New College of Florida Brilliantly Unique; Uniquely Brilliant



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Catalyst (Volume IX, Number 2)
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Volume IX, Number 2 November 17, 1977 I : I 1 ,1,


page two Editorial Where is New College heading? This is the question that comes to mind after putting this issue together. In many respects New College seems to be content with the status qw; deterioration. Instead of asserting our unique character we timidly await U.S.F. 's decrees. New Collegians must initiate action. We must fight to regam the p:>wer to determine our future. The first obstacle to be surmounted is stagnation. Little has been accomplished since the merger but the community has finally recovered. During the last three years most policy decisions have been subordinated to II"Oblems of fiscal survival. At Fl'esent, our financial status is more secure than ever before. We can afford to renew our quest for acadel'l"i"c excellence. If we can ressurect the inquisitive community, perhaps we can staunch the flow of transfers and alleviate the weight of ennui. The academic environment is static if not stagnant, repressive if not reactionary. Students have ceased to question traditional academic programs. Instead they aquiese to a conve!ltional education. This includes passive acceptance of testing, mandatory class classes of up to a people, and most imrortantly 1 the students desire to get by with as little effort as p:>ssible. If these trends continue New College will become an 1.mbearably average college. With conservatism comes social normality. Students regularly bwdle up their things and tr1.mdle home for the weedend. Palm court parties have lost much of their electric vigor ( Coincidental, perhaps, with the depletion of the :f'l'ivate fund), "wall'' is comp:>sed solely of bricks, When my father was a son, he wrote letters to my children. I have read those letters, they are drawn and discarded in every word he speaks. All conversation is correspondence. If I could give you something, I would bury and seal my father's letters to you from me. Robert Masterson -and community spirit is working on the new yearbook. No wonder those that can leave are doing so. This leaves only the prosaic and the tapped. The :f'l'Oblem feeds uron itself. New Collep;e's future is not as bleak as it sotmds. Our bl'ISiC program, the best innovative p.-ogram in the co1.mtry, is still intaqt. With eno .ther admssions gran, .ll.l\.t: uu: one from the Selby foundation for $25, we can replace the students we lose through our 70% atb:':Jtjon rate. Jnd if the master plan segregates New College from the University :f'l'Ogram we may, in part, restore some of the vigor to the social. A dialogue on New College's future will be the most significant factor in determi:nmg it. NewCollege is innovative but to remain SOl it must cnntinue to experiment. We must attempt new modes of learning. lm:f'l'Ovise 1 theorize, fail, go back to where we started, and move forward again. This must be our raisoJl d' etre. I was told a story about a new student who wouldn't challenge a II"Ofessor because," the professors are supposed to know what's best." is anathema to mv concePtion of Novum Colle2ium. The word Collegium is defined as a group in which each member has apii'Oximately equal rower and authority. this corres?Onds to conception of Novum Collegium. "What IS needed lS a critical perspective. We need to challenge the faculty, the trustees, U.s. F. 1 ourselves, and our basic assumptions. Jf we want to know where New College is heading we need to challenge the future.


[1 1k Uf@j_d____________ P_a_ge_t_h_r_ee ''THERE'S MORE TO RUNNING A STARSHIP THAN ANSWERING A DAMN FOOL BUNCH OF QUESTIONS l" NOVUM COLLEGIUM MOTTO Contents PCP Fhotos Staff--Page Ten At the Root of It Bri:lil.Albritton Page TWelve Christians, fMlistines e ey Page S"teen At the Core of It George NfaYer -Page Seventeen Page Nineteen Dismayed and Unrelieved Pessimism Gary Berkowitz 'Page Twenty The Real and Ideal in Education VICtor1a Furman---Page Twenty-Three and Rebellion: The New Experiment iilWatson """Pige"""Twenty our On the Relation of AnthroP?l'?f,y to the Social Sciences Ramon Mujica Page Disenchanted Forest Mathew Klein--Page Thirty Bakke Rowdy Yates Page Thirty Four The Demythification of New College Frank Morrone ""l'age""'"'J'llirtY Five Experimentation Seth Goldwin Page Thirty Six Greg Vickers Page Thirty Seven Staff Editor: Hank Blumenthal -Managing Editor: John Wilke 1\)litical Editor: Kevin Cole llterary Editors: Glen Merzer, Mathew Klein, Seth Goldwin l.ayout Editor: Brent Miller Vince Kolosk.i Contributers: Jdm Biggers, BillSwanson, Gary Berkowitz, Jolm Smiga, Debbie Serviss, DaiJ Kerman, Robert Hans, john Klopstock, George Mayer, Pat Hadley, Frank :Morrone, Henry Smyth, Dave Kramer, Robert M asterson, Bob Allen, Pete Russel, Don Thieme, BriaiJ Ramon Mujica, Vicky Ferman Herb Gilggenheim Bruce Glassford Advertising: Seth Kaplan, Randi Shelton, Lenny RUBIO, Olga Rene, Arlana Young Other Good People:Bemadette Witham, Andrea Ginsky, Rob llncoln, Devora Tulcensky, Karen Arnett, Lisa Zehrung, Jenny Collins, Bob Rush, Jean Robinson, Phil Lumsden. Rick Rever, Kim Gates, Kathryn Etchinson. Bruce jones Caolyn DP.Baldo. Monica MacGreggor, Maggie Hall, Smeatoo, Vicki Kazmersky Executive Chauffeur: Lois Brandwene Ideal Dan Chambliss, Rick Rever, Bob Schiffman Angels: Bob Toll, Breadboard 1


p_a_g_e __ fo_u_r __________________ LETTERS To The EDITOR The great pain strikes. Art at New College is d.eaa. The fact must be faced. What is our humanities department composed of ? Mostly critics and scholars. Where are the artists ? The fact must be faced. There is no creative writing prose fiction teacher, there are only those who will fulfill this role as a sideline to their other scholerly work Dance manages a little better, with teachers hired to teach 11 extra curncula:r 11 P'Qgrams in jazz, modern and ballet. But where is the formal recognition? Dance is an art form, and dates back thousands of years and yet the forces behind higher education see fit not to recog nize its importance, There is a vast and undying inter-est in drama at New College, and yet, no effort at formal dramatic instruction, One must either try to create essence out of nothing in putting a play together at the school, or one must subject oneself to the endless idiocy of local amatuer theatre. How about poetry writing ? All right, this term Dr. Miller chose to offer no J:TOgTam for p::1ets. Alas. Music theory and composition is handled entirely by Dr. Riddle as is all resp:>nsibility for tiD sestudents who are interested in the performance of the art, Good news here Dr. Riddle has been denied and it will be only through a massive effort on the part of the students that Dr. Riddle will be retained. This is an effort which should be made not simply because Dr. Riddle cares about his students, but also because if he is not retained we at N. c. can kiss our so -called music 11 department goodbye. Turning to the visual arts, we are in somewhat better shape, two instructors. One for two -D and one for three -D art, but now a question comes to mind: bas anyone taken a serious look at the output from this department ? I do not rrofess to make but Robert Persig's quallty standard comes to mind, especially in view of the current art hanging in the fishbowl. Persig suggests that quality in the arts is shown when a painting looks better than the brown wall which it is hanging on. How much of the time is that the case at N.C. ? Before I get jumped on for that last remark, let me em:fhasise my belief that there are a handful of good, working artists at N. c. They are distributed among all of the various artistic diSciplines, and they are struggling along as bc:st .can. Many ot them choose to employ the critical scholarly road as one means to their end. By studying the great art of the past, they hope to gain in insight into their own work. Th5 is something every artist shoul do nevertheless, the yotmg artist needs the steady hand of the old master to guide him. Beethoven, was not a genius independent of formal instruction in the composition of fugue, sonata and other musical forms. He needed the instruction of Ha)rden and others before he was even able to imitate the music which p:eceeded his own innovation. I don't have any quick solution to the rroblem of lack of supp::1rt for the ms in higher education, but I will say that at least at a smaller liberal arts college such as N. c. more attention and support should be channelled into the arts. Ideally, a humanities department ought to have three equal prongs of attack; language and its uses, criticism and the arts. the assertion should be made that New College is no longer a liberal arts college in the fullest sense of the term, New College is starving its artists to death. One of the most important social sciences, at least as regards the artist, is completely non-existent at N.c. I am speaking of anthropology, of course. Anthrolology has been such a strong influence on the art the 20th century and yet in the United Nations of the liberal arts is New Collel'{e of the University of South Florida, there is no official recognition of thiS domain. There is no James Frazer, no Malinowski, no Margaret Mead and no Levi Strauss. Terrific So maybe I shouldn't say the arts are dead, maybe I should just say that they are in a cucoon waiting to burst forth. Herbert S. Guggenheim MAYBE THEY ARE DEAD Fellow Students, The members of the New College faculty have rroved. once again that they can be as petty and venal as the best of us. It's tenure ap):Toval time again and in the various divisions the long knives are being brought out and old scores are being brought out for settlement. The Humanities division faculty voted to deny tenure to Jack Cartlidge, head of the three -D division of the N.c. art department. This means that if the decision stands, Jack is fired. He gets a one year grace period to find other employment, then he is gone, This could mean the end of the three -D art program at N. C. You might remember what happened to the Anthropology and German departments in the last few years and the ordeal of the New College economics faculty the past few years. The art rrogram could be allowed to die in just the same manner. Aside from the grim rrospect of a one person, one dimensional art rrogram here at N.C. there is the injustice of having one of the most dedicated and hard New faculty members canned. Jack is on-campus, in his office, and available to students for consultation and assistance for S or more hours a day every day of the week. Compare this to the 4 hours per week that many of the colleagues in the Humanities division make themselves available to students during their office hours Jack has 57 students or one out of every ten students attendinR this institJrton, enrolled in classes which are tmder his supervision. He directly deals with more students via his classes tha.Il any other Humanities rrofessor. Despite the number of students he deals with and the amount of time he spends directly involved with thetl\ Jack has endured much criticism for his methods of instruction. He (horrors ) utilizes thetalents and expertise of qualified students, and J:TOvides them with a valuable learning experience, by allowing them to be


