to toil: he must find a new role 'l in the cybernetics era which must emerge from a new goal of self-fulfillment. He, can no longer view himself as a super-animal' at the center of the physical universe, nor as a super-efficient taker p of decisions self-fashioned in the model of the computer. 'I-Ie must now wiew himself as a truly creative being in the image of a -9 ,Q E1-f . arg. asf. :L J,-'J 1- WH t-A we -. HWZV . '7 fW!,2f,PPu'L:1 ffw 1.'m wn'g.'4'5-'1 , ,ggi +2 , glgfp 5 3,25 1..- '-f.'3.1.3-gagggagg,ffinf:E::'1'f,':11'4,!5+2'vij2fv ,f w'ff,' 521441-'mf-q2:Q f 5-:unilf'nv.7:saw:-2b,::gy.Iiff',LHWu,:'1' 'iff-'rj-1,51-nge-f--B. 22,Zf1-231'!:' ff-wwz--, fgv' f' KiJT 1f'7'?'1ri?5'f15I5,'iff?:fi'f :H'l 'f5Mf-.. 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X,-f' II, L 1 is ,, ,Y ,Af A V ..-FL--,X di uf' XX rg. ,f- ,.,, -- kt 3 QW, A j f X , ff , w,-...I ' A' is the. yearbook editor in a large high school located in the heart of a nothern city. B is the layout man for a smaller yearbook in suburbia. C is the yearbook advisor-English teacher-math instructor in a tiny rural school out in the Rockies. Three very different people from three very different schools! Yet, they all share one common thought... the importance they give tothe little word change . In the course of yearbook discussions with advisors. editors and general staff members, whether it's during seminars or journalism classes at schools the importance of reflecting change in the yearbook is the one item that's sure to come up. In fact, it's just about the only topic that you can put your money on . lt seems that most people in the yearbook field feel that a yearbook that's different is what makes the world go around, thata. volume that's anywhere near traditional simply won't make a dent in their potential market. H And, their feelings' are not without foundation in fact. lt's true that Q the world ,has beenchanging at a rapid pace. And, these 'extendjinto they educational field. Schools today are 103 or 15 'years ago. Students, themselves, Teaching methods and materials have have come 'to the forefront, while some longer-are in the spotlight. All you need to see that exciting things are taking like ,they Add to your own experiences all that you hear and read about change in the other media, and there's no denying that it's an important, a significant force. ' But, something's wrong somewhere. For, if change is such an important force, why are the yearbooks that come out with new innovations failing in some cases to be more successful than their staid counterparts?lNhy are some dramatically different volumes garnering even less of the student interest than their less innovative predecessors? For possible answers to these important questions, let's take a closer look at change . As is the case with almost every new yearbook feature, treatment .or emphasis, the trend first -exhibited itself in the advertising world. lAs we've discussed in previous issues this is only natural, since predicting what the world will want is their one and only business.1 And advertising people have been playing up change for several years now. Only recently. however, one advertising agency sent out a most interesting newsletter. lt used the word change as itsibasic subject, and it gave the word a different perspective. For instance, the newsletter pointed out, a common belief in the advertising world- was flying and traveling are frequent occurences. But the truth is that less than 20 per cent of the people in this country boarded an airplane, and not even half the total population spent the night any distance away from home in the year that's passed. Another up af I I ! 1143 1! 5 u K 21 L 4 ll xxx. ' . - - V xy , f ' N . . x ' - . , ,,,..-.,,.. . ... .- ., . ,. ' , ' ' '. , , t ' . L A K . ' -x ' . A , m A E A if I - ..,..-.,h- N.-..--...,.....-...-...,.-, , V A . . ., . . ui - -1--,u-.-, ,. ...YW ,,,, ,,,,.--.,.. .. . ,gf i, . J F , , , - , ,I , - 1 jg? j . PX Q. Qs ..Y I ' fi is , ' 1:2 . , 1 , ,4 T 5 Ti ' ' .x 1 Z? :7 -V V' ' 5 Y E. - A N ,153 E, ' ' ' , we 5521: ' 1? ' t ,x,ff ' 4: !:: f ,!'Lf-N . , F3 nz ' 'ag 1 'A 235 Qvgfziz' 13 ing 452251 Y Emiiiiififv 2fs's:5i,'qg' ff' i5gE25gi:5agi H1 fa 5513- ' ' sie -F Qriigsfmzl ' 'S 5 fjgiiigff' . 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I 1 N s. - I lww... v J. V-. ,gr 4 revelation was that although most of us assume that eating out is an experience everybody shares only about 10 per cent of the population ate even one meal in a restaurant in 1970, and this included people who worked outside of the home. 0 Whathas this to do with yearbooks? ' Advertising agencies before these surveys were taken, had assumed that eating out appealed to all...t'hat flying was a way of life. Therefore, they had soupposed that when they hung their advertising on an airplane trip or set up a photo in a restaurant, most people would identify with it. In reality, they had been featuring messages that had meaning for only a very small portion of the people that they were trying to reach. Perhaps your yearbook situation may be similar. Do you wrongfully assume that every student is extremely interested in ecology, and are you planning to use this topic as your theme without taking the time and trouble to find out? Have you supposed that because you are tremendously interested in graphic innovations the rest of the student body shares your passion for special effects?Are you really certain of this fact?lf Ralph Waldo Emerson is your favorite poet do you wrongfully feel that the majority of students will relish his philosophy as their yearbook copy?You and your staff may be hung up on artist's sketches but' are you sure your student body will want to see the beauties they selected illustrated in pen and ink? 1 The message here is very clear: Directing your yearbook to the interests of only a very small portion of your student body will leave the majority of readers and potential buyers strictly out in the cold. Changing interests and changing tastes certainly shouldn't be ignored, but putting all your eggs in one basket could result in a yearbook that bombs. How much better to provide something so interest to everyone. Follow that premise, and you'll automatically be putting into effect at least some of your pet changes. A little removed from the advertising scene but still in the same general area, we have further opinions to reenforce the statement that change may definitely be overrated as far as .its interest quotient goes. Some newspaper publishers for instance, are seriously worried because the general newspaper public 599015 'CO be reflecting so much apathy. They are not interested in-clean -water or clean air like they used to be one well known newspaper editor said. They quit reading our copy about VietNam. And poverty and crime don't raise too many eyebrows. We give them our best investigating, our best reporting, and too many don't even take the time to read the startling and important things that we have to say. We have headlines in every edition equal in importance to headlines that you were able to get only once every two or three weeks 15 years ago. . ,wx f ,f if ' 4' I . ,uu1......vJuunq nun, I , 1-L Nw, , , ge? .A 1? .Al Qu., . uk fa U f if in . .,,, sf-.Q ' x if My Another newspaper man speculated that change had dug its own grave in the area of reader interest: ' It's the unusual which has always interested newspaper readers. And, when the unusual becomes too commonplace it loses some of its news value, he said. ln other works, people may have lost some of their interest in major issues like ecology poverty,crime,etc. because there have been too many items of major interest in the past few years. There have been too many changes. , Had newspapers exercised a little restraint in their covering of some evidences of change, he concluded, there possibly wouldn't be the degree of apathy some people feel exists today. Had we not overcovered in many cases there would be more left to say today. ln regard to the newsman's statements, the message to the yearbook staff is clear While a few special effects, for instance, are exciting because they are new and different, an entire book made up of them will soon become boring and common place. And, what is left for next year?VVhile the words of a poem may make good introductory copy a wholeebook filled with famous verses soon loses its meaning and its appeal. It's like too much of anything. A little of something good can go a very long way. o A 7 2 iffy? mf5.,:'ffi' . f9?,,,, ,, , fy . J' 4 - - ' ,P--, gli 'RNYIAAWQU Ni? ga fm Q., xi' -v+.f'v 1. we W, 49 5 Ni- 5 'i. .. ' ziffflwv .' -ff . 'fill 1 16, ,x f--'W' .,L,gfi.. , f ' 529' , . dw- f .fat 3, 15 ,X :M A , x DEDiGHCi0Il Don t Jom too many gangs Jom few lf any family But not much m between unless a co1Iege Robert Frost .1015 the United stares and join the n - .It often' happens that buildings or other works are dedicated to the memory of those-fwhohave shared with us a portion of their personal or 'professional lives and who havevnow passed from us 'and are beyond the concerns of this life. In the matter of this dedication, this is not the case.: Though ,itgis 'true that Lou Roberts is dead andithat we shall never see him one this' campus again, it is true that so 'much of what has pas-t four years is a which he worked ,'that1:'willtgo on to .iS ROBERCS LA' fulfill its purpose for perhaps decades to come. And so this University, and therefore this postscript to a chronicle, are in themselves tributes to Lou Roberts, and therefore a continuing celebration of his life. Eulogies and paeans have previously been offered by those who knew the personal man more than we, but we in turn offer this small homage to the efficiency, competency, dedication and goodness of a man, who as in the Biblical verity, moved from strength to strength. For one man the recognition comes late in his tenure, though every day his efforts on our behalf continue, for the second man, the honor is- posthumous, for as we commended to him the labors of the building and the safeguarding of the physical university, he has now been commended to a source of reward far greater than anything we might be able to offer. The 1973 Scrimshaw is therefore dedicated to Dr. Samuel A. Stone,'First Dean of the College of Arts and Sciences, and to the late Professor J. Louis Roberts, Director of Planning and Plant, of Southeastern Massachusetts University SH Ek H. SCORE A University, in the words of Benjamin Disraeli, should be a place of light, of liberty, and of learning. And while there are those among us who sould contend that the . modern University should include other concerns within its domain, few would deny and many remember the struggle that was necessary to secure, for this University, the former attributes let alone the latter. At a time of birth for Southeastern Massachusetts University, there were many who held a narrower concept of education than that which encouraged the study of the liberal and fine arts and the pure sciences. Throughout this time, it was the advocacy and persistence, of Dr. Samuel A. Stone that struggled and prevailed in the realization of a broader vision, one which undeniably illumines us all. At a time of crisis for the University, when, in a very real sense liberty and academic freedom was challenged, Dr. Stone, then Dean of the College of Arts and Sciences, abhorring complicity in the perpetration of injustices that have since been rectified, protested and resigned--becoming thereafter the conscience of a University that then seemed too willing to quickly forget. No 'one wishes to disinter the conflict of the A-past, but these qualities of conscience and .integrity must by their very nature be recognized in this seat of higher learning. Finally, as a most respected scholar and devoted and truly concerned teacher, Commonwealth Professor of Mathematics Samuel A. Stone has earned the most coveted award, the admiration,affection and respect of the students of this University. If, as Dr. James Bryant Conant put it, a University rests on hallowed ground, it mustsurely be the presence and the deeds of men like Samuel Stone that causefit to bel so hallowed. , . I -, - Stlldmlt SBIIRIB Q . vt V . Q I f 11. .. cu f: Q A Q If V .I L, 4 n ' 2, X . 'A x ' I ' i 7 Q- A Q 2 -- - F , X xv. J 'I f' I N' fp, ' QA., ,T ,:., . -...V --. A . 2 ' .ns ' CEM if BIKE IC iS Since we've had so many requests for hints on how to write effective copy - not just effective ordinary copy but effective copy in a different style - We're turning our attentions this month to what might be termed the yearbook's approach to an indepth study. Since in-depth studies are usually the property of the newspapers feature page, the monthly magazine, etc., you'll have to look closely to find the resemblance when it's adapted to yearbook use. Limited space demands an entirely different approach. But, upon thorough examinations, many of the qualifications are there. Hence our label - for lack of a better name. As most students of journalism know the indepth study differs from the normal news story in that it goes far beyond the 'fwhat and the where and concerns itself more with the how and the why. It lends itself well to stories of events viewed in retrospect, since the writer or reporter has time to dig beneath the surface and uncover some of the more complex reasons behind what went on, some of the effects the outcome will have. Since the school yearbook cannot even hope to compete with the student newspaper's spot coverage because of timeliness, the indepth study would seem to be just the thing the yearbook has been searching for. But, then, there's the limitation of space. If you are going to present the total picture in depth, it goes without saying that more than a paragraph is called for. But, where there's a will, there's a way. And, when you look at it carefully, there's a lot more copy in the typical yearbook than might be expected. Take captions and headings, for instance. Information can be presented there too. And, pictures can take the place of some words. One of the most interesting yearbook versions of the in-depth study appeared in a 1972 high school book, whose staff decided to make use of quotes Although realtive little copy was utilized, one finished reading this book with the feeling that he had quite a good understanding of the subject this staff had tried to study. Because the writer was selective in his use of quotes he managed to present many different points in very little space. Because he had screened the people he interviewed, he presented Glass Dfficers in OR 50 OUR EBDERS EE IC In ft M' air' fn ' 4 ,.4 gm! 2321? I opinions of authorities. And, because he'd taken the time to bone up on the subject, he managed to obtain a variety of views. The result was not only an enlightening summary of a particular issue that would distinguish that school year from all the rest land therefore give it historical valuej, it was a bright and interesting departure from that school's yearbooks of the past. Let's say that you, too are interested in putting out a pictorial history that differs somewhat from all the rest. Let's say that you have an energetic writing staff that's not aftaid to ask questions, not afraid to explore. Let's say that you've got sufficient time before the deadline to coordinate the pictures with the copy and to do the necessary digging and research required. How, then, would you go about utilizing quotes from your school personalities to study a subject and present it Hindepth? First, you'd want to select a subject - one with wide student appeal. fThe yearbook is prepared by students, and this is the first thing to remember. You can't choose a subject because it is one that your parents or your teachers are interested in. Not unless their interest is shared by your contemporaries. J A number of issues of general interest would be possibilities, but you should be looking for something more specific, something of particular interest in your school. It could be a new educational program, a new addition to the curriculum, a school improvement that's just been secured or a problem that your school has encountered. fRemember however, that the yearbook is not a crusader. It can report on crusades, but it can't initiate them. For one thing, crusades must be followed through. There's but one issue of the yearbook 96011 Yeah! It could even be a very broad subject - your yearbook theme , for instance. At the expense of being trite, such a subject as change could effectively be explored. In this instance you could interview people on changes that have occured in every aspect of school life from sports to academics. These quotes, then, would become the basis of your copy in each of the yearbook sections. Regardless of your subject, you must begin with the idea that this is to be an impartial presentation - not an editorial. Just as you must select a subject with wide student appeal - whether or not it's of primary interest to you, the writer - you must present views and opinions that may differ drastically from your own. As the writer you'll select the quotes from the multitude of material that you've gathered in youu' interviews, but you can 't change the working so that the comment is more in line with your way of thinking. 0 GO0D HI L CDNFERENCE Seldom do historians get the chance to experience significant events close up I got this chance at Osgood I-Izll in November 1972 As an historian I decided from the start to keep a diary of events as written records are much more dependable than memory Perhaps I should begin with a catalog of the kinds of things that I wzll not include in this article although they were recorded in by diary Who snored who drank who was small minded these things are not important What is significant about Osgood Hill from my point of view was the attempt by administration faculty and students to establish a sense of trust and community among all the factions at the university Student Senator Alan Dreezer at one time posed the question What is a university Aside from the legal definition a university IS a community of scholars and students who although they may disagree trust one another enough to talk problems over This willingness to talk and listen and this sense of trust were in some small way reestablished at Osgood H111 The desire to work toward the goals of communication and trust among members of the SM U community was expressed on the first evening by Virginia Hadley and Donald Walker In my group the road to these goals was full of pitfalls E? We could not even agree as to whether first to create a climate of trust and then debate issues or first to argue the issues and then let an atmosphere of trust grow out of debate President Walker and John Fitzgerald urged that we develop rational processes and that trust would follow from this Most students and some faculty in the group wanted to reverse the procedure As I recorded the ebb and flow of arguement I thought that I was witnessmg in the microcosm of my group the same divisions existing rn the macrocosm of the university On the last clay of the weekend I attended a stormy sess1on where the issue of student and faculty power was debated Yet within this debate I saw the essence of the good part of Osgood I-I1ll After many strong feelings were expressed by Student Senators Joyce Goodman and Bob D1P1etro and by Faculty Federatron President Tom John the protagonists agreed to talk more calmly the next week back at school In this I noted the rudimentary stages of the development of a climate of trust begun by compromise a good and rational procedure My View of Osgood I-I1ll Dr Robert Frzedberg History Dept n, ' . . - 1 1 , . . , , , . -- , . . . I 1 1 ' 1 . . H . , 7 1 I 1 1 ' u r I . . . . - 1 ' K,-,... ,yum it .. ,,. ,, ,,..,..,.,,.,, .,,,...,. .,... . , ield x Ji, .32 Y t ' f ,A g ff You can't even present something out of context so that it follows your line of thought. Objectivity will be your most important attribute, it will also be the most difficult to exercise. After you've selected your subject you must thoroughly research it. Even though you will only be conducting interviews and selecting quotes, you're still going to need a vast amount of background knowledge. Only then will you be able to conduct intelligent interviews, sift through material obtained in interviews and select that which says the most the best. Your next step is to select people to interview. Whatever your subject you should tty to pick some authorities For instance, if you are exploring an innovation in teaching - perhaps a new vocational education program - be sure to interview teachers concerned. And talk also with the students. You get more than one side of the story, then. If people in the community are affected or involved, try getting their comments too. Remember, no study is complete unless every angle has been presented. If you, by chance, have chosen a controversial subject and can't present what may be an unpopular side, forget the subject. A biased presentation not only will destroy all efforts to communicate but it can do much harm to the eventual resolution of an issue as well. When you are conducting an interview with the purpose of obtaining a quote be certain to state your purpose first. Then completely explain your question. Make certain that it is understood and be equally sure that you understand the answer. Don't enter into an interview with such a statement as give me your opinion on such and such. Do ask for something specific. But, don't ask leading questions either. For example, anything that begins with don't you think don't you agree, 'don't you feel, etc. is designed to elicit a certain response Even if you receive an objective answer it's doubtful you will recognize it. Wait until you've interviewed all your subjects before deciding upon which quotes to include. This has to do with utilizing your small amount of copy space to include a wide variety of facts, viewpoints and opinions. Every issue has many aspects. A new innovation in education, for instance, has many different facets. Will it prove more economical or more expensive? Will it help to prepare students for positions immediately upon graduation? Can it I- benefit students who are college bound? Does it decrease the amount of required learning time?Does it stimulate interest in a subject?Does it encourage original thought?Does it encourage objectivity? Does it require more space, fewer teachers, etc. ?What effects will it have on the entire student body? On the community?On the taxpayer? If all the quotes that you select have to do with the financial angle, you woun't have presented many aspects. If all your quotes reflect the ways it will benefit a small group of students, you've neglected the majority of your student body. That's why it is so important not only to select a variety of people to interview but to select material from the interviews which has variety too. In the interest of brevity, it's okay to edit quotes, but they'll lose a great deal in interest and brilliance if you try to put them into your own words. One of the bright features of a quote is that it tends to tell something about the speaker - not only from the standpoint of what was said but in the manner that it was stated. For instance, you'd lose a lot of color if you tried to take the students' slang and translate it into proper grammar. The way they express themselves is one of the factors which separates one generation from another one member of an interest group from a member of a group whose interests are dissimilar. The yearbook's shortage of space presents another problem, too. Although you'll hardly ever be able to utilize an entire comment you must be particularly careful not to take what you use out of context. A sentence beginning Fm in favor of... have a vastly different meaning if it originally included a but Of course it goes without saying that you can never make up a quote. Even if you have John Doe on your list as an essential person to quote and you haven't been able to talk to him, even if you are almost certain that you know what his comments would be you can never, never put words in his mouth. You might guess correctly about his comments and basically convey his thoughts, but you would seriously threaten the yearbook's credibility. John would know that he didn't actually say those words, and other people would probably guess, too. Work would get around, and students would begin questioning the authenticity of other quotes. The entire communication project would be rendered practically worthless. Senior Citizens' Part In December of 1972, the Class of 1974 sponsored, with help from the Student Senate, a Christmas party for over 400 area senior citizens. Intended to be different, the event served as a rebuttal to many of society's myths about both the young and the old. The warmth and generosity shown by all those present on that afternoon could never be put in writing. It was however, a phenomenon that will long be remembered. Part of this was displayed by the enthusiasm of the elderly and their comments as they left, many of whom were in tears. In all, that afternoon of singing, dancing and having fun served to remind people of their common humanity and their need for the affections of each other. Bill Burgess Womens' Center The Women's Center this past April offered a course titled Our Bodies, Our Se1ves. The topics covered included Anatomy and Physiology, Birth Control, Abortion, Veneral Diseases, Homosexuality, and Community Health. Each week began with a basic introduction which led into open discussion where we shared our personal experiences. We learned about our bodies in an atmosphere of honesty, trust, and friendship. The Women's Art Workshop was sponsored by the Women's Center in January of 1973 It was organized by Marianne Johnson as a presentation for Goddard University The majority of women who presented their work came from the New England area others from New York and Michigan Various Workshops were held during the week consisting of painting weaving photography film making peotry dance music and theatre It was a time for women to share ideas with other women 5 96 1 353 Clie iq N PHPI rm? T 98 WW fe Of W ff N l V s. r. 1 , 1 oli- QWHNX Q at mi?-ri AATCC 71 QS TT 'il-P vi W X iff. Where can you display your quotes? That depends upon how extensively you want to rely on them to convey your message In addition to the body copy possibilities include both captions and headings Of course information other than the quote itself will need to be included in a cutline Where a statement was made by whom and under what circumstances are facts necessary for picture identification And the same applies to a headline Seldom will a quote provide an adequate heading for the yearbook page Possibly the best solution might be to formulate the question or area to be discussed on the mtroductory page. Ulddiuonal comments and quotes which were given as answers can then be displayed like traditional body copyj. Seldom however will you be able to tell the entire school year story through the use of quotes. They might suffice for the opening section but additional information will be needed as supplements in such sections as academics, sports, etc. How, for instance can you tell the story of the football team with out listing the season 's record? To summarize., then: Sometimes quotes from faculty members, students, school officials, even members of the community can be effectively used to present a brief indepth study of a particular problem or area of interest to your student body. When effectively chosen and carefully obtained, they not only can provide copy with a different angle but interesting and opposing views Any number of subjects are possibilities with school issues enjoying a greater chance of success. World-wide issues need not be omitted, however, particularly in the opening section. No place is an island. Not even a school. While the use of quotes could be confined to a special section - developing a theme through the use of quotes could make them desirable throughout the book. Subjects from whom the quotes are obtained should include some authorities, but a balance of views is mandatory. Every side should be presented. While some editing will be required in order to adhere to space limitations, no quote must be taken out of context reworded or rearranged to fit the wtiter's preconceived ideas. Repetition can be your downfall. Therefore, each quote must say something different. Each must contribute to the understanding of the overall issue. Part of the beauty of quotescomes from the fact that the speaker's personality through. Unusual usually shines expressions, word choices, etc. should never be tampered with in the interest of adhering to a writing style. Quotes are seldom able to stand alone. Usually some background copy will be needed to provide readers with essential facts. And, finally: The use of quotes to tell a story is not for every yearbook staff. Not even for any school. Your first obligation is to please your readers. They are also the purchasers of your book. If the use of quotes to explore a subject is almost certain to turn them off, tune out the idea immediately. 45 Cl wr, X av- 'm' IGMA TKE 94 SCHRIMSHAW the school yearbook hnghlrghts all the rnterestrng events whrch occur on campus durrng the school year Vllhrle naturally devotrng most of rt s able to work on the productron of the book Numerous posrtrons are open to students wlth a creative flarr or a lrkrng for business and advertusrng management. space to graduating seniors, students from all classes are 1 , 1 A 4 't'f',-fi 2?11V'fL'S'bV.4I,,T::i.f-f-is-f1'f'i:2iT:NM1-.ff --7 1 1--1 ...V., , - , , -72 f1?lQ2f f'31V-ff5E552f - 5' 5 V M: in nfl, Ji' IU ' ' F' df ---..4W,.,,1 - 'a::if?2f,..T. V V+ x,' E?Y !'3f- V -Alf K V151 E555 Straw A S1 V f-f' A 'f , k i- V ' V' -it V-::..., :-'ffjf ' . 