Western Washington University - Klipsun Yearbook (Bellingham, WA)

Text from Pages 1 - 166 of the 1969 volume:

western washington state college ,6'Ez..4,M 6- Hffwvw UUF19 f',fA!G 7411.2 Your copy of the 1969 Klipsun is not the We came! We saw! We conquered! type of Yearbook, rather it is anlattempt to personal- ize your year at We-stern. The per- son and not the school is the focus of thisiyear's annual. The tradition that has in the past produced great yearbooks at West- ern, has been on vacation the last few years. You'll find that it re- turned this year. The Klipsun of 1969 will be your memoirs of yearg the year students came of age. In ten years I hope that you can find some beautiful vibrations between these covers. , ,L . 5: an 2 I i 3 5 5 I 1 i 3 h 1 A1 'fa fx fx V x -La ff A K Aki '?'Z'f'N 'Wax 'wma' 'I W' fi I I l 1 I 1 'H - ' . ' Q r! f A ! L '--I' 'N Y V ' ' ' I f,,fwz, f H J 'M W jp M , 1 .ft .W V ' -qui? 5? C M 1 i,k1HU'a 'T I -xxx .Y W , 3 V , I Am, I 'Q v , V4 ', 'Q ,Q y ' 5 V I I V I V , few . ,V K M M V Y WWA V W H YW Y 6 . W Wm Q1 ki W. q W , W 5 my, X. 0 . ,, '4i3?.g, . f ,Q jm-' 1,-JY.. 1 W fn ' 'BM X1 1 M 1 xwgwy W ' 'W e 1 M' gym: H ,A ,,, fgggqwk, -'EW Q3 , Wag, .N , 5- 1' 2553? 'WE' 1 3 ifiV ,I , L' ?'fI'1' , , 1 , ,Q 215 F? 1 ,FQ Q, dim, , J ,J ,Wg v QE? ,,, N 'A .T 5' WE? fig: ,,,,, 3 ,X mf if ww 5 W . W EW . W M k' 3: 4, it g if Q , . W W 'ii ww' ' ga Jw k Huw IEE? N1 ' 11 f Lf H E x 1 'W is Q wi 'MWA SWL! Wu Jn I WH H 3 WU . , 5 , POSITION OF HONOR I T969 KLIPSUN APPLICA NAME . . . C. W. McDonald I . . . DeanofMen, DATE OF BIRTH . . . March19 SE . 1 EDUCATION . . . B.A, EXPERIENCE . . . high -1945 basketball coach 955 DISTI G I HARACTERISTICS I I t 'ng height 1 t students' ideas and problems I t t d g ' th's respectl DEAN IVIC DONALD This year's Klipsun annual is dedicated to one of the most outstanding men on campus-Dean McDonald. Dean Mac first came to Western in September of l946. At that time the college was small enough so that he was hired as both basketball coach and Dean of Men. As the col- lege grew, he became the full-time Dean. His long service, however, is not the reason we have decided to dedicate the annual to him. The reason is simply that we want to show appreciation to the person we think to be the best Dean of Men around.. It is easy in an institution that is rapidly expanding, to forget the individual. Impersonality and mass shuffling are ruts easily fallen into by administrators. It is seldom that students get a Dean of Men interested enough in stu- dents to learn their names, hail them in the halls, and be truly interested in them and their ideas. Western is lucky in this respect-we have Dean Mac. Red tape is also a danger in an expanding institution. Sadly, too many administrators forget that rules and reg- ulations were made to help individuals and not to hinder them. Dean McDonald realizes this, and if you have a problem, Dean Mac can always be counted on to go all out for you. Dean McDonald will do anything to help students and organizations. Some of the things he has done include a wrestling match with Dean Taylor and riding a tricycle across the stage during the New Dawn concert last year. He is a dedicated administrator, a ham, and a fine per- son. Therefore we of the Klipsun are dedicating this vol- ume to Dean Mac in recognition of his many years of as- sistance and devotion to the students of W.W.S.C. K A STANDOUT IN ANY CROWD resid nt Flora Editor's note: The following is an interview be- tween President Flora and Dan Windisch, assist- ant editor of the Klipsun. Increasing student in- volvement, PhD programs, Huxley College, and student apathy are covered in this taped inter- VICW. Dan: This year has shown a tremendous energy on the part of students for a role in determining college policies pertaining to themselves. What are your opinions on the new desire to share in the decision making? President Flora: Western' Washington State Col- lege should be regarded as a community. Now it is a community of scholars, but it is a community. Now, this community involves various segments. There are some very large segments that we are all quick to realize. There are the faculty, there are the students, there are the administrators, and there are what I refer to as the staff employees. Now, most people don't understand the term staff employees. That involves the secretaries, ground keepers, technicians employed in the sci- ences, etc. Nearly 400 of these people who are members of this community. I think what we should try to do in this college is to develop a single college government. One gov- ernment-we can call it a senate or we can call it whatever we wish. But whatever we call it, it should involve the word college or community to give the idea that it is a government that relates to all segments of the college. If you are going to have such a government, it is clear that the various ele- ments contained within the college must be repre- sented. And I feel very strongly that faculty in significant numbers, students in significant num- bers, administrators and staff employees must be related to this government such that it can func- tion as an institutional government. We have developed a functioning committee . . . itis called the ad hoc committee on college govern- ment. It has, I think, three students as full-voting members, it has three faculty as full-voting mem- bers, and two administrators as full-voting mem- bers. It has a chairman who is from the faculty. It has two ex-officio, non-voting members from the old Broad Committee which you may recall was working on the matter of government-govern- ment and administrative reorganization of the college. And it will now have an observer from the staff employees council. Alright, we might regard and I hope we regard this most important com- mittee which in my opinion does not report to the faculty council and does not report to the Associat- ed Student Body Legislature but regard this new committee as a Constitutional Convention. Where it is now going to sit down and draft for Western a new constitution which will bring into being a new government which I hope very much will be able to represent this entire community. Thus, if we have a particular problem, speaking of it selfishly from my own viewpoint, if we have a problem which should properly involve students, faculty, staff and whatnot. Instead of being forced to go to a variety of different governing agencies within the institution, we can go to one. We can feel then that it has been given the college-wide scrutiny that it requires and that Western has spoken. I am talking about the government-of the offi- cial governmental structure. Perhaps it is called a senate, as I said earlier. I feel that students should be represented on that senate in significant num- bers because clearly their viewpoint is a powerful one-it's an important one. Dan: What do you consider significant numbers of students on this academic senate? President Flora: I'm not going to say. I think that's the task of the committee. My first concern was that the students be adequately represented on the committee that are working with this problem and I think they are adequately represented there. In fact I would hope that no students feel that they are not. Right now I look to this committee to come 'up with figures and approaches and ways. I am also aware that students are in a great hurry and that one aspect of the generation gap that is commonly mentioned is that the older folk who are typically administrators and faculty tend to be much less in a hurry. It seems that things are backwards sometimes. The young people who have much longer to live you would assume could go slower-the older people should be in a great hurry because they have less time. But neverthe- less the students want things done very quickly. And thus we see for example a press right now, a very strong press on the part of the students, to have full membership in significant numbers on our academic council which is a curriculum agency for the college, to have voting members, full par- ticipatory membcrs on the tenure and promotions committee and on and on and on. I happen to believe that we ought to take a look at the full spectrum of Western Washington State College and ask ourselves the question 'Gln what way can we best solve our problem? By utilizing students, faculty, administrators, staff employees-whatever themembers of this community-that's what I am hopeful that this ad hoc committee on college gov- ernment is going to do. That rather then the piece- meal approach and then in terms of this govern- mental structure say to ourselves, Wherein should students be involved completely 100026 of the membership, wherein should they not be in- volved at all? I think there are functions in this institution that you could argue a good case, and students would agree that they really don't have any reason to be involved. And other situations, I think, where faculty have no reason to be in- volved. And similarly with administrators, etc. I would hope that we would take a look at all the varied functions of this college and ask ourselves the prime question, What is it, that committee is charged to do? What is it's function?,, And since the college exists to utilize reason, logic, persuasion and these various arts in search of truth to solve its problems, let us ask wherein the greatest proba- bility of finding people appropriate to that task may be found. They happen to be students- Great! we use them. I would hope that this would be the institutional viewpoint but I would hope that the students are not so incensed with involve- ment that they want to be involved just for involve- mentis sake. I would rather hope that they would seek to be involved in order to make this a better place. Dan: What are some of the things that you don't think students should be involved in? President Flora: I don't personally feel that stu- dents should be involved on the tenure promotion committee. I think student opinion is terribly im- portant in the tenure promotion process and I think that their views must be fed into the mech- anism but the business of actually sitting down now and saying 'fare we going to promote this guy or not promote this guy? , I don't think that decision ought to be made by students nor do I think stu- dents ought actually to participate in making of that decision. I think that the assessment of a person for -tenure, the assessment of a person for promotion is an enormously careful, very careful study by well seasoned academics who are able to look at all the various kinds of evidence and among those evidences should be the student as- pect and assess the role of these and finally con- clude whether an individual should be promoted. I personally feel that that should not involve stu- dents at the decision level, but at the informa- tional level indeed I think students should be in- volved. I feel similarly with regard to the Aca- demic Council but it looks as if I might lose that one. Don't tell anybody-this is a classified tape I presume. Dan: What do you think will be the next area of expansion at Western? President Flora: I think in the area of environ- mental sciences, as you perhaps know, we have this concept referred to as Huxley College after the great T. H. Huxley. It's a tentative name in- cidentally. We recognize that Western is in a location unique. I am hard put to think of any other college in this land which has a location so well suited to offering studies in the study of the environment. Looking at the problems of pollu- tion, looking at the problems of contamination of the environment, looking at the problems of urban sprawl, etc. I think that we are here uniquely qualified by reason of our environment to put on a program in environmental sciences that will not only bring us great credit over this land, but ren- der great service to this land. And I would point out that this idea is apparently captivating enough that we have now had, I believe, 341 applicants for the deanship of Huxley College. If what I'm saying is true, that we do have the environment, that we do have the interest-we do have the capability to offer something significant in the area of environmental sciences. It strikes me as incongruous to think we are going to do this starting with the freshman level and we're go- ing to whopp it off at the Masters level. Because the kind of capability Ifm talking about justifies an extension far beyond to the doctoral level and the post-doctoral level. I think there we could argue a strong case. Dan :A Is there any other area that you think should be covered in this interview? President Flora: I think that there are hundreds of them. Our greatest problem is somehow effec- tively eommunicating with all those who ought to be communicated with. And I suppose there is a greater number of people today that feel they ought bc communicated with than ever before in the history of this college and in fact throughout academia the same problem is true. I simply can- not communicatc with everybody as I should. I would urge, incidentally, students to take more advantage of the free hours we have in this of- fice. Itis a bit discouraging that so few come in Tuesday at eight and you may say 'cwhy do you set Tuesday morning at eight? I set it at Tuesday morning at eight because that's when I can afford to spend some time. Also twelve Thursday noon. And the numbers of students who actually come in and talk about the things, they are not many, and if they're really concerned to be informed this is a marvelous opportunity I think. I am not a bear-I am not going to eat 'em up. I am very pleased when students come in. I try however to answer every question they ask. Similarly the op- portunities to get around and talk to groups. I'm sorry I don't have more opportunity to do this, but I know that our administrators are always eager and ready to appear before groups and talk of various concerns and answer questions. I think the students should avail themselves to more of this rather than sitting back protesting that they donit know what's going on, because I think the avenues in this college are wide span for students to know what's going on if they want to seek the initiative. For example, talking about having membership on the Board of Trustees. How many times have you, sir, attended a Board of Trustee's meeting. Tell me. Dan: Zero. President Flora: Never have. Why? Do you think students ought to be involved in the Board of Trustees? Dan: I think that the student that is interested C interrupted Q President Flora: Do you think they should be? President Flora Baps: Dan: Yes I do! President Flora: Why don't you go to a board meeting once in a while. They are public meetings. Dan: Because Cinterruptedj President Flora: 9021 of the board meetings there is never a student there. Occasionally someone from the Western Front appears to write a news article. But in terms of just general information very few students attend. That doesn't strike me as being terribly interested in what goes on there. Dan: But don't you think that there should be representation of what the students, idea is on the board? As a member or do you think finter- ruptedl. President: I think that the student viewpoint needs to be made available to the board better than we are now doing it. But I do not believe that stu- dents ought serve as voting members on the Board of Trustees. Nor do I feel that faculty should. Nor do I feel that administrators should. This is, stu- dents from this college, faculty from this college, administrators from this college. I think that thereis some real problems on this that haven't been thought through. Dan: Like the conflict of interest? President Flora: Well that is one of them. But I don't know whether thatls the problem. Let me cite for example that full-voting member student on the board of trustees. You have an Associated Student Legislature. That is supposed to be the spokesman of the stu- dents of Western. Now if youlre down here in a group, perhaps a minority group and you are a dissident, you are mad about something and you really want to get something changed and you've got your head on straight. How are you going to do it? People are going to go to the individual. They are going to circumvent internal operations of the col- lege. And I think there are some real problems in that. I think conflict in interest is one kind of thing, but I think this kind of concern is another. And I have a feeling that