student teachers and teaching assistants and thereby ex p:>ses his students to as wide a range of techniques and skills as possible. 'This, however, is a no-no according to his detractors in the department many of whom, curiously enough, also use and/or sponsor student teaching by their own students. Jack is also under fire for his lack of diplomacy. He has firmly held opinions and convictions and makes no bones about expressing them, something I have found out on those occasions when I disagree with him on ways, means and ends. This has led to his not keeping the right 11 people in the department on his side and thus to his tresent Jredicament. Fblitics, as anyone dealing with a baccalaureate committee knows, can be such a joy. His case goes before the Provost Advisory Committee or PAC, on Monday Nov. 21. They have the power to recommend that the decision of the division be reverse a. They rely, in making their decision, upon letters from concerned parties (this means, or should mean, foh }. This is an appeal to you to save Jack's job. I fee t at no one else could run the art department at New College as effectively as Jack, especially considering the extremely limited budget and the abysmal facilities. Letters to the 1 PAC must be in by this Friday the 18th. If you want Jack to stay, please write a i'ettef, even a few lines would help to notify the committee of your support. Don't let the department go the way of the Anthropology department and the passenge : pi.dgeon, please write. Vince Koloski Rowdie, I find it 1.mfortunate that you, like so many other political observers, found it impossible to write about anything but Bert Lance this summer. Would that Georgian overdraw the account of the U.S. government? Would he abuse his office to take free rides ? Would he, offer the same agency as collateral for two different loans ? Could he still function as the heaJ of the These were the questions with which you were concerned. At the same time, however, another high administration official was wasting tens of millions of dollars of the taxpayers money, encouraging goverment officials to take free rides at the expense of the health and safety os U, S. citizens, and ordering studies whose results he declared 11 unbelievable when they failed to agree with his predetermined opinion. I am referring to Department of Transportation Secretary Brock Adams. He ordered a review of the Washington subway system, which caused 44 m i.liion dollars of increased costs due to inflation alone during the delay, then called the results incredible when he learned that the original plans were as inexpensive as possible. He, of course, made this announcement from th(. relative safety of Atlanta, Georgia He thought he could get away from the angTy people of Washington, but was pzrsued by a very angry county executive, wh-> bad been telling him that he was wrong for the last sever.J months. The feud is still going on, as Adams tries to save face. People in W ashington were already mad at Adam for letting the Concorde (the French supersonic transport plane ) land at Dulles Airport. ( The shennanigans the Concorde pilots pulled to escape the noise detectors are another story.) Since he obviously likes having mad at him, and so he could have foreign fnends ( I don't have anything against the French or the ), he recommended that it be allowed to land in New York and several other cities. ( Congressmen in Washington couldn't hear their constituents complain over the roar of the Concorde. ) I ask you, Is this man functioning effectively as head of DOT? Sincerely, FUR PUR Fist Annual New Barbaria -Burning STARTS 11 PM FRIDAY, NOVEMBER 18 BY THE BARRACKS ACROSS THE ROAD BEHIND EAST CAMPUS BONFIRE VIOLENCE! WILD, PAGAN, PERVERTED RITES! BRING ALL YOUR BOOKS (Take a book that is "sacred" to you and see if you can burn it. Then ask yourself how much you are imprisoned by your books.) BE EXTREME! EXAGGERATE THE EMOTIVECOGNITIVE DICHOTOMY! TAKE OUT YOUR SECRET ANTI-INTELLECTUAL URGES! OPEN UP YOUR ID! SPEED THE END OF LINEARITY AND THE GUTENBERG GALAXY! NEW BARBARIANS NOW IS THE TIME TO MASS TOGETHER!!!!!! Winifred, take a letter. To the Right Honorable Reverend Morris Hackensackj One hundred years ago, in the dawn of our age, was an old man .. he would walk towards the sun at night, and during the day he would strike at small animals with his single fOssession and constant goad, the femur of a larger animal which had fallen to Ogg and his peopl in less lonely, days. Years passed. Ogg was slaughtering his prey with mechanical vehemence, gestalting the arc, angle and speed at which his bone must meet the fragile skull of some less brained creature to make it an easy death. He would patiently hammer it open, and tear at the soft meat with still -sharp teeth. Ogg was old when he went into the veldt, and now he grew tir-ed. He relaxed one afternoon beneath a broadleaved tree. He felt that somethinsz was about to happen. The sky was very blue, he at rose off the veldt in vague gTaceful ripples,the world was motionless. Ogg tilted his head back and closed his eyes. He brought his hands together and gently caressed his left hand with his right. Ogg died there, I hope you find this instructive, Brother Theodore


page six Faculty Meeting The November nine meeting of the faculty was long and marked by two lengthy debates, and a couple of discussions of direct interest to the student body. About thirty faculty were present at the meeting, a high turnout. George Mayer admonished the faculty on two points. First, he asked professors sending their students abroad to study to help with financial arrangements as well as academic arrangements; he claimed that he received a call late at night from a student stranded in Spain. The second thing he brought up was student discipline, which he said was nonexistent. There were complaints about our harrassing the USF people in the library and cafeteria. He added parenthetically that there are enough of those people to "beat us up with their fists" if they ever got riled, and besides, they are fellow students, so people ought to be nice to them. It was pointed out that elitist NC despise these people. A second aspect of the discipline problem, George Mayer said, is palm court parties, which are too loud and too long. He suggested making the students responsible for the running of the parties and keeping each other in line. Dr. Bates pointed out that the last party was not too noisy for her to sleep through, she thought it was pale in comparison to past efforts. Nothing was resolved. The third area is people using the pool and other facilities which are closed, and giving the police backtalk. Again Dr. Bates came to the students rescue by saying that the security force is more "obnoxious" this year and the students feel that they are living in a police state. Dr. Mayer asked the faculty to ask the students to be nicer people anyway. The search for the provost on. Apparently Tampa handle the advertising end, but NC people will be in charge of the actual selection. The ad for the job is being finalised now. It was announced that three faculty members received letters of tenure this week. The EPC brought up a motion to extend the time that students have to submit their contracts a final deadline of four weeks before expulsion. There would be two earlier deadlines for getting the contract in, for notification of missing the first deadline. Dr.'s Deme and Borden objected that three dead were effectively no dead at all, and that if a student couldn't make up his mind in two weeks he didn't belong here anyway. The supporters argued that this motion created a formal mode of appeal for students who are late with their contracts, and eliminates the injustice of the present system. (The present system consists of appeal to the provost on a semiformal basis. Some students are unaware that they can appeal, or are too timid to do so) The motion was tabled after a vote, so the present system stands. The EPC is also working on a five year plan for faculty staffing. The FSC report created a debate over the establishment of confidential files for the faculty, as state union laws require. This motion had been brought up many times before, but never complied with. In a discussion marked by confusion on both sides, the affair was tabled until such time as people could agree on what they were actually supposed to do. At 5:20, Dr. Deme moved to adjourn the meeting. He later called the FSC discussion "trivial". Dr. Snyder was upset that the contract motion did not pass, feeling that its opponents didn't understand it