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I M P if Vw W A Nea M rf I J, ill la' V HI L. iv' 'fr firi- JF rr,f - '.JlV,.:,Vi-Ln.2IVt ffgli' 'yi fl .SAL'W.25'Ur'V'ff:'VqtJ'-WfVVl,-- V' Qu I ' .Qi 1'-V fwiqviat' .fE.:'- V -' 2 .n V,--,T ICS HBOIIC CHIIE! At last it is pay-off time. Thanks to the system, you didn't get much of an education, but you are finally getting your degree and the job opportunities that come with it. Unfortunately, because we have not done an adequate job of preparing you for the job market, you probably do not know what job you want or how you can get it. We did not prepare you for many reasons, but one is especially important. First and most important, the universities have not tried to develop your self-understanding or ability to assert your independence. ln fact, they have deliberately worked toward keeping you docile and dependent so that you can be processed by their machinery and marketed to the large corporations. The corporations generally want people who are not too independent, and the universities regard the corporations' demands as more legitimate than their students' needs. in fact, some professors have even these demands as a moral imperative. I have tried many times to teach courses on company politics, career strategy, bargaining, and other ways to assert independence. Some professors have felt these courses were necessary and justified, but others have told me that doing so is unethical, that business schools should focus only on those topics which increase productivity and profits, that we should work only for the corporations, not for our students. Productivity and profits are certainly legitimate goals, but they are not the only legitimate ones, nor does making the maximum contribution to them necessarily increase your personal satisfaction. Since you are primarily interested in your own satisfaction, this chapter will focus entirely on ways for you to find the right job, to get it, and to bargain for the best possible deal. Job hunting can be one of your most important educational experiences. Interviewing, plant trips, analysis of offers, and discussions with other job hunters can help you to understand who you are, what you want, where you are going,l and what the world is really like. These activities have been so valuable and involving for so many students that some professors and administrators complain that students spend more time on them than they do in class. One student's reply to this complaint should be hung in every professor's office: l spend more time there because l learn more in interviews than I do in class. An intelligent approach to job junting should therefore try to take the maximum advantage of its educational possibilities. Interviewing many different kinds of companies, systematically analyzing these opportunities, systematically analyzing your own feelings about these opportinities, and openly discussing your feelings and opportunities with other people can help you with both learning tasks: understanding your own career goals and understanding the opportinities you really have to reach these goals. ' W Q ijE.,L,lfLD' ' Q,iQf'- gflfggflyi? ff H51 2 ',-my-, 4 af. Q, -fggisqei , ,U -W A , Mu g Q -.W 1 RRY, nw ,,, ,- ,,. . I ni: f , -Q 2 1, ,wif . , , - .wx f.,1-.',4fmf- . 3 6527 ' A Mg ,J--.5-. 439.11 -J H f -xg'zv.,wg1g,'.'.f, V, . ,, ,N .M 1 ,. -.sv 5 In , ' 'j'i3z5vff7:'4'1Qf f f-Q'-GQ., ,. 48,5 .mag-55.1 Ji, ' ,, YW ,uma ' J 5, QP' ' as .V J f fra 2111, . 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I 4 , , f 4 .,.. .W . 2 , , 1-Q'z 41L z , . ,ff 2,14-fv 2,,,G3 Az ,-.,,eyQ',ff.f,- f? V A,,5,,.4, isa- ' . . nf :1,..,:, ,guyz N1 V .. an-. 1 rr u , '-1 X!! 44 . , ., .-.5 ,, ,fhw V - 1f.E 'f: f :f79-1-1:5nf3q'f. ,f5i?5.?15-'32Z'Q 7 'wT1Q'I3 lf.f5.3f ff ,ag-: ,25si: L:-,3,-,Q.,g:g, ' A , 'ffm 4 , X 55 1 1 ,fs I 2 133550 f 1 3, A ,f 3, 1 4 y . ,f 533' f 1 A ' 'TEL 9 .15 '1 i2 1 b gg 4 I -.,r5 ' ' 4.1. -ff 4?-J f ! , , f f 4 H 4 v I I 4 f' 1' F: :ww I gzfw . f 69211, V wa ff 7 9 A 92544 ,. My if: --6-,fw - X fp' W 'vi f 754 f Qwf W 'j1Q'i'5'?5f! K M I' gs' A www! X i wg lt will, of course, be years before you can completely understand your goals and opportunities, but you can make a good beginning during this period. Once you have a fair understanding, you can start your third task: developing a tentative career plan. Your plans must be tentative because your understanding is so incomplete. But you do need a plan. Without one you are adrift, moved by external forces, instead of controlling your own life and career. Drifting will probably cause you to end up in the wrong place, and the drifting process creates feelings of anxiety and alienation. In the process of developing your understanding and career plans you have probably gotten some offers, but you may have to develop more offers and bargain with the companies which have made previous offers to accomplish the fourth task: getting the best possible offers. ef ' fix :-. f X V X , Q .21.'if2:'iM1Qs1: V You need several good offers for three reasons: ill they help you with your educational task: i2lthey increase your bargaining power: l31they allow you to make a real decision. Many students can't make a real decision because they have only one offer that appeals to them. With two or more attractive offers you are forced to make a more careful analysis, and this analysis helps you with the learning tasks. Then, after you have made this analysis, you can accomplish the fifth task: making a decision that fits your style and long-term career plans. As the preceding paragraphs clearly indicate, these five tasks are interdependent. You must work on all of them and shift back and forth from one to the other. Analysis, planning, bargaining, and interviewing are not easy. They take time and create anxiety. It is much simpler to choose the job that pays the most money or offers the best opportunities for advancement. But this decision is much too important to be made hurriedly. In fact, for many people it is the second most important decision of their entire lives. It opens some doors and closes others. It starts you moving in one direction, and that direction may not be right for you. Each week l encounter the personal tragedy of men who have started in the wrong direction and are now locked into the wrong jobs. I They may be only 35 or 40 years old but they have responsibilities they cannot ignore and salaries and pension right they cannot give up. They must therefore resign themselves to unsatisfactory careers - a terrible fate for a man who cares about his work. lf you make this decision hurriedly you may realize in 15 or 20 years that it was a mistake which led inevitably to a series of other mistakes. I therefore urge you to treat this decision with the respect it deserves and to do all the analysis and planning that it requires. 9 In other works, your first job should fit into coherent and comprehensive plans for your life and career. The techniques for making and implementing these plans are described in my book Executive Career Strategy. The following pages outline this strategy and the questionnaires in the appendix can help you to apply it. Given your limited information about yourself and the world, this plan must be rather tentative. but the following suggestions and the questionnaires in the appendix should help to make it more realistic and useful. Analyze Your Career Goals The very first step in your career strategy must be carefully analyzing your own career goals. You obviously must decide what you want from your career before you can take any intelligent action toward getting it. Unfortunately, the data on the turnover of new college graduates indicate very clearly that many of them do not understand what they wanted or what their companies offered when they took their first job. Within 5 years more than half change jobs, and by the time they are 30 or 35 many change jobs several times. It is certainly not easy to analyze your goals. It takes a great deal of skill and courage to look at yourself objectively, Ideally, your college years should help you to develop this courage and skill, but the educational system, with its emphasis on coercion and dependence, actually makes it harder for some people to understand themselves or to think independently. We have been telling you what you are and what you must do for so long that you may not know how to act independently or to look at yourself objectively. The schools and American society in general have told you what goals you should have - you should want to get ahead, make money for educational equivalent, good gradesl, try for the top and so on - and many students are unable to decide what goals they do have. For some people money position, and other indices of conventional success are important, but they are not important for everyone. Everyone needs more than money or success, even the compulsive neurotic who thinks that these things can satisfy hirn. You must therefore resist the pressiii :fs and decide how important other things aww to you. For example, how much freedom do you need?Do you - f ttf 3132735 ' ' 'fl H155 ff V want to have a regular or irregular schedule?What kind of work do you want to do?lNhat sort of people do you like?INhat sort of values do you have? This is not the first time I have suggested asking yourself these questions, but self-analysis is particularly important at this point in your life. You are making a decision which will dramatically affect your future. The following suggestions therefore focus on methods for performing these analyses, and the questionnaires in the appendix provide an orderly procedure. to introspection causes most people to think in terms of concrete goals rather than psychological needs. People say that they want to be corporate presidents, to earn 325,000 per year, or to have a secure job, not that they want to satisfy their needs for status, power, security, or comfort. This tendency to think in terms of goals rather than needs causes many men to waste their lives. They spend years striving for some goal, only to learn that it does not satisfv them. Some men sacrifice their marriages, children and friends to reach the top of the pyramid, W 4 H gs, .. if Because you have had relatively little contact with the real world, the analysis of your goals should be tied into the analyses of your assets, liabilities, and opportunities. You should interview a few companies, analyze their opportunities, see how you feel about them, and use this information to help you to understand yourself. This understanding of yourself gives you further insight into the opportunities various companies really offer. You should also relate your career goals to the psychological needs which you are trying to satisfy. The American aversion 1 ,s s.-- . I but find that they don't enjoy it. The money, power, and status do not compensate for the pressure and loneliness. As one very wealthy and powerful man put it: The thing I most regret about my life is that I never knew there was a life to live until it was too late. This kind of tragedy occurs every day and it is the inecitable result of thinking in terms of concrete goals rather than needs. There is no such thing as a need to be a corporate president or to earn 325,000 a year or to accumulate a million dollars. These things are not ends in J, i I I. i li I I I 'l i I s I I i I i i i I themselves, they are means for satisfing your real needs. In an ideal world jobs would satisfy all types of needs, but in the world we live in T each job satisties some needs and frustrates others. High paying jobs are usually insecure. Jobs which offer power and prestige usually interfere with family ' life. It is therefore curcially important to i understand which needs are important to you and to select gobs which will satisfy these needs. lf you do not, you may i spend Furthermore, if you interview companies which do not recruit on literature, and offer you about the same opportunities. lt takes some effert to approach other companies, but the effort is well spent. lThe section on interview tactics will discuss ways to approach these companiesl Psychological counseling and T-groups can play a valuable part in your goal analysis by providing insights that you can't get on your own and in developing your ability and courage to be honest with yourself. If you have not already tried counseling or T-groups, it might be useful to do so now. ,Wyman QJGD 'QPF 4 ag-egeseeeeessss 4 O-1'Um5Q2.3g-OC3 CD1 31 ua...G '4m-, ,'3,m'Q o Elo. 'og Q.w'O -.-:-.3mD'm-'Q-DJ, PPQCLC 'L'.,.,gCg.E-xtgfpg,-,g- -9-.fn gown 5'm 9.2: -1 'f Q m fDo'3-9,63 2.mm:mjO mfDO3'3O-50:S1mggD-C gg-gfcn 3'5CJ.fDU'm E CD 3.1 E O 1-P-. 3OSmOEj '-,Eh-9.f+5'rO3-1' m 9.5- D5O9.'i'. 'HSS'-+'2. ' - - 0 I m -Iwo-gp O3Cm.4Og'-1-3 8 mwj-CU-joooa 3-O8fT9 5g.j Cm3 2 -4Eo.f -.-- O 35cm 'U --CD -4I2g12'c DS- SCFS '40 -4 'rDC-C1 U7 Jo 1 O Um3QCCm m-m3 3 93 C 9342 CD-1 'Q.Q -1 'm Q 31-rromm mrqmgqnco H0243 CDCD:-...O Cm-'-1-.fD -1: no -7V3crn-m f-+V'-Dm 0' O-fD'D-- Oo' na E F 5:3302 HHQ-U0 QBHQQQQZUIIDD g -1CDr'DCDf-rf-+1-r-CDCDfDG.DtQDJf-r .,f i l l is tt 5 l ri l The opportunities to satisfy your career goals will depend on the job you get and the assets and liabilities you bring to that job. No accountant would try to plan a company's future without a thorough analysis of its balance sheet, and a personal balance sheet will help you to plan your own career. Three obstacles can hinder making this analysis: measurement problems, your own reluctance toward analyzing yourself and other people's resistance giving you the information you need. You can measure a company's assets and liabilities fairly accurately, and they can 1 Qflw rss-xr-QA' be compared to each other by stating them in terms of an unambigious standard: dollars. But you can't put an exact value on your judgment, social skills, originality, or any other characteristics, nor can we compare an asset such as originality to a liability such as low energy. You can only make a subjective judgment on how you compare with other people on each dimension. This judgment may be very distorted because most of us have rather false images of ourselves and we want to preserve these false images. We don't want to look too hard at ourselves because it makes us uncomfortable. ln addition to the discomfort it causes, we don't analyze ourselves because we do not see any immediate pay-off. Not doing so may hurt us in the long run, but we are unwilling to pay the immediate cost in discomfort for the future and unmeasurable benefits self-analysis provides. Even if you should be willing to analyze yourself, you would still need information from other people, and they don't want to give it to you. They feel as uncomfortable as you do about giving honest information. T-groups and other groups in which honest and open communication are stressed can be invaluabIe,here. They can help you to get a clearer picture of yourself and see how other people perceive you. You may also get some useful information from psychological tests. Tests provide a great deal of information and they do so quickly and reliably. lf your university offers testing and counseling, you should take advantage of it, and you might even want to go to a commercial testing organization. Unfortunately, most people accept only those scores that agree with their preexisting beliefs about themselves and reject the information that is really new Normally the work opportunity refers primarily or entirely to your chances for advancement, but here it refers to the chances to reach your goals, regardless of what thise goals may be. Of you want money, a chance to move into top management, and the other conventional measures of success, opportunity refers to your chances of getting them. If you want a low-pressure job, or one with satisfying work, regular hours, a good location, travel, or like able associates, opportunity refers to your chances for reaching these goals. I suggest you analyze your real opportunities as cold-bloodedly as possible. This analysis may be difficult because you have so little experience, and most companies are quite dishonest about the opportunities they really offer. Their brochures about your unlimited potential with ---- -as--an --f--- provide as much and as honest information as a cigarette advertisement, and recruiters deliberately create false expectations to attract people. Lying is costly to everyong because companies lost money on people who leave in the first few years, but the competition for college graduates is so intense that they really have little choice They have to lie because everyone else is lying and creating completely unrealistic expectations. The students lespecially engineers and lVl.B.A.si are wooed so ardently that they expect much more than the firms can possibly deliver. When they learn what the company and the world are really like, many change jobs or become cynical and apathetic. Expectations about salaries offer an excellent example of this process. Most students are very interested In the salaries they will get, both to start and over the long run, but they rarely understand even the salary opportunities offered by a company. Since money is much easier to measure than type of work, relationships with superiors, and any other aspect of a job, expectations about these other things must be even more distorted. The basic principle that you must understand is that your first salary will be set by the market, but your later salaries will be set by policies, customs, and traditions. At this moment several companies are bidding for your services and they must offer about the same salary. But unless you go to graduate school or become rather prominent, there will never again be an open market for your services, and your salary will depend almost entirely on company and industry policy. A public utility, steel company, and an aerospace firm may offer you the same starting salary, but lother things being equall you will end up making much less in a utility than in a steel company and much less in steel than in aorospace. You may be offered similar starting salaries to work in production, finance, marketing, at ' ei it r fs m.....,MW 3 v g vs gg Fwy, 9. avi? i :Jkt , fihsnw Mm me 1. W 'T QM rf 2 4. l f I 1 A MQQ ,Q ' 'rf,f. f fini, 3.3 sf and personnel, but personnel offers more limited opportunities and lower long-term salaries than other fields, and finance and marketing usually offer much greater opportunities than production. These principles are fully explained in the chapter on executive compensation in The Executive Life. lVlost of you also have the false impression that large companies offer greater financial rewards than small and medium ones. They do offer larger starting salaries because they can afford to pay you more than you produce but they offer you much lower chances than small or medium businesses of ever accumulating a lot of money. lVl.B.A.s are an atypical example but the data on them are so complete and recent that we will use them as an example. A recent survey shows that: ln every industry small business executives have a greater possibility of achieving a high new worth position. This survey also s uggested thatsmall and medium businesses satisfy other needs more than big business does: lVlost lVlBAs now in a small firm would choose another small firm if they had the opportunity to start over, while less than half of those in big business would re-choose big business... It is the medium sized firm which offers the greatest opportunities and challenges for the lVlBA. These data indicate how important it is to interview the smaller companies which do not recruit on campus and to look at the long-term opportunities instead of just the starting salary. Regardless of whom you interview, you must gather information from more sources than the men who are trying to hire you. They are selling, and you need more complete and objective information than they will provide. lt takes time and hard lt takes time and hardwork to dig out this information, but, if you know how to do it, it is not too difficult. If your parents have a stockbroker, he can be of great help to you: knowledge is his stock in trade, and he can tell you a great deal and direct you to other sources of information. Even if you do not have a broker, you can get information about most large companies from the research departments of the large brokerage houses. MK Tiifwaaw. Q af? L W 1 I We , ,gms ? 3 1 L HE 7 1,..f!'-- 1 ,'? ,'efX, Ms . , 45 I 6 5 Af 2 if 3 '7 ' N nga In 'f zz 52 ' ,ff . N6 wr , . f s, I 1? A H f fx P7 1 f f' VW M592 wig of Jw f W V ., , , ' 1 M W-wan., I Y' A aff r 'D 1 4 'm ul Qin 'ff ffrj ,Qin , if 1 'lb HU' They will provide this information because they hope to get your account. Newspaper files, Dun St Bradstreet, consulting firms, trade journals, people who have left the firm, and men in related companies can also tell you a great deal. A particularly valuable resource that most students never use is alumni of their school who work for the same company. lt takes time to scan the ulumni office files, and no one likes to call strangers, but most alumni would be glad to help you. When we look at them abstractly these points seem too obvious to discuss, but thousands of people have harmed their careers by ignoring them. Again and again l have heard that same old story: Things were going beautifully. I had three promotions in five years. l had almost tripled my income. Then, all of a sudden, the government cut back on defence spending for money got tight, or the competition got too rough, or foreign manufacturers flooded the market, and so onl. Now l am out of a job lor going nowhere, or waiting to be phased outl. Nobody seems to need my experience and l am starting to get desperate. Whether an apparently promising career was ruined by government cut backs, or tight money, or excessive competition, or similar factors, the man feels the same. lt is not my fault. I did good work - just look at my record. But now my record is not worth anything. Ther e are dozens of men like me, and nobody wants us. These tragedies are the inevitable result of focusing only on the job or the company. A proper understanding of the forces affecting our economy and the implications of these forces for different industries and companies could prevent these problems. So start your analysis at the industry level and work your way down. Analyze the opportunities offered by the industry, company, and department before you worry about issues such as whether your boss will be a nice guy. Bosses come and go, economic forces are more permenent. Although these analyses can be time-consuming and even annoying, they make it possible for you to do something that very few men ever do: to plan your career, to decide where you are going and how you are going to get there. Since many men never plan their careers, they may take the wrong job, or stay in it long -.N after they should have quit, or change jobs prematurely or for irrational reasons, and they rarely have an overall concept of where they are going and how they are going to get there. They therefore do not control their own lives and careers, nor do they satisfy all their goals. You can avoid this experience by making these analysis and then planning your career. The first step in planning your career is obviously setting a concrete long-term .. N-s '- objective. Where do you want to end up ultimately? What kind of position and company best fit your goals, assets, and liabilities? Once the long-term objective is set, you should establish intermediate-term goals. What jobs wlll you have to take, what connections will you need to reach your ultimate objective?Once you have set these long-term and intermediate objectives, you can set up a plan for obtaining the connections and training you need and getting into the stepping-stone jobs. E ,A .fr Jaw . Finally, your first job should clearly fit into this plan for your entire career. lt should be picked not only for its salary or opportinities for advancement, but for the chances it provides for the training and connections you need to reach your long-term goal. The job which is superficially attractive because it has a high salary, or offers the opportunity for immediate advancement, or is located in a desirable place, may be a mistake from the standpoint of your long-term career. Note that the planning strategy advocated here is exactly the opposite of the strategy followed by most people lif it can be called a strategyl. Nlost people do not plan farther ahead than their next job lif they plan their career at alll. They take a job because it looks attractive, and then they see what they can do with it. I advocate looking as far into the future as you can and deciding where you want to end up and what steps lead to it. ln that way your life and career fit into some intelligent plan, and you are in control of your own life. lVlost people will regard the creation of a career plan as the final step in a career strategy. Unfortunately, because you have so little information and things change so rapidly, you cannot expect to make a career plan now which will hold true for an indefinite period. A job which was originally seen as a stepping stone to bigger things may turn out to be a dead end. A firm which looked as if it was going places may run into financial difficulties. You might not make as much progress as you expected toward your goals. You must therefore keep a periodic record of your progress and see whether your goals, strategies, or both have to be changed. In the interview itself you have three tasks: you want to get the best possible offer, find out whether you want the job, and learn as much as possible about yourself and the business world. lf you handle the interview properly, you can accomplish all three tasks, but very few students know how to, Your problem is aggravated because the interviewer has a significant edge on you. He is a pro and you are not. He has probably studied the principles of interviewing, and he has practiced them again and again, while you are inexperienced and do not even know the basic principles. He also has a psychological advantage because he is older and in a higher status position. 1 v f G ' T it llll lillllll ll lilllli lllll lil l ii, X --ffm To even things up and accomplish your tasks you will have to study, to practice and to prepare. You must learn the principles of interviewing, practice the necessary skills, and prepare for each interview, or else the interview will be a general and meaningless discussion of your great future with our company. The following sections will describe these basic principles, but you have to practice using them. So that you can learn the game, your first interviews should therefore be with companies in which you have no interest. You can increase the learning value of these early interviews by conducting a post mortem after each interview, preferably with someone who has been through the same process. The recruiting process usually has two phases: the campus interview and the plant trip. The campus interview is a general screening, while the plant trip is a more specific discussion of your abilities and a particular job. Campus interviews used to be conducted by special college recruiters who are part .. AAFVQ V ,H xA -5. of the personnel department. Since many of these men were not very knowledgeable in the fields for which they were recruiting, students got a rather negative impression of their companies. To preserve their images and to increase their chances of getting good people many companies now send alumni to visit their own schools. These men usually know the field in which they are recruiting, but they may not have much information about the specific jobs they are offering. Your discussions with them will therefore be rather general and focus on your abilities and personality and their general program for young men in your field. You can try to get some feel for the company and its policies from the campus recruiter, but you will usually be unable to get much information about the job. Your primary task in this phase is therefore to convince the recruiter that you are good enough to invite to their plant or office. On the plant trip you can get the information you really need, but you must be very careful that the important messages do not get drowned in the noise. You may be so impressed by the fancy hotels and first-class restaurants and plane tickets that you lose sight of the longer-term aspects of the job. Many corporations deliberately confuse you with the first-class treatment. You have been poor for so long, and enjoy living it up so much that the wining and dining routine can turn your head. You may even get the false impression that you will be living that way after you take the job. Some students have even taken lower salaries simply because the company treated them more lavishly, and they inferred that they would be treated well in the future. Lavish treatment is excellent economics for the company, but very poor economics for the student. The company spends a few extra dollars on a one-shot basis and gets away with lower salaries indefinitely. I therefore urge you to enjoy the trips, but to keep your attention firmly on the longer term picture. To understand this longer-term picture you must ask questions and listen carefully to the answers, but you must also keep your eyes open and ask some silent questions: what are the real goals and values of the organization, and how do they conflict with their stated ones? How do people act toward each other? How are promotions really made?How often and to what areas will you have to reIocate?Where have people gone from this particular job? lt is quite tempting to confine your attention to the campus recruiters. You just have to walk over to the placement department, you know you will be treated politely, they have shown an interest in you by coming to campus: and they seem to offer unlimited opportunities and high starting salaries. On the other hand, the companies which do not recruit on campus may pay lower starting salaries, and you have no idea how they will respond to you. Some will invite you to fly out to talk to them. Others will say drop in if you get into the area. And most will either reject or ignore your application. Approaching the nonrecruiters will cost you money, time and discomfort, but it will provide you with a broader range of information and options. Furthermore if the surveys are correct, they will offer you a chance for a more lucrative and satisfying career. V at? ii t . af cs 45525 cs 'A ,K ,,,1 - - e ,. .,,, as ., . .. ,Vi s 6 2- be--iv -, T 3- My f , gaeefsa- ' ....