this really hasnat been thought through greatly and carefully. And another problem there is, of course, is that talking of limiting as you must with students. He would not serve the post six years as the other members do. And I would observe that it takes a long time-a whole year before he is sufficiently familiar with the complex problems that come there so that he can really respond. PRESIDENT BOURA A SPEARS: .qila f1sibu51l is Jaui 3of1 asw 98' 569 was not just a freudian slip. baqqo3a a3r1obu3a Jsdi 1sov 3113 asw QGQI l969 was the year that students stopped playing games with adminis- 3ilods odT .n1932oW 3s v3Iuosl bus 21031313 trators and faculty at Wlestern. The abolition of game-playing came af- .31oii3 lo ZTBSY 5o1fl3 mods 133 ter about three years of effort. -131 baqsoaa HTSIZSW ,ZTSSY o91rI3 oaorh nl In those three years, Wlestern escaped rapidly from most confines of in rlloo 9d3 gnidiwaob H1193 is z',ai3r191sq oool loco parentisf' a term describing the collegeis action as a surrogate par- .1od3om gnidahuon 1o mo ent or nourishing mother. :Isws Is1or1og fs asw 519ri3 ,5mi3 aid3 gr1i1uCI During this time, there was a general awakening-at Western, as at other d3 gnilool 'z3f1obu3a orl3 logzoauqmso .Z.U U.S. campuseswof the students' feeling that the university was their in- guorh aid3 lo noiznsnxo lsoigol A .i1oi3u3i3a stitution. A logical extension of this thought is that if students can ac- 1ol znoiaiosb grlislsm ni 93sqioi31sq vllsm tually participate in making decisions for and in the name of the insti- : as bozu od uso v3i219vif1u 9d3 nod3 ,noi3u3 tution, then the university can be used as a platform from which students 4i3u3i3ar1i 15d3o ni m1olo1 dailqmoaos uso can accomplish reform in other institutions: educational, political, so- .o33 ,v1s11ilqio2ib ,Isis cial, disciplinary, etc. duob oI33il zsw o13rl3 ,88QI lo Ilsl 9ri3 vii By the fall of 1968, there was little doubt on campus that students were 01110291 oldslisvs gnisilim bus gniisool locating and utilizing available resources to gain and possibly usurp .boinab Snow v9d3 JI-al vod3 doidw 19woq power which they felt they were denied. long, Nqtp sqnnuiatistoia sruq rscrqtk' lpcic M32 sr wsqzeq ciioit pk 1595 M92 9120 sr AGSL in Mpicp atnqeut ujcsqctan agobbcq blskiui unucjc biowotiou' cntucn nw sn co Q30 sr UJIUIZLLSUAG bisrcticca' . . I 9 ll 9 . . . . in Ntpicp tpcl. conlq ingncuce piLiU3 sruq mini or biotceaoral Lennie suq Wore Lqcztsrut to cqncstiou More sttcwbta pk atnqcuta to Esriu bozitiouz csulbnz' tot ppcispscq qtiulqui Lcgnjstiouz suq ckcumsl pdnor onqcta ou pk jrdnoi' 20 ztnqcuta atobbcq piqiug Lpia t-set suq obculk psriisiucq ieicucca suq otpct Estpc-:Ling blsccz rot atnqcuta MQLQ sqmska Uicnomcq EAQLAOUG Icucm LOL A6912 tpst psuq tubes Ln3pk Eswca' Iesrqcrapib cou- Vu cxswbyc M32 one or ppc psaic iutcieatz or wslc concic atnqcutaz pdnot' An example was one of the basic interests of male college students: liquor. Everyone knew for years that band trips, rugby games, leadership con- ferences and other gathering places for students were always mellowed by liquor. So students stopped hiding this fact and openly bargained for liberalized drinking regulations and eventual liquor outlets on campus. More relevant to education were attempts by students to gain positions in which they could influence hiring and firing of professors, tenure and promotion, curriculum and college administrative practices. 1969 was also a year in which student uleadersn stopped playing Uncle Tomn with administrators and faculty. There was a marked effort by all students concerned to honestly present their cases to outside groups without frills and without acting as lackeys for those in administrative positions. It was also the first year in which a wide spectrum of activity was noted in groups outside the student government. Groups from very conserva- tive to radical presented programs, lobbied for and against the college at the state legislature, demanded recognition and rights and gained thousands of signatures on petitions. There was also a healthy rejection of apathy by small groups of people who wanted to form service, academic, political, recreational or other clubs. They came out of their shells in reaction to centralization of money and programming in student government and in response to the offer of financial subsidization by student government. After a hectic year of extreme centralization and an unexpected surge of club activity, the Activities Commission, under Mike Botkin, became more workable and more people planned, participated in and promoted events. The woman on Westernis campus also bloomed in 1969. Many relevant and important official and unofficial jobs and offices were filled by women. The Dean of Women resigned and many women students ques- tioned if the position should continue. The clubs specifically for men and women were de-emphasized as such, although the women continued to have many more activities especially relevant to them, than did the men. The Student Academic Advisory Board made its mark in 1969 as the board of qualified, imaginative and knowledgeable students who could research, plan and execute curricular and generally academic reform. s E Their highlight of the year was obtaining voting student positions on the adj no znoiiiaoq 1 powerful Academic Council. i 1969 was definitely the year of the liberal and radical and less so for roi oz zeal bns I the moderate. Conservative ideas were not vogue, particularly because azusood vlisluoil a liberal slate of officers was elected starting with the executive offices aaoillo SVTIIJOSXS in Spring '68 and continuing each quarter with legislature elections. .anoiioala 311111 The Free University became the center and experimental location for 'iol noiisool Ismf educational reform. Starting as an outgrowth of the executive campaign ngisqmso 1'-Jviwo: in summer, 1968, it had more than 500 students by spring, ,69 and had bsrl bus QB' ,gui a full-time co-ordinator. Students hired for their co-ordinator a professor 'ioaaoloiq s ioisrtl who had been both chosen teacher of the year by students and not re- -91 Jon bns amal hired by Western in Spring '68. The Free University also became a meeting ground for interested citi- -iiio boiafnami it zens from Bellingham, the county, the college and local institutions. .anoiiuiiiani Isoo. Through people-to-people forums which started in winter, 1969, the srl! ,QBQI ,iamiv Free U. introduced many people to educational reform and ways for a s iol zvsw bus n real community of people to solve problems. Probably the most significant thing about 1969 was the rejection by stu- -me vd noiioaiar 1 dents of the bandaid effect of reforms. In other words, this meant that Jsrli Jnsom aid! , I9 moiirioa oi barrilarii zeal rlaum aiaw airrabmz nm aiaw varlT .rrraldorq s rio bil s qaayl io aasaaib .aaiuoz arli buJZ bms amabuJ8 lo rrsafl arli ai Jasl ni mari HA arqai bris mammavog mabma ,arsav aairlj 1071 iisriailis ni babaaaaua bsd aquoig awaaarq mab rioqU .a1rrabuJ8 io rnsaCl adi rliiw arroijslar avi! q airl vrlw rroasar arlj ariirmaiab or babiaab amab HJ bavorms Io baggud aaaiviaa amabujz lo rioijui Jiisaofl riailj Js maldoiq arlj Plasma oi asw airlj .9691 vxsurdafl m lo aiaaqas aaaliriuoa baiolqxa varli .zvsb aairli rrI isa varlT .vllsaiiiaaqa cnoiisauba fri Jisq 'amabuja ioqaai aroisnairrimbs oi bajsairrumrrroa rrarlj araw rsrabiaiioa lsimsiadua rravig aiaw arroiaularioa arlT fa rlJod lo viluasl bus amabuia lo Holla aviiaalloa .raiasrsrla Iaivijas-fron bus Jaivijas 20 students were much less inclined to confront just the symptoms of a disease or keep a lid on a problem. They were more inclined to confront the source. An item in fact is the Dean of Students and Student Services in general. For three years, student government and representatives of other stu- dent pressure groups had succeeded in ailienating and blocking effec- tive relations with the Dean of Students. Upon his resignation, the stu- dents decided to determine the reason why his position in the sub-insti- tution of students services bugged or annoyed them. One way they did this was to attack the problem at their Rosario Merge Conference in February 1969. In three days, they explored countless aspects of communication and the students, part in education, specifically. They came to conclusions which were then communicated to administrators responsible for these services. The conclusions were given substantial consideration since they were the collective effort of students and faculty of both conservative and liberal, activist and non-activist character. Gne of the most important results of the Conference was the feeling of community which wrapped everyone into a delicate cocoon for three days. They firmly rejected mass-movement answers to problems in favor of small-group action. Examples of ideas which were presented to the campus were optional curriculum for those who did not want to major in a particular subject, experimental living conditions, abolition of the lecture system for those who could not learn from it, a union of untenured faculty and students, and methods for retaining untenured professors who students especially liked. The biggest failure of student government in 1969 was the continuing schism between Bellingham and the college. Two methods were employed to solve this problem: public relations and community work, and speak- ing frankly to local clubs and organizations. The former worked better but was not an effective enough catalyst for friendship. The latter an- noyed audiences even when they expressly invited speakers to explain educational reform. Generally it was a comfortable, refreshing and invigorating year for those of an activist nature. It was a year of paranoia and reaction for those who fear activists. Unlike President Nixon, there was no one in a position of student leadership who really cared to or succeeded in bring- ing us together? DEAN HWCHMAN From 1966 to 1969 the student scene at Western has changed. While Western has usually been re- garded as a college hospitable to new ideas, the last three years have witnessed alterations in stu- dent appearance and behavior chiefly character- ized by dissatisfaction with the status quo. For some, this means a renunciation of society, for others, an active attempt to change it. At Western, most students have proceeded to study and earn a degree, but segments of the student body have drawn attention by use of drugs, demonstrations, vulgarity and sensationalism in programs and the student paper. However, the main student thrusts by which the past three years will be remembered at Western are the movement for more active par- ticipation in decision-making, concern for the dis- advantaged at home and desire for peace abroad. The student quest for relevance has added a new vigor to the campus. The faculty reaction has been mixed. Most fac- ulty are silent, a few oppose the student movement, some encourage it and increasing numbers are agreeing with it. The administration has usually been flexible in dealing with students, and in most cases has helped make changes. Since so much that is happening is new, it is not always clear if faculty practice is in the best interests of the institution, it is not always clear when the administration is practicing appeasement or cooperating to improve the college community. Only time can tell. The college itself is changing. Concepts such as account- ability for spending other people's money, office as a public trust, restraint in behavior and use of power, devotion to the college have been joined by such beliefs as use of office, money and press to promote certain interests, the college should be more relevant to society and more meaningful to individuals, and no one has to pay attention to anyone else. Where many persons believe college to be primarily a group of scholars gathered to ra- tionally seek knowledge and understanding, now, some contend that college should help people be more humane to one another and that esoteric specialization in a discipline is irrelevant. In conduct and curriculum the record of change exists. Conduct regulations stress due process and there is reluctance in the community to apply the regulations to violations. Students sit on curricu- lum and other college committees and want seats on a Senate and the Board of Trustees. Special ar- rangements have been made to accomodate mi- nority culture students here. The grading system is beginning to change. A free university has start- ed. The Associated Students, exercising their tra- , ,W g .V . . - ag 5. f . . M XXX ditional independence of action, have initiated many programs such as the Lakewood recreation facility, Educational Reform Week, Black Culture Week, scholarship drives, peace in Vietnam pan- els, students on the Academic Council, a co-op store, tenant union, teacher evaluation. Many stim- ulating entertainers and speakers have been brought to campus. Most of the students' additions have culminated during 1968-69 and they participate more fully in the cooperative venture of running a college. Other changes have been indirectly caused by stu- dents. Growth in student enrollment has induced the college to build a variety of residence halls and union facilities, with attendant new programs. The Health Services have been increased. Fairhaven College has become the first cluster college in the State. Western has decided to give emphasis to en- vironmental sciences and has sought authoriza- tion to offer a doctor's degree. The Computer Sci- ences program, with sophisticated computer equipment, is another indication of rapid develop- ment at Western. 5, . ,,.,. ,lg . . 1 The college is growing, and soon Western's tradi- tional stance of an open society without social or- ganization may find itself beleaguered by a more intense set of communication, decision-making and alienation problems. The college may need some smaller units of social organization in order for the individual to find more fulfillment and indentifi- cation. The splintering trend will probably persist as peo- ple eontinue to reject old principles of authority and seek new ones. Nevertheless, there is a great need for faculty and students to think not only of the individual and group point of view, but to con- sider the whole college and the long-range conse- quences of an act. Some necessary ingredients for a sense of community at Western are trust of oth- ers, awareness of what is going on, a willingness to participate in college affairs. Too often this field of endeavor is abandoned to others and the few appear to speak for the many. The best way to prevent an unheeding bureaucracy or faction dominating the scene is to take an active interest in college issues. Some students and faculty are unwilling to abide an executive type of administration, and urge gov- ernance by forum or by impulse. Such government is neither effective nor democratic. Government by clique and pressure is no more attractive than anarchy or dictatorship. Small factions will con- tinue to unbalance lVestern until the majority en- act their will after debate and deliberation. With a college Senate composed of students, faculty, ad- ministration, staff and an executive branch headed by the President, perhaps VVestern would enjoy an adequate internal government. Over this ar- rangement, the Board of Trustees would continue to be the necessary legal authority of Western's governance, subject to the State of VVashington. Thus the interests of all parties would be repre- sented in effective government. In comparison to other schools that are dominated by campus disruption or placidity, Western seems to be adaptable and viable. lVestern's liberal tradi- tion, the backgrounds of students and the pressures of a technological society are some reasons for this condition. Also, the size and diversity of the college assist a diffusion of interests and energies. How- ever, the main reason Western has survived any serious malady is the willingness of leaders among students, administration and faculty to discuss is- sues and reasonably reach agreements. It is hoped that in the future Western can achieve reforms where needed, maintain scholarly inquiry into subject matter, be valuable to students, and graduate men and women who will make the world a better place in which to live. wfutwwi Hello there, This subjective snot has been blown in the hope. Now I know you're all saying whose hope, what hope and where's hopew QThe three Wls of ninth grade journal- ism classj and that's ust real