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Page 31 text:
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At the end of four undergraduate years, the urge to evaluate, to take stock of what, exactly, has happened, is strong. For those of us who spent the years 1970-1974 in college, the question of what it all adds up to is important, not only because there were so many newly legitimated alternatives—dropping out, going to work, becoming political — but also because of expectations we brought with us as freshmen. College, or, more specifically, Tufts itself, was for many a bright new challenge, a new environ¬ ment which promised change, enlightenment, opportunities, and status. For many, the decision to go to college was not a conscious one. Rather it was a course of action expected by parents, educators, and peers. What emerges from conversations with fellow seniors is a lack of consensus over the purpose of an undergraduate education. Few of us talk about the general worth of a liberal education in the traditional sense; that it makes one a more rounded, sensitive, cultured individual. The concern seems to be instead with the experience of college as a totality. There is a feeling that such things as meeting new people, living in coed dorms, and going into Boston are just as important and valid as scholarly pursuits, in terms of learning opportunities Tufts has to offer. A marked resurgence of interest in the arts and in athletics parallels this trend. Some seniors comment that Tufts has allowed them to lead the life styles they are most comfortable with. On the other hand, a criticism develops to the effect that students today spend their time drifting instead of developing. For some, this is borne out in a lack of an intellectual atmosphere. For others, it means a loss of a sense of community. Tufts may well be an ivory tower, but there seems to be no agreement on whether college as a haven is desirable.
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Page 30 text:
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