11v. Uf@f.Jf-=------------p-a-ge_s_e_ve_n_ FOUNDATION I N TRANSITION Joseph Penner has been elected interim president of the New College of the New College Foundation, A. Werk Cook, chairman of the Foundation Trustee Board, announced. The election of Sarasota financier Penner came during the fall meeting of the trustee board Friday (Nov. 11), following the resignation of Robert C. Toll. Toll had served as foundation president since June, 1976. "Joseph Penner is recognized as one of the exceptional young businessmen and administrators in the u.s. His wealth of experience in finance, education, and cultural activities provide the foundation with a leadership unique to this area," Cook said. "Penner is, in addition, a long-time resident and civic leader in Sarasota and knows the community and its needs," said Cook. Penner, who is first vice chairman of the foundation trustee board, was elected to the board in 1975. "His active interest in education and philanthropy extends far beyond Sarasota, and he is in an unusaul position to aid the Foundation in its principal function and responsibility: fund-raising." said Cook. Penner is chairman of the Popular Bank of Sarasota, of which he recently acquired control. In 1976, Governor Reuben Askew appointed him to the Florida Council of 100. Penner is a menber of the Asolo State Theatre Board. Penner in assuming his new post, emphasized that his was an interim presidency. "We have already formed a search committee to find a permanent president, preferably a local man or woman. The search committee consists of Cook. Mark Burlingame, who is chairman of the trustee executive committee, and myself," Penner said. "New College is fortunate to have a newly elected trustee, the former University of South Florida Interim President Wm. Reece Smith, Jr., a well-known and respected figure in education throughout the State, and who is intimately acquainted with New' College and its nationally known educational program," Penner said. Trustees also expressed their pleasure in the qppointment of Dr. John Lott Brown as new president of USF, Penner said, noting that Dr. Brown has already recognized the strength and potential of the New College program. The new president also stressed the impor ance of the role of Director of Development Alicia Novey. Miss Novey, who joined the foundation staff in August, served Columbia University since 1951 in development activities. Penner said that while the board accepted Toll's resignation with regret, he felt that advancement of foundation progress would continue because of the strength and vigor of trustees and staff.


page eight "Our trustees include noted neurosurgeon Dr. Irving Cooper, educator Dr. Nell Eurich, Dow Jones &Co Board Chairman William F. Kerby, novelist John D. MacDonald, Time Magazine Associate Publisher Richard E. Coffey, and many others. All are people of immense variety of background from law, medicine, education, finance, construction, journalism. I doubt if any small college in the country commands such experience and scope on its board," Penner said. NEW TRUSTEES Three new trustees were elected to membership on the Board of Trustees of the New College Foundation on Friday (Nov. 11). Board Chairman A. Werk Cook announced. The new trustees are Tampa attorney Wm. Reece Smith, Jr., interim president of the University of South Florida in 1976-77, and two New College alumni: Bradenton attorney Kenneth R. Misemer and Cornell University graduate student James E. Foster. Their election carne during the regular fall meeting of the Trustee Board held on the campus of New College of USF. Smith, who served as interim president of USF for a year until mid-September, was honored for his service by campus groups, business and civic groups, and the city of Tampa. Attorney Smith is chairman of Carlton, Fields, Ward, Emmanuel, Smith and Cutler, believed to be the largest law firm in Florida. He is president of the American Bar Endowment and is a former president of the Florida Bar. He recieved the degree from the University of South Carolina, the law degree with high honors from the Univer sity of Florida, and an honorary doctoral degree from USF in 1973. He has been a Rhodes Scholar at oxford University, England, and has served on the Rhodes Scholar selection committee for 21 years,. He is a member of USF' s Council of Advisors and has been its chairman Smith has been a member of the Board of Counselors at the Univer, sity of Tampa since 1965 and is a member of the of Visitors, College of Law, Florida State University. In addition to his lifelong involvement in higher education, Smith has participated in numerous civic activities and has served as president of the Florida Gulf Coast Symphony, director of Tampa Chapters the American Red Cross and American Cancer Society as well as a number of other organizations. He has recieved numerous awards for distinguished service, including the Florida Jaycees award for Outstanding Service in the Field of Government and the National B'nai B'rith Foundation Humanitarian Award. He was appointed by the Governor as chairman of the State of Florida Human Rights Advocacy Committee. Foundation trustees have four New College alumni represented among their membership. Misemer, a member of New College's Charter Class, was elected to the board to represent the alumni body at large, and Foster was nominated by his 1977 graduating class. Misemer, a 1968 New College graduate with a degree in literature, studied for one year at Harvard University's School of Business Administration with a scholarship. He had also recieved a graduate fellowship to the Wharton School of Finance and University of Pennsyl He then entered the univer sity of Florida Law School reciev ing his law degree in 1972: For five years, Misemer was house counsel for the First City Federal Savings & Loan Association. As an undergraduate, he served in government. Currently, he active in alumni affairs.


Foster graduated from New College in 1977 with a degree in both mathematics and economics, and is in graduate study in economics at Cornell University, with a teaching assistantship. Foster recieved honorable mention in the National Science Foundation national fellowship competition. As as undergraduate, he served as chairman and vice chairman of student government and as chairman of the Campus Council. The foundation, most of who board menbers were trustees of the former private New College, provides gifts from private sources to support the costs of the specialized New College educational program which exceed normal state funding. The trustees also serve as consultants for academic policy and planning for the educational program. Community News SEC Report The New College Student Executive committee has appointed Henry Smyth and Pete Tepley to rewrite the Student Council Constitution. It has not been revised since premerger days. Work will begin on the project in January. SEC chairperson Rick Rever reports that progress is being made toward the establishment of the $15 per term student activities fee. The proposed fee would generate an additional $7,500. This money could be used to fund such activities as student chair {anthropology?) lectures, movies, R&R and Jazz concerts, construction of a sauna, or the purchase of sailboats. This would supplement the meagre Activity and Service Fee allowance from Tampa. Students Frank Morrone and George DePaolis will sponsor an end of term PCP. The gig will move indoors if it gets chilly. Saturday night at. nine. Academics Former New College student Ray Rosenbloom will return Spring Term 1978 as visiting Professor of Psychology.Mr.Rosenbloom is completing his doctoral studies at Wayne State University, where his primary 1nterest has been clinical psychology. He is expected to offer courses in Abnormal Psychology and Personality Theor. Social Sciences Student Representative John Hanson reports that a poll uaken to determine student preference for new faculty positions in the Social Sciences overwhelmingly favored the reinstatement of a position in Anthropology. The results were, with 76 respondents: Anthropology 55%, Political Science 20%, and Psychology 17%. Despite these results, Division faculty have given priority to a hiring in Comparative Political Science should an opening arise for the 78-79 academic year. Citing the need for "long range planning" and the strengthening of existing departments, this move seemed to recieve general faculty support. HIS EXCELLENCY HOWARD L. BUCKNER, Prop. 3333 N. Trail Plan (In Mall) Sarasota, Florida 355 $1 DISCOUNT FOR STUDENTS ON STYLES


page ten F'JcnriDg alcohol, drug-addled CftlliDell, eDOnDOUI HaallJc symbols, aad metaPzylical deeeits. Come on lines. Come ol1 it liDes. Six of cae, half a dozen of a110tber. Costumes .ad loud, bad mask:. All this aDd more as in tbe IDimk:al style of the Catalyst pbato staff.