good. These random reflec- tions on the utilization of musketry are probable. Therefore take them with a grain of radium without squirm or squeal. It was Hermann Hesse who once commented that water is stronger than stone and love is stronger than hate and force. just the day after The journey to the East the crevice in the ancient cement staircase of Old Main made me laugh as I contemplated Mark Ruddls campus visita- tion privilege. It was rainy and windy that autumn eve- ning and no one seemed to know where Mark Rudd was but at long last he did. A sil- ver haired professor object- ing to Ruddls appearance had allegedly been given per- mission to defend all from the lying onslaught that the ringleader of the Columbia student riots would spread with his very tongue, teeth, and other tainted articula- tory organs. The Archliber- all' Ca Rudd-attached epi- thetl, our faculty chaper- one, was stoned with verbal spitwads as he punched the wrong jukebox buttons. Many considered his musical selections to be in very bad taste. The question was: how can we dance to that old crap? Perhaps it was for that very reason that he was termed an asshole by one of the bolder dissident vocal- ists as the speechwriter spoke of freedom of speech and as- sembly and all those other good things that certain smiling liberals do love to talk about. I thought I al- most felt hot tears as I saw the stunned terror in the gray pupils of the political writer that had probably fought in the war for free- dom and spent many min- utes penning letters to his congressman. One wanted to believe such a man who out of baffled be- wilderment resorted to call- ing Rudd a coward. But then Mark Rudd, all a-grin and robed in leather jacket and rough urine colored cords, spoke of how he had the taste of cop saliva upon his very knuckles. Cop saliva seemed to be extremely nar- coticg like a puppy that has just had his first taste of blood he now knew he could never stop slaughtering the neighbors' chickens. I envi- sioned Rudd in the back of the dogcatcher,s coach, his destination the gas chamber, still laughing and licking the warm blood from his paws. He waved his fists. Burr! Paul A. He had big fists. I sat quite amazed. Such an idiotic in- cident was enough to make one want to run home and commit self-psychosurgery by burying a blue nineteen cent BIC pen deep into oneis right nostril until smiles reigned. It would be an understate- ment to observe that in the minds of most students stu- dent government is a frivol- ous farce. Breaking with a cherished tradition Perky Noel and associates have not been content to suck the tra- ditional fetid lollipops pro- vided by the Administration. Perhaps this is one reason why certain college adminis- trators fume when student leaders burn their Double Bubble gum bonus cards in protest of placebo govern- ments. Imagine the nerve of the Student Legislature in refusing to dismiss Naughty Wally at the Dean of Stu- dentis request for commit- ting such a heinous crime as distributing anti-war litera- ture when the long arm of the military was busy kid- napping seventeen and eigh- teen year olds on the same public property. As James Farmer said of the blacks, Weave won the hot dog but . . . student leaders at West- ern may now say from first hand experience Qwith pride, pleasej. 'fGraffetti also ap- pears on the ex-faculty can walls. Was the Bourasaw power game played with muskets to the tune of Up Against the Wall Motherw? Perhaps. Or was it merely a mimic of the techniques traditionally used by the masters of education? Maybe turn aboutis fair play for once. In any case, itis an awfully big crack in Old Main's staircase. I wonder how it happened? Maybe tomorrow it will rain for a pleasant change. Goodbye now. r l I K 1 f H531--'fzffff -s, it 5 E ff -- ' A 150 65 3 1, 6 5,3 1, K xi Z 'L t 1: 'f , A Hal y VXZ an Q Q W l -3 4,11 .:..1g::Z! 1 .,. 0 5:1 49 . u BV' 0,32 l ui, Q Q 5 O 6 E E ,f M Q il i i E + I ut' - ar e fi ia at ii f 1 i f Gy I A 1 L KJ ' 7 J on campus, and at times Western Washington State College has tended to be like a great Rube Goldberg machine where every component is ex- pertly designed to conflict with the action of ev- ery other component. As a rather inactive cog of this ponderous mechanical masterpiece I have sat quietly rusting, but continually observing: The Radical Coalition taught-in, sat-in, demonstrated, argued, and pleaded in the pursuit of peace, social change, draft law revision, and governmental re- form . . . while A.M.S. strived to nbroadven our interests by sponsoring an ogle-in for a Hefnerian nymph whose mother was apparently frightened by a cow during the late stages of pregnancy . . . while the Silent Majority wore red-white-and-blue ribbons to prove they exist Qbut apparently do very little elsej . . . while student activists clamored for increased student participation in college admin- istration, the Activities Commission quietly con- tinued its program to decrease the students, power to govern their own campus organizations . . . while students and faculty demanded classes with greater social relevance, Western's P.E. depart- ment steadfastly maintained its belief that every college student must expand his mind with six quarter-hours of touch football and beginning bad- minton. But as an observer of the past yearis ac- tivities and events, I have seen a panoramic View of the young people of our society, and have formed some personal opinions about my genera- tion. In spite of occasional disappointment and disillusionment at seeing worthwhile efforts being continually impeded by apathy, intolerance, and extremism, I find that my viewpoint is always col- ored by a faint glow of optimism and I look toward the future with enthusiasm. Some will surely disagree, but I see the recent in- crease in political activism as an encouraging trend. The far-reaching influence of American youth was clearly demonstrated during the 1968 election, though the snows of New Hampshire have long since been melted by fresh blasts of bu- reaucratic hot air, the campaigns of Gene Mc- Carthy and Robert Kennedy kindled a flame of unquenchable optimism for countless students who are now waiting to step into the framework of American politics. Though some of the activism on campus tends to be over-reactive, uninformed, and immature, much of the newly awakened poli- tical concern represents fresh new attitudes that may lead to more effective government. Tired of the time-worn platitudes dispensed by professional politicians in response to the challenges of a rapid- ly changing world, these new voices may succeed in updating an obsolete political system. However, I tire of the endless stream of oratory from people who are unable to offer reasonable al- ternatives to the institutions they seek to destroy . . . and I am sickened by the foolish few who seek to counteract injustice and intolerance through violence and destruction of property, just as I am sickened by the use of violence as a means of poli- tical settlement in Europe and Southeast Asia. QAnd I find it disheartening that here on campus the Western Front will fill an entire page with a summary of the text of the new riot legislation while many worthwhile and constructive campus organizations and events receive little or no cov- erage.j Yet in the final analysis the political and social awakening among young people has pro- duced far more beneficial results than harmful ones, the unreasoning extremism of a misguided few is certainly no worse than the widespread apathy and ignorance that was prevalent only a few years ago. Some of our elders sweepingly condemn college students as radicals, but continued pleas for 'EMod- erationi' seem out of place in the face of a tragic- ally futile war where time is measured in lives lost. Though many of us are being called traitors and cowards, we are at least following our con- science in the pursuit of peace. If our actions can hasten the end of this bloody slaughter then I be- lieve the widely criticized draft resistance move- ments are justified. Hence I find the increased in- terest in pacifism and draft reform during the last year to be grounds for at least limited hope. The 1968-69 year has seen an ever-increasing growth of tension and militancy within the Amer- ican civil rights movement. Blacks and whites alike are finally coming to realize that the Afro- American can no longer seek to become only a dark-skinned WASP, and campus observers have witnessed the rise of a new and dynamic campaign to end racial injustice. I find this trend to be basic- ally healthy, though the presence of irresponsible factions of both races keep the threat of bloody rioting suspended above us like a modern sword of Damocles. Therefore the urgent need for efficient communication is of utmost importance if we are to avoid the tragedy of self-defeating violence. For this reason I find the high point of the 1968-69 year to be the appointment of Dr. Flora as West- ern's President. On numerous occasions, Dr. Flora has demonstrated his ability to achieve fruitful communication with all elements of campus so- ciety, and his bridging of the student-faculty cred- ibility gap will prove invaluable during future con- frontations. NVith his sincerity, dedication, and open mind, President Flora promises to provide a much needed element of stability within lVestern's administration. While cries of c'RevolutionH ring from the throats of a vocal minority there are many of us who silently 'cdo our own thingw in a private attempt to create a better world. Wfhile our proposed meth- ods are diverse, all of us seek a just and peaceful world, and most of us recognize a need for sweep- ing political and social change. The widely publi- cized efforts of a violent, aggressive few have tar- nished the image of our generation just as the apathy of some students has caused us to be rep- resented as irresponsible hedonists. However, the recognition of college students as a viable, con- structive segment of society is just beginning and may be the foundation for productive efforts to- ward updating our rapidly evolving world. In a time of countless conflicting proposals toward world betterment, it is up to the individual to con- struct his own philosophy of life and to dedicate himself to the defense of his own ideals. Wlhen each of us accepts his own personal role as peace- maker and soul-mate to mankind we can perhaps begin the march toward a better world. Our gen- eration may have begun to make the first stumbl- ing steps toward that goal-but like Robert Frost we have miles to go before we sleepf, Mx 49 , iv 15 mm The problems that have troubled Western this year reflect similar conflicts in colleges and universities all across the nation and indeed throughout the world. Higher education is changing but the shape of the future remains unclear. The complicated in- terrelationships among students, faculty, adminis- tration and governing boards are in a state of flux. The view that a college stands in loco parentis is under sharp attack everywhere. But whether a col- lege can completely renounce its responsibility for the social and moral aspects of its students, lives is a question that will require clarification by the courts. Questions about the Hrelevaneew of the eur- riculum repeatedly are raised but those who raise them seem unprepared to answer the next ques- tion: Hrelevant to whatlw In recent years adminis- trators have surrendered much of their responsi- bility for academic policy making to the faculty but now that students are demanding a share of the action the faculty in turn is under pressure to give up some of its hard-won gains. During the current year all these problems have been complicated by the widespread concern over problems external to the campus: the Vietnam Wfar, the continuing struggle for civil-rights, the rising crime rate, riots in the cities, and a growing threat of air and water pollution. Though these are problems for which the college is not to blame, and which it alone cannot solve, the diversity of opin- ions about them contributes to the tensions on the campus. To many young men, the draft remains the num- ber one personal problem. No generation has ever welcomed the prospect of being drafted, subjected to the rigors of military discipline, and sent off to fight, but the necessity was easier to accept in earlier wars when the security of the nation was more clearly at stake. Today, because the morality for our involvement in the Vietnam conflict is a subject of national and international debate, the young man threatened by the draft faces a moral dilemma and a psychological conflict which colors his attitude toward his education, and toward all those in authority over him. Western has been fortunate in keeping most of its conflicts on the rational level. There have been a few sit-ins and demonstrations, there has been opposition to the presence of recruiters on the campus, but at least up to the time of this writing there has been no violence. In sharp contrast to the situation on many other campuses, here at Western no buildings have been burned, no prop- erty has been destroyed, no students or faculty members have been physically assaulted, and it has not been necessary to call in the police. Any of these things could happen at Western just as they have happened on other campuses but they are less likely here because of the general willing- ness of all the groups concerned to work out our problems in peaceful ways. Student leaders have worked effectively with faculty and administrative groups in bringing about needed changes, without resorting to violence. Here, as elsewhere, students want more power, control, or influence over the institution responsi- ble for their education. Student leaders have de- manded a voice in departmental decisions and seats on the faculty committees and academic councils which make policy concerning the curric- ulum and set standards for the admission-and re- tention of students and for the retention and pro- motion of faculty members. Since these powers now are lodged mainly with the faculty rather than the administration, these demands bring students into conflict with faculty groups. It seems certain that the student voice will be more clearly heard and more frequently listened to - students will probably be granted seats on a number of commit- tees and councils - but it is unlikely that the fac- ulty will turn the major responsibility for policy making over to the students. Probably the majority of students will be satisfied to have the opportunity to make their voices heard. One issue that has divided the campus has been the proposal to place a student on the governing board of the college. Governor Evans favors the proposal and a bill to provide for it has been in- troduced into the legislature. Since no poll has been taken of student and faculty opinion it is im- possible to say whether the majority of either group favors the plan but the student leaders who have spoken out favor it while the faculty mem- bers who have expressed their views publicly op- pose it on the grounds that a student board mem- ber would have too short a tenure to become effective and would face a conflict of interests. Students at Western as in other colleges have just about won their battle for the right to govern their own behavior when outside of class. What remains in the way of rules is only a vestigial rem- nant of what was once a much sterner code. Only All our problems are complicated by the fact that the rapid growth of the college has made com- munication more difficult. Thirty years ago, when the college had 800 students and 60 faculty mem- bers, the entire group met together in the audi- torium at least once a week to hear discussions of college problems. Today, with 7,000 students and 400 faculty members, no building on the campus could hold them all. Consequently it is impossible for the president or any other administrative offi- cer even to speak to the entire group and when there is no direct communication misunderstand- ings grow. The ultimate solution will be to break the institu- tion up into units or colleges, each small enough to be a true community in which communication among students, faculty, and administration offi- cers is again possible. Fairhaven College, the first of such units, is off and running this year with 200 freshmen and ten sophomores who were a part of the student-faculty planning group last year. Next year Fairhaven will have its own living- learning unit in