- f . .. 3: S , .-.. r - Ss 929 'V' .ss gas? is wi as fa You can approach the nonrecruiters in two different ways, and you should probably use both. You can send out a resume to a large number of companies which might be interested in you, and you could send individual letters, with or without a resume, to companies in which you are particularly interested. If you broadcast a resume, you should prepare a rough draft and then take it to a professional resume service. They will edit to make it more attractive and useful and then type or mimeograph it. You can then use several different sources to find the companies you want to approach. The best overall source of information is the Dun 81 Bradstreet publications. They can be found in any large library and are indexed by size of company, geographical area, and industry. lVloody's and various other investment and business advisory services have similar publications, but the Dun 84 Bradstreet books are a little easier to use. lf you are interested in working in a particular city, the Chamber of Commerce can provide you with a complete list of businesses in that area. Their publications are often indexed by industry. The U'S' Chamber of Commerce can also provide you with industry lists. If you want to work in a particular industry, its trade association can give you the names and addresses of all its members, it may also tell you a little bit about each company. The College Placement Annual lists the companies which are interested in recruiting college students lindexed by major field of study and geographical areal, and many of these companies do not recruit on your campus. These companies are generally large. but some smaller companies which can only afford to recruit in their own area are also listed. If you have majored in a clearly defined field such as engineering or accounting, professional associations are a particularly good source of leads. ln fact, you may be able to write directly to them and have them route your resume to interested companies. Your librarian can provide names and addresses of these associations. A few specialized publications also act as clearing houses for people and companies lfor example, Generation magazinel. ,, f.w: as ' 2 at .As .4 The placement office can also provide you with a great deal of information, and you should take full advantage of its facilities. Not too many years ago students came to them primarily for advice, but now campus recruiting has largely taken over. Nevertheless, these peopel still have a feel for the market and can direct you to many companies which cannot or will not recruit on campus. You may have a little trouble getting the help you need from the placement director because many of them feel that their job is to keep the recruiters happy and the campus interviews flowing , but you should at least try a few people in the placement office before you set out on your own. lf you are willing to put in even more time, you can study the want ads in The Wall Street Journal and The New York Times. lf you live in certain areas, your edition of The Times may not include all the ads, but you can write directly to the newspaper for a complete edition. If you do respond to an advertisement, you should send a resume and an individually prepared, typed letter which indicates how your ability, training, and other characteristics fit the needs stated in the advertisement. The section on Making the IVlatch develops this principle more fully and shows you how to apply it. lf you want something out-of-the-ordinary and are willing to risk some money,you can put an ad in The Wall Street Journal, The New York Times, or some local paper. You should spell out clearly what you are looking for and indicate why your background is appropriate. Unless you have some special talent or training, your advertisement will probably not yield very many replie s, but it is a legitimate businessman's risk. Advertising in the NYT and WSJ costs about S50 per column inch, local papers are less expensive. Several books can help you to approach companies and handle interviews with recruiters and non-recruiters. Only one is written for students, Job Strategy by Allan Rood llVlcGraw-Hilll gives an excellent overall description of the market and ways to approach it. Executive Jobs Unlimited by Carl Boll llVlacmillanl describes an outstanding method for approaching companies and handling interviews. lVlost public libraries have at least one of these books. -if ' 4' A' f -wa N, 1 'ev I Q22 ! 5+?.vG 9 ,,'5f,'f4'6fS15,'-, , 545 f my , . Hz P 9 ., ,I ,ji 242' ,, .gl Y m:Aw?A 1- ' Y 1 , . ,wi 11:.fiffgm5W , 72 fa ' f Q ' 7 ,, ,s . N , ffl 1 3' iw ug? , 2 , x ,Zi 'V 'fi 'L W EEQ A .A 4,4 'MVN uv 1 .. A if, i p ' L , 1 ff wav - JA: A , 2 A -A wifi? WW f.,, f V, F ig ffl , , J , 11,1 W va-R: AQ, V ww-njfw., 4 , f - ' ' Q 'L' , vw , .1 A 1. ,. f-13, , A . ggi 'mi -'a'f.1. - ' i , V N? ' ' sw w p' ff -ea, Qgsiezx. L ' 55 4- 2 ,, Ji 1 A mg f L , - ff ffg Q ., ..Y,.f. dim: 'ff .-2' ,Vs , W 1 X A ., 5 H . 1 1 ii 'K we fi , 31' , f :.'fj',fw . 'QQ Cha, K me 7 ' WX x 7' .,: x f -fmfffy A 1232, I .wifg ,M .C 2 42 - 1 -ww 1 , 4, 5 .I Q .... , 1 MQ 'QIZl'w. ,AQ,, 5, , f, , ,Q-k v., 1 ' V 1 4 1 2' , 1 v, ff A W 1 1 f fi , x A 2, ' r ' 9 1 f 0 A 2 ' 2 1 f bf f fm, If ,. H fwf- f7fI?:sL'?-fS 425, I g ,,.. .15 W 4 .. X . .1 f Z 116' 2 1 f . ?' 's1:::::24.L.:..v-g,,fAg ,' -: mafia 5, , mi QQ.-fz:..i ' ' A ' 5- Jia fm-1-yaf1.4:ff-.1,-,-.-J:-w.:-.'f..-':::f-1.1.9 WW 2' ::2sJ':.W' ' I.::gs,:- ,gms-,,.Zf1..'w1 Mfg-3 , vv,q1,, 1,9 N,,,n , Q, H f V 5 '- f -mai, .. 21 ' - WI ' A 4- V WM ' 5,Q.f4,3g:5'x 'gfx X , 1 -sig A wi , 2 f 1 f uf . f' ' V-if-1, Nglmw , ' X L ,, X f ' ' - 'J ia' is , X-1:i.:1:i.3f?1::.,,fg:21. ' ' 16 . Q , A4 YM, -- II - ai .1 '--' . .1 ,Q i53:54,AF,53 at v ,.-A Mi.-ef The key to successful interviewing is preparation. If you wald in without any idea of what you are going to say, if you do not know anything about the company, if you are unclear about why you want to work for it, the interview will probably be a failure. The interviewer will control it, and you will walk out without impressing him or getting the information you need. The more preparation you do before the interview, the better your chances of getting a good offer, and the less you have to dig for information when you try to evaluate your offers and to make your decision. With proper preparation you can ask intelligent questions and have a real conversation. This conversation will provide you with the information you need to make an intelligent decision, and it will also solve the visibility problem. You have a visibility problem because interviewers see so many students that they cannot remember who is who. Some of my students have gotten letters thanking them for trips they have not yet made or referring to conversations they have never had because the recruiters got their names mixed up. Others have gotten offers for jobs which were clearly , vi- ? i s i l ei 2 ng f ii iff l Lrg .za .JT 5 fi g Q i Q ' s il i i , . Y f . 2 1 K i Y A ' I i l s f , 2 1 r ' is i g Q i E W 5 2 5 2 Q ' ti i 1 5 1 3 . f 4 , . f 2 il il Z fy r X s 3 '- Q 5 ,5 q u.., ,, I Z V JI ,. I K VV f 5 i I fm is f- i 1 . 3 r . 1 li l , W ' ' il -r:. ff.: - f'f3'.-,gf . V 1' gN,., 6,41 I XX X X . 1 , I Fi l H i .ii ,. vii i l inappropriate because people remembered that they were bright and likeable, but not what they were interested in. You can solve this problem and stand out from the crowd by preparing several specific questions and comments which show that you have done your homework. So few students do this that you will make a lasting impression on the interviewers. Some of this homework is very easy. Simply reading the company's recruiting literature and preparing two or three specific questions before you sit down with campus recruiters will make a highly favorable impression. Before you go on a plant trip you can read the annual report and other material obtainable from the public relations department, and this material will suggest several questions and comments. Further information can be gathered from all of the sources mentioned earlier in the section on Opportunity Analysis lstockbroders, trade associations, Chambers of Commerce, etc.l . lf you use these sources before the interview rather than after it, you will ask the right questions, stand out from the crowd, get better offers, and be able to make an informed, intelligent decision. ..,.,, -ui.. Qu' 'np We ' NM-fs... 3 wa '-.,t 'W-W -va, ,W wwww-weve'-fm.fwa.Wa-1-iaflugial -Mn.,-f-1.wM,w,. 41 MNA g, ' ' ' 'Wf,4. www:-1 eww- w mQ ,ng ' WN' M ' -- M 1 M-f w2iw4e.meLa's'f.zp'w'Ww6 f New--M was-eq-,f . 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K 4- ' Q 47? X ' 2' 1 -ff ' ,A AM' ' f' 'f - f 4' , K 1 fi W 4 , f .-Hz 1 , WW ' ' '24 1 f 'Q 4 ,.,., f , 1 fm if ff f sf ,f AW 1 fy f '1' f ffl 4 M yf ' A .W 1 '71 , Q- ,A if-57 .eww . ' y ,, ' ' 3-'fy f 1 f ff ' sf, ,HAV1 4- ,- H . -1-M. J , 5 , fx, '.., ., FL ' V 'rw f . ,Q-s l x -QQ 14. A- ,fl W f'X , 5 V. 9 I Lx X , 4 1 '. 4' ,, H 4 Q 'Wasp-4 .1 ,Q .5-. fir. I I - r 4 1- . ,- ' ,rf 1 , i . ' 1. EQ. , , M- ' AL' 1 .. .B ? 14, 4 , , 'f 7 . 14- V . V , ,,,. 1 : 4552144115 , D. .. , , M. . Linlewfmy. fwmwnz mar' fx , ,., wwfufff 4- fm N... f , f-4 ,,1fy,,A 'WW 4. 7 .f ' 3 ,. yww, x I I X f , 4 f 7 x f, gp' J , Ui f fff ,A 0 , Q , 9 Q, 5 ' I6 af P2 i ' I g K1 if f u ,K 5' f f If 4. jf '4 1, 71 .1 gag 1 , Z 1 , X xx , ,fa ' ,el-NR if 'Y ff 'J WZ ffl. 1-vm 'Q 5 x I l You have heard that the first impressions are important, but only recently have we l found out how important they are. 1 Psychological research indicates that the yfirst few seconds determine what we ll think of people. The first impression creates a set, and all later information is interpreted to fit that set. For example, il Professor Harold Kelly had two groups of students hear an almost identical introduction to a guest lecturer. The only difference between the two introductions was the work warm versus the work cold. Then both groups sat in the same auditorium and heard the same lecture. Despite the fact that they were exposed to this man for a full hour, and there was only a one-word difference in the introduction, the two groups had quite different perceptions of the lecturer and they behaved differently toward him. The group with the warm introduction rated him consistently more favorable. They saw him as more considerate, more informal, more sociable, more popular, more humorous, and more humane. They also participated more in discussions with him than the group that got the cold introduction. lf a one-word difference in an introduction can have that much impact, it is obvious that the first few seconds of the interview - your clothes, walk, voice, handshake posture - are crucial. lf you can create the impression of businesslike self-confidence, you are well on you way toward a successful interview. If you approach a nonrecruiter, or send written materials to the recruiter before you see him, his impression of you begins before he ever meets you. Your written materials, voice on the phone, and conversations with his secretary can get things started on the right or the wrong bases. In fact, many men ask their secretaries: 'How does he look? before they start talking to you. Her comment can have more impact upon his impression and decision than anything you do. The most basic principle of all selling is that people will not buy something unless doing so solves a problem. lf you want him to buy you, you have to find out what his problem is and show him that you can solve it. Your qualifications and experience are therefore important only insofar as they help him solve his problem. Many of the things you have done and learned have no relevance to has problem, and he is not really interested in hearing about them. Learning what his problem is lets you know whether you want the job, and it helps you to get it. lf he wants you to solve a problem which does not interest you, then you know that you don't want the job. If his problem is one that you could enjoy working on, then you might want the job. The proper focus for the interview is therefore not on your background, but on his problem. You must go one step further. You must make the match between his problem and your qualifications. Most job hunters do not make the match. They simply provide information about themselves and leave the matching process to the interviewer. But he probably doe s not know how to interpret your experience or to relate it to his problem. Hence, after you leave, he sits at his desk, looking at your qualifications, wondering whether they fit his needs. You should therefore go back and forth between your qualifications and his problem, learning what his problem is and showing him how your training and experience will solve it. Make the interview into a tennis game, not a golf match - a genuing gine and take conversation, not parallel monologues. It is really simple to create a genuine conversation. The basic principle is: if he asks you for information, give him some, and throw the ball back to him. He will then have to give you some information, and he will throw the ball back to you. For example after the pleasantries are over nearly all interviewers ask some specific questions or ask the man to: Tell me about yourself. The interviewee then gives a long story which may or may not be relevant to the interviewer's needs. lt is much better to tell him some of the basic things about yourself and then say: How does that fit your needs? He will then say something, and his response will indicate what direction you should go in the future. You can then be more specific about your releveant qualifications, and ignore discussing the ones in which he has no interest. The best kind of interview is one in which the attention is directed away from your qualifications in a formal sense and to the problem he is trying to solve. Many of my older clients have been able to get into interviews in which they essentially served as consultants for some organizational problem of the interviewer. They told him how they would solve or approach the problem the interviewer had. Many of them have gotten jobs as a result of this consultant's role without ever discussing the usual material - age degrees, courses taken, references, etc. They showed the man that they could solve his provlem. As a new college graduate, you may not be able to act as a consultant, but it certainly pays to show him how you would approach and solve the problem he is concerned with. You should make the match at all stages in the job-hunting process. Instead of sending a resume in response to an advertisement, write a short letter which shows, point by point, how your experience matches the specific requirements listed in the advertisement. The same general approach works on the telephone. Focusing on his problems and having a give and take conversation also helps you build a good personal relationship. He is probably tired of the typical interviews, and an intelligent, well-prepared approach will create a favorable impression. However, it takes more than task-oriented conversation to build a good relationship. eff' The basic principle of interpersonal attraction is that people like people who are similar to themselves. Democrats like Democrats: rich people like rich people, sportsmen like sportsmen, etc. You do not want to get away from his problem until he indicates that he'd like to know more about you as a person, but when he does so, try to have a give-and-take conversation with him about the other aspects of your life. lf you are interested in hunting, ask him about the hunting near the plant. lf you're a golfer, a fisher, a swimmer, etc., let him know it - and ask him if he participates in the same sports. The more bonds of similarity you can build between you, the more he will like you, and, because we overvalue the people we like, the more competent he will think you are. Bargaining is a touchy topic. Almost everyone feels uncomfortable and incompetent about it?some people feel so uncomfortable that they stand on their dignity and refuse to bargain . But the principles are easy to understand and intelligent bargaining can increase a salary offer by 5 to 1O'XJ and improve other aspects of the job as well. The first and most important principle is to avoid giving salary requirements until after he wants you. All salesmen quote the price only after a man wants the merchandise, and there is a little sense in losing the sale or selling too cheap by discussing salary prematurely. You should leave that space blank on the application or write to be negotiated. The second principle is that bargaining has always been based on power, not morality, and power depends on the number of alternatives available to each party. You needs are therefore irrelevant. His offer will be based on his situation, the value he places on your services, and the alternatives he thinks you have available to you, not your financial problems. Fortunately, you are in an excellent bargaining position not because you have a market for your services. lf you don't take advantage of your situation, you will lose thousands of dollars. Taking a low offer now will keep your salary low for an indefinite period of time because the business world works on a very simple principle: you are worth what you get paid. lf you switch jobs, they will switch you at that salary or only slightly above it. You future raises will be a percentage of your salary. Therefore, bargain for every dollar you can get because each one of those dollars is worth S10 or S15 or 330. The bargaining process need not be acrimonious. In fact, the most important part of it is showing that you can solve his problem. Then, once he wants you you must clearly communicate that you have other offers. The more offers you have, the more highly he will evaluate you lyou must be good .if other people want youl. He will also know that he has to make a more attractive offer to get you. rg, , U, , . . , as ' Qgi if 1 . , eiwwsg df -Kgs. 1. wxkw: 'H-:I A particularly lucrative technique is to get offers from companies in which you are not interested, but which pay high salaries. You can then use this high salary offer to extract concessions from the desired empyer. Some students try to bluff or lie about the salary offers they have. A few get away with it, but it is very difficult unless you are an extrememly skilled ear. Remember, he is a professional, and he has had dozens of people try that on him. I therefore suggest that you play it straight. Bargaining should not refer only to salary. There are many other aspects of the job which are not necessarily fixed and you can bargain about any of them You can bargain for location, job title reporting relationships, training programs, tuition, and many other things. Furthermore, many companies are more willing to bargain about these things than they are about salaries. Most bargaining should be done indirectly because directness may appear rude or unprofessional and create resentment. It should also take place before he makes a concrete offer because he will be more tigid after he makes one. You therefore want to create a great deal of desire on his part, and the impression that he has to make a high offer to get you. Then let him make an offer! Unfortunately, not many people have the nerve to wait him out. They get trapped into indicating what they will take. However, since you will never get more than you asked for and asking for too much can cost you the job it is far better to indicate your other alternatives and say you will naturally take the offer that sounds best to you. He will probably ask the question in several different ways, and you may feel quite uncomfortable, but you will usually come out ahead by waiting for him to make an offer. This can take almost iron nerve, because many interviewers are highly skilled at getting you to commit youself, but you have just 901 'to hold on Despite everything I have said about bargaining, first impressions etc., I firmly believe that you should try to come across as what you are. You do want to make a good first impression, but before he makes you an offer, you want him to know who you are. lf he doesn't like you as you are, if he thinks you wouldn't fit in, you are much better off not getting an offer from him. You don't need a job. 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'Si Q. .1 ll, ff , I., K 'f 2 I - ,Xf f1 fi 2 4 1 33 .Q .. 1.- Q4 - ,K , if ,fl ,idly5,f..?X5,3,::bg,: A' ,ww ,rw 24, I a1,,,xg'., , I , I I In -. : LA? 1 1 , M Qmzigix g-f3 '155 ,X ,,,.v.f,1H -562, ,,., ..,...N....7 w .,4j Mmm 'W Wg, -ve, WON 3 LOST 6 DEEEATED DARTMOUTH, TRINITY, HOLY CROf PLACED 6TH IN THE NEW ENCLANDS 1 wgwy 264' f nv I 3 ,Q i ...lj L,- 'f Awww 5 zzuy W ' J COACH: EUGENE WILLIAMS ASSISTANT: DR. RALPH TYKODI Team Members Bourgeois, Steven Breslin, Gregory Carritte, Bryan Chevrier, Paul Curran, Cary A 9 Eldon, Eric , -J Haddocks, Lloyd 'F' 1 f s ,ITS , , 57, :gf c ,wr-If 1 : If . ff Quek, Frank Quek Kin 1iL?',p ,' A '-X ' VA! Lepage, John Q,ViCfg?g3wWWgf,gH A f !fii 1 if' Rapoza, Paul ' ii A A, fl A , ff, Rob er t s , Donald ' ' ,.,, A fit' 'l'1:f A . Slack , David 1 .--, E D Q tg- M A f g f ...K 1 A7 y , f ag, wird, 1 f H . L 9 rf, 4.1 fi I H f . , , , gig Q1 ,, X 5 W' W I4 LOST O EAMPIONS OE TRI-STATE TRACK CONFERENCE TAMPIONS OF N.A.I.A. DISTRICT 32S ACED THIRD OUT OF 28 COLLEGES AT BRANDEIS INVITATIONAL Team Members Alper, Bennett Bernstein, Howard Bullock, Clarence Castonguay, Bruce DiPaola, Steven Dwyer, Wayne Fletcher, David Forand, Stephen Gray, Thomas Greene, Gregory Gregory, Mark Harris, Buddy Hill, David Hill, Edward Jr. Hoffman, Timothy Kuchinski, Peter CH: ROBERT A. DOWD Laing, Peter LaPorte, Phil Lawn, Brian LeBlanc, Kevin Lewis, Lawrence Mansulla, William McCann, Michael Morton, Donald Nuttall, John Ozug, David Pecora, Ralph Peters, Artelle Rosa, Joseph Servais, Paul Thibault, Leonard Tompson, Edward Abramson, Steven - Manager CUUNTRY CHAM IONS OF CHAMPIONS OF CHAMPIONS OF 2ND IN N.A.I PETER SMITH , BARRINGTON COLLEGE INVITATIONAL UNIVERSITY OF MAINE INVITATIONAL TRI-STATE CONFERENCE A. DISTRICT 32S CHAM IONSHIP MEET WILLIAM MANSULLA, PETER KUCHINSKI, CLARK OWEN, BUDDY HARRIS AND WAYNE DWYER SELECTED TO TRI-STATE ALL CONFERENCE FIRST TEAM. E fg , rg fp , E . ' 2 Q TEAM MEM ERS Beneduci, James Bernstein, Howard Dwyer, Wayne Fine, Richard Gardiner, Stephen Harris, Buddy Hill, Edward Huey, Richard Kelly, William Kuchinski, Peter Laing, Peter LaPorte, Phil Mansulla, William Nieuwenhuis, Glenn Owen, Clark Ozug, David Smith, Peter Upton, Philip TEAM MEM ERS: Aguir, James Araujo, Americo Cardoza, William Castanheira, Mario Condon, Edward DaSilva, Fernando SUCCER WON 12 LOST 4 TIED 3 CHAM IONS OF N.A.I.A. DISTRICT 32 SOUTH SECOND IN NEW ENGLAND N.A.I.A. CO-CHAM IONS OF THE COLONIAL INTERCOLLEGIATE SOCCER CONFERENCE COACH JOHN RENNIE NAMED THE NEW ENGLAND N.A.I.A. SOCCER COACH OF THE YEAR. AMERICO ARAUJO, FERNANDO GOULART AND NUNO PIMENTAL NAMED TO THE COLONIAL CONFERENCE FIRST TEAM ALL STAR COM INE. Eastwood, Paul Gaudreau, Robert Goulart, Fernando Hermann, Scott Hutchings, Robert Moore, Kevin Pacheco, Charles Parsons, Mike Pimental, Nono Shea, Walter Souza, Paul Spahi, Rafat Wolfe, Daniel Parsons, Alec - M 'I in , Er i n' . A X 7 X, X, 5 I ' ' ! it E 1 - . , f , , ' ?fAFgfifpf -Eg ei. f Y My T 5.2 P , lk ? X ' Q ' f X I ' A X ZZQ.,1 il 'N - X' , K' E-.iv fx- I V Egf QQ Qg I fxN QW 'iv I kv: 'QQ Q15 E ' 1 'X ,1 , ' ' X , ,f . ,if , ,.,c f A , AA X-t A sk A t ' A, anager Team Members Duval, Thomas Edward, William Phelan, Kevin Rocha, Leonard Mello, Phillip Roy, Michael Punches, Charles Holman, General Magnant, Ronald Poeknett, David Bastoni, Steven Glenn, John McGuirk, James Ratte, Mare Sohoepfer, Brian Trundy, Arthur Ciborowski, James Messier, Robert WON I3 LOST I3 HIGHLIGHTS: BEST SEASON SINCE 1968-69 KEVIN PHELAN TIED SCHOOL RECORD OE AO POINTS IN ONE GAME. SET A TEAM REBOUNDING RECORD EOR THE SEASON. SET A TEAM ASSIST RECORD EOR THE SEASON. RONALD MAGNANT SET A SEASON ASSIST RECORD. KEVIN PHELAN NAMED TO THE ALL TOURNAMENT FIRST TEAM AT THE PAUL BUNYAN CLASSIC. , .QM. I 1 l .5' A . 1 f 51 2 , J , i ' if: .1 ss if H32 if S iff f 1 I M -ii ,1 2. 5 H-' 3 ,gf - 27,2 v -3 ' 5 '-.- P 'EQ' fi-.Q v?. Jw , 4. 0,..jU'.3g. . M- .141 X . WON 23 LOST lO PLACED SECOND IN THE N.A.I.A. DISTRICT 32S CHAM IONSHIP TOURNAMENT. CHAM IONS OF THE SOUTHERN NEW ENGLAND CONFERENCE. ROBERT GAUDREAU AND STEVEN REZENDES NAMED TO THE N.A.I.A. DISTRICT 32S FIRST TEAM ALL STARS. COACH BRUCE WHEELER NAMED THE N.A.I.A. DISTRICT 32S BASEBALL COACH OF THE YEAR. X 'I' x 'g.?'.v A, , ei, fi' , , 3, li Q. ww h Jilbj-,W QQ bl 'M f - my an T 2-gr 1 Kia 41 . ,., QW . :E 2 I '81, m .KVA 4: xy t . X424 f. fiwx. 'Q I .mai-Q .I I .,'4.frf,,M, 4 Asif fl.-3-A ff' aw JC -Q 4 - I Jw ,I 1 N . , ...- - V Team Members Aucella, Phil Braga, John Costa, Frank Drysgola, Joseph Lizek, Chester Pina, Robert Evans, John Nassr, Michael Savastano, David Silva, Steven Assad, David Ciborowski, James Driscoll, Connie Jesus, Roy Knowles, Steven Rego, Richard Rezendes, Steven Sadler, George Vigeant, Paul Andrade, Anthony Charette, Ray Gaudreau, Robert Moore, Kevin Taber, Carl ' n I 6 LOT WON S 2 FRAN HOWARD PLACED IN THE TOP 8 IN THE NEW ENGLAND M S INTERCOLLEGIATE SINGLES CHAMPIONSHIPS COACH: MARIE SNYDER Team Members Howard , Fran X ' e Mederios , Elaine in Camandona, Nancy X Fortier , Nancy I A H V Shea, Nancy Mason, Pam U ' x Augus WH, Judy 1.a Occihuti, Paula , P Roy, Mlchele ' 3 Gogne, Mary Ann Martel, Arlene W I if ' A wa 'ff' h- ' A' ,f ,Q f f I E M1 L? fy, J, or , , .. 7, ,gg ' 1 1' M We ?5T 1 I 1 WON 3 LOST 3 TIED l COACH: ROBERT CURNEY Team Members Brierley, Joanne Cesan, Ann Colley, Faith Cornier, Enid Cowley, Raylene Hague, Linda Moore, Margo Perlmutter, Karen Roy, Dianne FENTZING WON 7 LOST 2 PLACED SECOND IN THE N.A.I.A. DISTRICT 32S CHAMPIONSHIP TOURNAMENT COACH: DR. CHARLES RATTO Team Members Anderson, Kenneth Barcelos, Frank Canto, Roger Escancy, Chris Fink, Alan McGuirk, Francis Monahan, Thomas Roberts, Chris TENNIS GULF WON 2 LOST 5 Team Members Cobb, Terry Amerelo, David Anness, Steven Bollea, Paul Cardoza, Dennis Lemos, James Chase, Douglas Silva, Michael Marchesault, Paul Hebert, James Bessette, Kevin U RD N HT pw nv pf' ,Jn ..nv ' nn. had f 'i : , ,I -J Y H' 5 ,ww ,W 1. ,W ,Q fx-. A .Aww so 5 A, Y., . 4 . 'g .. Y, F v f .-1 4 inf. ,4. ' A E2 A , 3.5. , ,,,i.Qg fwpL Us .A . ix AE A .ly . 2 I AAU F. Sf, 1 'A 2 j . .rf .. H if . -A ' wr' 1533 X Q A if X N. W? :Q fd A53 7, g fm? , 'VA v I 1 - My ' bw.. , I , 1 o -'K W ' vw , 3' 5, if W, ,Wa .cf V53 3? 44x,.,2x l1'Z7? E :l:o a. y .Y l k-2' - '.2':1 ll:f.'.'--'-- .f....... MNQ 4607 ' x :fi,rq,553Fi3 S' '74 ly' 4, 1 4 I LM X v x , lx CERC SERIES wifi A M5175 , .fmyqzy E55-fxzx 1-550. 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Q5 . 45 f ,V ' 5 - - , f feQ?ygjq?q'jf0: :hay ' Lv 1 494' -it : as W 4+ 'K' 4 X ,Qi W L 5 lx Qt, f 1 ' ,. ,nv , nw4.....atNs. w '. 'f2i.iM- Asif? 1' funn Q ,nu- ',+ 1 5 ,ff W 9 X 6' Q 8 :Mk ' 1 Surely the earth was off its axis. It was all so preposterous, even back then in the middle of the whole thing, if you just so much as took a half step backward to scope it over in perspective: all those ambitious movers and shakers, strivers 8: achievers, glad-handers and clean-cut fresh-faced forthsteppers...tailfins, fla ttops, passing fadsgggjuvenile delinquents, people with inferiority complexes and 'fl Was A Teenage Werewolf ...all blandly lulling along in the Eisenhower Slough - conformity...scrupulosity...militant ambivalence - with everyone talking ever so matter of factly about the next war or the Cold War or The Bomb land what the hell difference can anything else possibly make when you're up against thatj, though all the whole acting neat and sharp and acceptable in the face of the prevailing fearfullness of not-fitting-in - into benign madness...duckbilled platitudesmperforated two tone wing-tip cordovan shoes...rigged quiz shoWs...Ozzie 8: Harriet... Be-Bop-A-Lula ... and Lord God, just the very idea of all those children coming out there in mouse ears! Preposterous was what it was. Superficial silly indulgences of the sort that people who look back on them are ashamed to admit they ever took part in. But nevertheless there were, at that time, people - mostly they young and those who thought about it - who were becoming old enough or aware enough to perceive dim glimmerings of far deeper prepostrocities. Structures of existence revolved and convolved before youthful eyes into odd-shaped actualities that somehow just didn't parse, at least not in their minds. For the most part, these were young people whose minds were different not because they were young per se but because their most promordial tastes and outlooks had been spawned amid the accelerated patriotism and self-righteous American ideology that pervaded the domestic atmosphere during World War II. The country they first perceived was America in its most carefully laundered messianic robes, locked in all-out combat with the forces of evil. U.S. soldiers were Christian crusaders whose global advancement automatically brought with it the shedding of peace freedom and light, plus a Hershey bar in every deprived child's hand. To be a patriot in the midst of the moral war was a good thenk : it meant you were a benevolent idealist and a believer in all those rhapsodic virtues America ever claimed to embody. I swear to God, things really did look that way. For whatever it's worth, I've been told that one of my very first words was Roosevelt . ..,.. :iid A 1 F- T -, , X X y ' A , ii' A pit ,I 'II ,I ,fy ,:- 7' ' ' A.