'1At page eleven


a e E sion ears ;O. ace: SF, e see e: e; Co lege r Presi oar o e s: d isc ssing e proposed fro 'SF and of regents. e play c rist-aner ie of o r de c record, r oea ticu o i :s, and o r super'or fac ty, e a 1510 0,00 0 dollars, and aran_ee of o r a tono y. Ralph rlington(Secetary of Ed -cation in Florida) e are preparea o 3,500,000 for your whole pac age, and a recognition of ew College's a tono y. Chris-a er: i ..... 11 ta/e t. Agreed Fellas? Yo ay envision nis as being the end, nowever, it's only the beginning. This scene-set the stage for the majority of ew College's money problems. Wnat didn't occur in this play was tnat ew College foundation m st pay 750,000 dollars to guarantee the maintenance of the C program. Also, questions of faculty status, foundation and state interaction, and most important, formula f nding for the school were never seriously considered to any great degree. What has happened due to the ignorance of both foundation and our former president is that 'ew College, unliY.e any other program in the entire University system gets ripped of 25% of its entire funding due to a fluke in merger negotiations, and legislative enaction. TO ... ssion of for ula fundin a nere. In the state ni ers ty syste. all colleges and es maintain a four quar -er sc'oo year. The general :or eac university is set by a a erage n er of students en-ed o r fo r quarters. There is a prob e inherent here. Very fe st de.ts taKe four quarters a year; :most only taJ

__ t_h_i_r_t_e_e __ n three, you would agree with me. Now for a bit of history. Back before the merger, the attrition rate of New College was almost 60%. What does that mean? 60%of the people enrolled in New College leave before graduation. Even though the merger has taken over, and we are now the New College of USF, the problem of a high attrition rate still remains. The merger class of 75-76 entered with 230 new students. The size of this class remaining is probably 90-100 at best. They began to drop like flies the first term, and this trend maintained itself throughout the year. Envision third term 75-76. A vicious rumor circulated that if we didn't recieve 40 new students we were going to go down the drain. The reason is that New College must maintain its average. The rumor was true. We did get a substantial amuunt of new students. Here we are. year'sclass is our salvation. -Remember the option pro-. gram? want to know why it died? wellif NC maintained option we would have a mass exodous of stueach term. This would take our holy average and plummetit to the depths, spelling the death of New College. Hence, with an enrollment of 250 new students, you can expect a large amount to depart. However, the average will drop a bit, yet our funding will be guaranted. All this at the cost of over populated class rooms and bureaucratic complacancy. The next question: What is being done? Isn't George Mayer doing something about our problem? Somewhere, there is a state law that does not allow individuals employed by the state to lobby individually. The individual, in the persona of George Mayer can only make recommendations to his superior or to the President of USF. They might write the board of regents, however, funding structure is a matter for the legislative appropriations committee. Only they can give the money and set the funding structure, not the board of regents. One might think that the foundation was pressing for a rectification of our problem or "oversight". No. The foundation is concerned with a moderation of the 750,000 payment they make every year to the state. They are devoting energies to the legislature, but only to save their asses. Our next hope would be Nancy, our registar, and most efficent bureaucrat. Nancy is not in a position to rectify this situation, though most aware of it. Nancy suggested in a personal talk, last that a 3 term"funding structure would


page fourteen probably solve the majority of our ills, and make it possible to reinstate option. Finally, I came into the picture. When the option program was suspended I loo.ked for a solution. It was Nancy wo directed me to the root of the problem, our formula funding. I contacted, through my mother, Ms. Gail Albritton, the then chairman of the education committee in the house, Dr. Richard Hodes in hopes that the situation could be rectified. Well, Hodes in a legislative power struggle got stripped of his chair, and summarily, most of his power. Last year was not the year to tackle this probhem. Included in the above was the finding of the statute of regents directive which outlines the formula funding system. I lookedand I could not find it in the Florida Statues. I cannot find it still. The next big break in our situation occured last year when I myself had an opportunity to talk to Dt. Hodes. I told him of our plight, and asked him if he could propose a bill to rectify this sittion. At that time he was chairman of an obscure sub-committee concerning legislative policy towards the universities. He told me the situation was promising. All I had to do was to come up with a counter formula in which to replace the "error". So I started out in the great quest to find the magic formula. Magic indeed, for it was so illusive, that I never found it. I never received help from Mayer, who consistently forgot my name, and what I was doing, and the things he promised to do. So .. My mother, Ms. Albritton, called Mayer. He was of no assistance. He kept saying he would ask Tuttle. Tuttle was informed, Yet, being the director of all USF branch campuses, I wold expect after two and a half years of administrating at New College He would be fully familiar with our funding formula problem. He was told. And the result .... Excuses? Toll was in-formed. Yet, he is a raiser, not a policy maker. I d1.scussed the problem at Town Meetings, the SEC, with almost everyone. Finally, someone deemed that the should know. ::rames Foster to<;>k 1. t upon self to tell the trustees of the sit uation, and see if any thing could be done. They were told Hodes was not contacted, Nothing has been heard since. As a note to this run-a-round. The legislature each year is ?on fronted with over 1500-2000 p1.eces of legislation. They are lucky if they consider even of them .. most important p1.ece of legl.slation is the appropriations bill. All good political science majors know, you can pass all the bills in hell, but without the money, essentially, nothing. Hodes found out that his ittee was not in a position to formulate such a bill. Nor was anyone one the education committee contacted. This is only half of it. In the senate, there was a general attitude prevading. Anti-intellectualism. The former senate president, Dempsy Baron(who, many say still controls the senate) is on the record as proposing a lottery system for admission into medical and law schools in Florida Baron has also been noted for calling intellectuals at one meeting concerning the intern program "eggheads", in reference to their position in the senate intern program. In short, even if a bill had passed the house, the atmospheree of the senate left little to hope. After coming this far in the one might think, there is no hope, we will have to continue to drum up 250 clones every to survive. This is not true. Dr. Hodes has been elected speaker pro-tem under Hyatt Brown. This puts him in a position to sponser any type of legislation. The whole attitude of the house will change after the change of P

__ f_i_f_t_e_e_n this man's voice in rectifying the situation. Another important factor is that due to legislative action, a student has been given a non-voting chair on the board of regents. He, Les Miller, is in a position to speak for our views. If we can reach him, and sell him our proposals, we may be in a position to do something. Finally, it should be noted that Dr. Hodes was convinced the bill could This goal can be accomplished by the students, but with the help of the trustees in and monetary support, our goal would be attained much faster. If this bill is passed it will cure New College of many of its fanancial woes, reinstate fully the option program, and be the first blow for autonomy this school has ever had. pass if legislators we informed, and lobpied. I porpose that we con--tact someone to write exactly in state appropriations terms a bill changing the funding formula to exactly what we want. The next step is to contact influential people informing them of the problem. These people would consist of committee heads in a position to be helpful in passing the bill in the house and senate. The governer, the board of regents, and USF president could all give recomendations \,............................... Jules Lancer. Owner Complete Music11l & Prolesstonsl Equipment U27 MAIN STREET /SARASOTA. FLA. 331577. ($13) 3416-9811


