Wabash College - Wabash Yearbook (Crawfordsville, IN)

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lof ant aie Ss eating is a Rc nghingt fe aa state's so man can live with other Ww 0,1 in order to maintain their. peace of mind, have if. they transferred. There are those who came here -.. without regard to the values and accomplishments poe that : are within him. That’ S without fearing for their, lives. There are those - to be around girls. I think they should be better off for an. education, and can be perfectly content to exist in all male environment for four years in or- der to obtain an education. I don’t think Harvard, Yale, Princeton, Da rtmouth and Wabash have produced a disproportionate amount of perverts in their long, all male history. It 1s, basically, a matter of proprieties. I really don’t think that many valid arguments besides the “‘they’re doing it so why don’t we’’ position, have been advanced to warrant Wabash’s transformation. It seems somewhat paradoxical. that we are willing to plan for co- education when the President says we cannot af- ford to even keep the gym open on weekends and cat night. I think we should maximize the quality of campus life for Wabash men before we take the irrevocable plunge into the morass of co-education. Q. Since: you were talking about quality of life, | ‘what effects do you see the changing American | society is having on the campus? | A. Traditionally, the function of one’s parents is to transmit to the child the positive values of a society and culture. If we look at the affluent middle class parent of today, we see a vast normlessness. In- | stead of the child being taught identity and values through parental authority, we often find that itis | the reverse—the parents fearing the child’s disap- | proval. The child is loved and often bought. A victim of a moral and cultural vacuum. il School and college serve youths no better, merely - being an extension of the parent’s tolerance and enlightenment. The enlightened faculty member i ‘says no to.society without replacing the deletion. | He is against “‘nationalism, and “repressive” mo- rality. He becomes wrapped in the rhetoric of ‘change which often becomes an end unto itself of the past. Thus the school becomes a transmitter of the negative—the modern student grows up in -a vast vacuity. Q. Are you saying that the Wabash student is “‘de- praved on the account that he’s deprived’’? A. No, I'm not. The Wabash student is more or less conservative. What I am getting at is the point that there are tremendous pressures from the out- side to make Wabash conform, both the institu- tional, as we have seen with the co-education controversey and the student. With the Wabash