-' -A ' 'h A f .W U' V94 ,, an L if V 'gM: ,f'f-1 4 Q 1 ' www , VA , -. ' ' 4 . - Mg1,,,.:. . - ' ' fi ' i n l Here, though, was someone invested with all the purity and integrity that being a folk singer meant you had...yet he shucked the traditional pretensions to gentility and sang his own compositions about current things with lyrics that flowed forth as direct contemporary protest. Moreover he openly reflected the angst of the moment - seemed, if fact, to be an incarnation of it and somehow through his words, voiced those passions and hitherto ineffable aggrievements of others his age. He was so real, they all said. He was them. 'Blowin' in the Wind was a topical folk-protest hymn that not only crossed musical categories to rank as a pop hit but crossed racial lines to become an anthem for the freedom movement. While its tune was a varittion of the old f' No More Auction Block for Me, its lyrics conveyed - in comtemporary terms - that plorative drive of black gospel, whose mood hangs forever on the line of optimism and despair It was a gentle statement formed entirely of questions, idealistic but skeptical, full of ablique profundities and yet idiomatic enough for you to sing and think seriously about or hear and feel a part of. Bobby Dylan, vowed Joan Baez says what a lot of people my age feel but cannot say. As it happened, a lot of those who found they felt that way weren't for hadn't been up until that timej involved in any movement. Songs of course, have a cross- cultural reach and potential impact that other forms of communication can't hope to attain. Here was a song that reached out all the way and evoked a gnawing sense of commitment to something. It transcended the coffee house- hootenanny culture to waft through frat houses, suburbs, pubs, and youthful gathering spots, challenging the consciousness of those who heard it and becoming, for many, the very first statement that really mattered. X su, 2. Q. .fs ' ----.......,,,, as Am.. UE.. ,-un.. Among other things, it helped impart an unimpeachable righteousness to the rights struggle. Civil rights was gradually becomming a just cause in the American mind - a view steadily reinforced by the involvement of older people as well as the active interest of the federal government. Respect, if not reverence, for human integrity was obviously moral and hence evidently compatible with patriotism after all. But almost simultaneous with its fuller flowering, the Movement commenced to sprout an offshoot in the form of a faint but swelling uneasiness with the conflict in Vietnam. To some, the aspirations of American blacks - and the persecutions they suffered as a result - became ethically identified with the plight of the Vietnamese, in that these, too, were non-Caucasian souls whose efforts to decide their own fate had run smack into the Brobdingnagian might of the American military Cwhich seemed somewhat analogous, in this instance, to the overseam of the Alabama State Aside from that, Vietnam just didn't make ideological sense the way World War Ilhad. For one thing, the officially designated enemy obviously had no ambitions to subdue and enslave the world. Nor did North Vietnam pose any remote threat to our shores. Nor could anyone seriously claim we were fighting this time for truth, justice and the American Way..or if this was the American Way nowadays, then maybe we'd just better have a little talk about that. For young people, then, Vietnam became a struggle of conscience that proceeded out of that same awakened moral awareness and same perceptions of righteousness they had tasted in the civil rights crusade. But this time, those among them who felt compelled to protest managed to evoke, in response to their concerns, not only sleazyuse from abruptly uptightened older folk but also an implacable hostility from the same government that had backed them before. So this time they were alone - although as before, the simple fact of being resisted helped reinforce the virtue of their stand. Vietnam became the Great Divide: the trauma that first polarized the generations over the issue of the war itself and that then went on to become the cultural eye-opener and catalyst that exposed a far deeper fissure down the entire fault line ot society. Patriots and idealists were not the same anymore, parents were now revealed with considerable bitter remorse as inflexible custodians of out-ofdate notions holders of vested interests in a bygone era. I t was as if a generation abruptly awoke to discover itself in the charge of well-meaning elders who honestly and adamantly believed in the diving right of kings and slavery and the punitive roasting of witches. It was plainly unthinkable to aspire to be like those people anymore or to follow in the footsteps of those who had brought things to such a sorry path. With nothing more they could teach parents became lost points of reference. But once again the chaos was put in perspective by a song that came forth with the fervor and moral finality of the Declaration of Independence. Like a call to an Armageddon that will soon shake your windows and rattle your walls, The Times They Are A-Changin' rang with an apocalyptic eloquence that defined a generation in terms of its values and verbalized into consciousness the reality of a revolution in progress. Indeed, if any song cam be said to have come out of the Vietnam war, it was surely this. It was both a fight song, to which young people listened with conspiratorial sympathy, as well as a spiritual reaffirmation that you could sense in yourself and recognize in others. Today, as one hournalist wrote of Dylan, he is Shakespeare and Judy Garland to my generation. We trust what he tells us. What Dylan told was of an emerging new order founded upon a wholly different angle of vision. In multitudinous swift unfoldings, young people thus politicized and radicalized now saw themselves as mere integers in a vast cynical system. They saw America as a casually malevolent machine fueled with greedy vapors and driven by devices of duplicity, tricknology exploitative competition and rote obedience to some seedy code of unspoken rules, all gauzed over with the facade of respectability . And so, stirred by apprehensions of its own betrayal, a generation declared itself independent of an irrevocable commitment to change and promptly set forth in an urgent collective quest for self-identity at a portentous time when the times themselves were distinctly a-changin'. g xx SX - V if-7 , vw . -. . -- - 5 Vinh- 5-- ' g S, 'u.n 1 f,Y Q 5 . 'X -mu 3 T00 V 1 E .L Ss , , . 1 bww. . -gs -A ncuxf. ' -2, - N ...L 0 g f 15 1 -ww. wi Dylan himself, by then, was generally acknowledged among members of the Youth Menace not merely as a poet sage troubadour and speaker forth for a universe of hung-up souls but also as a paradigmatic seer: surely he foresaw that no future protest song could ever hope to top his own vision of apocalypse and hence gravitated from that point on into more intricate and indirect purely personalized compositions. Meanwhile having become riled into a perfervid frenzy be endless escalations in Vietnam as well as by setbacks to oppressed peoples at home Cwhich now included themselvesj, the leading New Left edge of the youth movement turned flat-out radical, in much the same spirit as the rights struggle had hardened into the Black Revolution, Now they were all internal aliens arrayed against unresponsive and absurd institutions, diligently arming for a cosmic melee. The ultimate calcification of hard-core radicaldom was the Weatherman element of SDS , which interestingly, had taken its name from a line in a later Dylan song l You don't need a Weatherman to know which way the wind blows j...and proceeded in short order to carry the Movement's remaining banner straight-away toward a final fiery splat. At some inprecise but abrupt point, and in the face of cumulative counter-reaction from adults weary of rage and being confronted, the activists began to grasp the scope of their own futility and inability to prevail as planned. The war would not end...the banks and corproations would not fall...the cities didn't uprise like they were supposed to...and the pariseees not only vvouldn't leave the temple but elected one of their own as president. At length, with more stiflements and thwartations than ever before, radical politics bottomed out. So it all seems to have come full circle. Here we are back in the Soporific Fifties again. The Youth Revolution is over, as is the cultivation of hair as a badge of alienated identity. Meanwhile the campuses loll away in a narcotized calm and the dopesuckers are turning to Jesus, It's a titanic downsurge, a Post-hope Era whose spiritual terrain lies woven over in a mantle of meaninglessness and despair. Movements have dissolved into despondency and exradicals or otherwise sensitized youths - now 'buked ana scorned and depleted of moral outrage - Ek I , 1 are in self-exile or underground or out in search of hopeful omens somewhere on the road, or wherever else it is that people go when all has come to naught. After all your lost winnings, what've you got left to lose ?'The only anthems or fight songs you hear today are at football games. , It's all properly absurd and preposterous once again. But different.j For far too many doors have been opened A for anyone ever to shut things up the way they were before, and far too much has l altered beyond redemption. For example, , there's some comfort to be gleaned from the fact that while odious in other s respects, the 1972 presidential campaignf could never conceivably have focused, as s in 1960, on the issue of a missile gap. A Another thing is that young people, 4, quickly aging here have a cleareri conception of who they are today, suchi that there bodes no slipping back into the E lonely crowd and faceless travails of an U earlier age. They are disillusioned but still different, indelibly so g filled with quieter, :Q if not deeper, convictions. However it's5 obvious that they can't go hom e againw if going home means reintegratingg themselves into social realities no longeri real M for nothing could be morep intolerable and inherently at odds with? contemporary humanity than yesterday's 1: accepted orthodoxies. In any event, theres is nothing they more devoutly believe:- than that history is ultimately on theirft side - even if indeed, the chaos of 4- history has no purpose or pattern other? than being just individual and collectives experiences, hopefully always adding up to something a shade better next time. Back during that period ten years agoq when Dylan was undisputed king of f topical outrage and dissent his producers declared, He's not a singer of protest sol much as he is a singer of concern abouta people. Essentially this is the same concern at the core of current radicalism: a perception of the need for people to relate to each other differently, an insistence on the validity of human feelings and the absolute confidence that one is personally able to make a difference. 2' , '2 UI ,f ghas- ' 5 IZ: Q '- -jk . . I 4 'xx' Y ' 9 1 Q L ' 2 s Q X x .f x ' , r gggfkgma .- Z 'Viva--av 1' v ui W , . ..a.. ' I 'A--+U,.., N , X, ' ,w A ' em ,-' , - V f Lb . , V MT! .M ii 0' A x wk , If nothing else, young people emerged from the decade's strifes and dislocations with an intact concept of themselves. Now it is older people who are discovering that their own sense of identity is more and more uneasily perched upon the premises of another era. Perhaps, then, the deeper revolution will emerge as a reaching out to the unconverted by the already radicalized, a compassionate stretching of the flesh and quiet sharing of those findings that lead to a reassessment of ald assumptions. What Dylan did was to seize intuitively upon the aspirations and unlocatable pains hovering in the atmosphere and render them in a form for people to wrap their minds around. The amorphic consciousness of that heavily idealogized generation, his generation land minej, was given shape and scope by means of songs that set all sorts of spirits loose upon the land, making ordinary life look different. Or, if nothing else causing people to ask questions inside themselves. Though he fed and fed upon social activism, Dylan was never personally a part of any movement and soon forsook topicality altogether - 'fI've stopped composing and singing anything that has either a reason to be written or a motive to be sung. And so saying, he faded, in effect, from the revolutionary scene, with only the plaintive skirl of a lonesome harmonica left floating in the air. And the revolutionary scene itself has faded, fragmented and finally transmogrified into a disconnected multiplicity of separate quests for individual salvation and deliverance. What may possibly be under way is a mass recycling of sorts whose by-products will bloom again at some more fertile time. In any event, America is momentarily languishing between images. Yet there was, nevertheless, a singular brief reach of time wherein people, in the course of their innumerable aimless movings through the moments of their lives, were brought together for a single instant, filled with the formless mournings longings and unfocused realizations drawn up from great depths within them. There occurred this historic coincidence in time and space wherein all these people, plus social forces, psychological factors and various vagrant whimsies, converged and commingled within a frail unaccountable freak who distilled out of their voices a language that helped crystallize the anguish of the epoch and unleash an inexorable collective impulse for change. 3? 5 g Q Q QQ ' f' f.n ,Q ff , sf 6 4' 5? 4' K ,H .N f , ,ij if - Ag? .. yi , 'v 4 4' vy A A 1 1 -1 fl r 1 -3 ,- ff ..! . R+ , V3 . --V1 I: -S X ' f 11, 5 2 1 'x ,51- ,. VX V Y :iii 1 Y Y? XX. l i ,lv fl f , 1 -' ff f 5 .V '35, 1 ' I .L M V -rf ive .ian sa ? A . ..,., 1 , 5 --L,---,3g,:L:. 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I X X ' A 'Ax , CNote: Let my anti-hippie readers take no comfort from this satire. The whole scene was beautiful, and, at worst, funny, while so many other scenes are ludicrous at best. ,P Much of L.A.'s vast underground community is still not hip to an unusual and significant tribal gathering that took place in the Crystal Springs area of Griffith Park last Saturday. Two of our very groovy local tribes met there at dawn in a sort of unpublicized love-in to celebrate and arrange a tribal merger. Like everyong who attended I was so flipped out behind all of it that I have since had trouble describing what happened. But I want to try just the same because anything as groovy, as mythic, as loving and as Traditional as this just has to be shared. First, can you dig the scene?Before dawn - when the two groups were to meet - Lord Fairfax's tribe was encamped on the flat grassy area near the road and Marco's people were spread out on the slopes just beyond. Until it began to get light, all you could see were a couple of small fires and, around them, moving here and there in the dark, were the glowing tips of joints and incense sticks. There were also a number of flickering perfumed tapers which both Marco and Lord Fairfax used to sanctify various pre-dawn tribal ceremonies. Marco performed several marriages as well as a briss and a divorce. Lord Fairfax did two marriages, granted one temporary restraining order and accepted a plea of nolo contendere on a matter carried over from the previous Sunday's love-in. All of this took place before the sun came up. When the light finally did appear, both tribes greeted it with the Hare Krishna mantra, of which Allen 1 R I x l V l 1 V. J 4. 'r ll Ginsberg says, It brings a state of ecstasy! After the mantra, Elliot Mintz read a telegram in which Allen expressed his regret at not being able to be present gl I' .fs-,Qi .ww 'i xxx. .. , Q ,... : -A 57 44 .1 but sent his best vibrations. Elliot also introduced the persons who made the tribal gathering possible, and up front made a plea for everyone to help pick up trash before going home in the evening. By the time this holy morning raga ended it was light enough to trip out on the beautiful scene. Marco's tribe had come down from the slopes and was standing in a body facing Lord F airfax's people on the flat grassy area. They looked a lot like two small armies ready for battle - and indeed they were, but these were armies of the future, baby, carrying no weapons but love and beauty Un fact when the uptight materialistic white world of fear-ridden brown-shoes, power-trip politicians and hate filled police blows itself up in an orgasmic Armageddon and at last pays for its crimes against the Traditional American Indian, then it will be just such love armies of gentle seed-carrying hippies with their black and red flower brothers who will wander triumphantly across the earth like freaked-out nonviolent Mongol I-Iordesj. Now in order for you to dig what was going down, I have to explain the merger ritual. You see, each tribe before the merger had its own spiritual leaderg Marco was one and Lord Fairfax was the other. But after the merger they would be one tribe, and it was generally agreed that any Single tribe with two spiritual leaders would be sent on a bummer. Too many yogin, as Marco put it, spoil the pirogenf' So part of the merger ritual-in fact the main part-was sort of an elimination thingy to cut down on spiritual leaders, leaving just one, with the other becoming you know like a sidekick. Now the square uptight way of solving this kind of problem would be some kind of armed combat or at best some viciously competitive civil service exam. But the two tribes chose to let it happen lovingly and to let their gurus compete-if you want to use the word compete at all-in love. You dig?Marco and Lord Fairfax two of the most beautiful cats in Southern California, in an eyeball-to-eyeball love duel. So there, in the cool incense-fragrent dawn, were these two tribes, facing each other across the still damp grassy field, getting ready, turning on in an aura of gentle pagan sound:flute, drum and tambourine. There was about a 15-yard stretch of ground between the tribes, who were beaming love at each other through the patterned psychedelic air. It was an earth thing, an ancient mythic thing. Mr. Jones, take a good look! Here were the New Americans! Sterling silver roach holders dangled from intricately beaded Traditional American Indianestyle belts. Custon-make knee length rawhide boots with fringed tops alternated with massive and ornate all-leather sandals. Everyone had his button collection on. Everyone wore bright short dresses with colorful tights or multi-colored striped shirts and pants or bright long robes. Everyone carried toys to look at or look through or play with. Every single person wore handcrafted jewelry and bead necklaces supporting glittering gems or emblems in metal or wood. It was Groovy New America giving the lie to Materialistic Conformist Old America. Then the two rock bands began to do their thing. Marco's band, The Warren Commission, took turns with Lord Fairfax's group The Cherokee Omelet, In preparation for and as a symbol of the coming merger, they had figured out a way to wire up both sets of amplifiers so that their maximum volume was doubled. Are you ready for that?Doubled ?It was pure McLuhan, baby. When The Warren Commission did their thing, they transformed Griffith Park, Silverlake, Echo Park Glendale Eagle Rock and Burbank into a tribal village right on the spot. And when The Cherodee Omelet took over it was a mind-blower you wouldn't believe. They just had to be laying down the genetic code, man. The two-billion-year-old genetic code itself. It couldn't have been anything else. I haven't checked this out but I've heard that when The Cherokee Omelet played their first number, three soldiers stationed at a Nike missile base in the Hollywood Hills took off their uniforms, burned them and walked off the job naked with flowers in their hair. If anyone has more information on this, I 'd appreciate hearing from him. So the rock groups played and everybody freaked out dancing. Imagine: It's like seven in the morning-still pretty cold and gray. The musicians are laying down more sound in five minutes than V if We , -sw i S , N QM ff elf - I 4 i 'N 2 2 fi ,ff 1' the average career artilleryman hears in a lifetime. And around them on the grass are 100 cases of apparent epilepsy. Can you dig it ?We just let it happen, man. Finally, at a certain point, the music stopped dead. Everything stopped. There wasn't a sound except for a little breeze in the leaves, like in Blow-Up. Then Lord Fairfax stepped out in front of his tribe and walked forward, his bells jangling like spurs. It was time for the two to do their thing. But first let me hip you to what they looked like. Marco?I can't describe it. I-Ie was too beautiful, man. Can you dig a violet leather mini-sari with Traditional American Indian fringework? He was wearing one, man. Chartreuse tights on his legs. And shoes? Are you ready? Pilgrim Father Buckle Shoes! It was beautiful. And ankhs? Godseyes? Yin-Yangs?Mandalas?Beads?'I'alismans? Amulets? Charms? The cat could HARDLY MOVE, man! I mean this was a very beautiful cat. And I haven't even mentioned his buttons. Let's Suck Toes A Undergo Lysurgery 'Down to Lunch - you name it and he was .wearing it. Plus a complete set of Ron Boise Kama Sutra Sculpture buttons, each position set against a background of I Ching hexagrams, astrological signs and Tarot symbols. Now if Marco was beautiful, Lord Fairfax was just AS beautiful. It wasn't his clothes because he didn't have any on - except for a Traditional Borneo Indian penis sheath, which was also long enough to keep a stash in I You get them at The Yoni in Bell Gardensj. What he had on was groovy body paint. Like on his chest, in pale rose on an amber ground it said LOVE - but in lettering so psychedelic - dig this- in lettermng so psychedelic that the cat who did it can't even read what he wrote. And he won't be able to either until the next time he gets that high. At exactly 983 mikes you can read what the lettering says. One mike less and it's totally meaningless. Across Lord Fairfax's back was BORN TO LOSE in traditional Red, White and Blue with three eagles bert and on a bend sable, five martlets or. And his buns, man. On his left was a really delicate watercolor of Bodhidharma regarding a plum blossom. And on his right was a silk- screened reproduction of a photo of Jerry CCaptain Tripsj Garcia turning on with the I-Iopi. Between them, up his ass, was a let stick of incense f Nirvana Hwhich you can score at the Kazoo.j So there they are baby - mano a mano. In front of one tribe is Lord Fairfax with his long wavy brown hair and beard, standing tall and dreamy like some kind of saint on a church wall in Borneo. And in front of the other tribe is Marco, a lot shorter, smiling, with flowers in his mouth and flowers twined in his blond beard and with the eternal Atman gazing out through his trippy blue eyes. The two cats stared at each other lovinglyg they were beginning to do their thing. Neither one wavered or blinked or even got watery eyed. In fact it was just the opposite. As time passed...ten minutes...fifteen minutes...a half hour...their thing got more intense and more loving. The ordinary cat couldn't hae taken that kind of heavy trip. They would have loved him to death. In fact, if you didn't have your head together, you couldn't even bear being in the vicinity. Like the narks. They couldn't take it. After 30 minutes of those good vibrations, the plainclothes cops completely blew their cool. No matter how freaky their threads were, or how much acid they had dropped, or how tight they were with the tribes, the narks just had to split. They were clutching their throats, man! The cats were SCREAMING! Aargh! Aargh! And they ran back to the squad cars parked on the road. It was like when Dracula sees the cross on the chick's neck, man. They just weren 't ready for that kind of love. I 'm sure you can dig that there were some surprises that morning. Like four of Lord Fairfax's dancers ran off to the squad cars, gnawing on their badges. And Marco's wifeifl nark! Can you believe it? His WIFE, man! That morning at Crystal Springs was the moment of truth. If you were the heat, or even if you were just a weekend hippy, it was tough titty on you. But dig. None of this even reached Marco and Lord F airfax. I may have noticed the cops splitting. The tribes may have noticed them: in fact there were a great many rocks and bottles thrown lthrown, I should add not in anger but in lovej. But Marco and Fairfax just kept up that love stare. Lord Fairfax's incense even burned down but he didn't seem to notice it. They went on for another half hour. Then Lord Fairfax spoke. He said: You're a beautiful cat. 1 . . I I E- T' 'Www A i P kxvi jg. V I . I I wk H AH. .' as 5 In -6 3-X A, 1-.., . M it 4 ii Fi .J M' 3 p, , ' Q- ' fl 5-Sr ' I -:. I ,,', T f W I .ag - ,. K 2 as f Q I I i l 9 l r 3 1 I 4 N' -var? me is-. 2. ,. fs : ,..a,...f..,-I4 gf- .,..,. Ii vi MNQK 'Q ww . , if ' l'1,.f,,,,v staff E Qui: Q, 'z s-'fm .r-11.13 -- . , I 15,1 1 rl 55 I' A 'Ir Ahr, W- J W v -- .xv .V W V A - at W ,. bl- I ' . I ,. ' .am f 1 gb lr I I I I wr '--- 5 'fr f N 'r v 2 ? ' ,, x -Q 1 . gz t, f Q ,4 1 ft ,g ft? , s . as ,f', t. .X 1' 3 A-J if Wu.. A Q 4 . Q : , rr 'tx ', x , .i,,,k , T I M-- wx. , I '35 S, so J Q X... . . . I - A 1., 1 w ' - A fig .' ' 4' I V M g ,A g Ze up ..., 3 g I rx ',., 5 Q' , :J s if I Ki.. ' if ara... if if 'Q tff'Xj- N . .zllilg U M- .vf ' 5 Mlm 'J' L t' we ,wading A . Q I .ff I ...- ' Q . . , fa W' ' A f 'W 'W 1 xp. gr .f . ioegvf at-' A7 .jj I f ,,A V, - ' ' 1 . A V Y Vx if 3 I guess you could say that it was sort of Marco's move. But he didn't say anything. He stared up at Lord Fairfax for a long time, squinting his stoned blue eyes in the sun. Maybe another half hour went by. Then Marco asked: What did you say man? I said you're beautiful. Oh. Marco didn't say anything else for another long time. Finally he took Lord F airfax's hand and squeezed it and said slowly I can't tell you, man. It's too beautiful. You may not know it but you've just changed my life. Now you would have thought that nobody could be laying down more love than Lord Fairfax. But Marco's gratitude. Marco's beautiful gratitude! It was too much. You had to cry, man. And meanwhile the play was kind of tossed back to Lord Fairfax. But Fairfax was right in there playing heads-up ball. He reached out with his other hand, gently touching Marco's face, and he said, Marco it's the you in me that's changed the you in you. What a trip! Lord Fairfax was all love and admiration and yet the kind of deep talk he was laying down left you wondering if maybe Marco was too lightweight intellectually to be a spiritual leader. And yet you felt that Lord Fairfax in his humility thought himself the lesser cat. It was too much. Now metaphysics was never Marco's bag so no one was surprised when he didn't try to top Lord Fairfax in the you-in-me thing. But still, what Marco did say- Teach me, man seemed unnecessarily weak. Like he was dwelling on what he should have been staying away from. And Marco's people started to look a little nervous. Teach me seemed like asking for trouble. Even Lord Fairfax looked puzzled. But he smiled and said, There is nothing to teach and nothing to learn. Some people I've talked to say they felt at that point that Lord Fairfax was walking into a trap. But I don't think so. It wasn't that kind of thing. It was too beautiful. Anyway Marco said softly, Nothing to teach and nothing to learn. What is there then? Lord Fairfax didn't answer right away. He walked back to where his tribe was and came back with a basket of tangerines. He handed them to Marco. Love, he said. mx 4 ,A iii mi 1 ,. x Ax y x , ag l ...rf 5 , Kg ,. im fb he '- ' V . :X Alf as 5? I 1 .. K w f , Q , , 4 V l Y X 1 1 L e l l' action as spiritual leader of the l.. V . I D q g I . .,...., I ' - 9 I K O A . I I N K, 'h,' j Q' V , k t T' X' no v X a . o Mom! Welre w. I ir. l , y tr ,fr :'ff'? g I 1 lnners! It F fn CHOOSE GREAT 'lk if ll 4,151 g Z mow. 1 Q t o gf at 1 tl Q ' -4 gj l A'-Q ff l D . l l' ' s .. : 5 . .Q 'F Ls. ,aaa J-fn 3-:ff l Q m- 4, 4 fm cards make WIMIIIQ sas Q - Lf 0' ' S B K T99 ' NG! Y t Selllnll 3- - ' f NOTHV 1 0 5' I s . x . Its Full. r A we 'T C9515 YOU t. , 'ijl ng.: A A ,-3' -X 4.5 A Q. no limit to Y . '3 s o ' X I 5 number of prizes 5 l 'gli'-' lil:-1957 ' I ' ' ,bnlgg Q, Wi st Mew, vi, an I , . xwogglgsfm 1 lor cash! you can IQ...:,Qj2fQ vi 5 CQHDLQ :Riga 1 f' UMSRELLA rim SG 0f r 2 Ofdm ' 88fh. Just 8 few ulcdnlgicgrr: Sell Only 1 ofanf f X sell only 2 olam hx 1. shown here. . Nffgfcx Sell Only I Order ' ? PN fs: ' P zsrzs COLD run. 1513 ' .' U Rocncr luv N -. ' . Only 1 onlef mwlgsgzhalssdsn 5 l I sw only 1 om' . 0 u 0 . . . . . 'op ' sm only: Mm SMLDING fix DIVPIT gxmflr SLEEPING lm: D lit - I I N, glg '.-'- 4 5.358-rh,G'i0gfd' si-cp K ,.-. X wa ,W 5,,,vg3, 1u0,4,, Sill Only 1 Order l .g G . ' Q, , F,-,,,,,, l., ,-.1 l lily he F ' ,'..S'?fjfs'-f-,if 5. N, cox YT-I9 ZSQPIECE IJ! '-' 13 l '-5, L. 21 - Lg' . lv, TIAINIR rum: srmnluc, ourm CNEHISTIV str umm msmegtstlsrglwsvnfs rg, iam 1 ag-: Ann F hy an only 1 oven all only 2 OWU sell Only 1 ora' RECASTER Sell Only 1 old!! V I r 11 3 i H 1 0'4 TN vglgwcqnz ' ' - .. SON Only 1 Orhf lnsnur Low L' g A- U rulsn CAMERA B 4,v,g'3-aj' 1 7,3551 A OUTFIY i Sill Only I 01601 I If 1 cox ouus suacv P Cx wml lloccssoluss C, f me slant: W 2 ny r ' - ,O f 1, lgfas refer. X 2 X-.vw sell Only 1 oven mann: Qwvi f -ww! ' J '-i -5' Q.'Tl 8f7'05 Bf5f,T' Millet? Q 1 , I g ry 1 am., X. n.- ll .r f.. nctuxz :msn ' ' -. 1.