I til UL1 0-.Uf. --....... ORANGE JUICE, CHRISTIANS, AND PHILISTINES November 8 1977. Mark that on the calendar. Remember 6:15 p. bus leaves. I didn't mark it down. I don't even have a calendar. But I re::nembered. It was the day that 52 assorted fitilistines from the Sarasota campus of (yes, you guessed it) U. S.F., along with I, 647 others took on the collective class consciousness of middle It was the day God's self-ap:rointed s:rokesman for the new morality, Anita Bryant, made her trek across the wasteland of central Florida to sing, dance, and preach in St. Petersburg. Even the name of the town she chose has an aura of piety about it. But, what the hell, let's get back to the story. 34 of us left the rear parking lot of Hamilton Center aboard a chartered bus. We were going to St. Pete to ex_Iress our op:rosition to the "new morality". Ms Anita Bryant was performing at the Bayfront Center to p:omote funding for a new Ouistian school to be built in St. Pete. The Metropolitan Commtmity Church along with other gay groups had obtained parade permits for 5, 000 people to show opposition to Ms Bryant's views outside the Bayfront. Our chartered bus was taking us and we too would participate in the parade. The bus ride was tmeventful, though ftm. There was a long pep talk from our organizer, accompanied by various absurd comments from the passengers. There was sign making and singing; it was just like going to camp. Finally we arrived at the Bayfront. As we pulled into the parking lot, through the fence and past the ticket takers one of the more reluctant members of the group, Joan a dyke" Busner, made the following p:ofound statement: "Jesus Christ, look at the goyim." Never has a truer statement been made. At this point, out the right side our bus near the south-east entrance of the Bayfront Cen ter a sea of light was visible. We were informed that the above sight was our colleagues. The bus slowed and finally stopped on the outer fringes of the parking lot. We then got off the bus, signs in hand, enthusiasm in heart, and I. D.'s remaining. We massed outside the bus. I was p:oud, and had every reason to be. The group I was was dedicated, motivated and witty. We would show An1ta and the world what ;;e thought. No longer were we going to sit silently by and let her mask their petty hatreds and prejudices behind divine p:"etensions. Our signs ranged from the overt-ly meaningful: "Anita, Robert Hillsbourough died for your sins", to the inane: "We're straight, but who we shop with? And what the fuck they make good han dressers anvwav". We walked en masse toward the sea of our fellow fhilistines. Nearing the beach front, about ten yards away, we heard applause. A cheer rang We were wanted, we were accepted, we were apJreClated. b y P ete Tepley The Metrop;>litan Community Church had passedoa candles, which were now lit. They had also bought a large American flag, which was held high above the su of light. The symbols of our adversaries were beinglll!!l against them. I was there to show my op:rosition to any attern!X, b anyone, to deny me 1 or anyone, his basic rights and free. doms. I, Wllike those in agreement with the Community Church, do not love Ms Bryant. I hate the things she stands for. Many protesters expressed similar feelings. We were there to say, "Anita must go" (i.e,, those things she stands for must go). A few women from Jacksonville made these feelings clear with the challt: "Anita must go; K.K.K, must go; white Sup:"emacy rn\1\t go." This is what Anita Bryant stands for. Hatred of 3Ill thing that does not fit into her ideas of what is morally good. The parade permits obtained for us allowed our !ftS ence near the entrance of the Bayfront. Thus, the "goocl Christians" viewed us as they scurried hither and thither. We were cordened off in a large rectangle. I felt like an animal in a zoo. We were a .. _;u!ght t o see. Our position, our rectangular shape, and our purp>se all seemed to combine and make more manifest the thoughls of the "good Christians" ''See what lax mer als are do ing? Look what this co\mtry is coming to. Thank G<>d forMs Bryant and the decent American values she st:mds for. Continued on page eightEen


page seventeen ------------------------AT THE CORE OF IT by George Mayer Giving a speech under the auspices of the Smithsonian Institute on one occasion, Horace Greeley was prompted to announce at the outset: "The Smithsonian is not responsible for anything I say, and I am not responsible for anything it says." The same constraints apply to my ensuing speculations about the academic future of New College. Nobody can speak for the faculty because it is pluralistic in outlook and the fluidity is underwritten by the fact that individual members often modify a position as issues change. Attempts to sniff around for a trend are all the more hazardous because a pair of partially conflicting postures have long been canonized. One is that students should have complete freedom in choosing an academic program, qualified only by such professional advice as they accept voluntarily. This postulate is that the curriculum should be reshaped in response to student preferences irrespective of the direction they take. The second posture is more traditional and from the certitude that several subject areas belong in the college curriculum even if students evince little interest in them. Ordinarily such a commitment leads to implementation of a mandatory core program, but the project shows no sign of getting beyond the talking stage because most proponents assign a higher priority to student freedom. Divided against themselves, faculty members neither want to play "the numbers game" by shifting their resources to keep abreast of changes in stu d7nt interests, nor do they to revitalize dying core subJects by making the latter a requirement for graduation. The Natural Sciences Division the least affected by the core subject matter lS eas1ly identifiable relatively stable, and an indispensable prerequisite for advanced work. So it possesses a manda core program in fact, if not theory. The other two divisions are less fortunate. In general, they permit students to take subjects in any order and experience difficulty in about what ought to be 1n a core. Two other factors intensify the dilemma of faculty mem b7rs generating the incent1ve to resolve it. The first is the fact that the New College Foundation favors the development of newer quasi-professional I areas --likely to command community support --such as Environmental Studies, the Psychology of Aging, etc. The second is that Foundation preferences cannot easily be honored except at the expense of more traditional academic subjects because of the absence of funds to expand the staff. It is not surprising that faculty members under older self-imposed hand1caps and newer fiscal restraints beyond their control find


----------------------------------------exposed to basic it difficult to achieve a consensus on anything but a perpetuation of the academic status quo. They can always console themselves for such a cautious stance by pointing out that the existing arrangements permit individual faculty members and students to pursue as much innovation as they find mutually agreeable. Many of them also identify the status quo with what they regard as an older and better dispensation: one to be preserved against assaults from the Foundation and the Unlv ersity of South Florida, which are both perceived as alien powers. For obvious reasons, resistance to the one is more polite than to the other, but recommendations from either renew sentiment for defending the innovative order of a decade ago. The only discernible trend in educational philosophy is a tepid revival of enthusiasm for core programs. It receives some stimulus from alumni who fought requirements of any kind while they were in New College, but who now feel that they would have been better educated if Continued from page siJcteen. Almost immediately after we had deposited ourselves inside the rope encrusted rectangle, one of the "good Christians" showed us his feelings. He carried a sign which on one side read, "Satan loves Homo" (sic) and on the other read, "Satan loves fndts". Many of us laughed and he was at wit's end to know why. He said nothing, he just stood there his sign. It was as if he felt the rope, which separated him from us, like the bars on a cage, could J;l'OteCt him from the evil inside. The behavior inside the wretched rectangle was varied. Many dressed for the occasion. I must admit that my S.N. C. C. outfit of wdrk shirt and blue jeans did not compare to the regal outfits of the drag queens. While members of the Metropolitan Comm\Dlity Cllurch held lit candles and sang, others chanted, "Anita must go". One of the church's organizers hurried around the fringe of the rectangle saying, "No !No !Anita must be saved". However, few changed their lyrics. Someone had the idea we should march around the inside of the rope .. Many began to do so. At dJfferent points in the marching liDe dJfferellt things could be heard. One part was chant ing, "Anita must go", another "two, four, six, eight, gay is just as good as straight". And others were singing, "He's got the whole world in his hands". While most of the chanting and singing stopped and started again, the chant of the Jacksonville women never once ceased. At some point during all this, three P,.Uistines in drag attempted to Ule the women's rest room. However, those good old enforcers of the status quo, the St. Pete pollee, did not accommodate. Not that the St. Pete police weren't amiable They were. "Bm enough is enough." A man courses in all three dlVlSl.ons. some current students profess bewilderment because of the academic structure, but: there is nothing remotely resembling the ground swell that would be to rally the New College community behind a core curriculum. Thus, the primary justification for optimism about of tl educational program lS the h1gh quality of the faculty itself. the years there has been a improvement in the of teaching. Careful recru1tment produced a versatile and resource ful staff which is equally capable of directing specialized researct and launching an interdisciplinacy program. Just as it can be upon to stimulate students, so the latter have been drawn from backgrounds that assure their receptivity to academic programs of distinction. The College will thrive on the interaction of bright individuals. So while it is unlike ly that the faculty will resolve U philosophical tensions, its faibu to do so should not impede fulfill ment of the New College mission. in a dress is one thing but when he attempts to use tbe women's john is quite aoother. After their aborted ftmJ I heard one of them explain as they returned to die rect angle2 "What kind of co\Dltry is this where they WOD't even Jet you take a piss?" Things continued on in the rectangle as before. Val ume did increase, however, every time the stage door was opened or whenever a news team began to roD tbe cameras. (It was as if everyone felt like me. "rm cute, get a shot of me. I lucked out. ) Later in the evenhlg I heard a cry of approval. I rumed to where the 9:>\Dld had come from. Upon azTival I saw the molt 1DU1111 sights I had seen all night. I saw an older woman carrying a sign which read, "My a:>n's gay and it's o. k. 11 The sign a:Ja> sported a Jietweof her son. That was it; that was what the whole nlght w about. Respect for the dignity and worth of every periOI I doubt if I was the only effected by the sight of her. Sbe said it all, and better than anyone. Dwhlg the night, the Klan showed up. About teD members doDDing ''white power" t-sbirts and cowboy hatl shaded themselves, off to our right, under a con federate flag. Shortly after I became aware of their l1'eseDCe, &1'0\Dld 9 p.m., I noticed the other l1'otelt ers were leaving our cage in a massive line. It was over; we served ow }U'pose. Everyone who participated was invited to the Wedce wood for free drinks. Was ft a victory celebration? bl deed, ft was. We philistines regardless of the bad l1'ess we received, won the We had for free that night, aa Armen Am irian's sign said, Liberte, Frat.emitle, and EgaUte, while the "good Cllristians" had to pay 8 bucks a pera:>n for a little piety, a little orange juiCe, and a hell of a lot of hatred.