new buildings in Hidden Valley, just off the main campus, a facility large enough for a maximum of 600 students. If more than this number of students indicate a preference for being a part of a small college other 'Ccluster collegesl' will be developed for them. Each of these colleges will develop its own per- sonality and no doubt each will have its own prob- lems but the problems will be far more manage- able in a unit of this size than they are in a massive multiversity where the expanding echelons of ad- ministrative authority increasingly separate the student from those who make policy regarding his education. Many of the opportunities for partici- pation being demanded by the students on the main campus at Western already are enjoyed by the students at Fairhaven, as they will be in other small colleges to be developed as a part of the cluster plan. YEAR TH D PR TLE The increased importance of student participation in the overall aca- demic life of Western will probably stand out as one of the most signifi- cant changes of the year. Student representation on the Academic Coun- cil, membership on the Daugert Committee fcharged with developing a referendum proposal on college governmentj, and on numerous other committees in the College are indicative of this broadened scope of stu- dent responsibility and involvement. Much of the credit for such changes must go to the students. It is their concerted effort and initiative which led to their acceptance by the Faculty and the Administration. This academic year will also be marked by the introduction of State legislation to place students on college boards of trustees. In this instance, too, students took the initiative in making their ease. flnterestingly, the bill to include both students and faculty members involved relatively lit- tle faculty effort or expressionj The issue which will probably yet generate the greatest interest on cam- pus is the proposal to establish a College or Academic Senate. The more tradition bound segments of the community seem to be using the term Academic Senate. It would tend to enhance support for relatively great- er faculty influence in governance in relation to both students and the 5 a-ll -MN K I , NNN ask M 33 Administration. A College Senate, on the other hand, would represent a departure from the more conventional collegial structure of governance. Very likely it would carry with it the expectation of a recognition of Staff as being distinct from Administration. The remaining months of this academic year will see this matter more widely discussed than at any time in the past. Western, then, like colleges and universities throughout the nation and the world, is going through a period of rather significant transition-the first full year of a new Administration, a year of the State Legislature, challenges for an end to in loco parentis in relations with students, a year of the calendar incidentf: of blocked discussion in the Faculty Council Forum of the issue of seeking doctoral enabling legislation, of consideration of the potentials and limits of student power . . . Although removed from the tension-ridden urban environment, the College never- thelcss has experienced at least mild forms of unrest Qsit-ins and demon- strationsj on the part of groups of students. But without the customary political fanfare even a proposal on Ethnic Studies Qwith primary em- phasis on Black or Afro-American Studiesj was made and, in principle, accepted by the Academic Council. Details of curriculum and organiza- tion are expected before the end of the academic year. In reviewing some of the major events of the academic year in the area of student-faculty-administration relations, one can conclude that, for the most part, change seems to be accepted with reasonable grace and deeorum. In fact this may well be one of the most valued attributes of Western as regards adaptive behavior: Students, Faculty and Adminis- tration appear to be willing to prepare for change which is, after all, a basic ingredient of institutional as well as individual learning. An apology of sorts to Dr. Flora. The article was left as it was record- ed in order that people who have never taken the time to visit your of- fice or seek you out on campus can get to know you. We judge you not by your ability to orate at great lengths in the Kings verbage, but rather by your honesty. A good administrator anticipates needs and creates the machinery long before the student realizes this need exists. Your honesty, frankness, far sightedness, and bull headedness make you the type of administrator that can accept unnegotiable de- mands and turn them into action that is peaceful, inventive and with benefit to all of YVestern. Noel: hlrs. Mixer says there are al- ways a few like you. lVhat youave done is made this college aware of its own damn feets. An effluent nation isa cess pool. ,,,.,.. X ci ill Editor's Grafitti 52.50 llqfo 53550111550 f7V.:,, gcr w C!fvY'f?'U- 1 :mv am WW 5 L-A ,315-gf, lwwin Clean Water to our friend G.P. Please not in our bay. Step on a crack and get a pix for mustoe Love is!--? H mf' .5251 '13 . ..-.V'.v.:V,., . V M 4 ., ,N.9,r.. ., . am.- 51- 3-13 7 -V as '.:LV..- V. if--V-ifwf V+.. -.. . V -V wna-:,.VaV- hw VE-wi-1 ' f -V. ,'f5T'LT'-fL1 .-L '?Lf, '-'c1 Ef 'N N4 12'-V, - .. V.. ' - -R: ...v-,-' ' jus. ' 'S-W' -V 'ffw-fm: 'Lis' ' -V' , w fm- gif V Vg,-K -, ,,g.fV-.:-- , ' '5i'A7'7lV.1 ., ,, ' I V .ff 56:1 .. Av' V..-34. .V QM V - V. 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Sports: Football: I i I Rugbyhfast moving, physically demanding, truly a manls sport. This is hardly the sole meaning of Rugby at Western. Wfesternls Rugby Club was organized in 1966 and included close to 30 members with a half dozen or so knowledge- able ruggers. The team recorded an amazing 14-7-4 record but was disciplined for antics on a trip to Oregon. Back in good graces the following year, one of the major goals of the club was to get financial support from the school. This wasn't achieved until last year, a 552,000 budget was acquired for 1968-69. By the end of fall quar- ter the first team had a record of 7-0 Cone for- feit was given to West- ern, when the referee could not find the fieldj, and clinched the Bell-Irving Cup for the Vancouver B League. Two teams had full- time schedules, and a third team was put into operation. Club mem- bership swelled to about 75 members at one time or another. Emphasis on winning, except to the first team, is not great. The main function of the club is to give as many students as possible a chance for hearty outdoor recrea- tion, without high-pres- sure training proce- dures. Rugby: 0 5 ia. will nw 'ik 5. sms Q fvf ,. .. 3 'Sa N X X il wwf, 'A s aww as 4 Ol' QNQ5 NWS 'ibm sbs? mh 'QSNNX' wwfw ww 'Elif ' Q 1 ' W -f-1 3 L E.. ' X .V U . if ' 'A mv... M.dQxi11lf ff y Sxfkaixm Basketball: T 7 1 M my W Soccer: ar MM I 1 s 1 Water Sports: X L 7 5 5 5: . qkiq A . . -,,,,, 'EW ED. ucatior of U.S People are Qisl what education is all about. The first impression that adsorbs people when they hit campus is that Western is educa- tion. We come here to learn the skills of our tradeg the trade of education. Involvement begins in observation 3 little kids, big kids, all people. We may tutor, or just be a friend. lfVe will sit in Ed. 301 and get bored. Awakening once in a while when Bernice Johnson or some other real person bounces on to the stage. We will strobe through a light show-and be a head of the game. Student teaching stumbles in over the horizon and treads down a path scented in lamp oil and sprinkled not so very lightly with lesson plans. The day, oh long awaited day, the last day of student teaching. Mr. Punches, 'CI am interested in a job in Nairobi, and on to the world. observing Wm ,ffl helping lea rni ng THE RADIGAL: a spontaneous audience partici- pation play. The Cast: Small bearded radical Ian Trivett. Roundish radical Glen Dobbs. The Setting: A large town in the Northwestern part of the U.S. Prelude: Late evening sets on a brick street. The rain has been falling for four days and little freshlets dart out from the buildings. The night continues to fade continually during the scene. A large sign proclaims the loyalty of one of the local politicians Mike O'Dell. Scene I Act I: Enter stage left. Une small radi- cal with large radical in tow. Stage right one roundish crew cut radical. Ian Trivett, head of the S.D.S. and Glen Dobbs Qpresident of Y.R.isj have met. Says Dobbs of I'-'W Trivett, NHC walked in looking like he'd been on an all night drunk and looking for an argument. After Ian and Dobbs had exchanged a barrage of profanity, they discussed the Vietnam situation for lk hours. Disagreeing on most issues, they sur- prisingly found common ground in their stand that the udraftl' constitutes involuntary servitude. Mr. Dobbs says, HThe services should offer attrac- tive salaries commensarate with position so that they can attract the best people-a professional armyf' He also feels that if war began people would enter the army. If they didnit, this country would not be worth defending. Glen Dobbs grew up in a Democratic family but says of the Democratic philosophy, c'Santa is well and alive in Washington-the gov't can give the people something without having to derive it from them. He is a conservative in the traditional sense fdating back to mcrcantilism in Englandj, and has lived in Georgia. Connecticut and New York. D f 3513i ' -'7WA .. .. Dobbs, philosophy of con- servatism is to usit back, look at it, and change it through the orderly process of law. In addition, he says ':Our so- ciety is built on the experi- ence of people over thou- sands of years and it has evolved because wise men sorted good from the bad. 75 The Young Republicans are concerned with educating themselves, electing Republi- cans and maintaining posi- tion with NVYRF. Students for Responsible llxpression has evolved from the YR's and is petitioning for expul- sion of demonstrators who in- fringe upon the rights of oth- ers. Hlt is not challenging the right to demonstrate . . . Trivett is not ruling out vio- lence said Glenn. 'CThe goal of the SRE is to provide the community with infor- mation as to campus activi- ties and to act as liaison be- tween school and commu- nity. Of the Radical Coalition Glenn said, HIt brought a lot of us off our apathetic poste- riors! He agrees with Triv- ett that the Silent Majority should take a much greater part. Of the Radical Goali- tion Dobbs says, g'This whole thing is one group of hard core people consisting of about 20 common members? He also feels that the SDS will soon be investigated by the House on Un-American Activities. George Hartwell and lan Trivett, members of SDS, which has evolved from the movement----a revolution-an anti-capitalist youth movementf, A move to make the student aware of his rightful power. The right to deter- mine his own destiny. Trivett feels now that an indigenous movement by students to reassert hu- man values is growing. He also feels that big busi- ness and government are tied together resulting in a lot of 'cback pattingf, A citizen of Britain, Trivett came to the U.S. with his parents when he was quite young. Wheii asked why he is so interested in American social change and yet hasn't become an American citizen, he re- plied L'You don't have to be a member to change. lVhat I believe may be true or false but it doesn't matter where I come fromf' He maintains that his arguments with Dobbs have been mostly fae- tual but believes that people on the Wright seem to deny over-whelming social problems. The feeling that the only way to procure dignity for all human beings is through their own move- ment-the inability to academic senate or joint student and faculty administration to take active control of what is legitimately theirs. Dobbs be- lieves that one problem of public education would be solved with a merit system and mandatory stu- dent evaluations over the tenure system. Dobbs feels a student should be on the Board of Trustees to act as a liaison to carry information between stu- dents and trustees. As for active student power he says, You are going to school to learn something of which you know nothingf, Both Ian Trivett and Glenn Dobbs are said to be radicals, and both firmly believe what they stand for. As activists, they have helped promote politi- cal awareness on W7cstern,s campus and the sur- rounding community. They with others like them, have taken Americans out of politi- cal apathy into revolution of per- sonal compromise on things that Glen and Ian share. They both enjoy the feeling of influence-they have a upersonal thingf' Their greatest disagreement lies in education and student power. Trivett states, '4We need wisdom to deal with knowl- edge, the only place for reassertion of human values is through educa- tion, but people just think about jobsfa He and George Hartwell feel that today's curriculum teaches peo- ple to fill slots but an increasing dissatisfaction with slots has de- veloped thus a higher rate of drop- outs. c'The curriculum doesn't allow people to fulfill their potentialf, said George. Ian wonders if the faculty is really in- terested in only prestige and money. This is why he is promoting his be- liefs in the present world situation. am Norkrs ling S'QPe Sells 3835 N 54 Hadley ory CD CJ C5 3 E o -Cl P' E' VJ by I1 As see N 'U CI NL. 130.1 OZ as U . 251 QM Eff? cvrgfvs 321: Q19-'cu 25:-E 4332 :fall :Ag E-Q5 CDQOFQ v'v'4OY gpg.: +-'a-1 GSAC .2322 .Z-:TE il!-2 sg? .wed +-1s.EQ ':-'U N Siege: lllcq Q E-'ESM swf 'EOwEZ :SEE EDU511 E-CQ' Swag f-X64-'5.. r1f'EP-lm NUJUCD amen wifi,- 2-S.: oi--5 22.27533 QE, ca ,QSV bw-10,-2 :.QJ:.v Q.'o,:4E 4-JIFO ,gig FUR ,gf S230 22-E Emu .EENQSS UNE 5352 2 3558 flee .GBE HHH ,ws-JE msg?-5 95:- Q33 OH-1 5-1,-AQJ 5-1 woo 'BMS s-.Ogg vig oz! .509 sei sas V-Ftr Q55 ua C+-'+-2 can +-':.: E83 Om.- Q 4-1 30.23 ,qs FEE ga is 52 C3 gn 53:1 Qt'-O-1 U0 'UE :H 5-50 --C UE is 4-JF' fi.: U C .QE 152 .seg is EU Q: CYS O 'U -C9 +-av-1 ill Q E-'ED 25 Q,-S 5.2 EE ai fd-.E Ulf Sun No Us fs: Q52 BK ES QE ,iff Us EJ: 4-'CJ ERP HU .fu H.: Q44-1 CU UE Co Os... O'-o-4 .EU U ft: 52 52 cn Ca: EE Psa-J 4-4 is ,Ewa uc ,QU E-43 'CJ E11 .,.,+-2 Q55 3.2 QS: 'ET Dx.. ga 35 gi CSE -J as .CQ- V70 U if kd, 75.5 572 m 521 s:'5 5.2 P14 .c 53.2 -F 'gs C1115 4: E.. E3 '-'4-J s: Em 4-J EE on almost entirely. . fs .E .: is up to CTC th ord. 3 fr: O .Q , absor 'U CJ 4-4 .E F5 .-4 N U W'ords can take you up to the mountain peaks named fldealism' or to Fairhaven is a free. natural community of people communicating with gloomy, jagged rayines of fPessimism.' A person's philosophy or way of each other, growing through experience and sharing. They are not waitf laughing at the world is the source of these and other terms. ing to be told to move or being prodded with a paper reportcard. They are communicating with each other, the faculty and anyone who wants Communication is sometimes like words cast before geese or the sounds to talk, l ugh, teach and learn with them. I say this because it is my from a caged, banana-throwing monkey. The geese eat the multi-layered viewpoint and Fm saying it for what it is worth to you. onionwords and process them as bland cornmealg function instead of absorbtion. The monkey, Qwhether in politics or defending his precious Ccontin ed on page 565 SWT. Thomas Gregory Hadley Communication is a word used to symbolize the journey of an idea, a thought, facts and feelings. The basic 'tool' of com- munication is the mind. Telephones, multi-media and every- thing else labeled as a communication is an extension of the basic need of man to relate and understand his fellow planet- sitter. We become so involved in finding ways of instantaneously communicating, discovering or re-using words, pictures and ways to make someone else understand what we are saying, that it is easy to get lost in the avalanche of sentences, in the web of semantics and in all the misunderstandings recorded in history, happening today and inherent in those words not yet spoken. Communication is a two-edged sword, it can cut the heavy, chafing ropes of ignorance and of hate or it can slice a person in two. It all depends on how it is wielded and whether rusting is guarded against. In Fairhaven, communication is a vital, everyday transfer be- tween student and teacher, with every person realizing that lack of communication means atrophy and deadened exist- ence. You can see why communication is so important if you look sometime into the eyes of a comrade and see that he really understands you and that together you are finding an answer, groping for something intangible but understood be- tween yourself and someone else. Without communication there can be no growth of the mind, of awareness to what is i'wguau.,.. 