- LIBHTVIEIGHT alxz INTERCON ,Q lm: a.slz'..'f.:':' s.l'.'s'..T? 5.i.. Q . ., 7. r ulsszm: ,,y:segmyf.4 ' I I '.1l's.l:f'r:v:.':. ,F ,-I - 'I H ' . I 'Z 5lE?g ' k' .iSnE2.3'it 'llc lnqlll Q Q ? lf. Sill onl 1 om: - U I J-l f f rf rsuzscors ELECWC I L - alll'-5'-'-PllllllV'I I A 5 ,CAL ,mum cm ovcnen ctocx RADIO .1 s ,, 2 Umm Sill Only 1 order Sell Only 2 Orders --' ze! kffffifiiifiiiifffiii JOIN THE YNlNNER'8 CLUB NQYN! if Now there was something going down that Lord Fairfax couldn't have known because nobody knew except some of the kids in Marco's tribe. You see, Marco couldn't eat tangerines when he was stoned. They put him on a big nausea trip. But here he was all the same with a love gift of tangerines. The cat was in trouble. He looked at them fora minute. Then he started passing them out to his tribe. But after everyone had taken theirs there were still some left over. So he bit into one. The kids who were hip to his tangerine problem came running up to stop him but he waved them away. One swallow, he said with his mouth full, doesn't make a bummer. Marco might have looked a little green. But if he was nauseated, he maintained. He smiled up at Lord Fairfax and said, You're right, man. Love IS what's happening. I love you. I give you my tribe. Fantastic! Marco was really looking good in there! It was Lord Fairfax's move and, if you thought about it you knew he only had one. It was like chess man. There was only one answer he could make. He said, Marco, I 'm glad you gave me your tribe because now I can make you a gift of both tribes. You are a beautiful, loving cat. You are our spiritual leader. Almost at once everyone there began to realize that Marco had blown it Because if Marco's giving one tribe made him a beautiful loving cat, then Lord Fairfax had come through as twice-as-beautiful, twice as-loving by giving two tribes. And what's more Fairfax had made the ultimate move. Like you couldn't top it. Marco had set up his own checkmate. The cat was in real trouble now. There was a silent wait. Everyone was trying to figure out what Marco could do and was feeling maybe a little sorry for But Marco looked very cool. And he said, suddenly: thank you, I accept. Thank you much. Very kind of you. And he heralded quickly to The Warren tltemfnission, which immediately went EQ a very freaky thing that had evervybod y dancing in seconds. Everybody, that is, except Lord 4fa5.1 fax who was standing there looking ilflarco. Marco kissed him and said My ,. mnibined tribes is to appoint you Tribe Metaphysician and Love Fountain. But Lord Fairfax was on a weird trip. fact, it was 15 or 20 minutes before he rfrallced over to Marco, who was dancing, and asked: What did you say? Still dancing, Marco repeated, I accept and I appoint you Metaphysician and Love Fountain. Oh. Groovy. Lord Fairfax nodded his head to the music. Groovy, he said again. Groovy He walked away, still nodding his head, to get a tangerine. That's groovy. He pooled it. Yeah that's pretty damn groovy all right. Meanwhile, everyone was dancing. This past week there's been some grumbling among the people who had been in Lord F airfax's tribe. A couple of them have said that maybe Marco copped out on the love thing. There's even been some talk about running a full-page put-down of Marco in the Free Press. But 'S W 5 Wig er I . It ,II 1 I II I I 1 I I Ig? f' A ,, I 4. ,, I Q I' ,Illff I I ' ,Wg II X,,. 2 ,Q Q P F r ,I 1, 't .L as -' I I I54. 1 ,iq , ,, mae ' , I ' l 45 P we I Q ' af' Q H , ., . 3 ,I A ff '7' ,ff ii , wwf 'th , 'I .' . ' ti? Q , E 'WK ' ,M ,W 'ig QA 9? , '4 5 k f , .II ,Zig ki I v I , 5 Qin - f t, lv , - rw-f wr, r elf. ae' n ' s t 1 , 3 t , ik if 1 f F at 1 ek 'A if T1 L 'I 'Viv , LA , , G , L ' E 'l F it 5' 'E mf t 4, ,C I I I '.,' L , , V ff gi gf , .1 I nf. Q I I. Iz. II II 'Wai J 'f y .. . ,, ,,,,, 1 ,.A.- ,Z , sv, J A 'f af 31 ,, Z . ff' ' ,F Q a. t,-I 1 s 'rf L,, I , gg., , ,.: f I II ., I jg I Q, 'JI 'I fc2I',I ' ' I ' ' Q' . ,ps in fr I ff! I QL f ' K 6, 4, if 'A - I I? V 2 -I? I, Il may .XI ,I III JIU. , 395. A at IAQ , .In 4 I I I I M, -4 1 mf' I ' ,fin 4 I Ia ft V, 1 - ,Q . L ,, Y . - sa .I 44,25 ' f- I' Z -' - 5 , ' A ,II Z, ,, Q f 1 . if ' Mft, - ' 4 -. c ' -az A ,A - gf : -W sf Q f I z' , A,,. 1 M I I I I' I f I III I :QT QI!! I A, I IJI lb f f , AI II , I I ,Il II, I I , , Q33-,t.,I I M'fI I, III1I ,I I' Ji, ,I , I 4 II I 5 t 6:55 t it 4 ,y 'c it ' ' 5 ts a , F 4 M 1 t aewn M ' as 1 -My ni Marco meanwhile has consolidated his position very quickly. His new tribe has already received official recognition from such tribes as the L.A. Oracle and Hugh Romney's I-log Farm people. Marco is also working out a consular treaty with Vito's Fraternity of Man and he has been laying a lot of canned goods on Plastic Man and the other diggers. As for what people are now referring to as the love duel, Marco doesn't say too much. But yesterday when I was rapping with him about it he opened up a little. He said that Lord Fairfax had been a little straighter than him that day but that there was such a thing as being I 1 too straight. Too much dharmaf' Marco said, spoils the karma. 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'-1: I Hr. 6 '-. f- 1 52 1 'aff A ff e ff - 1. - :ss .-fp.,-wx' Q- .Twg, -'-v , -- Q, 0- ' - BOSTON On electron night I went to a televnslon watchlng party at a spaclous Manhattan duplex By the tlme I arrlved the networks s electronic tote boards were already crackllng with declslve portents of the Nlxon landslide l began working on a flfth of Jack Danlels Over In the corner a stockbroker was saylng what a great thlng the President s victory would be for the market In a sullen stupor I sank Into a couch to watch one state after another sugn on for Four More Years Then I heard a new note creep Into Walter Cronkltes monotone Well he sand It looks as though Massachusetts may be the only state nn the unlon to go for George McGovern Suddenly I felt much better For after New York l am most at home In Massachusetts where I went to college returned on a fellowship and have spent countless vacatuons Good old Massachusetts' Soon I was composlng a drunken panegyrlc to the Bay State to Emerson and Thoreau golden Berkshlre autumns steamer clams dipped IO melted butter on a Gloucester dock a Mozart strung quartet In Mrs Jack Gardners granduouse palazzo muddy booted farmers argunng over a new fnre englne at a Vlfnlbraham town meetlng weathered salt box cottages on a Nantucket shore the Mediterranean hubbub of Bostons North End the soarnng whnte splre of a Unltarlan church steeple the slash of Bobby Orr s skates across the Garden Ice a sloop IU full sall making for Marblehead harbor the call of French horns across a sun drenched Tanglewood lawn The next morning I woke to a leaden hangover and a soaklng downpour The morning papers confirmed that only Massachusetts and the Dlstrlct of Columbia had resisted the Nlxon landslide But the gram llght of dawn I could muster lnttle of my nocturnal euphorla Indeed the Bay State s defectlon began to strlke me as curous , . . . . . I - ' 1 , . . ' I . . . , . ' 1 . . , 11 ll ' ll' ' I 1 . Il . . , I ' I I , . I ' , I - I - 1 . , . . I 1 , . H . . . I I . , I ' 1 fiiiligl was . , . . frail Dual hal BUCI ef- ,Cl,l.. Ac Mu! ,wwf After all my most vivid memories of Massachusetts politics stem from the early fifties when Senator Joseph McCarthy was rooting out Communists at Harvard and Massachusetts was a stronghold of pro-McCarthy sentiment. When I went into Boston to cover the Senator s hearings as a young reporter for the Harvard Crimson I often felt as if I were entering enemy territory. The crowds in the murky hearing room booed Harvard witnesses and one day a pasty-faced woman behind a Scollay Square lunch counter told me to go back to Pinko And when I came back to Boston in 1958 to write speeches for Gov. Foster Furcolo's re-election campaign, I found the Democrats riven by feudalism, factionalism and corruption. Issues were largely subordinated to bitter vendettas and fierce loyalties. As late as 1962, Prof. Murray Levin of Boston University could write The Democratic party in Massachusetts is far less liberal than its national counterpart. So, as I lay abed that morning after the election, I began to wonder just what had happened to Massachusetts? Had its politics really changed so much in the past decade? Why should it, of all places, rally to McGovern's quixotic campaign? I set off to find out. f ' DVI -W' J T I0 HITLER STAMPS! 10 SCARCE STAMPS Au. DIFFERENT SENT FREE TO SECURE NAMES FOR OUR MAILING LIST MAIL coupon at once. We'll send you this fas- cinating set of 10 Hitler stamps. Different sizes, colors, values. NO COST TO YOU. Stamps were issued by short-lived nation of Bohemia- Moravia. Much sought after. Now becoming SCARCE. Our supply is limited. Don't ask for more than one set. We'll also include other inter- esting offers for your inspection-PLUS a FREE copy of our helpful, informative book, How to Collect Stamps. This special offer may have to be withdrawn soon-so rush coupon NOW to: Littleton Stamp Co., Depl. 406, Litzleton, N. H. Copyrlght 1951, L. S. Co. I um.E1oN sump co. n Dept. 406, unlemn, N. H. I I I I' I I I I Send-AT NO COST TO ME-the ten Hitler I stamps and informative booklet, How To Collect I Stamps. I I I Nome..,... Address.. .... .... .... . . I I I : City ..... . ........................... ...... ....................... S I ale ....................... When l arrived here in late November, I found the Commonwealth still obsessed with its singularity. Boston's Mayor Kevin White and distributed 1,200 buttons reading Massachusetts -- The Lone Star State. Cars sported a line of new bumper stickers: Don't Blame Me -- l'm from Massachusetts, Massachusetts -- We'd Rather Be Bight, Massachusetts -- The One and Only. An epidemic of irreverent humor swept the Commonwealth. Arch Macdonald of Channel 5 was first to coin the slogan, As Massachusetts goes, so goes the District of Columbia. Others said the Bunker Hill Monument had been renamed The Shaft. Many of the new jokes focused on anticipated White House reaction. Some predicted that the President would remove the tum. I Department of Transportation complex in Cambridge and replace it with the National Institute of Mental Health. Others said the U.S.S. Constitution was being towned from Boston to Key Biscayne for safekeeping. A cartoon in The Boston Globe showed the President with shears in one hand and a new 49-star flag in the other. And the Clover Club of Boston in a satirical skit at its annual dinner, sang this ditty to thetune of Bye, Bye, BIackbird : Bye, bye, Bay State, You gave Georgy boy your vote, Out to sea -- you can float. Most states will get Federal donations, You'll instead by paying reparations. 1 ' A B - fi :v w . .-f ii.. THE Gllllll-I Y , .' fm . . I 4 ff reef e 1 , ' I- V' 3 5 ,f-'ww-A f 1 l . fi-me-'.'f'5ft gfQfEf'!iEi'5'I,': V .sqqqn-mf-mwqwwvv JF I .igqwffffrg ' w fx t xv il li? ul Ui tQl 5 .1 l gms 1 tn W' 0 mf ,2v,f.,s 2 rf'-V Q K 3 ,,..l Sf, But beneath all this levity, Bay Staters preened, even gloated in their loneliness. John Kenneth Galbraith always one of the Commonwealth's most confidnet citizens, struck the keynote when he told the Today show: ' invariably the country has been out of step with Massachusetts. We have been four years ahead. The theme was echoed in hundreds of letters to the press lt gives me a great sense of pride and satisfaction to know l live in the only truly enlightened state in the country, wrote Christine O'Hearn of Malden. The people of Massachusetts stand alone, again the pilgrims to a better world, wrote Lydia A. Capano of Revere. Mrs. Jane Lambert of Boston wrote, l am so proud of the voters of Massachusetts I could cry. And, from around the nation, letters poured in from those who admired Massachusetts' stand. Everyone is talking about moving to Massachusetts, the real home of the free and the brave, wrote a woman from Bohemia, N.Y. There was something touching in these letters -- in their almost desperate quest for a beacon in the darkness. But that need, like my own on election night, cast the state in a role it simply could not fill. Massachusetts was not unique. The statistical quirk which left it as the only state to cast its electoral vote for McGovern did not mean it was immune to the political tikes running in the rest o f the country. At best it was the end of a continous spectrum, differentiated from other states only by degree. And, viewed another way, it was not even the end of the spectrum. Massachusetts Democrats have a huge edge in registration -- 43 per cent, to 19 per cent Republican and 38 aeigfrffirlg?-sf' v . . J 2' ' , 59' . V. sf s' ' '- -V .fzaviaf u- '3' 'bf' 1 ' f - 2 .f Mn .f!ivt.'r.:-. ,- V. . ,,,l,,-a ., .1,,..,,, N, 9. 1: 1 'QQ-fjaf 1' qs.-'32, t qs-+L A+. . . FV-4'f fp 5'Si9I ff 1' 55f 533 2 , ' , 4 L ' '-D' Y 3 ' .. ' I 1 4 t,jff3l.ff- - '1-13,95 --flfli' ' sf ' , . . 1 1 ' 1 '-' - per cent Independent, In 1968, Hubert Humphrey polled 63 per cent in Massachusetts lthe second largest Democratic margin, after Rhode lslandl. Yet, McGovern polled only 55 per cent this year. Michael Barone, a Massachusetts political scientist, notes that this dropoff of 8 percentage points was among the largest in the nation lonly 10 states had falloffs as large or Iargerl. Thus, Massachusetts was very vulnerable indeed to the Nixon landslide just not quite vulnerable enough to erase its traditional Democratic majority. But this kind of analysis raises as many questions as it answers. For the only state which-went more decisively for Humphrey in 1968 -- Rhode lsland -- suffered one of the heaviest defections from McGovern this year Q18 pointsl, enough to take it into the Nixon column. Moreover, Rhode lsland is not only adjacent to Massachusetts -- and thus subject to most of the same regional pulls and tugs -- but it is similar in ethnic and religious configuration. Any interpretation of the Massachusetts vote must explain why, despite these similarities, Rhode lsland Democrats defected at nearly twice the rate of Massachusetts Democrats this year. One obvious answer, which I heard frequently from New Yorkers, was simply, Teddy did it. This theory attributes the Bay State's vote essentially to Senator Edward F. Kennedy's machine, money and influence. At first glance, it is a persuasive explanation -- for certainly nobody benefited from the Massachusetts results more than Ted Kennedy. A postelection cartoon in The Philadelphia Inquirer depicted the Democratic party as an exhausted whale panting on the beach at Hyannis Port. 0- We-f B f-e Pi'fz:4?f,fWQvi'1'-'I1 -irfmsztw?5 1 ,::fffwr:'fe.1:w1.11-'wcffl' zlefffffffffv I ttfffvf' iw is ilfrf.f::t::Jvgy,gEGdrk:v39,-:Q X. , :Y cw WJ, , .. ,. -, L ,. V. ,QA -I ,N surfiiiy . . . .V H, , Q . .X ., yi i I4 H X , .- I- .1 2121 f' , f ' , I . I . I if , ' ' 'B .5 I I M f F R , I ' Ky. ' Ni-mx xx ' 'X 'li' I is V' I ' : 'lv ,I - M' xt f V V I--J , - ' kv me Noasinm-aeu24. 1. -f.- I , I B ,-, .' I X Q 2e4f5.g,,2 Q, ' kxix --1,2 .:1, ,.A, 'g ' ' ' vu V I M I 0 Q R ,V it Q M yr in TH if lv l R 4 4. ...I '4 But, significantly, I heard this theory chiefly from New Yorkers. When I mentioned it here, most people scoffed. Ted Kennedy doesn't have a machine because he doesn't really need one, one Boston politician told me. 'By now the Kennedy name is enough to get him elected here despite a horror show like Chappaquiddick. He has an organization, of course, but it wasn't really enlisted in the lVlcGovern campaign. A prominent member of that organization is K. Dun Gifford, a former Kennedy aide now in the real estate business. Gifford concedes that Kennedy people weren't deeply involved in IVlcGovern's Massachusetts effort because frankly I don't think they wanted us. Although lVlcGovern clearly sought and got Ted Kennedy's help elsewhere -- noteably appearances with the candidates in Ohio, New Jersey and llliniois -- his Massachusetts people apparently didn't feel they needed Kennedy. At times, they positively didn't want him: for example, at the Post Office Square rally in Boston on Oct. 3, where lVIcGovern organizers Were eager t0 know that their candidate could draw a big crowd on his own Ihe drew 60,000l. In fact, the Senator did very little stumping for IVlcGovern in his home state. There were undoubtedly those who voted for McGovern simply because they knew Kennedy was for him. People wouldn't go too far from the Kennedy line, Frank Santa Maria, a 73-year-old Roslindale man, told a reporter after the election. McGovern's widely advertised preference for Kennedy as his running mate undoubtedly helped with some Massachusetts voters, and his eventual selection of Kennedy's brother-in-law, Sargent Shriver couldn't have done him any harm in the state. But most people I talked to doubted that this sort of loyalty -- what Dun Gifford calls the do-it-for-the-Gipper reflex -- produced may votes. More important than Ted Kennedy's direct influence is the indirect effect from more than 20 years of three successive Kennedys. A living Kennedy helps to keep the Kennedy mystique alive but the mystique persists in the state on its own. Student canvassers report finding pictures of Jack and Robert Kennedy in may white working-class homes in Revere and Somerville, and the same two picutes alongside Martin Luther King's in the black homes of Roxbury and Dorchester in Boston. ln the weeks just after the election, The Globe gave front-page display to a serialization of Dave Powers's and Ken O'Donnell's new book of recollections of Jack Kennedy, Johnny, Vile Hardly Knew Ye. The first segment began, The memories will always keep coming back . . ln Massachusetts, they probably will. But how much of the Kennedy mystique could rub off on George McGovern, who, despite his long indentification with the Kennedys, shares so little of their special magnetism? David Bartley, the 37- year old Speaker of the Massachusetts House of Representatives, puts it this way: 'Three Kennedys have legitimized liberalism in Massachusetts. They've made it O.K. for a loyal son of Ireland, a devout member of the church, to also be a liberal. Elsewhere in this country blue-collar workers, Catholics, ethnics may still see liberalism as far out or alien. But here the voters have been conditioned by the Kennedys to accept it. Others see the 1960 election itself as a direct factor in this year's vote. Richard Nixon is the only man ever to run against Camelot and there are those who will never forget it. Boston Mayor Kevin White told me: lf you were 10 when the Black Knight attacked the White Knight, when you're 22 you remember that and you don't vote for the Black Knight. Bartley put it even more bluntly: lf Nixon were running against Satan in Massachusetts and 'none of the above' would win. SPECTACLE NEVER BEFORE FILMED! GIANT RLANET COLLIDES WITH EARTH! ' 3 EN0RM0US0I5cRy'L:gl:EKES PRODUCED BY DIRECTED BY SWAN' - ' CONTINENTS! GEORGE PAL RUDOLPH IVIATE - SCREENPLAY BY SYDNEY BOEHM Most Amazing Story That Science Or Fiction Ever ' Imagmed Based On The Sensational Book By SPACE SHIP EDWIN BALMER and PHILIP WYLIE LEAVES EARTH! DONALD LOPES: JAMES LUCAS: ' KENNETH LUCAS: BETSEY MACDONALD: DON MACDONALD: EDWARD MACHADO: JOHN MACHADO: DAVID MACIE-L: AILEEN MACK: GLENN MACKILLOP: JOHN MADEIRA: MICHELE MAGALETTA: JANE MAKAREWICZ: GABRIELLA MAKEPEACE: STEPHEN MANLEY: JEROME 'MAROUES: RICHARD MARSLAND: KATHLEEN, MARTIN: ROBERT D. MARTIN: ROBERT J. MARTIN: ROBERT J. MARTIN: ALFRED MAYO: GLORIA MCANALLY: MICHAEL MCDERMOTT: RODERICK MCDONAH: CAROL MCGUIRK: BRYANT MCMILLAN: BRUCE MCNAUGHT: JAMES MCOUILLAN: GILBERT MEDEIROS: JAMES MEDEIROS: RUSSELL MEDEIROS:STEVEN MEDEIROS: MEEHAN: JOHN MEEHAN: ELSIE MELLO: KATHRYN MELLO: SERRY MELLO: MARGARET MENARD:HCAROLYN MEYER:,DEBORAH MICHAEL: ROBERT MORGAN: JOSEPH MORIN: MALCOLM! MORRISON: GERALD MORRISSEY: MICHELLE MORROW: RANDALL' MOSS: SIEW MUN -MUI: FRANCIS MULDOON: NANCY NASSR: CARL NATHO: FERANDES NIEVES: FLORENCE NOVICK: THOMAS NUNES: FREDERIC NYSTROM: MICHAEL OBRIEN: MARJORIE OLIVER: MURUGAN PARAMASIVAN: ROBERTA PARKIN: KENNETH PASTIE: RAYMOND PATNAUDE: MANUEL PEREIRA: BRUCE PERRY: FRANK PERRY: KRAIG PERRY: MICHAEL PHELAN: ANTHONY PICHE: PAUL PINAULT: EUGENE PINEAULT: DENNIS PINSONIEAULT: HENRY PIRES: CAROL PISARCZYK: WILLIAM PORTER: DONALD POWERS: MARGUERITE POWERS: BETTY PRESCOTT: JAMES PYE: LINDA RAPOSO: FREDERICK RAY: WAYNE REBELLO: NANCY REED: CHARLES REGAN: ROBERT REICHENBERG: JAMES REID: NORBERTO RESENDES:.JEFFREY RHODES: MARTHA RICCI: CHRISTOPHER ROBERTS: CONSTANCE ROBERTS: ROBERT ROBILLARD: DAVID ROBINSON: PAUL ROBITAILLE: VERONICA RODRIGUES: EMILIANA ROGERS: THOMAS ROGERS: JENNIE L. RAYMOND ROY: VIRGINIA ROY: JEAN RUDOKAS: HELEN RYAN: SUSAN SACCUCCI: ROBERT SAIA: KENNETH SALINS: JAMES SALVADORE? : CAMILLE SANTOS: MATTHEW SANTOS: MARY SCHOFIELD: HENRY SEAMAN: DONALD SENA: DOLORES SERODE: SATISH SHAHA: JAMES SHANNON: JANE-LEE SHARP: RICHARD SHOWALTER: RONALD SIKORA: STANLEY SIKORA: EDWARD SILVA: HELEN SILVA: STEPHEN SILVA: MANUEL SILVEIRA: ALFRED SILVIA: WENDY SIMEONE: JOSEPHASKYPECK: CAROL SMACHETTIVJUDITH SNOW: RUSSELL SNOW: PAUL SOARES: PETER SOWA: SAMPSON SPRY: MARY STDENIS: WILLIAM STEVENS: WENDY STEWART: LARRY STONE: STEVEN STROEHLIN: KENNETH STRONG: GE SURPRENANT: LEONARD SWORD: JUDITH SYLVIA: WAYNE SYLVIA: JOAN TAORMINA: BETTY TATTERSALL: MARILYN TAVARES: PAULETTE TAYLOR: ELINOR TEASDALE: WILLIAM TESSIER: DORIS THORNTON: JAMES TOWNLEY: GERARD TREMBLAY: JAMES TRESSEL: BENJAMIN TROIA: JULIAN TWARDZIK: ELSIE VANPUTTEN: OSCAR VEGA: HANS VERLIIN: NUNO VIEIRA: MICHAEL VIELMETTI: SUSAN VINCENT: DENNIS WAGNER: DIANE WALDER: BRUCE 'WARD: DAVID WARD: ERIC, WATSON: ELIZABETH WEAVER: PATRICIA WHALEN: KATHERINE WHITEHEAD: WALLACE WILKINS: ROBERT WILLIAMS: ALICE WOODACRE:IGEORGE YUEN: ROBERT YUILLE: ELIZABETH ZEBRASKY: ELIZABETH ZELSKI: ROSEMARY ZURAWELL -W A. ii f -- --:- W JJ 1 4 f 7 Ei L ii A Ef , l s i U xi f 1I,, Tl W , 5 I N K 1 ig, L31 m- li' V N' W sf In , ilii i. 14 if I, 5 1 l ! Nixon compounded his problems here by virtually ignoring Lthe state during his first term. Except for a brief visit to his .daughter Julie, while she was a student at Smith, he is not known to have entered the state. And he didn't make a single campaign appearance here last fall. Nor, for that matter, did Spiro Agnew. Massachusetts may be the only state where even Republican officeholders could summon little enthusiasm for Nixon. Gov. 'i gi Francis Sargent didn't have much to say for him all fall. Nor did Senator Edward Brooke who had an easy race this time against a ho-hum Democrat. After the votes were counted on election night, Brooke said bluntly: l will support the 'President when he is right and vote against him when he is wrong. The other side of this coin is the striking loyalty of the state's Democratic politicians. Unlike other states where regular Democrats defected in droves, the only prominent Massachusetts politician to join Democrats for Nixon was 'John T. Collins the former Mayor of Boston, who teaches .urban affairs at M,l,T, As in other states, a breach was opened between the l regular and new-politics factions of the party during the fcampaign for the April 25 primary. Most of Massachusetts' prominent regulars V- among them Kevin White and Attorney General Bobert Ouinn -- quickly hopped on the Muskie bandwagon and headed his slate in the primary. They were outraged when McGovern decided to enter a slate against them and chagrined when he clobbered them 325 673 to 131,709 lan impressive triumph which got the McGovern slate, headed by some prominent reformers and filled out with a cast of unknowns la Pittsfield plumber and a North Attleboro jewelerl was openly jubilant at upsetting the pols. The resentments peaked after Ted Kennedy turned down the Vice-Presidential offer, when McGovern seemed ready to choose Kevin White as his running mate. Galbraith apparently helped put the kibosh on White, warning McGovern that the selection would not be welcomed by either Ted Kennedy or the Massachusetts delegation. But right after the mini-convention which put Sargent 'Shriver on the ticket, Massachusetts Democrats held a unity breakfast at the venerable Parker House in Boston. Charlie Flaherty the state chairman, says, We had everybody who was anybody in the Democratic party here. From then on. we were a hell of a lot more successful than most states in getting the regulars and the McGovern people together. Clearly, the regulars had read the lesson of McGovern's resounding primary victory. Michael Dukakis, a former state legislator who is considered a possible candidate for Governor in 1974, puts it this way: AIl of us in this state -- liberals, moderates or conservatives -- are acutely aware of the importance of what we now call the McGovern constituency. lt's particularly important because that's where the workers are. The people who get out there and ring doorbells for you are the kids with the McGovern buttons. They work like crazy. So nobody wants to antagonize them Clearly, the kids with the McGovern buttons exerted heavy leverage on Massachusetts politicans this year. But how important were they in other respects, as cavassers or as voters? Their role has been widely emphasized. One man wrote to Newsweek, Lest you think we are all crazy here in Massachusetts, please remember that it was the out-of-state students and academicians who put McGovern over the top here -l .l -- ' - L' f V eff X 1 .- x, ' fx v- V X xxx M . X '- sx.. 7 . S 'swf' f ' ' t ' , i - , , ' -fiffyf - ' - 'L X . ' ' V ' X 7 I ' X . 'K 1 ' fix -1 , , . Il .l i Xa e wor il on our houlrler Ss ms, s ilk .nears . -' Y X . vi e 1' f 'Kv l flafgix , . 43.42, ,. . I ' ff' fs'ii'?i1' . . , ,f,.,,, zgfsgl w n W,,,.,y .5 WW '16-'wa Q BEING PUSHED ARUUNDU Why take any more nonsense, from bullys wise guys, an 4 other pests? 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I New York, New York -' i :yew True, there are lots of students here -- a ballpark figure would be 300,000, of whom about a thrid are from out of state. There are 120 institutions of higher learning, heavily concentrated in the Boston metropolitan area lHarvard, M.l.T., Bradeis, Wellesleyl but also dotted across the state in lush profusion lWilliams, Holy Cross, University of Massachusetts, Bradfordl. But relatively few of these students voted in Massachusetts this fall -- in part becase the McGovern forces urged out-of-state students to register at home. Ann Lewis, who headed the McGovern registration drive in the state, recalls: One of the first things l was told when l came on the job was that we were sure of carrying only three areas -- Massachusetts, the District of Columbia and South Dakota. So, from the start, we were going to be exporting money, volunteers and votes. This policy irritated some Massachusetts activists who were after every vote they could get for local candidates and referendum issues like abortion reform. But apparently the McGovern effort was successful. Dave Strohm, the state student coordinator, estimates that at most 30 per cent of out-of-state students registered in Massachusetts, of whom perhaps 75 per cent -- or about 24,00 -- may have voted. Of the roughly 200,000 Massachusetts students, Ann Lewis estimates that about two-thirds registered and 75 per cent of those -- about 95,000 -- voted. Surveys suggest that the vast majority voted for McGovern. But, even with the out-of-staters, this still makes barely 100,000 votes for McGovern, who carried the state by more than 220,000. The fabled student vote does not seem to provide the answer. Nor does student activism. Dave Strohm told me that only 2,000 to 3,000 students in the state were active this fall -- that is, canvassed more than once -- and most of them served as a mobile strike force in the rest of New England. The level of apathy was incredible, he said, and greatest of all at the elitie schools. Students at Harvard and Wellesley insisted on ideological purity. McGovern would make some concession they didn't like or we worked with some local poll they found distasteful and they'd throw up their hands and refuse to play. Thus the student button-wearers probably didn't produce much direct result: but their numbers may have had an important psychological effect. They created a presence for McGovern that simply didn't exist in most states says Mike Dukakis. There may not have been all that many, but they seemed like an army. You looked around and you really felt McGovern was going to win. Many Massachusetts students live at home and commute to schools like Northeastern, Suffolk or Boston University. Shuttling back and forth between the liberal-left student subculture and their working-class homes, they may have persuaded may of their parents to vote for McGovern. There is more than just a huge student subculture in Massachusetts. There is a dense thicket of academia -- formidable phalanxes of professors, lecturers, instructors, tutors and section men. Some -- like the ubiquitous Galbraith, Abe Chayes and Marc Roberts of Harvard -- were McGovern advisers this year. Others were simply outspolken supporters. They undoubtedly added their weight to McGovern's presence in the state. Academia has influenced the Massachusetts voter not only directly, but through the state's peace movement, perhaps the strongest, most effective such force anywhere in the United States. The membership of the state's peace groups has never been large: the most important, Massachusetts Politcal Action for Peace lknown as Mass Pax l, now has only 1,22O. But the movement's impact goes far behond its membership. It has moblized huge crowds on the Boston Common before the State House, at Army bases and Navy yards. Perhaps its most significant victory was the State Legislature's passage in 1970 of a bill forbidding Massachusetts residents to serve in Vietnam without a Congressional declaration of warThe courts rejected Massachusetts' argument, but it was a historic stand by a state against a war it regarded as unjust, ' -.1 1 ui l ni The dean of the Massachusetts peace movement is Jerome Grossman, an envelope-company executive, who founded Mass Pax in 1962 and originated the Vietnam Moratorium Movement in October, 1969. Not surprisingly, Grossman believes that the peace movement's 10-year crusade is the single most important factor in McGovern's victory. ln the fifties, this was a