ARICA By Bill Swanson The spiritual systems developed within the various rel igions of the planet are highly articulated educational p:ograms, aimed to teach particular things to selected individuals, employing a theoretical base (not always explicit) of fX>YChology, sociology, and anthropology. While the individual participants in the activities of a spiritual system know the internal experience of the JrO gram, they may not know or even care to know the theory implicit in the operations of the system. This means that spiritual systems are inherently interesting to many people who have no intention of joining any organizations, but are interested in meeting people who do experience the internal awareness of the system. There are a number of organizations open to meeting and sharing with Novocollegians along with many other types of people. This column will describe a few such organizations and the type of educational systems they employ, Arica Institute, Incorporated is a nonJrofit educational organization operating throughout the United States and in parts of Latin America and Europe. It began teaching trO grams for seH development in New York City in 1971, and announced the completion of the Arica System in 1975, after 5 years of experimentation and research. The Arica System is based on a theoretical breakthrough in the psychology of the world's spiritual paths, made by Oscar Ichazo in the years 1956-1964. The Arica School is the final fruit of the experimental verification of the theory. Oscar says: "The Arica Theory is the explanation of the Unity by the discove.!"L.Qf a new Logic that describes the p:ocess and the Unity of the With this, we have the tool for systematizing the description of all the human che. Since we know the entire territory, and since we have the correct and measurements, we can approach the human Tcess with complete knowledge of all the parameters an possible variables. With this knowledge the human process is understood for the first time completely and scientifically, and is scientifically system ati.zed and delineated." Arica is the name of a town in Chile, and means "open door" in Quecha, the language of Bolivian Indians. Oscar began the Arica School in this town, after ten straight months of training a group of fifty Americans, including Claudio Naranjo, John Lilly, John Bleibtreau, and. other peopJ.t: who had been studying inner spaces for some t1me. John Lilly and one other fellow left this group, and the rest became the Arica School, a new mystical school developed specifically for Western culture. Oscar is an accepted master in all of the major religions, having spent an unusual life from the age six, with con-. stant study of Zen meditation and the mart1al ar.ts' shamaniSm and psychotropic drugs, the Kabbalah, the I the Gurdjieff cosmology, Sifism, Buddhism, ConfuclanlSm, Zor oastrianism, the higher yogas, and alchemy. He was sent from one master to another, around the globe, taught and trained for a specific purpose: to bring the fruits of the spiritual systems to the West in a culturally acceptable and understandable wav. Oscar had spent much time seeking !mow ledge within his own culture, having studied in all areas of science assisting with dissection of cadavers at a medical school in La Paz at age 12, and thorough readings in !Xlilosophy and fX>Ychology. His respect for some significant discoveries by Freud and Jung and other western chologists is clearly stated, and of all ]:hlloso!Xlers William James is mentioned as most influential. The Arica System is a trOgram of 7 levels, 11 months m all designed to produce the state of satori. As these trOg are 8-12 hours a day, 5-7 days a week, it is suggested that individuals take at least two years to complete the system, so the ,trograms don't completely disrupt your oormal life. The trOgrams are taught to groups, and can also be done alone through the New York mailing office. Many short trOgrams taken from the Arica System are designed to be useful even to people who are not taking the complete 7 levels of training. page nineteen Arica exercises are designed for many purposes: physical exercise, mental relaxation and concentration, meditation, breathing, group interaction, nonverbal tion, and the study of the of mysticism. S1mon & Schuster have publlihed Arica a 30minute exercise sequence to ben stretdl, strengthen, stabilize, and energize the human organism. This book is available locally. Campus Books carries several copies of Arica meditation aids and instructions, and will order items they do not stock. Free introductory arica Jrograms are given weekly in all large cities, and the national news media has begun reporting on different programs. DJlon's Milk a natural foods, unprocessed high energy k is at the GRAnary downtown, as one of Arica's food IX'oducts. For local Arica programs and further information, contact Bill Swanson, NC Box 250, phone: 955-2885. Wednesday nights are free "open house" programs from 7-9 pm at 1817 M :>in St1'E.>et Sarasota. "As anybody who has attended more than one academic symposium or read more than one or two scholarly journals must surely recognize, the supreme value of remaining silent when you have. nothing to say is not a recognlzed academic virtue. Somebody suggested a few years ago that first requirement for the rec7ept of the Ph.D. should be a promlse NOT to publish anything for at least ten years." Anthony Wilden 251 R118LIII SHOPPifS CEmR--160 SOUJH lATE PLAZA PHONEI59-7031 PHONE-&300 SARASOTA, R.ORI)A VISIT OUR AUDIO SHOW ROOMS RECORDS-TAPES AUDIO COMPONENTS ROCK LP'S CAR STEREO SPEAKER SYSTEMS 3 FOR $ 2.00 RRING IN THIS AD FOR $1 OFF ON ANY LP OR PRE RECORDED TAPE.


