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Page 25 text:
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in many of the policy making d power increase the n, OV gs oF OS'S Soe Sg) SEj5t6 00 si So = SO Ee = sc ocg pe ofS es on £ 90 OSs EO° Ss (See oO Le} aS vo. Oo = oOo Vv ee eS, eee ate = Bie7, ee aes aD) om OL ES £2} piven run) $358 aV g Se SS nos fp Ges OF € aa ie 9 ere = 2 ge gles eS ay Heo Oe afsSa5 O28 5025 ae. O-O-0—6.4 8 Perhaps one of the most lud OF!) icrous expressions year was that antiactivism acti- is past th activism would have been outvoted at their own meeting, by ae the “leftist Commun Dn ot v Se OGD. Fan ou A ( 5 oe t= tee B25 ar yim = a 8 Q2us§g Belo O58 tas | oN) “4 SS sa 0 ohm Pepe ooo Bey hep smey= oO 38 hea oo 8 e os 23° 5 £0 oy i ists”’. le f coeduca- ing at the s f , ure to say th Next year I would vent D most important issue will be the issue o -male As more and more all tion at Wabash | Sse te : i ae Sn, nS oF log FESR GS} Be vO Es = | go= 5-8 oe. a28 — oe ae ge nes Sa nas 3 OB 2 Pe OSs ov Sp n vo = 4 S See aus Sy n ® VY CRAWE the students of the | left have shown through their past progress th they are fully prepared to tackle what w ORDS- male school in , INDIANA coming to an all ainly Cert VILLE at q une ill ir toughest battle to date—coedu- doubtedly cation be the 1 i 0) a ’ Greene on Prest
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Page 24 text:
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Bae lear tis SSG Bor the Wabash student whose political convoc- TRA tions lie somewhere left of center, the academic A year, 1969-1970 proved to be one of the most excit- Oise tng i, quite a while. If the radical student at Wa- ‘bash was bored or. inactive, it certainly was not due toa dearth of i issues. The issues concerning radical an students, ranged from. the appropriation (or malap- a . propra ition) of funds for the. Athletic department to, coeducation, with varying degrees of success. er many. of. these issues is an indication of the ns. made by the ‘ ‘vocal leftist minority”. olleges. across the | mation, ‘was the Indochinese War. Over the past four years, ‘the war’’ has prov- ded ills students with a political context from: 1; ‘eb ary our | aptnidtration Hiaved aside two ays. for the whole Wabash ppeaininty to discuss ‘By far’ the most. ielebesstul tradical” movement of days. and was the result of Nixon’s decision to in- ‘vade Cambodia, and. the killing of four Kent State students. During the Strike an Alternate Univer- “sity was set up, and alternate courses were offered. These | courses generally dealt with some of the Panne aH j pressing problems of the day, and how we as col- ra Loan } i lege: students should best ameliorate some of our ee pen : ie society’ S$ social inequities. ae The faculty stopped short of seals endorsing the 7 4. | Strike, and instead voted to help implement it. eA a Seni aa action illuminates the intellectual haitus Feet between faculty members and radical students. | Whereas the faculty member’s primary concern is ee the continuance of: ihe university’s academic pro- ‘The fact: that the college has even begun to con- » he: major issue. at’ Wabash, and indeed at most , ‘the ‘year was, the Student Strike. It lasted for four cesses, irrespective of the political situation exter- nal to the confines of academia; the radical Student’s primary concern is an overriding com- mittment to social justice. These students feel that the university can not remain impervious to the realities of the world. The faculty member argues that the politicization of the university opens the door for the abridge- ment of all academic'freedoms. The radical student argues, rightly, that the conception of the univer- sity as free from politicization is illusionary, at best. They argue that as long as most large univer- sities accept large federal grants, then they are al- ready experiencing an abridgement of their academic freedom. Their freedom to use the money as they feel to is abridged because the grant generally carries with it some sort of stipulation as to how the money is to be used. The same is true for a private college like Wabash, except that in this case it is the private not the public sector that sets the limitations upon the college’s academic freedom. The radical student asks further, what good is my academic freedom if I am not free to relate my skills, presumably acquired as a result of that aca- demic freedom, to the world that lies beyond the confines of academia. The students at Wabash apparently felt that the question of an abridgement of the ‘‘academic’”’ free- doms was a moot one, especially when they recog- nized what was going on outside of Wabash. They | saw that what was happening outside was poten- ‘tially. more serious than th e loss academic free- doms; they recognized that the politicization of the university was inevitable if they were to curtail the abridgement of their civil liberties. They realized that because of the university’s abrogation of its sociopolitical responsibilities in the past they are now forced to acquire a relatively high degree of politicization. If the universities had always kept a relatively moderate sociopolitical awareness rather than aloofness, then they would not have to pay - such a high price to insure their present and future freedoms. This sort of recognition played a large part in the student body’s decision to endorse the “Bobby Seale Resolution”. This resolution de- manded that the Nixon administration do every- thing in its power to guarantee the constitutional liberties of Bobby Seale. On the more parochial issues, students saw their
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