priest-ridden, reactionary state, probably the most hawkish in the nation. Anti-Communism was next to godliness, if not godliness itself. We helped change all that. We made peace the single most important issue here and we made the politicians take us seriously. Nobody's frigging around with us anymore. Grossman points particularly to recent infusions of young Catholics into the movement We always got Quakers, Jews J lr f- Es KENT sC0UNT XV, A, lil l sul 'iw it 1 A .5 Dl At least two Massachusetts Congressmen owe their seats largely to the Movement: Michael Harington in the Sixth District lthe WASPy North Shorel and the Rev. Robert F, Drinan in the Fourth District lNewton, Brookline and other prosperous Boston suburbsl. Both men won decisvely this year. A third peace candidate John Kerry, lost this time in the largely industrial Fifth District lbut less because of his leadership in Vietnam Veterans Aganist the War than because of his slick, preppy styIe.l A segment of Massachusetts -- the Yankee-Brahmin tradition -- has always tended to see issues in moral terms. Doris Kearns, an associate professor of government at Harvard, says: From the witch trials and the abolitionists down through the peace movement, this state seems to respond when the battle lines are drawn between Good and Evil. And that was perfect for McGovern, because he is essentially a prairie preacher. He was best when thundering against the war and Watergate and Nixon himself as 'evil. and Unitarians, he says, but in the old days it was just impossible to talk to Catholics saying, 'We heard you speak and we want to get involved.' Ten years ago that would have been unthinkable. The changes in the Catholic Church over the past decade have presumably had some political impact. The ecumenical movement, Vatican ll, Pope John's far-reaching internal reforms, Father Groppi's fair housing marches, the Berrigans' activism and all the other dissenting priests have obviously worked remarkable changes in the American church. The Archdiocese of Boston has evolved, too: from haughty, rigid William Cardinal O'ConnelI to ebullient, compassionate Richard Cardinal Cushing, to Humberto Sousa Medeiros, a Cl0S6 friend of Cesar ChaveZ'5, And the changes among Massachusetts Catholics are unmistakable. Father Drinan's staunch advocacy of liberal-to-radical positions -- and his widespread acceptance -- is one sign. The students at Boston College, a Jesuit institution where Father Drinan served as dean of the Law School now look very much like those at Boston University a few miles away -- blue-jeans, long hair no bras and, very often, politics to match. But just what impact this liberalization had on Catholic voting behavior this year is difficult to gauge. Nationally of course, Nixon pressed his so-called Catholic strategy with apparent success: a Harris survey showed that 52 per cent of Catholics now say they voted for the President and only 48 per cent for McGovern, reversing a long-time Democratic allegaince. Why then did Massachusetts Catholics vote so overwhelmingly for McGovern when their fellow commuicants in Ohio, Pennsylvania and Michigan did not? Of late, the Italians -- often Republicas precisely becase the Irish are Democrats -- have begun to encroach on the Irish oligarchy in Massachusetts politics. And there has been a maverick tendency to elect Republicans as Governor lRobert Bradford, Christian Herter, Francis Sargentl and Senator lLeverett Saltonstall, Henry Cabot Lodgel -- almost as if the Irish didn't trust their own men in those jobs. But, at lower levels, where representation is more important than efficiecy or honesty, the Irish still have an extraordinary hold on Massachusetts politics. In Presidential politics, they have helped provide a solid majority for Democratic candidates in all but two elections since 1928 -- the exceptions being Eisenhower's victories over 6 f' f il Biff iffy!! v C Perhaps the Catholic subculture in Massachusetts is simply so strong, self-contained and irredeemably Democratic that it proved largely impervious to Nixon's vaunted strategy, The state is 52 per cent Catholic -- more than twice the national percentage l23 per centl and second only to Rhode Island l62 per centl. Although there are many Italian and French-Canadian Catholics here Catholic in Massachusetts still means primarily Irish-Catholic. And the Irish are historically Democrats here. Many historians have told the story of how legions of impoverished, uneducated Irish flooded into Massachusetts 'following the great potato famine of 1845, how the entrenched Yankee Protestants systematically excluded them from the professions and all but the lowest-paying jobs in industry: how the Irish then turned to their favorite avocation -- politics. Since the Yankees were over-whelmingly Republican, that meant Democratic politics. John McCormack, the former Speaker of the House, once said, The people in my district are conceived Democrats. I --1 gang: f' V15 I X , . awww LJ Y I Stevenson in 1952 and 1956. William Schneider, assistant professor of government at Harvard, says: 'Everything else being equal, the Irish-Catholic voter in Massachusetts goes into the voting booth and pulls the Democratic lever. Yet it would be wrong to see the Irish as purely instictive voters. In some respects, they are among the shrewdest voters anywhere. For politics is their game: they love it more and are fooled by it less. And somehow this trait has pervaded the entire state. As Dun Gifford says: ' Massachusetts is the most politicized state in the Union. People here are just more sophisticated about politics than anywhere else. They don't take political posturing very seriously -- which means Nixon would have a particularly tough time here exploiting fake issues like amnesty and marijuana or fooling people on Watergate or the grain deal. Some people I talked with linked Massachusetts' political sophistication to education, claiming that the state was simply the best educated in the nation. There is no evidence to support this claim l12.5 per cent of Massachusettts citizens over 25 have four our more years of higher education -- slightly above the national average of 10.7, but not even among the top 15 statesl. lt isn't formal education which seems to count, but a kind of street sense about politics. Al Lupo of WGBH attributes some of this to the high rate of community organization: ln recent years, dozens of communites here have mobilized for some cause, often against something like a renewal project or a highway. lt spans a broad range, from the little old lady who says, 'Could we have something to say about that?' to the black man who says, 'You're not coming onto my turf.' But it sharply increased political awareness in the neighborhoods. They used to sit back and say,'Ah, politicians! They're all crooks.' Now they QTIJ1' i-:l11 .mi n if af will end for U-S S im' Administration retaliation against Democratic Massachusetts. The President has concluded we're a lost cause and he's going to use the contracts where they'll do some good, one engineer told me. You won't find many Engineers for Nixon' around here. And economic issues may have counted for more because there were fewer diversions. Sam Beer, professor of government at Harvard, says: 'Massachusetts went for McGovern because it's a large industrial state with a small black population. Thus, the blue-collar workers could vote their economiclclass interests without being sidetracked by racial fears as they were in other industrial states. Nixon won the country largely by playing on subterranean fears of blacks to scare the average voter. Beer notes not only is Massachusetts' black population very small C3 per centl, but it is essentially middle-class, moderate and not given to violent 'with honorf -amfdav 473 say, 'Wait a minute we can work with him. In most of the country, McGovern seemed unable to exploit the recesstion, inflation and unemployment. But economic issues may have gained him some votes in Massachusetts because the recession hit this state harder than most and because people here seemed to put the blame for that directly on Nixon. The Massachusetts economy has been in trouble for a long time. Undermined by obsolescence assaulted by imports from Japan, unable to compete with cheap Southern labor the Commonwealth's traditional shoe factories and textile mills began closing up decades ago. This vacuum was gradually filled by another kind of industry-electronics and research-and-development companies which feed off the scientific expertise available at the state's universities. Such firms clustered along Route 128- a belt highway around Boston-- which by the early sixties had become one of the world's great centers of space and electronic research. Then, in 1969, recession came to Route 128. Almost simultaneously, the Defence Department and NASA sharply cut back spending on research and development. By 1971, Massachusetts employment in electrical-equipment and supplies manufacture had dropped from its 1967 high of 103,000 to 80,800. Unemployment in the state this year averaged 8 per cent, nearly double the national average with certain pockets running as high as 13 per cent Many of the unemployed felt they were victims of a conscious S 2 ie, fdeni dedav es 'lm . Q '-lil' luxl vu-.una-d Qfiifbcwdiml cuxml lu.,-. demonstrations. There has been an intense controversy over school segregation and busing in Boston-- the issue which brought Congresswoman Louise Day Hicks to prominence. But, perhaps significantly, Mrs. Hicks lost this election. After two weeks here, l concluded that no single factor explained the Massachusetts phenomenon. Many different factors seemed to play a role, each reinforcing the other Ultimately, I came to feel that what counted as much as anything else was the exceptional openess of the state. Unlike the fifties, when it was Balkanized into warring and deeply suspicious enclaves, Massachusetts today is a place where people really talk-- and listen-- to each other: the peace movement to the Catholic Church, the professors to the labor unions, the students to the wealthy suburbs. Much of the talking, of course, is not face-to-face, but through the media. And here Massachusetts is fortunate to have a good, news-oriented public television station lWGBHl, two of the best alternative papers in the country iBoston After Dark!Phoenix and The Real Paperl and-- most important of aIl-- a fine daily newspaper lThe Globel. Finally, Massachusetts is distinguished by a confident-- almost cocky-- air of irreverence. One day I walked into The Harvard Crimson to ask its managing editor, David Lubow, why he thought Massachusetts had voted for McGovern. That isn't a question that concerns us very much, Lubow said. We've been wondering why the other 49 states went for Nixon. 1 1 my .. 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Q. , xm J'mM V-f'L K, ,, . - ,vii V .. 315326 V af.. yn ,. Q, ix .Q V M., . Q f mf, X J.-M LA x It f if A P' A: Y-, Y V Ir,-zu, A, .tl .AM x gi 471-jn'QjL MKJPN' 'T' '5 --N tkxA, ' 3, , J.- ' ,- ' ' E-.K-X--xfwwibgvruh-' , gl in 5-A-V' '-.:.f ':lTi'i : ' ' .. ? ,, C f ii ,5-b'qM3m A !i +f ' ' 1 if if--::f 1' , V. N-V-,f-'VKX ' Xu. +V - f. ww' I RE,-TRL. L V ,ff 1 Eg .. .3 XX., K, il ,I-an xlfudggi , ?x', I JL ..v ' N ' V :V . ' V' tw , ' -' - w VV, -1 WJ 5- 'N ,, x ,I V Effi f5'Vwm,,. 3 f- tw? A 4 ' I EX. fn Q ,., A vb I ' ' 'S' N -.M x 'f'1.'5+ J 4 f W , N N aff 4,,g4, X .-.MN T ,W ,ax Mb --ffgxh, 'Nf 45154--.,.lwi,:-' 2 fa' 1 -B f X ,HV was-.gf ' V. ,Hx ' V if V,-XR, 'VAWQ Ir.-' ' 'ff-E-J 'kc ,. 1-' jf' , V . A QL! , N' 4 fgfif. V . :.- gp f: .qw 'V .Q 3-Q Qfhf ' ' ,fkilx Q. P4 ,.. Q ,. X, 'W-ws, A ' .if 'leak . N...1.-A 157'-X .qghqrfy I , K izzmgx 'I V RTN wif! .IEYY VV A 'mK 4-0 - J -.5 :LY-I' -9 W A www eg li, IIIITIEIIGE , :g,,41'4, -, KV' ggi.- MQ . . -'ia ' I ', ws 3 D lr 1 Y The settlement of America had its origins in the unsettlement of Europe. America came into existence when the European was already so distant in mind form the ancient ideas and ways of his birthplace that the whole span of the Atlantic did not materially widen the gulf. The dissociation, the displacement, and finally the disintegration of European culture became most apparent in the New World: but the process itself began in Europe, and the interests that eventually dominated the American scene all had their origin in the Old World. The Protestant, the inventor, the politician, the explorer, the restless delocalized man - all these types appeared in Europe before they rallied together to form the composite American. If we can understand the forces that produced them, we shall fathom the origins of the American mind. The settlement of the Atlantic seaboard was the culmination of one process, the breakup of medieval culture, and the beginning of another. Of the disinte gration went farthest in America, the processes of renewal have, at intervals, been most active in the new countryg and it is for the beginnings of a genuine culture, rather than for its relentless exploitation of materials, that the American adventure has been significant. To mark the points at which the culture of the Old World broke down, and to discover in what places a new one has arisen are the two poles of this study. Some thing of value disappeared with the colonization of America. Why did it disappear? Something of value was created. I-low did that come about?If I do not fully answer these questions, I propose, at least, to put them a little more sharply, by tracing them to their historic beginnings, and by putting them in their social context. I I l In the thirteenth century the European heritage of medieval culture was still intact. By the end of the seventeenth it had become only a heap of fragments, and men showed, in their actions if not by their professions, that it no longer had a hold over their minds. What had happened? If one tries to sum up the world as it appeared to the contemporaries of Thomas Aquinas or Dante one is conscious of two main facts. The physical earth was bounded by a narrow strip of seas: it was limites: while above and beyond it stretched the golden canopy of heaven, infinite in all its invitations and promises The medieval culture lived in the dream of eternity: within that dream, the visible world of cities and castles and carabans was little more than the forestage on which the prologue was spoken. The drama itself did not properly open until the curtains of Death rang down, to destroy the illusion of life and to introduce the main scene of the drama, in heaven itself. During the Middle Ages the visible world was definite and secure. The occupations of men were defined, their degreee of excellence described, and their provileges and duties, though not without struggle, were set down. Over the daily life lay a whole tissue of meanings, derived from the Christian belief in eternity: the notion that existence was not a biological activity but a period of moral probation, the notion of an intermediate hierarchy of human beings tha t connected the lowest sinner with the august Ruler of Heaven, the idea that life was signi ficant only on condition that it was prolonged, in beatitude or in despair, into the next world. The beliefs and symbols of the Christian Church had guided men, and partly modified their activities, for roughly a thousand years. Then, one by one, they began to crack 5 one by one they ceased to be real or interesting, and gradually the dream that held them all together started to dissolve. When the process ceased, the united order of Christendom had become an array of independent and sovereign States, and the Church itself had divided up into a host of repellent sects. At what point did midieval culture begin to break down? The current answer to this, With the Renaissance, is merely an evasion. When did it finally cease to exist ?'The answer is that a good part of it is still operative and has mingled with the customs and ideas that have succeeded it. But one can, perhaps, give an arbitrary beginning and an arbitrary end to the whole process. One may say that the first hint of change came in the thirteenth century, with the ringing of the bells, and that medieval culture ceased to dominate and direct the European community when it turned its back upon contemporary experience and failed at last to absorb the meanings of that experience, or to modify its nature. The I 'I vii., gy 1.5 -e ' Gif, jfj r W x ' f wx 3 xv!! 5 ' I 'Q .-'.. . -- Church's inability to control usury: her failure to reckon in time with the Protestant criticism of her internal administrationg the unreadiness of the scholastics to adapt their methods to the new interests and criteria of science, the failure to prevent the absorption of the free cities, the feudal estates, and the monasteries by the central government - these are some of the stigmata of the decline. It is impossible to give a date to all of them: but it is pretty clear that by the end of the seventeenth century on e or another had come to pass in every part of Europe. In countries like England, which were therefore advanced, all of them had come to pass. It is fairly easy to follow the general succession of events. First, the bells tolled, and the idea of time, or rather, temporality, resumed its hold over men's minds. All over Europe, beginning in the thirteenth century, the townsman erected campaniles and belfries, to record the passing hour. Immersed in traffic or handicraft, proud of his city or his guild, the citizen began to forget his awful fate in eternity, instead, he noted the succession of the minutes, and planned to make what he could of them. It was an innocent enjoyment, this regular tolling of the hour, but it had important consequenc es. Ingenious workmenin Italy and Southern Germany invented clocks, rigorous mechanical clocks: they adapted the principle of the woodman's lathe and applied it to metal. Here was the beginning of the exact arts. The craftsman began by measuring time, presently he could measure millimeters, too, and with the knowledge and technique introduced by the clockmaker, he was ready to make the telescope, the microscope, the theodolite - all of them instruments of a new order of spatial exploration and measurement. The interests in time and space advance side by side. In the fifteenth century the mapmakers devised new means of measuring and charting the earth's surface, and scarcely a generation before Columbus's voyages they began to cover their maps with imaginary lines of latitude and longitude. As soon as the mariner could calculate his position in time and space, the whole ocean was open to him: and henceforward even ordinary men, without the special skill and courage of a Marco Polo or a Leif Ericsson, could travel to distant lands. So time and space took possession of theEuropean's mind. Why dream of heaven or eternity, while the world was still so wide, and each new tract that was opened up promised, if not riches, novelty, and if not novelty, well, a new place to breathe in ?So the bells tolled, and the ships set sail. Secure in his newly acquired knowledge, the European traveled outward in space, and, losing that sense of the immediate present which went with his old belief in eternity, he traveled backward and forward in time. An interest in archaeology and utopias characterized the Renaissance. They provided images of pruely earthly realizations in past and future: ancient Syracuse and The City of the Sun were equally credible. The fall of Constantiople and the diffusion of Greek literature had not, perhaps, such a formative influence on this change as the historian once thought. But they accompanied it,and theimage of historic Greece and Rome gave the mind a temporary dwelling-place. Plainly, the knowledge which once held it so firmly, the convictions that the good Christian once bought so cheaply and cheerfully, no longer sufficed: if they were not altogether thrown aside, the humanists began, with the aid of classic literatu re, to fill up the spaces they had left open. The European turned aside from his tradition al cathedrals and began to build according to Vitruvius. I-le took a pagan interest in the human body, too, and Leonardo's Saint John was so lost to Christianity that he became Bacchus without changing a feature. The Virgin herself lost her old sanctity. Presto! the Child disappeared, the responsibilities of motherhood were gone, and she was now Venus. What had Saint Thomas Aquinas to say about theology?One could read the 'Phaedof What had Aristotle to say about natural history? Leonardo, unaided, discovered fossils in the Tuscan hills and inferred that the ocean was once there. Simple peasants might cling to the Virgin, ask for the intercession of the saints, and kneel before the crossg but these images and ideas had lost their hold upon the more acute minds of Europe. ,,,w f it iff' ' MM? M, , ,dw MVN. 49 -'3' Yf '9' 44,3540 21 1:9 3 1 L Y -.H ' X f' t arf J! , www' 4.-by fir V FQ o-up--sf., They had broken, these intellectual adventurers, outside the tight little world of Here and Eternity: they were interested in Yonder and Yesterday, and since eternity was a long way off and we'll be damnable moldy a hundred years hence, they accepted tomorrow as a substitute. There were some who found it hard to shake off the medieval dream in its entirety, so they retained the dream and abandoned all the gracious practices that enthroned it in the daily life. As Protestants, they rejected the outcome of historic Christianity, but not its inception. They believed in the Eucharist, but they did not enjoy paintings of the Last Supper. They believed in the Virgin Mary, but they were not softened by the humanity of I-Ier motherhood.They read, voraciously, the literature of the Ancient Jews, and the legends of that sect which grew up by the shores of Galilee, but, using their private judgement and taking the bare words as the sum and substance of their religion , they forgot the interpretations from the early Fathers to Thomas Aquinas which refined that literature and melted it into a comprehensible whole. When the 5 -'IVE Wi 'ff ,, Protestant renounced justification by works, he included under works all the arts which had flourished in the medieval church and created an independent realm of beauty and magnificence. What remained of the faith was perhaps intensified during the first few generations of the Protestant espousal-one cannot doubt the original intensity and vitality of the protest-but alas! so little remained! In the bareness of the Protestant cathedral of Geneva one has the beginnings of that hard barracks architecture which formed the stone tenements of seventeenth century Edinburgh, set a pattern for the austere meeting-houses of New England, and finally deter iorated into the miserable shanties that line Main Street. The meagerness of the Protestant ritual began that general starvation of the spirit which finally breaks out, after long repression, in the absurd jamborees of Odd Fellows, Elks, Woodmen, and kindred fraternities. In short, all that was once made manifest in a Chartres, a Strasbourg, or a Durham minister, and in the mass, the pageant, the art gallery, the theater-all this the , mmf'-:'fff tt fi L ' IW . ' ,ff f-s :5el? 2ss21!.,21S5af14? 2 ,yr . , ,,,,, 7 , my 'Eh Tk, 'V J ,AQ N 3 N Protestant bleached out into the bare abstraction of the printed word. Did he suffer any hardship in moving to the New World ?None at all. All that he wanted of the Ole World he carried within the covers of a book. Fortunately for the original Protestants, that book was a whole literature, in this, at least, it differed from the later protestant canons, perpetrated by Joseph Smith or Mary Baker Eddy. Unfortunately, however, the practices of a civilized society cannot be put between two black covers. So, in some respects, Protestant society ceased to be civilized. Our critical eyes are usually a little dimmed by the great release of energy during the early Renaissance: we forget that it quickly spent itself. For a little while the great humanists, such as More, Erasmus, Scaliger, and Rabelais created a new home for the spirit out of the fragments of the past, and the new thoughts were cemented together by the old habits of medieval civilization, which persisted among the peasants and the craftsmen long after they had been undermined in the Church and the palace. gf Aff!!! xr!! msmmuvggawr- 939 . ,I M if XT' mv! ifwm. 'Mm ,lad The revival of classic culture, however did not give men any new power of command over the workaday routine of life, for the very ability to reenter the past and have commerce with its great minds implied leisure and scholarship. Thus the great bulk of the community had no direct part in the revival, and if the tailor or the tinker abandoned the established church, it was only to espouse that segment called Protestantism. Tailors and tinkers, almost by definition, could not be humanists. moreover, beyond a certain point, humanism did not make connections with the new experience of the Columbuses and the Newtons any better then did the medieval culture. If the criticism of the pagan scholars released a good many minds from Catholic theology, it did not orient them toward what was new and practical and coming , The Renaissance was not, therefore, the launching out of a new epoch: it simply witnessed the breakdown and disruption of the existing science, myth, and fable. When the Royal Society wa s founded in London in the middle of the seventeenth century the humanities were deliberately, excluded. -qi' wmv ,ali J .M qv 7 . ' 1 xl 5 W L ,My ,w Vncfy Q- an Wg, ' :Ln Wfvwi' , X7 x 0 ,Q 0 Rule, authority, precedent, general consent - these things were all subordinate in scientific procedure to the methods of observation and mathematical analysis: weighing, measuring, timing, decomposing, isolating - all operations that led to results. At last knowledge could be tested and practice reformed: and if the scientists themselves were usually too busy to see the upshot of their investigations, one who stood on the sidelines, Francis Bacon, was quick to announce their conclusion: science tended to the relief of man 's estate. With the aid of this new procedure, the external world was quickly reduced to a semblance of order. But the meanings created by science did not lead into the core of human life: they applied only to 'matter', and if they touched upon life at all, it was through' a post-mortem analysis, or by following Descartes and arbitrarily treating the human organism as if it were automatic and externally determined under all conditions. For the scientists, these new abstractions were full of meaning and very helpfulg they tunneled through whole continents of knowledge. For the great run of men, however, science had no meaning for itself, it transferred meaning from the creature proper to his estate, considered as an independent and external realm. In short, except to the scientist, the only consequences of science were practical ones. A new view .of the universe developed, naturally, but it was accepted less because of any innate credibility than because it was accompanied by so many cogent proofs of science's power. Philosophy, religion, art, non of these activities had ever baked any bread: science was ready, not merely to bake the bread, but increase the yield of the wheat, grind the flour, and eliminate the baker. Even the plain man would appreciate consequences of this order. Seeing was believing. By the middle of the seventeenth century all the implications of the process had been imaginatively grasped. In 1661 Joseph Glanvill wrote: I doubt not posterity will find many things that are now but rumors, verified into practical realities. It may be that, some ages hence, a voyage to the Southern tracts, yea, possibly to the moon, will not be more strange than one to America. To them that come after us, -nge x 2. J if ,-v I QQW gg-W 3 ,rm L f 'TTTF 'Wu had .ew-1' 2 Q, , f,j'f3'i m s - . 'iw www. di U, Y, 1 v- X- :gif V ,592 'W 43 in MM-'E J i -1 from within: Need I also emphasixe the close historic inter-connection of the three things? We must not raise our eyebrows when we discover that a scientist like Newton in seventeenth century England, or Rittenhouse in eighteenth century America, became master of the mint, nor must we pass by, as a quaint coincidence, the fact the Geneva is celebrated both as the home of Jean Calvin and as the great center of watches and clocks. These connections are not mystical nor factitious. The new financial order was a direct outgrowth of the new theological and scientific views. First came a mechanical method of measuthen a method of measuring space: finally, in money, men began more widely to apply an abstract way of measuring power, and in money they achieved a calculus for all human activity. This financial system of measurement released the European from his old sense of social and economic limitations. No glutton can eat a hundred pheasantsg no drunkard can drink a hundred bottles of wine at a sitting, and if any one schemed to have so much food and wine brought to his table daily, he would be mad. Once he could exchange the potential pheasants and Burgundy for marks or thalers, he could direct the labor of his neighbors, and achieve the place of an aristocrat without being to the manor born. Economic activity ceased to deal with the tangible realities of the medieval world - land and corn and houses and universityes and cities. It was transformed into the pursuit of an abstraction - money. Tangible goods were only a means to this supreme end. When some incipient Rotarian finally coined the phrase Time is money, he expressed philosophically the equivalence of two ideas which could not possible be combined, even in thought, so long as money meant houses, food, pictures, and time meant only what it does in Bergson's duree, that is, the succession of organic experiences. Does all this seem very remote form the common life?On the contrary, it goes to the roots of every activity. The difference between historical periods, as the late T. E. Hulme pointed out, is a difference between the categories of their thought. If we have got on the trail of their essential categories, we have a thread which will lead outward into even remote departments of life. The fact is that from the seventeenth century onward, almost every field was invaded by this process of abstraction. The people not affected were either survivals from an older epoch, like the orthodox Jews and Roman Catholics in theology, or the humanists in literature, or they were initiators, working through to a new order - men like Lamarch, Wordsworth, Goethe, Comte. Last and most plainly of all, the disintegration of medieval culture became apparent in politics. Just as matter, when examined by the physicist, is abstracted form the esthetic matrix of our experience, do the 'individual' was abstracted by the political philosopher the new order from the bosom of human society. He ceased, this individual, to maintain his omnipresent relations with city, family, household, club, college guild, and office: he became the new unit of political society. Having abstracted this purely conceptual person in thought - he had, of course, no more actual existence than an angel or a cherub - the great problem of political thinking in the eighteenth century became: How shall we restore him to society?