! page twenty Dismay and Unrelieved Pessimism by Gary Berkowitz I had originally intended this article to be a rebuttal of another article (which was never written) which would have said that despite all the bitching, smugness, and general complaining from older students, things have not gone down the toilet at old N;;-College. Rather than write about that, I have altered my thesis to this: If New is not undergoing profound changes for the worse at this veryrnoment, it is at least making plans to do so in the next few years. The purpose here is not to make anyone transfer out, on the contrary, your warm body is needed more than ever. I don't claim a good understanding of what I write about; however this is imporuant to me and Hank said he would publish it so here goes. Why do I contend that New College is either in big trouble or heading for it? There are numerous reasons, but the main two are what I perceive as a decline in student body quality and the merger. The former problem is solveable, the latter is beyond the point of no return. The main effects of the merger have yet to be felt, I'm told. They have plans for us. They told me last year that New College is elitist. My impressions as an impressionable first term student led to believe that the original classes of two hundred and fifty odd students were "the best and the brightest", in addition to being the most freaky and most creative. In addition, the faculty was as large as naw, at times larger. To make a comparison with ancient Greece, this seemed to b e, for me anyway, the age of the Heroes (O.K., perhaps that's abit of an ex agger at ion b u t you get tht idea). Then carne the merger, a sort of Ionian invasion, to carq the simile. In these dark ages many w i s e men of the fa c u 1 t y fled for their skins from the northern barbarian horde. Due to a lack of money and confidence in the school, A then ian ideals went in to a decliM I saw myself caught in these dark ages, where the heroes are gone but their legends, still quite fresh, live on. Excuse me for attempting to wax poetic. At any rate, I was int:r:oduced to a few people known as "holdovers", people who were old, old, and claimed to have had been here for three, four, or even five years. (These were the days when students could hang on forever). As I said, I was impressionable to a point, and almost took it to heart when George Mayer asked the class of (for three year people) if they were going to be the class that pulled N.C. out of the cesspool. My answer after nine months of thought: probably not, although '79 was supposed to be no worse than '78. So I look around this year and ask what they asked us last year. But to my dismay I discover that more and more people coming here are from Florida (don't get me wrong, some of my best friends .) and they are a bad sign. Eve n when there were two hundred a n d fifty, even last year, most of the students were from all parts of


__ a_g_e ___ t_w_e __ n_t_y_-__ o_n_e_ the country, and you just can't deny that a national student body is the most important factor if a school is going to be recognized as "good". As it stands about half the new people are natives. There are numerous very intelligent Floridians, but if I were one of them, I wouldn't come here, I'd go North and be someone else's national student body. Certainly a lot of N.C.'s drawing power is its location, which is no big deal to someone from Miami Beach. Therefore, a native student body is less diverse, more stagnant thaft "creative" (I use quotes to avoid epistemological arguments over the meaning of words like creative and best) On a more concrete level, Floridians will, in great numbers -and the trend has already begun, turn this place into a suitcase school. I could name you dozens of people who go horne every couple of weeks because "there's nothing to do here". This complaint is selfperpetuating; if enough people leave then there really will be nothing to do here. If N.C. gets the reputation of being a cemetary on weekends then recruiting will be just that much tougher. A third drawback I have noticed is that too many natives is a problem frequently encountered at crummy, provincial, state schoo:s -they become extensions of high school. I mean this in the sense that ten of twenty people from the same high school, or even the same area in a school size tend to form cliques among themselves and not co-mingle with the out of staters. It is easier to stick with the folks you know. Many students here now came here to get away from that, I know I did. (The Miami -Fort Lauderdale area now provides


page twenty-two a ratio of about thirteen to one. the most people who knew each other from way back when, but the Tampa St. Pete area is catching up) My last complaint about the student body is that out-of-state or native, the cream of the proverbail crop is no longer being skimmed. Instead we're getting a very average group for a Floridian school, lots of JUCO transfers and even some USF transfers. If my mythology is right, we used to get something called "disaffected Ivy Leaguers", whatever they were. In the original conception of this piece this year's board scores were lower than last years', (and admittedly the bunch I belong to from years before) was going to be one of the main selling points of my pessimism. I thank God that most college guide books still believe the median boards to be about 660-670, they are actually 605-615. (I don't remember the exact numbers, I haven't seen them in a long time). To the rebuttal that board scores are not valid, and are going down all over the country anyway, I submit that for upper middle class whites, (your typical student here), they are very accurate of performance. Also, at really good schools, (read Harvard or Yale, schools that we used to have pre of competingwith, if I read my James Homer Foster right) there has been a much smaller, if any, drop in boards. The second reason I wish someone would throw N.C. a life preserver is the merger. Enough has been written about it so that I won't go into great detail, but here are some facts that might get you to think. As I touched on before, the faculty is small now, about forty members. When it was a school of fifty faculty with about three to four hundred stu-, dents, the student-teacher ratio statistic I believe in) was at least eight to one. Now there are five hundred and twentyfive of us, and forty faculty, for If New College grows to eight hundred students, as has been long suggested as the term goal, the faculty will not be increased by a significant number and the ratio would approach twenty to one. The u. of south Florida believes that this is the perfect ty ratio. Perhaps it is if your idea of an educational system is a diploma mill. But think what a high ratio will do to the contract system .. Instead of the ten span sees a professor used to have, the ten to fifteen he has now, he will have twenty, meaning proportionately less time for each student. (I admit my guess as to the average number of sponsees is just that, a guess, but an educated one). Eventually the faculty would only have time for juniors and seniors on a personal basis. Shades of State U! What this increase in student body does to class size is evident to anyone in his second or third year. Last year there were no classes as large as Calculus, Biology, Intro. Political Science, and a few others are this year. Not even close. Last year almost no classes had more than twenty five, most had fifteen or less. There was an easier time getting tutorials. These were, emphasis on the past tense, the things that made N.C. good, if not great. I see them disappearing in a hurry if present trends continue. My last cause of pain is the fact that USF may proudly predict that there will be seventy five hundred, that's 7500 people on the "Sarasota campus" within a few years. (There are around 2000 now). Since there will be eight hundred of us, there will be about six thousand of them. This mean$ when it comes to using facilities we will be second in line, and a long lineat that. You can also say goodbye to the small school atmosphere and hello to a super bureaucracy, which will run true to form and stand in the way of anything resembling commonsense. Continued on page thirty-eight


_____________________ P __ a_g_e __ t_w_e_n_t __ y_-_t_h_r_e_e_ THE REAL AND THE IDEAL IN EDUCATION "Do you know, Carter, that I can actually write my name in the dust on the table? Faith, Mum, that's more than I can do. Sure, there's nothing like education, after all." (Punch, vol. cxxiii, p. 44 1902) Education, according to John Dewey, is the specific instance of a generalized concern with truth and knowledge, that is, applied philosophy. Philosophy cannot exist without the institution of education to promote and practice it, and education, if we look beneath the surface, is the direct embodiment of any particular philosophy. If philosophy is the art of formulating the right questions, education may be the posing of these questions. Whether in practice education is an instigative process of cooperating with an inherent human nature, or more of an installation (or instillation) of truth and facts, depends on the operative philosophy beneath. What we are to gain from it as students also depends on our attitude towards this question. Somewhere amidst the labyrinth of esperience, ideas, and myth, that are the body, mind, and spirit of New College, there lies an educational rationale. It may be to our advantage to attempt to articu-by Victoria Ferman late this, so we may have a basis to test our present practices and policies against. The first thing we encounter at New College is choice. We are immediately asked to choose what we will study, whom we will befriend and how we will live. This, of course, is to a certain extent true of life in general, and especially of college, but it is clearly the rule rather than the incidental result here. The structures that are traditionally provided, to assist the young mind in its awesome responsibility, have been removed. We must choose priori ties4 and also the manner in which we will attempt to realize them. The other foremost feature is change. All of us, professors, students, and the rest, will find ourselves involved in a process of personal change. Whether this is reflective of the world, and of life itself, remains to be individually seen, but it is a part of the New College philosophy. These two concepts provide the challenge and the means to our education. We must choose, and stand by our decisions, and also be open to new ideas; ones that may lead us to change. In order to grow we must recognize both. To accept the responsibility for our own education, and for ourselves, is the first step; to continually reevaluate is the second. We do not claim to possess truth in the Contln ued on page tbbty -eight