'Il it NWS' ' 4 ? happening all around us. A person with a comfortable time structure and rut can talk with his friends, go through his programmed life and never know what it's like to find a kindred spark in a stranger's eyes, to learn with a thirst, to untie what he thought was the world and its secrets. Fairhaven is a community where each individual has the opportunity to learn, grow and experience as much as he wants to. It is up to him and his willing- ness to communicate, to share and think things over. The faculty is communicating every day through discussions, writing and pub- lishing, rapping with students and shar- ing the knowledge and experience of their background and personality. They are dedicated to helping a person grow into what he can be, without force or pressures embodied by numbers and filed slips of paper. The form of com- munication varies with eaeh individual, but the basic effort and will is there. It,s called itrying to communicate and un- derstand, and learning from it.' Fairhaven people can be seen in the lounge, talking about government, the meaning of love, personal hang-ups or anything, anyplace that their mind has wandered to or become involved in. Some people communicate by playing the piano for those who will listen, the poets and authors read and publish to the community fears' to share and to un- derstand. Communication goes on in the stairwells, in music filled rooms or wherever two human beings want to understand, help or share. There are two hundred people with as many dif- ferent ways of communicating their ex- istence, whether it be by watching tele- vision every night or by giving a know- ing wink, a smile, to somebody in the hall. 4It's all up to you, my friend., The results canit be listed. Communica- tion is the midwife of emotional and mental rebirth, of armored existence, of accelerating growth and even of the lack of interest. Again, it all depends on the individual and how well he com- munieates to people. The guy who eouldn't get into his reading, talked an hour with two friends, and was five minutes later seen heading for the li- brary with his Rubiyat. You can see the girl who used to think of the ultimate T all day now is sharing, helping others when she can, growing in self-under- standing and love for other people. If you Want to find out what communica- tion at Fairhaven means, come and talk about it: if you want to. You see, thatis the only way you could really understand the whole scene. The fact that Fairhaven College has spent over 31,000 on paper, ink, stencils, and dittos indicates that people here are trying to say something or, perhaps, that they like to write. Whether writing says anything or is read today is as open to question at Fairhaven as elsewhere. Despite this flurry of paper, problems in communica- tions persist. With stereotypes about Fairhaven freely floating around the campus, the relationship with the rest of W'estern is one such problem. VVithin itself, Fairhaven has not effectively organized. There have been few mass meetings, convocations, conventions, or significant debates which affect the entire community. Participation in basic policy meetings is slight and the lack of creative and consistent journalism has made sustained controversy difficult. On the other hand, talking and listening on the personal level, student to student and student to faculty, seems more extensive S here than is customary on most campuses. One result of group organization and drive was the inter-dorm visitation policy, a mature innovation which enhanced communication and personal free- dom. And although it is slow in evolving, a new form of community government seems certain to enlarge participation in decision-making and thus bring peo- ple into more crucial and controversial relationships. Even so, lacking this, much noise now prevails at Fair- haven with bulletins, bulletins, bulletins, songs, stereos, shouts, cries, protests, lasting late into the night, and as James Thurber once said, alt is better to have the ring of freedom in your ears than in your nosef, R. H. Keller ,gi ,Nm Wx KS R N - k X X io I X .1 a 'Z N-4 .Ins-34 xx sz f 8 'S The activities enth U S i a Drive, leadership, discipline, and organization-these qualities char- acterize the activities enthusiast. Campus life for him likely revolves around his particular extra curricu- lar interest. Although he is likely an able student, he may put production dates and publication deadlines ahead of term papers and class quizzes. Some of these enthusiasts bask in limelight, others support quietly. All serve. I devote my life to it I one speech major remarked of the production tour of 'The Man Who Killed Time and Puss and Boots? He was spending six days a week on state-wide tour with the produc- tion. You do most of your learning in extra-curricular activities. In the lower level you stick to the books, but you learn more by doing. I learn more about tech by talking with Larry Hopp Qstagecraft assistantj . This student likes Westernis free and open atmosphere and he likes the ' f . Q.: 5 1 3, if i 3 .nf - 554. ii yu! . T - My-m y Y ' 12535 ,I X----......,.,,, W 4 L fa A . 4 so Mhiudli fy ---.41 94 A as f .....-.-sul L ge.. instructors and curriculum at VVest- ern. However, of the Department of Speech, he said, '6They have excel- lent instructors but there is more suck involved! They don't allow enough credit for being in plays: the department should also separate tech and stage credit and they should allow a Drama Department, but keep the same programf' One geology major spoke of West- ern as a alight and tumble journeyfl He has many outdoor hobbies, is in the Honorls Program, attends a Free U class, and has a post on W'estern's Associated Student Leg- islature. He spends much time work- ing on legislature and has initiated the idea of a student store. He says of extra curricular activities, '4It's good if there is a full realization of where one is headingf, Another speech major who had im- portant parts in UThe Lion in XN'in- ter' and HThe Good XN'oman of Set- zuan feels that extra curricular ac- tivities have lowered his grades. In addition to a twelve and one half hour week he spends approximately twenty hours a week with drama. He believes students in services are different as a consequence of their activities. Wfhey have a total outlook in perspective with people and they have a drive toward a specific sub- ject. One French major who is a dorm president and in Valkyrie and on in- terhall council, works most of her time for her dorm. She is presently deeply involved in a project for community involvement of Belling- ham with Wlestern. She is a vivacious person, with many friends, and truly takes advantage of what Wlestern offers. College has changed many of her ideas, and she commented, I was not sheltered but I had shel- tered ideals. My ideas are under fire now and I've reassessed them. In- stead of being like an oak, Fm like a willow and can bend. Riding, swimming, hitchhiking, backpacking, guitar, dance, and writing are some of the interests of another Speech major. Besides working in drama, she writes for one of Westernis publications, and is a tutor. She divides most of her time between play rehearsals, stage- craft, and studies. 'GI enjoy being busy because I organize my time better and accomplish more things. Also, when l'm busy, I have a great- cr sense of well-being and have lit- tle time to brood. She went on to say that dorm living and extra cur- ricular activities are two good ways to meet interesting people. f'In drama, you meet some of the weird- est people, but it's never dull!,' Bricked? Required of any activities addict is some sense of responsibility, disci- pline, and drive. His time is gov- erned by his extra curricular activi- ties. In addition to studying, he has a need which can only be fulfilled by participation in a specific organ- ized activity. Some of these students have a narrowed and limited vision because they forsake all individual interests and studies for one activ- ity, but many have broad interests and initiate exchange of ideas in many areas. All, however, have strong goals. The drive toward a specific goal may be selfish or unsel- fish but because this drive is direct- ed to Western, the school is the beneficiary. The active student helps promote, organize, lead, and entertain the 7,000 students at West- ern. And these goal-directed stu- dents have one thing in common with general students, activists, graduate students, athletes, Fair- haven students, and married stu- dents in that all are individuals. As one student declared, I don't match anyone else-I donit even come close to being like anyone else -you cannot generalize about any- body or anything! HOIVIE 31 Queen Julee Brix CDIVIING 68 .,,,r ' 2? As an ignorant Norwegian immigrant in the U.S. Noel Lerwick's grandfather entered the first grade at thirty and by forty was a professor of Greek. Noel attributes his grandfatheris success to intelli- gence, drive and the great American system of education. Both high school graduates, Noel and his wife, Laura, decided to attend college after be- ing out of school for thirteen years. At thirty-five, with three children, the ambitious couple will re- ceive their Bachelor degrees this summer. Four years ago, with the thought of buying a larg- er house for their foster children, they sold their home in Renton. However, the children returned to their own homes and the Lerwicks were left with a large amount of money and a fantastic dream. They gave up their suburban existence and acquired a small farmhouse in Bellingham so both could attend college. Noel had worked at Boeings but said 6'Every time there was a slump theyid go through the files and see who only had high school diplomasf' In 1956, he attempted to attend college in Oregon but abandoned the idea. Now as a Technology major in Arts and Sciences, with a Russian minor, he hopes to continue for a M.A. In contrast with her husband's family of college graduates, Laura will be only the second to gradu- ate from college. She is majoring in Home EC. Education and minoring in Art. She feels that in addition to homework, she reads more than she did in the past. The Lerwicks have been continually surprised at the ease of their endeavor. They have never been afraid to seek help or advice. One advantage has been the older ages of their children thus no neces- sity for a babysitter. Noel believes that he and Laura have set a trend in people they know, More and more people are doing this, adults getting an edu- cation are prevalent because after thirty you're washed up. Ideally, the Lerwicks would have gone to college directly from high school. They feel dorm living the marrled student and extra-curricular activities are a vital experi- ence, but because of age, time, and marriage fac- tors are unable to take full advantage of college uextrasf' As far as activists trouble on campus, Noel says, I recognize the generation gap yet don't understand it. Problems arenit unique be- cause we had the same problemsf' Noel feels that VVestern is basically sound for a liberal arts col- lege. He and Laura participate in friendly compe- tition with grades but save Friday nights for re- laxation. They both feel the Humanities program teaches one to think but both felt the mental strain of their first few college quarters. The Lerwicks' three childrenflfl-, ll, 10 yrs.j oft- en talk about college and the youngest has always wanted to be a doctor. The children have never resented the time spent on college work by their parents but as Laura stated, They're tired of it and are all ready to go somewhere elsef' Economically and socially college has significant- ly changed the Lerwicks' lives. Cut about one- fourth, their income went down from about 310,000 to 33,000 a year. They say, Our values have changed and we weigh and evaluate pur- chases more nowf' In addition, Laura and Noel have difficulty talking with friends who are not used to the college sphere. In the summer when Noel works, he usually finds himself surrounded by college students because he has less in com- mon with other employees. Although thc ambitious couple have felt some dis- advantages in attaining a late college education, they do not regret their endeavor. According to Noel, 'cThe inherent danger for a couple under- going this type of intellectual experience is that the couple could grow apartf' 1:4 1-'QL 'Q' I 1 ff 1 1 x g,f3'?f 1 1 o f ! 4, 3' llfq, I 4 I YI unit, 1 1 r 4 lu -u Qs J -dl- Q N 1 A Q L I K' -at - 1 ',f.' lv it ,I i .tgtiyx 'z if fig ,, ' X11 ' si if lfu-fiff 5 ' fl 'f'7l--lf'-H ' 9.1 s ka- 'Fit ,5-:'.'j, -, '.: I-- P! .L1. rlizflg' J if! I E' J I 5 l Y Q 1' Y GRADUATE SCHOOL: ri' e - ,- ggi J Alan Ross, Dean of the Graduate School. 4. ft , f? 'I . f. Lfsgsqigggggss f gigs. K . Legislators listen closely as Dr. Hashisaki, chairman of the Math Department Cupper-rightj, and Dr. Hite, chairman of the Educa- tion Department flower-rightj, explain why their departments are prepared to give doctoral degrees. The hearings were before the legislative committee on Education. Western's Graduate School has always been one of versatility and expansion. WWSC first began its graduate program in 1911-7 with the legislature granting Western a Masters of Edu- cation Degree. Western has expanded the de- gree to the point now where MEd's are given in 37 areas ranging from School Administra- tion to Mathematics. 'fBut Westernis Grad pro- gram is not only quantitatively exceptional, but it is also qualitatively exceptional according to J. Alan Ross, Dean of the Graduate School. According to Ross, Wcstern's MEd program is one of the best in the country and as proof points out that Western is the only state col- lege now accredited by the National Council of Graduate Schools. In 1963 Western was granted a Master of ARTS and a Master of Science Program. This program has also rapidly expanded until it now grants nine M.Afs and seven M.S. degrees from thirteen departments on campus. Now Western is engaged in obtaining a PhD program from the legislature. Dean Ross gave a number of reasons for a Doctoral program at Western. First he points out WWSC's ex- cellent Faculty. This is indicated by Western's high PhD percentage on the faculty C68'7bj and the fact that, with the exception of some schools in California, 'CWWSC ranks above all other state colleges in the United States in to- tal grants for research and curricular develop- mentf, Secondly, he points out the tremendous growth in numbers of graduate students in Washington State Cat the U. of W. only 15 were accepted out of 200 applicants in one de- partment. Reasonhno roomj. As a third rea- son Ross pointed out that with the growth of Washington state, there would be no reason to raise the present QW state tax money now going into higher education for future gradu- ate programs at Western Qin 1963 this QW amounted to 153 million dollars, in 1970, this QW is expected to amount to 238 million dol- lars or an increase of 84 million dollarsj. But even more important than these reasons, ac- cording to Dean Ross, is the need for an open system of growth in an educational institu- tionf, A failure to provide this open system in which a college can award the PhD may lead to the chaos now being felt in the California colleges. Chaos like San Francisco State Col- lege. Ross also says that in applying for the PhD program we are 'cbucking the system and are not content to accept present appraisals of how colleges should be administeredf' THE INSTITUTICN of N R The departmental graduate advisor is an important link in the graduate program. Above is shown Dr. Lampman, department- al graduate advisor of chemistry, helping James Aumiller, a grad student in Chemis- try, on a chemistry project. GRADUATE SCHOCL: The average grad student at Western is 76729 male and 2-fl-75 female. His Qher?j average age is 25 with the exception of summer quarter. Then he's 28 years old. This confused statistical persona is 3629 in the Master of Ed program, 4179 in the Master of Arts program, and 2375 in the Master of Science program. All in all during Fall quarter he totaled 259 individuals. Two hundred and fifty-nine individuals. What are they like? Because of the lack of space in the Klipsun we could not