- for somehow we always find man, as Rousseau grimly said, in chains, that is, in relations with other human beings. The solution that 5 .-m were 1' ' 4 fi. 7 W'-at Rousseau and the dominant schools of the time offered was ingenious: each individual is endowed with natural rights, and he votes these political rights into society, as the shareholder votes his economic rights into a trading corporation. This principle of consent was necessary to the wellbeing of a civil societyg and assent was achieved, in free political states, through the operation of the ballot, and the delivery of the general will by a parliament. The doctrine broke the weakening chain of historical continuity in Europe. It challenged the vested interests, it was ready to declare the existing corporations bankruptg it was prepared to wipe away the traditional associations and nests of privileges which maintained the clergy, the nobility, the guilds. On its destructive side, the movement for political liberty, like that for free contract, free association, and free investigation , was sane and reasonable, for the abuses of the past were genuine and the grievances usually had more than a small touch of justice. We must not, however, be blind to the consequences of all these displacements and dissociations. Perhaps the briefest way of characterizing them is to say that they made America inevitable. To those who were engaged in political criticism, it seemed that a genuine political order had been created in the setting up of free institutions, but we can see now that the process was an inevitable bit of surgery, rather than the beginning of a more organic form of political association. By 1852 I-lenry James, Sr., was keen enough to see what had happened: Democracy, he observed, is not so much a new form of political life as a dissolution and disorganization of the old forms. It is simply a resolution of government into the hands of the people a taking down of that which has before existed, and a recommitment of it to its original sources, but it is by no means the substitution of anything else in its place. Now we begin to see a little more clearly the state of mind out of which the great migrations to the New World became possible. The physical causes have been dwelt on often enough, it is important to recognize that a cultural necessity was at work at the same time. The old culture of the Middle Ages had broken down, the old heritage lingered on only in the backward and unprogressive countries like Italy and Spain, which drifted outside the main currents of the European mind. Men's interests became externalized Q externalized and abstract. They fixed their attention on some narrow aspect of experience , and they pushed that to the limit. Intelligent people were forced to choose between the fossilized shell of an old and complete culture, and the new culture, which in origin was thein, partial, abstract, and deliberately indifferent to man's proper interests. Choosing the second, our Europeans already had one foot in America. Let them suffer persecution, let the times get hard, let them fall out with their governments, let them dream of worldly success - and they will come swarming over the ocean. The groups that had most completely shaken off the old symbolisms were those that were most ready for the American adventure: they turned themselves easily to the mastery of the external environment. To them matter alone mattered. The ultimate results of this disintegration of European culture did not come out, in America, until the nineteenth century. But its immediate consequences became visible, step by step, in the first hundred and fifty years or so of the American settlement. Between the landing of the first colonists in Massachusetts, the New Netherlands, Virginia, and Maryland, and the first thin trickle of hunters that passed over the Alleghenies, beginning figuratively with Daniel Boone in 1775, the communities of the Atlantic seaboard were outposts of Europe: they carried their own moral and intellectual climate with them. During this period, the limitations in the thought of the intellectual classes had not yet wrought themselves out into defects and malformations in the community itself: the house, the town, the farm were still modeled after patterns formed in Europe. It was not a great age, perhaps, but it had found its form. Walking through the lanes of Boston, or passing over the wide lawns to a manor house in Maryland, one would have had no sense of a great wilderness beckoning in the beyond. To tell the truth, the wilderness did not beckon: these solid townsmen, these freeholders, these planters, were content with their civil habits, and if they thought of expansion, it was only over the ocean, in search of Palladian designs for their houses, or of tea and sperm-oil for personal comfort. On the surface, people lived as they had lived in Europe for many a year. In the first century of colonization, this life left scarcely any deposit in the mind. There was no literature but a handful of verses, no music except the hymn or some surviving Elizabethan ballad, no ideas except those that circled around the dogmas of Protestantism. But, with the eighteenth century, these American communities stepped fully into the sphere of European ideas, and there was an American equivalent for every new European type. It is amusing to follow the leading biographies of the time. Distinguished American figures step onto the stage, in turn, as if the Muse of History had prepared their entrances and exits. Their arrangement is almost diagrammatic: they form a resume of the European mind. In fact, these Edwardses and Franklins seem scarcely living characters: they were Protestantism, Science, Finance, Politics. The first on the stage was Jonathan Edwards: he figured in American thought as the last great expositor of Calvinism. Edwards wrote like a man in a trance, who at bottom is aware that he is talking nonsense: for he was in love with beauty of the soul, like Plato before him, and it was only because he was caught in the premisis of determinism that, with a heavy conscience, he followed his dire train of thought to its destination. After Edwards, Protestantism lost its intellectual backbone. It developed into the bloodless Unitarianism of the early nineteenth century, which is a sort of humanism without courage, or it got caught in orgies of revivalism, and, under the name of evangelical Christianity, threw itself under the hoofs of more than one muddy satyr. There were great Protestant preachers after Edwards, no doubt: but the triumph of a Channing or a Beecher rested upon personal qualities, and they no longer drew their thought from any deep well of conviction. All the habits that Protestantism developed, its emphasis upon industry, upon self-help , upon thrift, upon the evils of 'idleness' and 'pleasure', upon the worldiness and wickedness of the arts, were so many gratuitous contributions to the Industrial Revolution. When Professor Morse, the inventor of the telegraph, was still a painter, traveling in Italy, he recorded in one of his letters the animus that pervaded his religious creed: the testimony loses nothing by being a little belated. I looked around the church, he wrote, to ascertain what was the effect upon the multitude, assembled...Everything around them, instead of aiding devotion, was entirely calculated to destroy it. The imagination was adressed to every avenue: music and painting pressed into the service of -not religion but the contrary- led the mind away from the contemplation of all that is practical in religion to the charms of mere sense. No instruction was impartedg none ever seems to be intended. It is but a short step from this attitude to hiring revivalist mountebanks to promont factory morale, nor are these thoughts far from that fine combination of commercial zeal and pious effort which characterize such auxiliaries as the Y.M.C.A. The fictions of peotry and the delusions of feeling were the bugbears of Gradgrind, Bounderby, and M'Choakumchild in Dickens's classic picture of industrialism: for the shapes and images they called forth made those which were familiar to the Protestant mind a little dreary and futile. It was not merely that Protestantism and science had killed the old symbols: they must prevent new ones from developing: they must abolish the comtemplative attitude in which art and myth grow up, and create newlforms for man's activities. Hence the fury of effort by which the leaders of the new day diverted energies to quantitative production. The capacity to do work, which the new methods in industry had so enormously increased, gave utilitarian objects an importance they had not hitherto possessed. Did not God's Work say: Increase and multiply::?If babies, shy not goods: if goods, why not dollarsBuccess was the Protestant miracle that justified man's ways to God. The next figure that dominated the American scene stood even more completely for these new forces. He was, according to the pale lights of his time, a thoroughly cultivated man, and in his maturity he was welcomed in London and Paris as the equal of scientists like Priestley and Erasmus Darwin, and of scholars like d'Alembert and d'Holbach. As a citizen, by choice, of Philadelphia, Benjamin Franklin adopted the plain manners and simple thrifty ways of the Quakers. He went into business as a publisher, and with a sort of sweet acuteness in the pursuit of money, he imparted the secrets of his success in the collection of timely saws for which he became famous. The line from Franklin through Samuel Smiles to the latest advertisements for improving one's position and doubling one's income, in the paper that dates back to Franklin's ownership, is a pretty direct one. If one prefers Franklin's bourgeois qualities to those of his successors, it is only perhaps because his life was more fullv rounded. WWW.. W. 'tw A , , X an 2 3 J . Mxizigg ww ,Tri L. f?w..,4,,, :A 1 'midi ,V V. H. piles . i X! 3 -' ' 3 fr N, ,' M .? If he was not without the usurious habits of the financier, he had also the dignity and freedom of the true scientise. For Franklin was equally the money maker, the scientist, the inventor, and the politician and in science his fair boast was that he had not gained a penny by any of his discoveries. He experimented with electricityg he invented the lightning rod, he improved the draft of chimneysg in fact, on his last voyage home to America, shortly before his death, he was still improving the draft of chimneys. Finally he was a Deist: he had gotten rid of all the Hgothick phantoms that seemed so puerile and unworthy to the quick minds of the eighteenth century - which meant that he was completely absorbed in the dominant abstractions and myths of his own time, namely, matter, money, and political rights. I-Ie accepted the mechanical concept of time: time is moneyg the importance of space: space must be conqueredg the desirability of money: money must be madeg and he did not see that these,too, are phantoms, in preoccuption with which a man may lose most of the advantages of a civilized life. As a young man, Franklin even invented an elaborate system of moral-bookkeeping: utilitarianism can go no further. Although Fran.klin's sagacity as a statesman can hardly be overrated, for he had both patience and principle, the political side of the American thought of his time is best summed up in the doctrines of a new immigrant, that excellent friend of humanity, Thomas Paine. Paine's name has served so many purposes in polemics that scarcely any one seems to take the trouble to read his books: and so more than one shallow judgement has found its way into our histories of literature, written by worthy men who were incapable of enjoying a sound English styly, or of following, with any pleasure, an honest system of thought, clearly expressed. 'The Rights of Man' is as simple as a geometrical theoremg it contains, I think, most of what is valid in political libertarianism. I know of no other thinker who saw more clearly through the moral humbug that surrounds a good many theories of government. Said Paine: Almost everything appertaining to the circumstances of a nation has been absorbed and confounde, under the general and mysterious word government. Though it avoids taking to its account the errors it commits and the mischiefs it occasions, it fails not to arrogate to itself whatever has the appearance of prosperity. It robs industry of its honors by pendantically making itself the cause of its effects: and purloins from the general character of man the merits that appertain to him as a social being. Passage after passage in 'The Rights of Man' and 'The Age of Reason' is written with the same pithiness. Paine came to America as an adult, and saw the advantages of a fresh start. He believed that if first principles could be enunciated, here, and here alone, was a genuine opportunity to apply them. I-Ie summed up the hope in reason and in human contrivance that swelled through the eighteenth century. Without love for any particular country, and without that living sense of history which makes one accept the community's past, as one accepts the totality of one's own life, with all its lapses and mistakes, he was the vocal immigrant, justifying in his political and religious philosophy the complete break he had made with old ties, affections, allegiances. Unfortunately, a man without a background is not more truly a man: he has merely lost the scenes and institutions which gave him his proper shape. If one studies him closely, one will find that he has secretly arranged another background, made up of shadows that linger in the memory, or he is uneasy and restless, settles down, moves on, comes home again, lives on hopeless tomorrows, or sinks back into mournful yesterdays. The immigrants who came to America after the War of Independence gave up their fatherland in exchange for a Constitution and a Bill of Rights: they forfeited all the habits andinstitutions which had made them men without getting anything in exchange except freedom from arbitrary misrule. That they make the exchange willingly, proves that the cond itions behind them were intolerableg but that the balance was entirely in favor of the new country, is something that we may well doubt. When the new settlers migrated in bodies, like the Moravians, they sometimes managed to maintain an effective cultural life, when they came alone, as free individuals, they gained little more than cheap land and the privileges of the ballot box. The land itself was all to the goodg and no one minded the change, or felt any lack, so long as he did not stop to compare the platitudes of Fourth of July orations with rffrfl? ' he f Ili frvi M aw f Wife -Y' its '79 ,Q 5. Haw, rr we 1 if -1:,.1v,v cb I Yi N' ' 13 'rl' S' 5 1 . 9 gf! '.1l::f,' I A 51 ,7 fi ia 4 'flu ll the actualities of the Slave Trade, the Constitutional Conventions, Alien and Sedition Acts, and Fugitive Slave Laws. It was possible for Paine, in the eighteenth century, to believe that culture was served merely by the absence of a church, a state, a social order such as those under which Europe labored. That was the error of his school, for the absence of these harmful or obsolete institutions left a vacancy in society, and that vacancy was filled by work, or more accurately speaking, by busy work, which fatigued the body and diverted the mind from the things which should have enriched it. Republican politics aided this externalism. People sought to live by politics aloneg the National State became their religion. The flag, as Professor Carleton Hayes has shown, supplanted the cross, and the Fathers of the Constitution the Fathers of the Church. The interaction of the dominant interests of industry and politics is illustrated in P31l'16'S life as well as Franklin's. Paine was the inventor of the take-down iron bridge. Indeed, politics and invention recurred rhythmically in his lofe, and he twned aside from his experiments on the iron bridge to answer Edmund Burke's attack on the French Revolution. The War of Independence, as he himself said, energized invention and lessened the catalogue of impossibilities...As one among thousands who had borne a share in that memorable revolution, I returned with them to the enjoyment of a quiet life, and that I might not be idle, undertook to construct a bridge of a single arch for this river fthe Schuylkillj' That I might not be idle! What a tale those workd tell! While the aristocracy was in the ascendant, patient hirelings used to apply their knowledge of hydraulics to the working of fountains, as in Versailles, or they devised automatic chess-players, or they contrived elaborate clocks which struck the hour, jetted water, caused little birds to sing and Wag their tails, and played selections form the operas. It was to such inane and harmless Performances that the new skills in the exact arts were first put. The bored patron was amused, life plodded on, nothing was altered. But in the freedom of the new day, the common man, as indifferent to the symbols of the older culture as the great lords and ladies, innocent of anything to occupy his mind, except the notion of controlling matter and mastering the external world - the common man turned to inventions. Stupid folk drank heavily, ate gluttonously, and became libertines, intelligent, industrious men like Franklin and Paine turned their minds to increasing the comforts and conveniences of existence. Justification by faith: that was politics: the belief in a new heaven and a new earth to be established by regular elections and parliamentary debate. Justification by works: that was invention. No frivolities entered this new religion. The new divices all saved labor, decreased distances, and in one way or another multiplied riches. With these inventors, the American, like his contemporary in Europe, began theutilitarian conquest of his environment. From this time on, men with an imaginative bias like Morse, the pupil of Benjamin Wast, men like Whitney, the schoolteacher, like Fulton, the miniature painter, turned to invention or at least the commercial exploitation of inventions without a qualm of distrust: to abandon the imaginative arts seemed natural and inevitable, and they no longer faced the situation, as the painters of the Renaissance had done, with a divided ,,,.,,.-nw. ,L-.4 mind. Not that America began or monopolized the developments of the Industrial Revolution: the great outbreak of technical patents began, in fact in England about 1760, and the first inklings of the movement were already jotted down in Leonardo da Vinci's notebooks. The point is that in Europe heavy layers of the old culture kept large sections of the directing classes in the old ways. Scholars, literary men, historians, artists still felt no need of justifying themselves by exclusive devotion -to practical activities. In America, however, the old culture had worn thin, and in the rougher parts of the country it did not exist. No one in America was unaffected by the progress of invention, each improvement was quickly cashed in. When Stendhal wrote 'L'Amour' the American love of comfort had already become a by-word: he refers to it with contempt. Given an old culture in ruins, and a new culture in vacuo, this externalizing of interest, this ruthless exploitation of the physical environment was, it would seem, inevitable. Protestantism, science, invention, political democracy, all of these institutions denied the old values, all of them, by denial or by precept or by actual absorption, furthered the new activities. Thus in America the new order of Europe came quickly into being. If the nineteenth century found us more raw and rude, it was not because we had settled in a new territory, it was rather because our minds were not buoyed up by all those memorials of a great past that floated over the surface of of Europe. The American was thus thus a stripped European, and the colonization of America can, with justice, be called the dispersion of Europe - a movement carried on by people incapable of sharing or continuing its past. It was to America that the outcast Europeans turned, without a Moses to guide them, to wander in the wilderness, and here they have remained in exile, not without an occasional glimpse, perhaps, of the promised land. The Origins of the American Mind. by Lewis Mumford I HUGUR I 'E sa .fl ff President Walker, Dr. Greer, Members of the Board of Trustees, Faculty and Students of Southeastern Massachusetts University, Honored Delegates and Friends of the University. It is, indeed, a very great pleasure, on an occasion like this -- I think I could say a historic occasion -- to bring congratulations to President Walker from his colleagues on the West Coast. And to those personal good wishes, I should like to add, too, the applause of the students and the institutions in the West that he served so able before he took that great leap to the East Coast. I think that I probably belong to the last wave of migration that followed Horace Greeley's male chauvinist advice Go West young man, 90 West . And, therefore, I salute President Walker for his insight and his courage in listening to the new voice of Z NR 1 1 , ewwwr prophecy, because I think a perceptive educator today hears the words, Go East, young man, and preach the glories of public education. Show them that California has not just gold, but also a master plan, which made open admissions a reality before we had dreamed up the term. It is, therefore, a privilege to convey to President Walker the congratulations of his West Coast colleagues, and at the same time to express to him their confidence in his capacity to fulfill a great missionary enterprise - that of reversing the historic migration in America. Now, at the same time, I should like to welcome the new President on behalf of the New England colleagues. And, lest you might question my warrant to speak for them, I should confess that actually I was President of Connecticut College in New London from 1947 to 1962 and .nv- ' 'W 5 lik? ta. Q 5 . . if .1 F 'MW 'V xl f4t'5 ' PPSYQZQN '- Z. '.', 1 .,'1tV f 'lat . A W .T we Q I ri f I tt E, i 3 1 ,, x X I ' 21 fi , 44 X QW' ' 1 ' 'F -, ...ff 'Qgggf' ,. I f. 5 V K lr, ' .- it 1 '--'rf 1',v:f-f.,..g-3121: A-7,9 71' ' 1 7, . 1 ,-vliqsy Q fill-. -. 'v fgff E ---iff 'r 1 . ' 01. ' I yi, ,. - X I - Xl f .ws - ' therefore I know a lot more about New England education than I can claim to know about the West. Perhaps, as a footnote, I should say to Dr. Greer that there were three college presidents in my family, and it is very easy to confuse one of us with the other. As additional evidence, and I now come to the source of the confusion for my warrant to speak for New England, I should mention that it was my father, J. Edgar Park, who was President of Wheaton College in Norton, Massachusetts for almost twenty years, and therefore this area of Massachusetts is by no means alien territory to me. In fact, I remember very well that the radio station to which we listened in Norton, Mass., in those non-TV days, was located in Dartmouth, it might have been South Dartmouth, I'm not quite sure, but in any case the Town of Dartmouth is a familiar town to me. But as some of you know, there are more important reasons for remembering the Town of Dartmouth. These are historical reasons. As some of you are perhaps aware, the Towns of Dartmouth and of Tiverton, both at that time in the Massachusetts Bay Colony, came to the attention of the General Court of the Massachusetts Bay Colony in 1707, more than two-hundred and fifty years ago. They came to the attention of the colonial legislattue because these two towns had refused to obey a statute of the colony requiring every town in the Massachusetts Bay Colony to hire and support by taxes a learned, orthodox, Congregational minister. Now , as many of you know, Dartmouth and Tiverton were settled mostly by Baptists and by Quakers, and these people refused, In their own words, they said to the Court, We are firmly persuaded that many of our people, who are religiously sincere and upright before God, cannot for conscience sake pay any tax or rate raised for that use . Now the General Court, of course, was composed of orthodox, perhaps not learned, but certainly orthodox congragationalists and they found this response inadequate. They directed the assessors of the Towns of Dartmouth and Tiverton to collect that tax, and the assessors, with the concurrence of the citizenry, refused. They were, thereupon, cast into prison. And so these men became in effect, martyrs to the demand for a right of conscience, or as we would say today to the demand for freedom of religion. And the irony, of course, is that it was this same demand that had led to the founding of the Massachusetts Bay Colony itself. You can read in the history books the various turns in this dispute. It went on until 1724 and finally reached King William, who through his privy council, ruled that these two towns, Dartmouth and Tiverton, should be free of any obligation to support a minister not of their own choosing. I mention this to show you that the tradition of non-conformity is well established in this part of the country. Your early ancestors defied the County of Bristol and the General Court of the Massachusetts Bay Colony in the name of conscience, and they were prepared to make sacrifices in that cause. As one of their petitions says, Either by execution on their bodies, or estates . Those were strong words, even at that time. 235 9? ,4'YY '-.. L , I V , 4 Now I mention all this early history because I think it is relevant to the task of the university today, no matter where that university may be situated. Because, however revolutionary and dissenting a society may be in its origins, there is a tendency for it to lose its flexibility as it grows older, as surely happened in Massachusetts Bay. And such a society desperately needs to be put to question from time to time lest it become conformist, dull and even corrupt. From time to time in history, men, like the assessors of Dartmouth and of Tiverton, question the establishment , and by their dissent they point the way to new policies for government and for society. During the last century in the United States, the universities have forged the doctrine of academic freedom, which established such questioning as a recognized provilege of the university, and which stipulates even further that students are to be accustomed to the critical analysis of society's assumptions, so that, as adults, they can make their own examination of it's assumptions and can continually refine the structure and responsiveness of community life. Q '-X 'ii Q- Therefore, no institution could be more at home in this dissenting area of Massachusetts than a university, particularly a young one, which is not frozen in inflexibilities and which can respond honestly to question. l . Universities are a unique kind of place. They always have been. When they first arose in Europe, they arose around great teachers. Men who were teaching new doctrines, not simply expurgating the established tenets. And from all over Europe, often at great hardship to themselves, students came to find out what new things Irnerius was telling about Roman law in Bologna, or what peculiar, philosophical questions Abelard was discussing in Paris. And before long, of course, the number of students seeking instruction far exceeded what one man or his assistants could manage, and so numerous rivals to Irnerius and Abelard emerged. As. the university became a place, where many masters taught many subjects to many young people. The newness of what was taught at the university varied during the centuries. Initially the novelty of new discoveries was what attracted the students and what sturred Europe to its core. But, in time, these new insights and discoveries became established doctrine, as we have seen at Massachusetts Bay, and the university ceased to be the center of the intellectual life of its society. But today, the modern university, with its enormous research capabilities, is once again the source of new ideas and new techniques for our world. Just as Irnerius and Abelard presented new questions and new kinds of knowledge, so are learned men and scientists today revealing the mysteries of heredity, the identification of Shakespeare's dark lady, the geological composition of the moon and the ocean floor. And then there are still others, who dare to question the validity of schooling as a way of reducing inequalities in our society, men, who at the moment, refuse to accept the idea that inequalities are entirely the result of environment. By raising such questions, they challenge our accepted beliefs, and most of us wish they would keep