interview them all, but we did interview two of them, Mei Fei of the Chemistry Dept. and Lee Strat- man in Educational Counseling. In some ways they represent the utypicalw grad student. They go to classes, carry out the requirements for their degrees, and gen- erally carry out the role of grad students over-all. But in other ways they represent their own individual uniqueness, their own unique personalities. Lee Stratman is married like many graduate students. Unlike many graduate students at Western he is an Episcopalian priest. He chose Western because itas close enough to continue work for the Missionary District of Alaska and small enough for an Alaskan student to be comfortable. He also chose Western because he has a son enrolled here and because of Western's excellent reputation in Counselling. Mei Fei is working for her Master of Science degree like many graduate students. Unlike many graduate students she is from Taiwan. Her reason for coming to Western is the lack of graduate schools in Biochem- istry in her own country. She is a person of a different culture studying in the universal discipline of science. THE STUDENT 53 XT 5 if Fci Mei is a grad student in bio-chemistry from Tai-Wan. To the loft of her picture is her name written in chinese script. Lee Stratman. a grad student in counseling, is shown with his wife and family. P P P P P P P PL P P Pm P PP P P P PP P P PP P PP P PP P PP P PP P PP PP RPOSE RPOSE RPOSE RPOSE RPOSE PRPOSE RPOSE PRPOSE PRPOSE PRPOSE RPOSE PRPOSE RPOSE PRPOSE RPCSE RPOSE RPOSE PRPOSE PRPOSE PRPOSE PRPOSE PRPOSE RPOSE PRPOSE PRPOSE PRPOSE PRPOSE PRPOSE PRPOSE RPOSE Teaching creativity in arts, Research on the boundaries of scientific knowledge And discipline in both arts and sciences, Is the purpose of Graduate School. Berated for his narrow-mindedness, the Hsuper student is actually admired by most. Dedi- cated, the super studenti' spends the majority of his time studying-with little attention focused on campus activities, athletics, or politics. Uninvolve- ment can be as undesirable as overinvolvement and it has been said that most learning is done outside the classroom. However, the Ksuper studentn is truly interested in developing his full potential, so usually delves more deeply into the whys and hows of his field. His curiosity and compulsion to do his best cause him to study seriously. He eagerly awaits the future when he can apply his learning, and will have more freedom and time to have a greater variety of experience. The Normal Student Perhaps one of the most dedicated stu- dents on campus is the one who studies twenty-four hours a day! His daily existence revolves around studying: the most exciting hours being his classes! Imagine being totally enthused about nothing but lectures and classes! In addition meals and sleep add a touch of variety. The super studenta' con- trols his body and will to do as his mind deems logical-to study now, so he can enjoy an affluent position and life when he graduates. The epitome of pragmatic thought, he is above the social hassle of dances, parties, movies, sex relationships, and other unnecessary activities. He remains unin- volved in the chaotic stupidity and injustices of politics. After all, one remains objective and con- tent if logical, unemotional, and does uhis thingfj L gag Drug Crazed College Students Skinny Dip at Rosario Sin Conference N '- ' Large group sessions where our ideas were explored Rosario-were you there, I was. What really happened? A group of people found that they could communicate on a very human level. We all got on the boat with a bit of apprehension about the trip through the gale five hours later seasick and veteran green briners we had our evening meal to the chant of the little burro. The evening retired to wonder and blow. Day next . . . small groups that were down to the gut level problems problems . . . Back to the large group to the sauna to the pool We did what was right beautiful natural no hang-ups to worry the man. Farmer was here last night rap. dave David Mr. Pevear Dr. sir oh what the hell you. Sunday now . . . hike . . . pool . . . sauna . . . meetings . . . people the tribe that reacted to you to your needs. We sang who put the bop . . . amen. Monday the rap up. The tribe must go home drugs sex booze no not here What happens to the real world the effect of Rosario bruce who was there 5000 Angry Students Board Ferry to Investigate Rosario Sin Conference ' ryqh sis 4- W, K ts' 'w,fsf, W ., , ,saw . to irffriviffastaf-w A -V r :films : -- 2 Aff-weffzagtt -- ' ' n ' r 'n 'r rr ' -' 5551LiVisM1S?ff51?3ffWs?lfl'Lif' , 4,.wifeMa,,f,.w,fm X ..1.fm.sw.M1f 7 H-saw?sviwffifzlcrlffvtrlwufrf gfmia frgzwamsz -,4415tag5gxgag5ef?2gfg5g5Qg2grgv2sS21222s2f'at'izslaiff f W Q Y 9 K J Wim? 3 5U5gQi5fl55H5iI5i 4 3155 fP75fif5iIiiET!5??3if!iE 5zWis?i5z'f3f?zz X tsasxisgsissxsqiss 2 x Lffeutrfsi L' 3 ,saw www? Sava: -4 Q,-he v. ...raw ,:. 1 M -'Ali Irs L15 7,5 1 416' 7.95 3.4 'A '-'l lvfm silxki . ' iiffj WSI Cl 'Q MA!! lf , 4 . : 5 'FW Qdmw wLx,2f? r:.5 mm mE iivvcs nziH:r'f-rr BG'1L!3,5iTia3i,5 ram, if f 41 Mt, 3 A. , Q , 5555 L S ifwgig . Y 'wg 5 is, wif 1 A,L, ,P , 3 A f f , .L f ww wwf ,M- WM , fl .M-ff ww' -ibm' n N1 4.1 ., .iff 5, Q ,L Af by 95 ,ff 'E 1 9 RED SQUARE H M 1 mf-awp? Q w ' 1 L , M - V 4 3 . Wi, I at 1 9 A . is W ' if ., .4 . 'SN V an ' ., , I .' f Q , 'Q 5 Q I 71 ,xx ' H , gg ,y s . HW, .v 13,559 ,,, , f bfi' 1 V wwmx M Q .. f kt .57 Z, ,nf A V, , f 'la' 1 wf 'A Q 'Q' M , ., . Q 1 g' 1 Q. x, ' 1 'ml ' W ' N -71, H' K gi 1 A , ,Q 'W EW? ' t K f f'ff. N. 1 V 'W X AK W ,. My Ja' 1 4 W ,pf 41, ' . WWW ?' I 1:3 ff ,AA , M 4 1 my V K 4 N, NW v ps ll v xws, VL ?'7 f if 'AI' ,, K ,, fqbnru U u 'f-WJ Q vi- S. ' . .A t W ,An , ,Q 1 ,, HA, ly. gzye , 1 ff 'i n,N ,- ,4,,,72, -..., ' Y , ?x -'WFS ' -.,f5 .K . , aw 1 ' R Y ., . x ,, ' , fyzxx. 'KT' N Mrk' NJ' A N . .,... ,,,..n ,Ah M 1 1 R + Q, QMA, 'np , .W v li wwf W, ,. , ' ' A ,W4 , ,, ,M W, ,,,y.fi'3ff'. , 4 , H V ,,3,,,f,4g,w., ,, Q 4 1 Y W V, x A 1 W , Y rg, , M, mf ,M MA ,JM 7 . , 4, 1,' ., ai. ,V wfkfk kg- UI, uf , Xiffqff-nx'f I V dv ii' If 130 M 'h' if ,qv ' 'K ' is 21 6 ru 9 in C' his wks M, Zim, ' K may -MH.. imma ' 3 ,xf x 'nw V- If ,aw rn ' Www, ,xkw V . -xg f 'Fwy L lain! , 5 . we ', 4' I . ADIVIISSICDNS S F Regular Admissions Joe G. is like 1,731 other Fall Quar- ter freshmen who have gone through the bewildering process of being ad- mitted to Western. He chose West- ern because a number of other guys from Tolt High School in Carnation were going to come here. 'iIt's just as good as any other schoolf' said he, so he filled out an application form. After receiving his acceptance, he had to pay a deposit on housing, get a medical exam, and pay a S35 de- posit on tuition. For those who ap- plied for financial aid there were applications and Parentas Confiden- tial Statements to have filled out. The P-R-O-C-E-S-S had begun. Next came orientation in early Au- gust wherc he C'decided or was pretty much told his class schedule. Then came September Orientation when three days before classes be- gan he met his advisor, student spon- sors, registered, and somehow learned that Old Main was that old brick building and that the Science- Math building was not truly the Science-Math building, but was Wally Bond Hall. All in all it was a very confusing time, but by the end of orientation HPD the student had his schedule and had somehow found his way to classes, usually with yellow room change signs on them. He had survived the admission pro- cess. special admissions Last spring quarter Western insti- gated an admissions policy whereby culturally and economically de- prived students would receive spe- cial consideration for admission to Western. One hundred faculty members pledged IZ of their in- come to set up economic help for those chosen. One thousand dollars was then given to the Black Student Union fthe group who demanded', increased black student enrollment last spring quarterj for recruitment of those economically and culturally deprived students. As the results of B.S.U. and other efforts, 27 people who would not otherwise have been eligible for acceptance to Western were interviewed. Of these 27 peo- ple, 25 were admitted to Western and 15 enrolled Fall quarter. To overcome their cultural, economic, and scholastic disadvantages special tutors were provided with the fund- ing coming from the faculty. Many of those who entered, enrolled in the newly formed black literature and black history classes. When asked how these specially admitted stu- dents were doing academically, Eu- gene Omey, Director of Admissions, said the following, I believe it is too early to generalize about the performance of these students, but the results for the first term are cer- tainly encouraging. As a group they performed far better than was sug- gested by our traditional methods for predicting performance. All in all it looks like this special program may prove successful. DO YORK Dwmilfve ,fl :J ART Thomas Vassdal Brian Kazlov Pat Murray Joan Whitcombc Ron Clark Frances Okinaka Ed Thomas David Marsh It is generally recognized that in men, those faculties given the highest priority are his intuitive sensibility, imagination and crea- tive recognition. Scientists. artists and poets alike, if they truly inhabit those realms of perception of the highest order, speak of their thought processes not in terms of logic, scientific process or mathematical certain- ty. The Henri Poincarcs speak of an Westhe- tic feeling , and emotional sensibility that precedes mathematical law. llinstein refers to thinking Hvisually' and :Cmuscularlyw bc- fore there is any attempt at logical construc- tion with words or other signs. An art department, if there is time and the atmosphere prevails, can provide the stu- dent with the initial experiences which will support the utterances by men such as Linda Kcttel these. Time, the opportunity and people to advance upon the precedents should be the students' heritage. To understand one must Glenn YVagner Maiy Bottomlt y Greg Mjelde himself become through doing. An art dc- partment can provide an environment where the doing can take place and thc feeling that important things can happen is thc content of that doing. And in the process of creating a body of work and thought, it could happen that an individual can begin to create himself out of his workg to gain insights into what is and to recog- nize those issues of ultimate importance. xffff sv tins, X ,ii Ken Deichen Betty Steiner Joann Mickey Christine Jensen Homer Weiner To one teaching andfor learning in any other field, working right here, in our sea-to-ski-scenic-recreational-mild-climate- locale, is a fringe benefit-but to the biologist, the advantages of a rich fauna and flora in sea, stream, lake, meadow and forest are a genuine asset. All this, of course, enhances the opportunities and challenges for the Biology student. How, and to what extent, can the student improve himself? By taking one or several courses in Biology , . . Along with studies in Sociology and Anthropology, he can reach an awareness of himself as a human animal, and of the place of his species among animals in the scheme of lifeg 5-S-is-Ps 1 VY ffm Carter Broad John Erickson Kathy Holland Florence Kirkpatrick Ron Spragg June Ross BIOLOGY l Maribeth Riffcy Margaret Anderson Linda Aumillcr Jack Jones Along with studies in Geography and Geology, he can fit this awareness into a picture of the earth, with its resources and limitations . . . And by tying in studies in Psychology and Education, he can begin to see what makes the human animal tick. Together with work in Chemistry and Physics, he can become conversant with the scientific and technological world in which he lives . , . Provided he applies himself to Mathematics to gain numerical literacy needed for understanding the sciences . . . And to English and Speech, and perhaps a Foreign Language, to enhance his written and spoken literacy. . . Along with a seasoning of perspective from a study of History and a dose of mental discipline from logic and Philosophy. And with all of the above, plus electives, he can acquire a mind that is critical without being caustic, skeptical without being cynical, inquiring, eager to learn, but not likely to accept an idea until it has passed the sieve of his own thoughtful analysis. The Biology major has all the opportunities above, while preparing himself for a lifetime of study of the most fascinating facet of life-life itself! HEIVIISTRY Salvatore Russo Andrew Frank Come around in the evenings or on weekends if you wish to see Chemistry majors at home in the department. Gary XVatson can usually be found with his shoes off, feet up on the desk, trying to figure out why Dr. Krizis synthesis isn't working according to prediction. Vlendy Chen is still try- ing to tidy up the new, small biochemistry re- search area recently finished for Dr. Russo in the reconstruction work that lasted from July to March. Bob Matson and Karen Tack. two of Dr. Chang's undergraduate research students, are al- ways grinding up the fresh spinach. John Gelder, one of the departmental assistants, may be found in the physical chemistry laboratory making anoth- Sea Bong Chang John Miller er modification on the high temperature cell for use in infra-red spectroscopy with Dr. Wilson. Alan Schulz and Jerry Couchman are usually respon- sible for the odd aromas coming out of Dr. Lamp- man's research area in organic chemistry. The rc- search students aren't the only ones around the building in off hours. Any of the thirty student lab assistants could be there prepping for lab for the next day or the next week. A few might be found grading papers, repairing apparatus, painting shelves, or even just plain studying. If youave had trouble finding a member of the faculty during the day, try his lab or his office at night. A lot of students do. Lowell Eddy Gary Lampinan Edward Neuzil Herbert Hitc Fred Knapman John VVeyh Donald King Jay Allan Donna Johnson Stcvc Pavola Jeffrey Fung' Samdrax Ehnat Paul Ilhnat it Bill Downey Stan Nfoffclt X- I,-.L Edna Zoot jan Pederson ,,-I??4 Iirvin Otis Howard Mitchell Erwin NIZIYCI' W N Dun Hcitnlann Yarn Kcttcx' DiCk Hovdv 106 Don Bctzing ECONOMICS AND BUSINESS EDUCATIGN E - X:.L11... , Q S . K K K ww -,vw-v-w I Nw John Kolc A V it k..fk ,. Susan Gindcr .Neg Phyllis Maki Roger Chick ws-w...x...mW EDUCATION Barbara Wlalden Michele Mustell Barbara Lamb l Tim Jaech Lynda Milasich Mary Lampert Cheryl Troha As the first and largest pro- fessional department of the college, the Ed Deptf' has prepared thousands of West- ern students for positions as teachers of children and young people. Much of the reputation of the college has been dependent upon the ex- cellent preparation of grad- uates-a co-operative re- sponsibility of Edu and the various academic depart- ments. The departmentjs responsi- bility is dual and it must take a long view. It must be con- cerned with professional growth of the individual stu- dent. Also it has a responsi- bility for the impact of that student, as a potential public school teacher, upon the chil- dren who are subsequently to be his responsibility. To dis- charge this obligation at the highest level to both Western students and their future stu- dents has been Educationis challenge. The department continues to meet this through broadly based pro- grams of cooperative instruc- tion and research involving students, academic depart- ments, and the public schools. Sue Simonson Linda Stewart N Frank Punches Linda Troxell Lani Tarrant Diane Sankovich Neill Mullen M M, , ffl .V it , V 'A ,3?w Karen Hanson ' Rebecca Walsh Barbara Sturckler 108 l Karen Butler Doreen Wardenaar Kay Benny Max Higbee Helen Haugen r w 1 Kenneth Lutz Annie Holmquist Eldon Bond Richard Starbird Robert McCracken Pamela Jennings Suzie Sherman Charlecn YVi11ian1s WVendy Perdue Q-NF 5 , .XW ..h. h:h..h-:. . m h . 