quiet. Just, I think, as the General Court of Massachusetts must have wished that those citizens of Dartmouth would not make an issue out of accepting, Conqraqational minister. B The liveliness and the ferment of our time owes much, I think, to the provocation of our universities. And, as in medieval times, so today young people are attracted to the universities, partly out of sheer curiosity partly out of desire to learn, and partly because they know it is a place where they can exchange opinions with their peers. Like medieval students, our students have decided to forego immediate employment after leaving their schools so that they could go to the university and learn more on the chance that they would be more successful in their chosen professions. And since the 12th century, then, this strange corporate entity, the university, has tried to meet both the professional and the personal expectations of students. As we all know in America, its success has been phenomenal, so that today half the age group attends some kind of institution of higher learning voluntarily. Now, there are people today, who say that this has gone too far. And they say, in effect, all thsee students can't be interested in learning, why not set up some apprentice programs Cer them into jobs, with none of this foolishness. Only if gt lb 'Q -in U gs those that truly want a life of scholarship and of research should go to the university, and we could save money on the rest. Now this sounds reasonable, until you remember that the assessors of the Town of Dartmouth who went down in history did so, not because they were outstanding or even very good assessors. They are in the history books because they had thought'enough about the nature of the State to be convinced that religious freedom would not destroy it. They knew enough about the activities of the Queen and King to know that they too were committed to toleration, and they knew enough, too, about history to remind the General Court at Boston that the Colony of Massachusetts Bay came into existence to provide for religious freedom. None of this is part of an assessor's training. And so I would say today, important as job training is, and it is particularly important todaybecaust no man can instruct his son in the techniques by which he earned his living, I do not think it can save the republic unless in addtion young people are brought up and educated to examine the fundamental concepts of our government and to judge performance in the light of that understanding. Now this is not something that one memorizes in the grade school. It is something that needs to be analysed in a free inter change between young and mature minds so that one truly grasps what the Constitution provides and what it means by its balance of power scheme. And, therefore I find itat the end of a long career a thrilling thing that so many of our young people choose to come to the university rather than searching out only job training, because, I think, it gives them an opportunity to become conscious of the nature of the State in which they are privileged to live. Some of the students may smile at that, and I understand it. I am talking here about the theory of this State. But what about the practice of politics, when, every day, we see fresh proof of the corruption of the democratic theory of the democratic process, by big and little men, who felt above the law?And I hear, and you hear, everywhere in the country, people saying, Oh, politics is like that. They are all crooks . This is simply not true. History in this republic is full of the lives of generous, of noble and honest men who served that state. The question, however, is can we leave it to chance? Can we leave it to chance that there will always be generous, noble, and honest men? Or does, possibly, the university have a responsibility in this area toward a younger generation?The question, you see, is can one teach personal integrity? P'W S-t. Ar This is a very, very ancient question, on which Socrates debated with his friends in 5th century Athens. And it's a question that every educator asks himself. And it's a question that will continue to be debated. We know that Socrates chose to die in accordance with a sentence passed on him by his judges, though he considered himself innocent of the charges and could have escaped. We know that the assessors of the Town of Dartmouth chose to go to jail rather than to obey a law which they found to be against conscience. There are many examples, choosing the more difficult course because of a concern for principle. And perhaps the university, then, can come closest to developing personal integrity if it encourages its students to do hard things, to have learning experiences which demand the most of which they are capable. This is, I know, not a particularly popular doctrine today. We have been rightly concerned with tempering the wind to the shorn lamb. There have been a good many full-coated lambs that have profited by this, I'm afraid, to take an easy degree. I think we need to be as inventive and as sophisticated as we can be in offering help where it is needed. But we need also to be sure that a student discovers that learning involves meeting some standards which are not related to his individual interest, capacity, or condition. There are, after all, accepted standards of evidence. There are right and wrong answers to some questions, and I Ido not control that tightness or wrongness--two and two is four. I know the difference between my own work and work I'm tempted to offer as mine. I 'm suggesting that if we learn intellectually that there are demands for truth with which I can only comply, then perhaps in the area of conduct we will understand the same overarching demands made upon us by the ideas of fairness, of decency, of justice - these things which exist without regard to my wishes or my interests. Integrity is not taught by a three hour a week class. Rather I think, it is accomplished by the humane level of the standard of work which the university expects of it's students. This is a new university, established at a time of exciting forment in education and haunting insecurity in the world at large. It is the time to ask simple fundamental questions. Are we afraid of freedom of thought?Do we truly understand the principles of our government?Do we believe that the university has, toward its students not just a professional and intellectual responsibility but a moral one as well ?I-low do we answer and how do we discharge these educational responsibilities today?There are no ready answers. Each institution develops, I think, its own resp, its own program. As a young university, you have here the freedom to work out your answers together, with a President who from his youth has been an ingenious builder. I warn you that there is a very great Rube Goldberg strain in President Walker. I have even found testimony which states that he onetime turned an old hot water boiler into a diving helmet, and this I should think would make him a great man with a tight budget. Seriously, you are fortunate in a President who knows that modern leadership is not lonely eminence, but is a joint endeavor in which many share. With such a man as President, and with the pride that the State of Massachusetts takes in its developing system of public higher education, with faculty and with students who have chosen to come to a new campus and a new institution, together you will confront these simple fundamental questions - the questions of freedom and of integrity, questions which in the present time require an answer. Dr. Rosemary Parks W 71 Q fn! fiiww he ,..... ' .V14 f . I Om g ' I G.R0 y Levin 1744 'L-' 5- 'v.fvz.' A ., .. ,5 . .. 1, l'r V.I, lm, 'I I fi! M. ,, , -,--, 1 ' Lfrftiq 1 .Z',v- 1' I f 1 5 'r s and . ,,... ...K .. ,A .., ,, . ,, , ' i'.1f ?y- ug, F' I'-5. 1 ' . , 2-'Ti' ,., , .3 f '9'igZga4.fff'5--es, 'H 1+ , t r-- ,, 1-,rite r , 4 -,,, 4 ,,.n..,, 1 , V B ,,,. ., ru, -1 ,A v 7:4 . , N f- -:-,. , f - A , 'ifif ' . f M - ' 4,1 g9eelff,,... f ' 1' Liv. ,?,,,,,5.ss+' P 1 so f- - , ' 1? . 'ff ' wg ,fgqgev .pa ' ad-'.,,fnff '. 4, .-ri, V A QU, '-3. iff, ' '-.1 We 1,10 J' 5 -,I 93 2 Q ' ,1 -- -, -'W .gp zt.,w Us jj' ,th 'rm , , 'K . . 'en 199 Qui'--1 ' , A u - ,,- X-. ..,.f- 1-4 , fx? ' . ' A vfgyggveg ,fl pw, 'Khme -2? X . , .1 4 -' -1'-up, A - r , -Nm. I wouldlike to speak of two things here. One, the making of the book, and two, some of my owne thoughts about documentary jilm. I. Books often appear as though they materialized out of thin air. From reading articles about authors, and biographies and autobiographies, I am not unaware of the problems that authors have, yet still I have a feeling of mystifcation about books. Generally, if someone wants an explication of a text, he buys a book dealing specifically with that. ButI think it worthwhile to speak of this here because the making of this book has certain si miliarities to the making of a cinema-verite jllm -- one of the main subjects that interested me in doing these interviews. How to begin?Perhaps with this very question, which is one Ed Pincus raises: how does a film-maker start a cinema-verite film when he has so much background information that the viewer doesn 't have?And how can the interview tell you, the reader, everything that is not included, such as the influence of the personalities of the people involved, the mood of the moment and the environment in which the interview took place? I could say that the book is about documentary films, truth, Hction, objectivity, subjectivity, reality, etc.,' and, further, that my attitudes toward these subjects are the very things that influenced the making of the book: choice of Him-makers, how I did. the interviews and editied them and how I gathered and worse all the other material in the book -- including these words. It is 'also presumably clear that my prejudices affected the questions I asked, the tone of the interview, how I related to the film-maker and he to me and, most importantly, the effect all this had on what the film-maker said. As I write this, Istill do not know what the order of the interviews will be. Chronologica, by nationality, for contrast? All three would ignore the order in which I did the interviews and edited them, and the fact that the earlier interviews influenced the later ones and that the earliert editing work influenced the succeeding editing work. -,wr , M: W2 3f,a..n-ff 5,1 f- Hifi' 5515: ,. :HQ an V, 44 gig f 2 m , 4 was A , .M 1 M: an , - .wi 4 -5 1: ' -45161 Z z f ,, ..f '? 'Y 'A F-3? , Vw .:' fm 1 f X . 'x 1 'I , ,g , , V4 Y -QA 6' , 'Him' 34,4 f. 11 'fb + 1 4 2'YQ'h:A:? ' -. f,. , v , f , . M '-VIH. at fp, fm. Jwp, .fi I. W1.y,g5,,,5I,f, 0 Q, mf-f. 1 .glw ---uf'-: ,.'.',,f -. ' ' -. 31. ,-mf.. may-7 A.,-.n... ,,.'.-V , x y . V- HTG: s l1'-Qi' -,:.-fn -4. 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'U -, I 1 f 4 NV- Y . ,f L did not do these interviews primarily as a film critic or historian of the documentary' Elm -- I 'm neither, and have no -wish to be either. It's not thatI wasn't' interested in- historical, technical or critical points, but that my main purpose was to learn something. I wanted to know I about I- and I suspect reveal -- these film-makers as people, because it's the H person- who makes the films. If the - interviews are successful, it is at least in , ,part due to my -being as personal andV QT-intimate with the film-makers as the -situation pe-rmittedg and when this was -4 Vj-lf' -not possible, by being iimpersonal, -3-f L.QsuggestiVC4,e - -tactful, V' and perhaps even - dishonest at, times by not fully , VVV' -'what'-EVIV' thought5j.ViVVby shading my '? 3'V f1'4'J1Z?t ?3f5'wm:f.. - -V f ,- -' f,. V . -- D -f V .P f :. 1-2,g:1f'2fV'-.x ,V 5 2.-1' itszlgqzi'-imtiiti-weffl-fan-2-,am : . w .1-2ypfH1.z5g..w5,rgs :Q-V. -mv -mfg- .WV V A 7'51,,vr,1' - '-Qs '-it 'M vrnp, '--1'--rim'--.,'fV!: '- :,. . , 4VgLV. g..jf.u- 4471- '1'ly' V.VV.'ig'r:.Vy,' 'V .V V. LMQ6?-?7t-'fr-i tF f?N5l23UffgEA VA' x - 1 1 1 . I l I 4 A t 4 V V V . u, -. .!- ,U ' 4-1:-'uw-15, wwf- , -xi, V3 . : .-Pm 1: -.1-:.3ff'.:tQ-f.V?'-Z talk-9522.1-,fz ffvf4.-'Jn- ,'a' ' opinions. In brief even if the interviews appear to be objective, they are not. Have I -then manipulated reality and distorted the truth?I think not. I did not want confrontations. I wanted the film-makers to speak as revealingly as possible about themselves and their work. And if I am not guilty of deceit or betrayal of trust -- and again, I think I am not -- I think these interviews are then fair and honest. But objective? Yes, to a degree, in spite of my subjectivity. At least in letting the men speak forthemselves. I worked very hard at ordering the rambling of taped conversations so that neither the ideas expressed nor the manner of ex-pression got distortedg and,V more important, I think mostly criteria, you ask?or whose?Clearly'mine. What are they ?They're self-evident in the interviews, and based on a substantial comprehensive understanding of the subject. I also note that I left in a few shots of the camera and tape recorder, not to be chic, but to remind the viewer tha-t the words he reads exist only as an interviewer-created reality. Also, ellipses f. . .1 have been put in to avoid inventing questions where there is a break in the logic and as a reminder that deletions have be made where I considered material redundant or irrelevant -- and not, I believe, to avoid statements which might conflict with my pre-conceived ideas. successfully. By V what - A I ,1 A. mv .'. . . Q I X ' J' ' '1 X M '51, .. in ,Q L , ,f 'Q if J, f 'H 7 'M' ks- y ' ' ' 'if..- Q I ..f'-.' 'V - 1 ,fkfx I Wir- -f1- - ' l QI.-'. M - ' .. XML- WL- , 'A 4113 i ' ' 1' ' 'WW . . - .- fffii-f! ' 'f -- .Af-1 9cff'M -, be U L4 I ' . A , .' , - - - - - -.. . .-Q.. ,gs .. . tg -st - it . , . 'x -iv. . it '.- 'ff-'ff -l fl r14.A . d, -1, 1, ,,.- W -,. X 5, ,f -,N . -35' - . , ,wk . . ,wang . l ,.,f I ,,.x .... 1 ' W4 fy. , 1 f .N I I - I gl ,- ' I ' al' .1 --.g, ,,,':., . ' V . Q , tug! r.. X 'nw A sf- Assist- .,,- .,?'4 .-r - ' 'gi -5 ,yt B 1. :,fk,4 is A 31 -1 I - -Q3 F A - . ,Jag .M fmvf- . . -if. ez. f stef. if 37 . Nh Q , 1: 2 J, . - , A .. ., - VV .Ji vwg . 2'm4.,a .- 6, ,nfl Y ,argl . .L Y . V, Ky. ,' ' 4 , -gr ' -!'2!51-2. 4 wi Q ,' U I' Q , -, ,. ' ' . v . ,Z -. 'f 'f ,,,,. - -. .. - H--1 -. .- V 1 -. 1- f. N if - - --N .., i . is -wif' MW -.M-.. .. -. ,.f,. ',, ai., VX ff- . .gl-gc we ,p , , .. . web!-., - ,, - M. . --. me. A . 1 lpn- 'v '55 r .J - - - ffl . 4 3 t- Jie' ' ' f'g3i4.'5. ,f ' - ff- ew-'C H J' 5: Wi, -. -ff' - . 1 ' L . 1,.. 'I' lug if-2, . ' ' . ' .f . E . we --g,ef,,- . A . f if , we - ' '- -'J 1- aff ' if - - -, 'f . .v.Mv 'uJ- -. xft -. 1 f v. .e - : -. 4 f . ,--M, : . 1 . - . ., A I yr, .3 I ,, Q , :X M W 4 W X ,IQ -'az,,,.,.v.T .- I 3 .,E ..:L,-.H A , ,,,, u.'w:,,,. ,. I 7.1 ...gr t 529521. . 'x-ff - ' ' 5 ' 'ff alt . ,. 4-.ft 1 fir -1 ' -- L---9-1, 'Et-Q.4rF . f V- L- - Q - 7, n ' 3 .f f 1-513' H 2 .wfff j ' W2 - - ' . - . . if. f . .. t ' F f 'W' .W 'V ' .. X Tv, f 'fjE'1-3 Q.: z ff Xi'- ' 2314 'j ' . zfiir :ff . . . qw., U ,iswe Q V, N., in my- ,gs . i n q fnm I, j 6.1. I is . : 4, . . N V . in , ,ef F I V. . , 1 fe -W' r ' . is A , ,ff-Q Q --H K . -' ' 9 V f lfris-g.,n V --4. W' 5- . . ,f . A - . A . , hf, 1 1 ., f - ' 3- . 5-, f ,,.,, , 2. , J' - '57 I . ,- lx :WI A rye.: F .A . 1 v I .9 ff as . i .S O ,, I Zo, . .. . F ? n. 1 ' V .. , 'A . ja W-,, . H an U- , Vt, . . ,. M LI 5 5 f we-f-'ff ' , , - M .asv '- -M , ' ' ..i,:6:a:iG -?::-4..- - 1 f- y . I . , 7..f'f'g.. .. - - ' ' g 5. 1 ,,45,':av--f-fn , gf ,, ,. ' , . it 5 . 4. .- -'fig H , 'ffi94a.:.4if' 1..,e - - A I ' I V 0 HM ' Q' ' . ' .. 3 . I ' .. N ...... - www ' -f ' xg .. Q-2. I I A -- i s , g 5 +- i i 'uf ' - ' There are now questions I wish I had asked but did not, questions I let slip by only half-answered, clues I missed for exploring certain points: but I was often preoccuped with' listening, responding, juggling the order of the questions in my mind, trying to keep a logical order to the interview without dampening spontaneity -- and, at times, with mundane matters like being tired or hungry or a plane I had to catch or an appointment I wanted to keep. But it is six of one and half a dozen of the other, vices are an integral part of virtues, and if I succeeded in obtaining worthwhile interviews, it is not only in spite of my failings as an interviewer, but perhaps also because of these failings. II' Undocumented opinions. As implied above, this book is not meant to be a critical study, and for this reason I refrain from expressing my opinions about the work of the ,Elm-makers interviewed. To do that here without detailing the reasons for my likes and dislikes would be unfair and not particularly illuminating. Besides, many of my opinions are expressed in the interviews where the context makes them more meaningful. V' What, then, are the aims of the book?To offer a broad picture of the history an.d nature of the documentary jilm as a' genre, insights into the work of each man interviewed, a sense of the film-maker as a person, and to- raise basic questions about the form, effect and resultant J . W5 . I Q social implications of documentary and its various -uses.. The inteviewees selected do note represent a .comprehensive worldwide survey of 'the documentary Elm, but they do represent those traditions- and aspects that are essential and relavant to the documentary as .it is .known in the ,United States and the West today... It. is on the basis of - these criteria that the men in this book have been chosen. I regret that Alberto -Cavalcanlti, Joris Ivens, Pare Lorentz, .Chris Marker, Alain, rR,esnais,, Paul Rotha, Roberto Ross-ellini, Pe ter. Watkins, several Canadian ,Hlmfmakers and Newsreeel, are not included, but circumstances and space limitations have 'made ' 'this impossible. ' Q ' ' . iff. vmi Z EZE5355ZEQWEE5??5H3EEf' nr' 5 92. f . K, A jf. 2- . , la-.i.,fP-iff. Q'f,f5:.f?1,f'1:,a-,,i '- 'i,.'V ll 1 7 , - :gf f- Q.- ,::,, 2, 1 , f if A.-f?.V 1. I . --r 1 . 2:,flzJ'5f3Li'?QKikit?-LEITT1Igfr U- V' 2 V 7-::..7,iZ'23.f:::f2 f 'iff'-' 7: 2' Y , ' -'W , Efxfdvnf-:'1nifirtigffv-.'rV V- ' ' - :' 52- Wffr 2,14 ,vf - grw -. X--V ,-f-f f..f,. .-,,,V:LV,,r ,, SJ ,. .Ag : ls., 4 2? gf X K f ,gs iz 1 ' U y .yy ,. 255V V: 3 12'- f V, wwf 1 ngzqfiw' 17 ' 9 pg K Zkhkmgy ,.-7: I 11:5 5' v 1' w.,'f,,-1 ,, u '?.'f ',' W 'f V!,'ff . 'ff fV 4,535 H -. ' via: L. 5. , .. , ,pw .,,.,,.,.', ,. Vw-. -' 4.4 wr -v H 'V . '14 '., i: 'w- 'f.,,--' fri'-f'., 1.5 V' Ig y,, ,. V ,, V ,,. An, Fu. .xv:f f::','.',:,'a', ' V7JQ'?.V? y x ..,,1, .-.vm ...,v,.4,, I-1.1 v A, I ,f X X ., '.- M, ,V . - fm- . ,X I .., 5 A A'j.Vn.lf.: ., .,w'!,'f L' I V. , pal, , 1 :.':.,1'4'-an Q 4 1 V A TZ 4 o',- ' frlwiyv ,. , , , 1 . A .'-,1. ,, . , 1 documentary? Fifteen with documentary film-makers ?Zaftd7'2still jiitggwould be difncult to find a jsatisfactory gone., The classic dejinition is flqhn igrierson 'si The creative treatment -Kofi' actuality, but though rich in implication I' it is hardly sufjicient. ,Defining the I word today is further complicated by the ,introduction of documentary techniques into fiction films so that at times it is difncult to say whether a Elm is completely fictional or documentary. This is true not only of a number of underground Elms of recent years but also of comparatively 'big-budget productions like Haskell Wexleris Medium Cool and Agnes Varda's Lions Love. ' Grierson, for example, the 'fatheru of English documentary, felt that documentaries . should be used for purposes of propaganda. Paul Rotha, a very respected documentary jilm-maker himself and the author of the standard text on the subject, feels that documentary fllmS should have an ameliorative social purpose and that they should be produced by groups rather than by individuals with ego-centered sensibilites. Many of the French see little difference between documentary and ,Hctiong rather, they see each M as a personal, artistic expression. Some Americans tend to see it as an impersonal and objective gathering of data. Many would see social purpose as a necessary ingredient. To a good part of the public it implies something educational and boring. At-best, a dejinition of -coumen-tary is like any dehnition of an ongoing form of art: useful in indicating its concerns and raising provocative questions, but limiting and therefore falsifying. If one wishes to discuss the subject, the point is not to tie B! up with string and lock it up in a box, but to be stimulated and perhaps to learn something. Suffice it here to say that the main attributes of documentary as generally understood are: it treats reality, past or present for futuref, either by direct recording or by some indirect means as compilation or reconstructiong very often it is concerned with social problems, which means, almost by definition, such subjects as the poor and the alienated, recently it has often come to include hand-held cameras Ii.e., shakiness, grain, bad focus as acceptablej and direct interviews. Though the above takes into account the principal ostensible features of documentary, it ignores what I see as the underlying problem of documentary: objectivity vs. subjectivity, or, the question of interpretation and its validity. The point is raised here not because it is the kind of problem that has a solution -- it doesn 't -- or to reiterate the obvious -- that ,Hnally everything we do or say is in some sense subjective. Rather, my purpose is to clarify and insist on that which is undoubtedly clear to many but which is often ignored or obfuscated and which should be clear to vevgeane: 1. that footage of actual events can be made to lie or distort the facts, 2. that documentaries and documentary-like material fnewsreels, etc. j are a mixture of the objective and the subjective fof fact and Hction, if you likej,' 3. that those films that pretend to pure objectivity are highly suspectg and 4. that every ,Elm is the result of many subjective choices, as: what to shoot and what to omit, how to shoot lframing angle, lighting, etc.j and the fact of editing fomitting certain shots, justaposing shots or sounds unconnected in reality, etc. j These observations are hardly new,' they take on their proper significance, however, when considering the fact that a large proportion of the population of this country recieves a large percentage of its information from television, which presents documentaries and documentary-type material with the a priori assumption that because it is documentary -- even simply because it is film -- that it is presenting reality and therefore the unquestionable objective truth about a subject. Furthermore, not only do documentaries give us information that shapes our attitudes on many crucial issues, the manner in which the information is presented influences our attitudes toward the various problems and, by extension, the way we as a society deal with these problems of vital local, national, international and even global concern-- like the nuclear arms race, pollution, overpopulation, racism, Vietnam, demonstrations and protests and cultural trends such as the youth movement. To take only one example, note televisionis changing st-titude toward the Vietnam war over the past ten years, from general approval of ILS. actions to at least a questioning stance, if not outright disapproval. This came a-botu not so much -through the differences in the actual footage shown-- much of it in fact would be interchangeable-- but through the editorial comment that accompanied the footage and from allowing dissenting opinions to be heard. The facts-- or the footage-- have not radically changed over the years, simply the opinion about the facts. Or, let there be no mistake that television is a free and open medium, for documentaries or anything else. The three networks will almost never air Elms not produced under their own auspices and completely supervised by their own staffs. Furthermore, since commercial television is completely dependent for its existence on advertising revenue, it is apt' to refrain from making strong statements about anything for fear of offending advertisers or viewers and thereby adversly affecting revenues. And because commercial television represents large investments -o f capital and great influence -in government circles lthis is finally the only way to get-- and keep-- a television licensej, it is inevitable that networks and stations are controlled by members of the establishment. This includes the very wealthy, the influencial in national economic and political affairs-- and, by extension, in an indirect but real way, the government. Therefore, almost by dehnition, those in control of television are in favor of keeping the status quo, for obvious reasons as well as for more subtle ones like self-censorship. This clearly makes it dzfhcult for minority or dissident voices to e heard on this medium and makes television's objectivity highly suspect. Educational television does provide a certain alternative to commercial TIC but it has remained rather limited because even its funds come in good part from the government and from large foundations that finally- have the same desire for the status quo as do the commercial networks. .- 1 w if -1 as Q N, g Wm W' Photographs by Debby 'Vendetti 2 fl The importance of documentary Elm, then, should not be underestimated. In addition to the effectsdiscussed above, it has also influenced our perception of the world, our awareness of other peoples and cultures and our knowledge of social injustice. It continues to remind usiof certain essential facts of life which contemporary society would in many ways have denied us: the concrete reality of the physical world and the existence of people as individual, human, living beings. buh UL AMARAL PA UL ALVES PA ALIX LD RONA ADAMS NNA DO GARET ABBRUZZI AR I M DRESEN - AN ERIC ANDERSON BARA R BA ANDERSON LBERT A AMARO RNANDO FE AMARAL ERESA TH JOSEPH ARR U-DARE ANUSZCZYK AN J RAUJO ICO A ER AM OMITRIO ANTONOPOULOUS CLAUDIA' ANGELO -1 'E DO RA Azev DEB N Gfus LLEA IU , MICHE USTO UG A SUSAN'A' umN A RONALD ANN-ASHLEY HS, AMESABEA RON- A :B V 1E RG EO ' G BAPTISTA LBERT ' G I OVIN LD WARD BA ED NKS BA IA' PARTIC if.. .Q -1 r 1 'aj - '-a-ff ,. . . 1 . ,. 1 1, D cr 4 2, rr 3LU M LU F- I' LLI O 4 Z I LU m JOHN BEIRNE LLI BE ELAINE BEONARZ MALWINA CHARLES BELCH ER MURIEL BERUBE JACOUELINE BERTRAND JANET BERNIER CLAUDIA BERNIER HE EC LETTE BERN U PA RAYMOND BOUCHER 'MARIETTA BOOTH MARK BLANK JOSEPH BISZKO SHEILA BESHARA JOHN BRAZEAU STELLA BRAMORSKI CARL BOWLEN RICHARD BOUTIN KARYN BOUTIN I A k CKLEY BU HEN EP ST NORMAN BRYDEN N OW RTISS BR CU BR ITTIAN RA BA R BA E ER NALD BRI RO JOAN CAMARA NANCY CAINE ROY CAHILL DONNA CABRAL DONNA BUTLER DIANE CARTER CARR AR LES CH CHAEL RMI CA DENNIS R LAW CA FREY F JE NCAMPBELL LA ' A EPH cEsAm NQu .IOS ICHARD cEMsAus'rY R DvEf'rE CA R SCA O MARGAR ET CASTRO EY CLAIRE CARN DS I NANCYCHIL CHERN N LL A e :TCH ,QM EETHAM CH H ET ELIZA S, . 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ANDRADE: CATHERINE ANDRADE: FERMIN ANDRADE: MARY'ANDRADE: DAVID ANTHONY: JOHN ARRINGTON: JANE ARRUDA: JOANN ARRUDA: ANTOINE ATAYA: PHILLIP AUCELLA: PATRICIA AVELLAR: ROBERT BABON: VICTOR BACIGALUPO: ALLAN BACON: LINDI' BAILEY: WALTER BAIRD: DAVID BANVILLE: GLORIA BASKIN: SUSAN BAY: CHRISTINE BERCHEN: FREDERICK- BERNAT: KENNETH BERRYMAN: JOAN BERUBE: JACOUELINE BESSETTE: JOHN BESSETTE: GLORIA BIGOS: JOSEPH BISSARO: DENNIS BITZER: ROBERT BLACKBURN: DANIEL BLAIR: ERNEST BLAIS: JAMES BOARDMAN: DEBORAH BODINGTON: NORMAN BORSARI: JOAO BOTHELO: MARY BOTHELO: ROBERT BOUCHARD: KEITH BOURDON: ROBERT BOWCOCK: WILLIAM BOWERS: TADUESZ BRAMORSKI: KENNETH BRANCO: ROBERT BREAULT: DENNIS BRIAND: JOHN BRODRICK: ERROL 'BROOKSZ SUSAN BROUGHTON: MARIE BROWN: STEPHEN BROWN: DIANNE BRULE: KENNETH BRUM: ROGER BRYNE: ROBERT BUCCADDUSCO: DWAYNE BUCKO:JOHN BURKE: KARL BUTLER: JAMES CABRAL: KENNETH CABRAL: PAUL CABRAL: JOHN CALLAGHAN: SUSAN CANTER: OSCAR CAOUETTE: FRAND CARCHEDI: PHYLLIS CARSOZA: PHILIP CARON: CHARLES CARR: SHIRLEY CARREIRO: WAYNE CARREL: THOMAS CASEY: ALVARO CASTANHEIRA: RICHARD CECIL: JEFFREY CHACE: RACHELLE CHACE: FREDERICK CHLEBECK: ELLEN CHURCH: DOMENIC CIMINO: SUZANNE COLLARD: ALBERT COMEAU: MARGARET COMEAU: MARGARET CONDON: BARBARA CONNELL: CHARLES COOPER: STEPHEN CORREA: EDWARD CORREIA: SERAFIM CORREIA: FRANK COSTA: GERALD COSTA: ROBERT COUNIHAN: CLEMENT COURCY: BRIAN COUSINEAU: ANN CRAY: DAVID CRITCHLEY: JOHN CROW: DAVID CULLEN: CHARLES DALY: CHARLES DANIELS: HELEN DAVIS::ALFONS DEGENHARDT: KENNETH DESILVA: JAMES DOHERTY: MAUREEN DONOHUE: PATRICK DONOVAN: ANDREW DONOVAN: JOHN DOOLAN: GERALD DORE: ROLAND DRAPEAU: MICHAEL DRISCOLL: GARY DUBE: HENRY DUMAS: PAULINE DUMONT: DENISE DUNN: CAROL DUPREE: AINSLEE EDWARDS: ALFRED EKLUND: ANTHONY EL HILLOW: JOHN ELIAS: DANIEL FARLEY: EVELYN FARRAR: GARY .FAXON: ANN F-ENNESSEY: NORBERTO FERREIRA: THOMAS FLANAGAN: DAVID FLETCHER: EARLE FLYNN: JAMES .FORD: CHERYL FORGAN: PATRICIA FOWLE: LEONARD FREEMAN: NATALIE' FREITAS: MICHAELIGAGNON: ANN MARIE GAMACHE: PETER GAMACHE: ROBERT GAMACHE: RONALD GAMACHE: MUKESH GANDHI: JOHN GARDELLAA: ANNE MARIE GERMANO: JOHN GOBELL: ROBERTA GODBER: GEORGIA GOLTSOS: ANDRE GOMES: AUGUSTINE GONSALVES: RUTH GOSSELIN: RAYMOND GREEN: 'JACOUELINE GRENIER: SUSAN GUY: SOLOMON HADDAD: GERALD HAHN: DARRELL HAMER: ROGER HAND: ROBERT HARP: ROBERT HARPHAM: MARGARET HARRINGTON: KEVIN HASTINGS:JOHN HEARN: RONALD HEBERT: JOAN HEMINGWAY: DOANLD HINMAN: SHERRY HODSON: MARY HOFFMAN: RONALIE HOLT: STEVEN HUTCHINGS: GEORGE' HUTCHINSON: SYLVIA IBBOTSON: EDWIN JAMES: TIMOTHY JARVIS: WILLIAM JENKO: JACQUELINE JOAQUIN: RAYMOND JODOIN: ANDREW JOHNSON: PETER JOHNSON: SUSAN JOHNSON: WARREN JOHNSON: CHARLES JOYCE: ROSALINE KADAMDATUPARAMO: JOYCE KHOURY: GARY KIELTYKA: EDWARD KING: HARRY KING: GERALD KIRK: CHRISTINE KOROSKI: CATHERINE KRAMER: KENT KREUTLER: JOHN KUNAN: GARY LACHANCE: ANDRE LACOMBE: DANIEL LAMBERT: WILLIAM LANGFIELD: MARIE LARRIVEE: NOLAN LAUGHLIN: JAMES LAWLESS: SAMUEL LAY: DONALD LEFEVRE: JOHN LEITE: THOMAS LEPISTO: UMASS Dartmouth 3 2922 00509 342 9