7 i ..a , i Beverly Jennings Hcnxx ones Vivian Johnson .Icunc Wibbclinnn Steward Yun Wingcrdin ENGLISH Cheryl Roswell Cindy Pigeon The explosions at universities and colleges across the country have shown that traditional educa- tional theories, methods, personnel, and adminis- tration are being challenged by young, idealistic and impatient students. Some of them have been bitterly disappointed at the inadequacies of their culture and frustrated at their inability to change the systemf' Some of the 'cradicalsfi who are some of the most intelligent and creative students in American educational institutions, have con- cluded that increasingly violent measures are ne- cessary to force the institutions of higher learning to play a predominant role in eradicating the ills of man and society. Such agitation has also been felt at W.W.S.C., but so far violence has been averted. Certainly President Flora must be given consider- able credit for helping to reduce tensions between students and the faculty and administration. He has made himself accessible to the students, and they have frequently accepted his offer of coffee and conversation. Consequently, he has learned first hand about student dissatisfactions: from the speed bumps in back of Miller Hall, to censorship of the calendar. Secondly, he has publicly admitted his mistakes and quickly made adjustments. Such frankness must frequently be painful, but his char- acter is easily seen and admired, even by those who disagree with his actions. Such conduct and per- sonality have greatly helped to create an atmos- phere of toleration, understanding, and willingness to change. Faculty members have also significantly contrib- buted to helping alleviate tensions. Not only have they encouraged President Flora to listen to stu- dent demands, but the faculty, an integral part of the 'festablishmentja has shown a sincere willing- ness to engage the students in meaningful debate. Many faculty members have become a source of creative suggestions for new approaches by which demands can be met or discussed. Many departments have recognized the student de- mands and have consulted students about various departmental policies. Other departments have formalized their relationships with students by in- Maureen Harris Knutc Skinner Gerson Miller Curt Kaple Feryll Gillam Lmda Hodcr Kathleen Kuhns Koos Jager Moylc CCd6fStKJII1 f Nancy Sanford williams Kun' Brian Andcrson Kitty Collins l Sharron Schafer Jeff Vlilliams Daniel Larner Stephanie Hylton Roger Aase Arthur Hicks Nora Horensky Evelyn Odom Nina Haynes cluding student representatives on committees. The English Department, for example, has expanded its curriculum committee from seven to eleven members in order to incorporate students. The growth of student representation in the decision- making process of the campus is demonstrated by the active role SAAB plays in the changes made in the General Studies Program. Considerable credit must be given to the students themselves. Living in an environment of distrust, violence, and 'fcrzuses eelebresf, students have rc- sistcd the temptation of embarrassingwif not dis- rupting and destroyingv-lfVestern. First, students have availed themselves of the opportunities for discussing their problems. Perhaps they were sur- prised that Hthe systemw is responsive to student complaints. For instance, the linglish Department considered the complaints that two students made about the linglish Competency lixaminationg fi- nally, the faculty of the department agreed with the students and reversed its decision. Second. the students have worked on establishing new lines of communication by which they can ex- press their ideals and work for their realization of them. Wlhile advancement is what has been remarkable. fundamental questions remain. Basically, what are the limits of student representation? Is student ad- vice to be limited to curriculum matters or are such questions as the hiring. firing, and tenure of faculty within their purview? Thus. are students justified to seek representation on departmental personnel committee? If so then can they ask----or demand- -representation on the Board of Trustees? Such questions show that the seedbed of student unrest still germinates at YVestern, but the ground- work appears to be laid by which difficulties can be discussed, and that is a crucial first step toward finding solution. FGREIGN LANGUAGE Clara Trinidad Diane Holland Henrieh Braekhaus Sue Larama lNalter Robinson i Ruth Stadstad In the ten years of its existence, the Department of Foreign Languages has shown a tremendous growth, both in size of faculty and student enroll- ment. Today there are nineteen instructors who teach four modern languages: French, Spanish, German and Russian, two classical languages: Greek and Latin, in addition to courses in Applied Linguistics and Foreign Language Nlethodology. Flight hundred fifty-two students constitute the to- tal enrollment today, an increase of more than -11JtJff? since the departments beginning. The lan- guages rank according to enrollment as follows: French, 34-7, Spanish, 216, and German, 194. During the summer of 1969. for the first time in the history of the department, an li.P.D.A. insti- tute for teachers of French will be held under the direction of Dr. Herbert L. Baird. Some forty-eight secondary teachers from all over the United States will participate in the institute, which is the only one of its kind on the lYest Coast. The Department of Foreign Languages boasts two well-equipped electronic laboratories, which contribute to the ex- cellence of preparation demanded of students of for- eign language. The foreign language requirement for undergradu- ate students, approved by the Academic Council two years ago, is being considered for implementa- tion, affecting students entering the fall of 1969. Lisa Gehrke Karan Nolan Eleanor King Ann Cowan Guadalupe Garcia Barragan Herbert Baird 2 Z g L.ERKm-N Mm-., f-ww-M-w.M,,W We Tad Melbin Steve Johnson Denise Holden Christine Anderson Sharon Francis Janice Day Karen Kirkcndall William Elmcndorf 1 i if Vladimir Milicici Bllfbiiffi Robinson Anne Perry i 117 W Q35 M Kathy Dier Donna. Glandon Janet Bedian Wendy Gellor R. D. Brown Georgine Dycus Chris Billings Jeannie Doering Linda. Johnson M' Z an ,J , ' l?usg Marcia McKaig vlaurice Schwartz John Reay l Ralph Kuhns GEOLCJGY During Spring Quarter a large segment ofthe Geol- ogy Department moves off-campus in order to study geology in the field. Twenty students and two pro- fessors will travel more than 7,000 miles through the eleven western states to visit classical geologic regions and to learn to map and interpret the geo- logic history of selected areas. Three weeks, the longest period of time in any one area, will be spent in the Mojave Desert of Cali- fornia where excellent exposures of complexly fold- ed and faulted strata offer an unexcelled challenge for mapping geologic structure and interpreting stratigraphy. The group will then visit Zion and Bryce, back-pack through the Grand Canyon and return to the Northwest via Dinosaur National Monument. the Tetons and Yellowstone. During the 16-credit field course literally thousands of observations will be made of phenomena cover- ing all aspects of geology. Ross Ellis Heather Highmiller Fred McCoy Robert Monahan Johannes Jansen 3,500,000,000 people on 57,280 square miles of land surface an endless challenge and an inexhaustible opportunity for geographic investigation Scott Howard Critc'hfi01d Thomas Savagc Dm-buath Mookcrjcv Ismail Ahmnl in HOIVI E ECONOMICS thef ocus ison INDIVIDUALS FAMILIES ENVIRONMENT emphasizing design. . . housing . . . textiles. .. home furnishings. . . consumer economics. . . family finance . .. home management... nutrition. . meal management. . . household equipment. . . child development. family relationships.. . clothing. .. home economics education... research methods through the concepts of .values .interpersonal relationships .management .human development .environment Linda Johnson Laura Lcrwiek Janice Peach Dorothy Ramsland ,in V' w. , ye' ' 3,1 2 h'hhho Lucille Barron Nancy Kuehnoel Patty Harris Elmer Knowles Edith Lzlrruhcc HISTGRY Joanne Ricks Michael Fitch l Susan Marron Linda Doherty Richard Blanc John Mollan David Wilson Ann Ross Marla Benson Liz Sipprcll Jennifer Whtling Sandra Ba Nom Callaghan l bc-of-k Merilcc Marx Michacl Moore Linda Smith, August Radko WW ' nu- 5 ,, -Wvfflyxr' , .103 Jam-t Slater Nfury Schultz George Harvey Terry Callahan Judy Huncy Dolorfxs Hindxnan Linda Robertson Tom Hansen Edward Kaplan Dale Friend David Davis Daync Puvogcl Susan Jochim Eileen Jones Jeri Hager Gary KDISS Treese Murdock Jerilyn Jutz W. T. Hatch Lloyd Uradomo Dean Kjarsgaard VV. Robert Lawyer Thornas Frazier Howard McGaw Ellen Rice Vilis Pucslis William Scott Charles Wlalerman Gayle Rgihmpg My fourth and last decade as a librarian and pro- fessor at Western is close upon me. It promises un- questionably to be a most exciting and stimulating one. The climate of the contemporary Western Campus is marked by major problems. The challenge in- volved in the resolution of these problems is clear to faculty, students, and administration. The chal- lenge which is presented to Wilson Library seems to me to be even more provocative and dramatic. During the approximately three decades from 1940 to 1969, Wilson Library has grown from some 40,000 volumes and 300 periodicals subscriptions to approximately 300,000 items and 2,300 sub- scriptions. I predict that this rate of growth will appear insignificant compared with library growth in the next few bienniums. A three phase reconstruction of the present Wil- son Library building is already programmed to house 500,000 volumes and provide study facilities for student enrollment of l0,000. Construction on Phase One begins this year. The expanded facility will almost quadruple the present space, will mod- ernize services and provide large recreational read- ing areas, lounge facilities, smoking rooms, snack bar, conference rooms and a 250 person lecture hall and stage. In addition to meeting the needs of traditional library services and materials, a bigger challenge is to move out on the frontier and antici- pate the impact on library services of a very rap- idly developing tcchnology. As of this writing, Wil- son Library is completing another phase in its auto- mated data processing program destined ultimately for full computerization of services and technical processes. Just barely around the corner is a tremendous ex- plosion in the utilization in teaching of non-book materials: tapes, films, strips, canned lectures, re- productions, video, microtext Qcards, fiche and ultra-microfichej--and, of course, the acquisition of accompanying electronic hardware-wet car- rels, projectors, recorders, reader printers, lap readers, television, etc. As soon as a close circuit is completed classroom lectures and demonstrations will no doubt be piped into the Library. And, with- in a decade or so Wilson Library may well be part of a state-wide feven national, eventuallyj net work employing instantaneous transmission of li- brary materials. Come back in a few years and visit Wilson Library and find out what kind of a prophet I turned out to bel Herbert Hearsey LIBRARY Keith Himmelman Hazel Lundy MATHEMATICS Two fundamental views of mathematics run through history. One reaches back to the ancient Egyptian and Babylonian cultures and emphasizes the usefulness of mathematics in describing and manipulating manls surroundings. This tradition, especially since the time of Isaac Newton, has been one of the roots of the flowering of scientific knowledge that so characterizes our present society. Another view, dating to the ancient Greek civili- zation, recognizes mathematics as a model of reasoned thought and a part of the training of any educated person. Through its students, especially the high school teachers it trains, and through the research of its members, the Mathematics Department at West- ern Washington State College attempts to honor and carry forward both these traditions. In a va- ried and expanding program it hopes to provide for the technical competence of those who will John Reay Francis Hildebrand Dan Frederickson use3' mathematics and to give all Western's stu- dents some appreciation of the role of mathemat- ics in our civilization. Ronald Church Eileen Burkle hm John Woll Suzanne Lamb Norman Lindquist Gail Atneosen Dennis Johnson Chris Thorlcifson Dennis Demoregt Sara Kelly Mary Micdcma MUSIC Variety in media and excellence in performance have become the theme and development of VVest- ern's Department of Music as stu- dents play and sing music from Bach to Jazz. A listener's diet may extend from a gigantic spectacular like the Poulenc GLORIA requiring vir- tually the entire choral and instru- mental resources of the department, to an hour at the student recital where a saxophone quartet, an or- gan toccata, a string trio, a piano sonata, and an operatic aria are but part of the fare. Nor do the students do it alla faculty concerts abound as brilliant new performers have joined the staff including a complete faculty string quartet in residence. Variety is the name of the choral program where in addition to choirs and opera widening interests have created numerous select groups like madrigal, chamber and folk singers. A day in the life of a VVestern wind player might involve symphonic band, an evening with the stage band, a sectional for the wind en- semble, and a percussion ensemble. During the football season he would have spent some hours on the field to polish a precision routine. String players would likely be found play- ing in a symphony, a string orches- tra, chamber orchestra and perhaps a student quartet. They also study music history. learn to conduct, and write music in theory. A new phase of the theory program was added this year when the listening lab ttape recorders and programmed Elva Sampson Kathy Aadal Tim Gaffney Kathy MCPhadCH Paul Stoner Evelyn Hinds tapesj added a total new dimension to the art of tonal discrimination. The music program includes this year an experimental program in jazz improvisation and the history of jazz and contemporary music open, as are many of the music or- ganizations, to all interested non- majors. A large music library re- plete with numerous turn-tables and an enormous library of discs is a Mcfcczt for the avid student listener. In a world of rapid change music is moving with the tempo of the times. Martin Tobies Sharon Phinncy Linda McLennan Bernard Regiei Marilyn Hammer Bruce Verkist Don Dorr Janice Doubt Dr. Szonoru Don Walter Jerome Glass Phil Ager PHILGSOPHY In attempting to continue to understand and interpret the present scene of rapid change, revolution and rebel- lion, as well as to assess accurately the forces of resist- ance, tradition and authority the Philosophy Depart- ment this year, besides teaching large parts of the body of traditional and contemporary philosophy, helped to initiate and sponsor what some have called the most significant intellectual event on campus in recent years, the symposium on Govern- ment, Freedom and Change. Participants included Arnold Kaufman, philosopher and well-known au- thor, social critic and daring innovator in politics and economics, and Christian Bay, writer on politics and Chairman of the Department of Political Science at the University of Alberta. Sessions with these figures were lively, sparkling and controversial in the best sense, and students and faculty apparently enjoyed them and profited from them. In the Spring the Department also sponsored the second annual Conference on Philosophy at Western, inviting for the benefit of students, faculty, and other philosophers from the entire Northwest two of America's leading figures in Philoso- phy, Professors Richard Cartwright from Massachusetts Institute of Technology and john Searle from the University of California at Berkeley, and two foreign visitors, Professors Anthony Kenny and Jonathan Bennett. QW fi P.E. Gcrald Moc Stan LcProtti Robert White Boyde Long WffWfwgmgpw.WW,,,M,,,W ,, We Pat Hughes Conrad Hamilton The discipline of physical education has many fa- cets-general education, teacher training, recrea- tion and intramural, in- tercollegiate athletics. Always the student is the focal point of the various areas in the discipline and hopefully these pro- grams are among thc most enjoyable educa- tional and recreational experiences of the indi- vidual participant. The department has tried to keep in tune with current student interests and con- cerns through several fac- ulty-student committees. One consequence has been curricular change, including several new courses and new pro- grams. For example, crew has been added as a varsity sport and new courses in the activity of- ferings such as mountain climbing, jogging, hand- ball, and squash either added or planned. Other activities in which stu- dents show an interest cannot be included at this time in the curricular program due to staff and Don l'Viseman facility' shortages but the department has tried to Charles Lappenbusch Charles Randall Melvin Albee offer some assistance to the mushrooming club activities such as soccer, rugby, gymnastics, judo, karate, sailing, scuba div- ing and badminton. An extensive intramural pro- gram is offered to all stu- dents with, for example, nearly 700 men partici- pating in organized bas- ketball leagues. In summary, this de- partment is affecting cur- ricular or recreational needs of more than half the male student enroll- VVilliam Tomaras Fred Emerson ment and thus taking a long stride toward a pri- mary aim in the physical education discipline: a sport for every student and every student in a sport. According to MeLuhan, 'cAll Media are ex- tensions of human facultieskpsychic Cgl physical. Similarly, all areas in the Wom- enis P.lil. Dept. CRE., Health, Recreation SL Dancej 'are extensions of student parti- cipation and involvement. Playcourts and sports fields an exten- sion of the arena. Vitality an extension of energy in a dif- ferent form. Leisure an extension of self through choice. Rhythmic motion an extension of crea- tive self-expression. These area extensions co-exist in a state of active interplay. Students become in- volved with one another-a r-o-l-e is per- formed in being yourself and the new ulookw in learning i.e. to discover, to ex- plore, to totally participate as well as to be instructed is constantly being encouraged. Sharon Rowland P.E Margaret Aitken W O ITI 9 F1 Yvonne Fenton Mary Cawclrey Corda Frank Mary Lou Ruthardt Ann Price Paula Evcrdell Sherry W'cathcrby Kathryn O'Ccmnnor Candi Quake Lois Watkins Monica Gutchow Gail Rauch PHYSICS Ajit Rupaal Don Assink William Dittrick Leslie Spancl YVilliam Tocws Jeri Smith WV. L. Barrett Melvin Davidson Jerry Jazbec Willard Brown Barb Wakefield joan Plumb Richard Van Dcmark Gary Navcrt Sandra McCauley Barbara Fowler John Hebal Richard Bullman Iraj Paydar 4! y, gl E. ww PCLITICAL M, S C I E N C E Steve Courchaine Eric Peters 'x Political Science is at once one of the oldest and one of the newest of the academic disciplines. The classi- cal studies of Political Philosophy and of Law and Constitutions, which date back to Plato and Aris- totle, were augmented in the latter part of the 19th century by large- scale descriptive studies of contem- porary governments. Then, between the wars, three new demands were made: to introduce quantitative methods, to relate the study of poli- tics to the personality and psychol- ogy of the human individual, and to develop an overarching theory of politics. The first two of these blos- somed during and after World War II, leading to fields like Research Method and Political Behavior, and there are signs that the third may flower any time now. Meanwhile the problems of modernization in the many new nations of Asia and Africa have created the vigorous new field of Comparative Politics. These and other new developments are transforming the content of un- dergraduate courses, so that Politi- cal Science is becoming one of the more popular disciplines on the Campus. Manfred Vernon Roberta Burkett Gary Kepl Fred Doehring Ken Nelson Orcst Kruhlack Dorin Zohncr Jim Lowe PSYCHCJLGGY Carol Diers Evelyn Mason Markida Hopkins Myrl Beck Don Littleton Martin Reck We are the hollow men We are the stuffed men Leaning together Headpiece filled with straw. Alas! Our dried voices, when We whisper together Are quiet and meaningless As wind in dry grass Or rats, feet over broken glass In our dry cellar Shape without form, shade without colour, Paralyzed force, gesture without motion, Those who have crossed With direct eyes, to deathas other Kingdom Remember us-if at all-not as lost Violent souls, but only As the hollow men The stuffed men. Fortunately, the picture is not all black. Increasingly, psychology is admitting that it jumped the gun in the wrong direction by trying to. model itself after the physical sci- ences. More and more psychologists are turning to meaningful social ac- tion research and the truly basic ob- servational research methods. In so doing, they are finally dealing with humans 'Gas they arew and Hwhere they are . They are again accepting the human as a verbal being capable of reliable self report rather than a higher animal unable to give honest verbal responses. Further encourag- ing signs are that a few psychologists are even beginning to deal with the bigger social and moral issues facing mankind at the present time Cie., war, pollution, over population, eco- nomic survival of underdeveloped countries, and so forthj . Gptimistic as these signs are they are obviously only a very small start on the overwhelming problems fac- ing man today. These problems ba- sically are related to human sur- vival. Unless we as psychologists and as human beings are not willing to contribute something toward the real needs of mankind, it well may be that T. S. Eliot's end may be- come a reality. Psychology today has much in com- mon with this potent commentary on human existence. Especially in the realm of research, 'iholloww Qealled basic j research abounds. This 'gbasici' research, which is be- ing carried out by the majority of psychologists fat least in college set- tingsj usually concerns itself with highly specific and controlled as- pects of behavior in organisms which cannot talk back Qfrequcntly ratsj. When a researcher dares to study human subjects, 'cbasicw meth- ods require that the situation be well under the control of the experiment- er. Thus, the subject must be manip- ulated in such a way that he engages in a completely artificial form of be- havior never engaged in before in his normal life. All of this would be quite legitimate if psychologists would be willing to admit that they are interested in animal behavior for its own sake or in artificial behavior in humans. Sadly this is not the case. Instead, too often they claim to be studying behavior which is highly generaliz- ablc from animal to human and what is even worse, they claim to be studying highly meaningful behav- ior in humans. This is the way the world ends This is the way the world ends This is the way the world ends Not with a bang but a whimper. C. W. Harwood Lynette Freiter Valerie Worthcn Alan Ross i ..l.l a -.f-,. . Frank Nugent Jan Carlin Knutc Adams Don Alford 1 A Dorm Zohnor Jacqueline Finncran Donna Cabral James W'ilkins Marty Lobdell Elvct Jones My ,ff ' ff SWF' rg, WLM' ' ,W X , , ,' ,f e qfyiw Q f f?ZS,gf1if 41' mmn n f, fi -, , ,' 1 Mcrlc Kuder Henry Adams Christine Bauman Lorna Compton . . .,g,..,,.x.., , , , 11.455 Robin Charlton Iugcborg Paulus Joan Eiscnhardt Lynn Osicr Jzxvkic Spvnvcr SOCIOLOGY Roger Quigglc Loretta Dreis Herbert Taylor Jan Tibbctts is R1c'h1rd Lcvxcu Gayle Church Jane MOCarrcn Diane Belivcau Jim Hardin Jean Cox Vicki Allcn Suzanne 'Wickstroni Mary Lou Cole Margie VVilliams Pain Mitvhell Howard Harris XVIIYDC Johnson ix Cheri YV0lfv I -A Jan Inman SPEECH Vicki Buhrmcster Mark Flanders The Department of Speech consists of fifteen faculty members. This year there are over 350 majors taking work in speech therapy, theater, and general speech in prepa- ration for work in the public schools, professional careers, or graduate school. In addition to providing a full aca- demic program the Department provides entertainment for the community and college with six full-length plays and numerous student-directed productions. An extensive touring theater program takes childrenis plays to schools throughout western Vllashington. Nearly fifty students are continuously active in forensic activities, and in competition with other students from colleges and uni- versities throughout the nation, they have consistently been ranked among the top five schools. There are more students enrolled in the therapy program at Western than at any other school in Washington, Idaho, or Montana. Nearly 500 individuals received help last year through the facilities of the Speech and Hearing Clinic. I Mary Kerstetter Ethart Schinske Donna. Mollan Patrick Timlick Thomas- N apiecinski Terry Adams Donna Mollan Maurene Dwyer Til? W Knute Adams Laurence Brewster Carma. Lee Nelson Eugene Garber Dr. J. H. O'Brien Jan Tomberg Colleen Melick Donna, Eichenlaub 4' sw Karon Van Hook Carol Sanderson Richard Milasich Alden Smith Joanne Moore Susan Hartline 73 LBT nz - ,ii if 'e Y? is John Grundhoffer Karen Loers Sam P01-my l i Peter Dahl Chuck Vllashburn TECHNOLOGY Owl's vcracious self . . . of quarterly-Bond Hall-egg drop-resiliency-test conversion manifest- by that fthenj alexipharmic aforementioned a science and design innovation. industrial revolution akin Albert to that wrought by Fig Newton. medium quick ones half slow, likes . . . Mole's is chaff and candor due to voeative glance fa wayward lookj his gater-view convinced of hard-sell purveyors of technics. this practical and able Lee Zobrist Thomas Jasnosz Robert Nelson Sam Wilson Ray Schwalm Byron Gimncss Bruce Eagle Le-on LaSalle Michavl Seal Marijcarmc Fcrmo Richard Loc Edna Channer George Migchelbrink Claude Hill Lowell Lerwick K Linda Scvley Richard Fowler W Steve Bond John Shafer Sam Higgins INDEX Kathy Aardal 131 Roger Aase 114 Henry Adams 146 Knute Adams 151 Terry Adams 151 Ismael Ahmad 121 Phil Ager 133 Margaret Aitken 138 Melvin Albee 137 Don Alford 146 Jay Allen 105 Vicki Allen 149 Ardith Amundson 110 Brain Anderson 113 Christine Anderson 117 Margaret Anderson 102 Don Assink 140 Gail Atneosen 130 Linda Aumiller 102 Sandra Babcock 125 Herbert Baird 116 Guadalupe Garcia Barragan 116 W.L. Barrett 140 Lucille Barron 123 Jana Barros 110 Christine Bauman 146 Janet Bedian 118 Diane Beliveau 148 Kay Benny 109 Marla Benson 124 Don Betzing 106 Chris Billings 118 Richard Blanc 124 Eldon Bond 109 Steve Bond 157 Mary Bottomley 99 Laurence Brewster 151 Lynn Brittingham 110 Carter Broad 101 Henrich Brockhaus 115 Don Brown 110 R.D. Brown 118 Willard Brown 141 Vicki Buhrmester 150 Richard Bullman 142 Roberta Burkett 143 Eileen Burkle 129 Karen Butler 109 Donna Cabral Nora Callaghan Terry Callahan Jan Carlin Mary Cawdrey Moyle Cederstrom Sea Chang Edna Channer Robin Charlton Roger Chick Gayle Church Ronald Church 146 125 126 145 138 113 103 156 147 106 148 129 Ron Clark 98 Mary Lou Cole Kitty Collins Lorna Compton Steve Courchaine Ann Cowan Jean Cox Howard Critchfield Peter Dahl Melvin Davidson David Davis Janice Day Ken Deichen Dennis Demorest Kathy Dier Carol Diers William Dittrich Fred Doehring Jeanne Doering Linda Doherty Dan Dorr Janice Dourt Bill Downey Loretta Dreis Maurene Dwyer Georgine Dycus Bruce Eagle Lowell Eddy Paul Ehnat Sandra Ehnat Donna Eichenlaub Joan Eisenhardt Ross Ellis William Elmendorf Fred Emerson John Erickson 149 113 146 142 116 148 121 154 140 126 117 100 130 118 144 140 143 118 124 133 133 105 148 151 118 155 103 105 105 152 147 119 117 137 101 Paula Everdell Jeffrey Fang Marheanne Fenno Yvonne Fenton Richard Feringer Donald Ferris Jacqueline Finneran Michael Fitch Mark Flanders Barbara Fowler Richard Fowler Sharon Francis Andrew Frank Corda Frank Thomas Frazier Dan Fredrickson Lynette Freiter Dale Friend Tim Gaffney Eugene Garber Lisa Genrke Wendy Gellor Feryll Billam Byron Gimmess Susan Ginder Donna Glandon Jerome Glass John Grundoffer Monica Gutchow Jeri Hage Conrad Hamilton Marilyn Hammer L. Tom Hansen Karen Hanson Jim Hardin Howard Harris Maureen Harris Patty Harris Susan Hartline George Harvey C.W. Harwood William Hatch Helen Haugen Nina Haynes Herbert Hearsey John Hebal Don Heitmann Arthur Hicks 139 105 156 138 110 110 146 124 150 141 157 117 103 138 128 129 145 126 131 152 115 118 113 155 106 118 133 153 139 126 136 133 126 108 148 149 113 123 153 126 145 127 109 114 128 142 105 114 Claude Higbee 10-9 Sam Higgins 157 Heather Highmiller 120 Francis Hildebrand 129 Claude Hill 156 Keith Himmelman 129 Dolores Hindman 126 Evelyn Hinds 131 Herbert Hite 104 Linda Hoder 113 Denise Holden 116 Diane Holland 115 Kathy Holland 101 Annie Holmquist 109 Markida Hopkins 144 Nora Horensky 114 Barbara Horton 99 Dick Hovde 105 Pat Hughes 136 Judy Huney 126 Stephanie Hylton 114 Dennis Ichikawa 110 Jan Inman 149 Susan Itokazu 110 Timjaech 107 KoostIager113 johannesjansen 120 Thomasjasnosz 154 Jerryjazbec 140 Beverly Jennings 111 Pamelajennings Christinejensen Brucejerkist 133 Susanjochim 126 Dennisjohnson 130 Donnajohnson 105 Lindajohnson 123 Linda Kaye-Iohnson 118 Stevejohnson 116 Vivianjohnson 111 Waynejohnson 149 Eileenjones 126 Elvetjones 146 Henryjones 111 'Iackjones 102 Jerilynjutz 127 Edward Kaplan 126 Curt Kaple 113 111 100 Halldor Karason 110 Brian Kazlov 98 Sara Kelly Gary Kepl Mary Kerstetter 130 143 150 Linda Kettel 99 Varn Ketter Donald Kind Eleanor King Karen Kirkendall Florence Kirkpatrick Dean Kjarsgaard Fred Knapman Gary Kniss Elmer Knowles john Kole Orest Kruhlack jo Kubota Merle Kuder Nancy Kuehnoel Kathleen Kuhns Ralph Kuhns Barbara Lamb Suzanne Lamb Mary Lampert Gary Lampman Charles Lappenbusch Sue Larama Daniel Larner Edith Larrabee Leon LaSalle Robert Lawyer Richard Lee Wayne Lee Stan LeProtti Laura Lerwick Lowell Lerwick Richard Levien Norman Lindquist Don Littleton Marty Lobdell Karen Loers 105 104 115 117 101 127 104 126 123 106 143 110 146 123 113 119 107 130 107 103 136 115 114 123 155 128 156 110 135 123 156 148 130 144 146 153 Boyde Long'135 Jim Lowe Hazel Lundy Karen Lutz Kenneth Lutz Phyllis Maki 143 129 106 109 106 Stephens Margaritis 110 Susan Marron 124 David Marsh 99 Merilee Marx 125 Evelyn Mason 144 Erwin Mayer 105 Valeri MacKinnon 147 Jane McCarren 148 Sandra McCauley 141 Fred McCoy 120 Robert McCracken 109 Howard McGaw 128 Marcia McKaig 119 Linda McLennan 132 Peter McMullen 110 Cathey McPhaden 131 Tad Melbin116 Coleen Melick 152 JoAnn Mickey 100 Mary Miedema 130 George Migchelbrink 156 Lynda Milasich 107 Richard Milasich 153 Vladimir Milicic117 Gerson Miller 113 john A. Miller 103 Howard Mitchell 105 Pam Mitchell 149 Gregg Mjelde 99 Gerald Moe 135 Stan Moffett 105 Donna Mollan150 John Mollan124 Robert Monahan 120 Debnath Mookherjee 121 Joanne Moore 153 Michael Moore 125 Neill Mullen 108 Treese Murdock 127 Pat Murray 98 Michele Mustell 107 Thomas Napiecinski 151 Gary Navert 141 Carna Lee Nelson 152 Ken Nelson 143 Robert Nelson 154 Edward Neuzil 103 Synva Nicol 110 Karen Nolan Frank Nugent J,H. O,Brien Kathryn O'Connor Evelyn Odom Frances Okinak Lynn Osier Ervin Otis Vilis Paeglis Ingebor Paulus Steve Pavola lraj Paydar Janice Peach Jan Pederson Wendy Perdue Anne Perry Eric Peters Sharon Phinney Cindy Pigeon Joan Plumb Sam Porter Ann Price Frank Punches Dayne Puvogel Candi Quake Roger Quiggle August Radke David Rahm Gayle Rahmes Dorothy Ramsland Charles Randall Gail Rauch John Reay Martin Reck Bernard Regier Ellen Rice Joanne Ricks Maribeth Riffey Judy Roberts Linda Robertson Barbara Robinson Walter Robinson Alan Ross Ann Ross June Ross Cheryl Roswell Sharon Rowland Aj it Rupaal 115 145 152 139 114 a98 147 105 128 147 105 142 123 105 111 117 142 132 112 141 154 139 108 126 139 148 125 119 128 123 136 139 119 114 132 128 124 102 110 126 117 115 145 124 101 112 138 140 Salvatore Russo 103 Mary Lou Ruthardt139 Elva Sampson 131 Carol Sanderson 153 Nancy Sanford 113 Diane Sankivich 108 Thomas Savage 121 Sharron Schafer 113 Erhart Schinske 150 Mary Schultz 125 Ray Schwalm 155 Maurice Schwartz 119 Scott 121 William Scott 128 Michael Seal 155 Linda Seely 157 John Shafer 157 Suzie Sherman 111 Liz Sipprell 125 Knute Skinner 113 Sue Simonson 108 Janet Slater 125 Alden Smith 153 Jeri Smith 140 Linda Smith 125 Leslie Spanel 140 Jackie Spencer 147 Ron Spragg101 Ruth Stadstad 115 Richard Starbird 109 Betty Steiner 100 Linda Stewart 108 Paul Stoner 131 Linda Stricklin 110 Barbara Sturckler 108 Arpad Szomoru 133 Lani Tarrant 108 Herbert Taylor 148 Ed Thomas 98 in Nel Thompson 114 , Chris Thorleifson 130 0 Jan Tibbetts 148 Patrick Timlick 151 Martin Tobies 132 William Toews 140 William Tomaras 137 Jan Tomberg 152 Clara Trinidad 115 PISDHE EAHBUO NC Cheryl Troha 107 Linda Troxell 108 Lloyd Uradomo 127 Richard Van Demark 141 Karen Van Hook 153 Stewart Van Wingerdin 111 Thomas Vassdal 98 Manfred Vernon 143 Glenn Wagner 99 Barb Wakefield Barbara Walden Rebecca Walsh Richard Walsh Don Walter Doreen Wardenaar Charles Waterman Jennifer Watling Lois Watkinds Chuck Washburn Sherry Weatherby Homer Weiner John Weyh 141 107 108 142 133 109 128 125 139 154 139 100 104 Joan Whitcombe 98 Robert White Jeane Wibbelman Suzanne Wickstrom James Wilkin Charleen Williams Jeff Williams Margie Williams David Wilson Sam Wilson Don Wiseman Cheri Wolfe John Woll Valerie Worthen David Ziegler Lee Zobrist Edna Zoet Dorin Zohner Pat Zwaagstra 135 111 149 146 111 113 149 124 155 136 149 130 145 143 154 105 146 122