page twenty-four UTOPIA AND REBELLION: THE NEW COLLEGE EXPERIMENT H RACE MANN -LINCOLN INSTITliTE OF SCHOOL EXPERIMENT AT ION BY GOODWIN WATSON OF THE 0 A model sch v l may usefully be distinguished from a limited aducational reform. In the larger 60ciety, reforms attempt to alter one specific feature of the social complex. Attempts to found commWlities which are designed tom cor lor ate an ideal state of affairs are commonly c ailed utopian. . Any new experimental school1s a kind of utop1an proJeCt, Its organizers seldom wish to advance a limited reform-they plan to introduce a new integrated whole. Each sets out to design the best possible combination of the many good features of schools known to the founders. The new institution constitutes a dream come true. Individual guidance, differentiated programs, no uniform cEedit ladder -accompanied by extensive testmg and all-around individual evaluation. Relatively few lectures more individual reading programs, projects, and seminars. Effort to achieve a closer contact with "life 11 ; a period of work, observation, case situdies ... "Great emphasis will be laid upon the association of students among themselves and with members of the staff. Many of the greatest values of college life accrue from intimate intellectual and social contacts among members of the the college body. Most of the ideas worked into the design of a utopian experiment have been around for a long time. People have become aware of a discrepancy between ideals and practice. The project usually takes the form: "At long last we will practice what we have been preaching. New College was an attempt to apply principles on which most educators would agree: the importance of individual differences rather than time serving as a basis for a degree; students active rather than passive; breadth of experience as a foundation .. ; the value tostudents of close, friendly association with competent, talented faculty members. Utopias J:ring up in clusters during certain historic periods. New College belongs in the series of experiments in higher education which included Antioch, Black Mountain, and Sarah Lawrence College. The times of economic and social unrest 'stimulated designs for better economic order, better government, and, of course, better schools. These were the days of Social Security, Technocracy, as well as innumerable JrOposals for more radical changes, Founders of Utopias have usually sought some place where they would be free from expectations and pressures to conform to the norms of an established culture. When the value system of a group "conflicts with the values of the larger cultural setting the effectiveness of camps or workshops in changing ideology or conduct depends in part on the possibility of creating such 'cultural islands' during change," (Lewin). The opening of the North Americ and stimdulated the fantasy of escape from the crowde ug y c1 1es an restr' t' 1 ws and customs of the Old World, It seemed an for new kinds of communities. At New College, students have lived and studied for many months under conditions very different from those back home. The mental capacity to grasp an Ueology, and to. imagine a life quite differant from that of experience is most likely to be foWld m those w1th h1gh verbal abilities. It has been characteristic of Utopias that, like the ill-fated Brook Farm, they attract people who w.ant to read, to meditate, and to discuss ideas. In the ex penment 1 colleges, the selections of persons interested in ide as has been an asset rather than a JrOble m Entrants to New College average (high) on college entrance ability tests and even higher on general culture. They were tm usually bright, shared the strong interest in the arts and world affairs which distinguished the graduates of p-o gressive schools. The faculty who came to New College were likewise among the most intelligent and creative. New College offered no appeal to those who sought security or wanted to practice the customary routines of instruction or scholarship. It drew those who wanted freedom to experiment and were willing to work long hours at low pay for the sake of their id'eals. People who leave the beaten tracks and customary comforts to go off into the wilderness and found a new type of community have often been motivated by rebellion against restrictions of the old order. They have been alienated from accetxed creeds and established authorities. They are deviates, "odd-balls, iconoclasts, "way-out." Every new educational adventure appeals to many pe: sons who for diverse reasons are disaffected with the tradltional schools At first they are enthusiastic. They enter the p-oject with hopes. Before long they become dis illusioned At New College, more than half the students who seemed so interested and suitable that they were awarded schol the year the college opened, withdrew before grad uatiOn. The faculty as well as the more than half the students--were drawn from among against traditional education ... disillusioned teachers m search of more freedom elsewhere. The little band of dedicated souls who leave their homeland to start a settlement in a new world are bound together by special ties. Their new companions must make up to them for the loss of all their old ties to family and friends. Often, a hostile external environment increases their dependance on one another. St udent s and faculty who leave the accep:ed educational path through the recognized colleges are not taking so dras-


________________________ p_a ___ ge __ t ___ we_n_t ___ Y-_f_l__v __ e tic a step, but they do feel some isolation and need for social reinforce T.heir friends and farn ilies would have understood thell' going to Vassar or Yale or the University of Chicago, but what was this strange "New College"? All colleges foster lifetime friendships, but New College built even stronger ties. The informal intimacy of life in the ew College dormitory, and in little cclonies of expatriates living abroad stregthened the cchesion. Students and alumni from New College greeted one another, whereever in the world they might meet, like members of a very special fr atemity. No Utopia can afford its members the solid security p-ovided. by the. order, are necessarily Im.JrOVISed, untried, and tentative. Sooner or later, the initial impetus wanes, and participants begin to wonder whether they have been wise to give up the savory fleshrots of Egypt to wander in a wilderness. Nostalgia for the old comforts and certainties increases. If the Atlantic could have been crossed as easily as it can today, most of the pilgram fathers would (X'Obably have returned. At New College, there were many kinds of insecurity ... Some of the requirements were tmusual, demanding The faculty likewise suffered from insecurity. Duties changed as the }XOgram was frequently revised. Idealists seldom find that any Utopia is perfect ... there is constant ferment. Splinter groups arise, each claiming to re.JreSent the only Truth .. inevitable disillusionment. It had to provide ... freedom for individuals, but at uhe sametime,.,operate as a going institution and meet expectations for higher standards of scholarship .. devise new and better curricula, to use new and better methods of instruction, .. develop nevv and better measures of achievement, .. Since both faculty and students had strong rebellious and creative impulses--that is why they chose New College-there were endless JXOJX>Sals to change every feature of the program, Resistance to change and experiment was unbecoming for a New College student, teacher or administra tor, The ferment was exciting but wearing. Innovations hardLy had a chance to make a contribution before they were altered. Stability was hard to achieve. Most l'i:opias are bedeviled with financial worries. A lack of capital mez ns lack of equipment and of funds for hard times and emergencies The idealists who found and direct Utopias hate to be bothered with sordid financial details. They are concerned with higher matters, Attention is on the great objectives The students could not afford increased fees In consequence, faculty salaries remained low. Some able professors, after a yeat or of idealistic sacrifice, accepted offers elsewhere at salaries far above what New College was ever likely to pay. Even very dedicated teachers find it difficult to take their compensations in purely spiritual satisfactions for long. Most Utopias are isolated, independant ventures. They are not part of a larller s:!l'OUp which can give them guid a.nce. Catholic monasteries and}ewish hlbbutzi are exce{tions The early consumers cooperatives were independant, and most of them failed ... As i 'i.cated above, the "cultural island" is usedul in freeing brave new }XOject from traditional conformity It operates, ho..yeve r, to deP,.ive the enterprise of some potential sources of sup-: port. In the case of New College, the involveme?t warm support of leading educators outside the Jr?Ject 1t-self could readily have be !n developed. In part1cular, it accorded with many of the !rinciples and ideals of teachers ... in all leading universities;but 'these educators were not made to feel they were allied with or wanted by the expel'iment as advisors or supporters .. While this ind.ependance made for freedom of action, it hampered recrmtment, publicity, and affected suprort. Set any strange cohesive group within a different larger community--Mormons in Illinois, Dukhobors in Canada, or a socialist camp in a capitalist region--and mutual hostility is likely. Utopian colonies looked asl' poraries at Harv:.mi New College w ;:$ more vulnerable.


H 1 b. ic, llr und, and so otll:! b forgiven, But when many w oll tottd il -5-1777 D .. will be described as similar in half a dozen ways to general course of greater movements of revolt and th the illustrated by what t:r Jpened at New College. en, The first reaction is to try to find an individual CS<: hatch, Panic runs on banks, and hoarding during short betray this tendency. Refugees stream from every ce of destruction. Family bomb shelters are a natural resn er th 'bil' f ld 'd d ponse to e poSSl 1ty o wor w1 e evastat10n, Interviews With a sample of faculty and students "I'd better follow u that job at Brooklyn. "How much will I get for p three years at New College if I to Rutgers?" my History tells many tales of the exciting mor. ent wh be'vildered crowd is transformed by an orator into read: a urtified! purP?seful acti<:n College w1th expenence m leadersh1p of str1kmg tmions and left wing youth movements jumped to their feet .. "New Col lege must be saved! .. united efforts of students The rebellion was on. solidarity was ftofourtd, A mass movement was swe mg Everyone went to work on the campaign, classes were suspended. Some said that saving the college was m urgent than any course fi'Oject. Others em.(ilasized the uable leaming that comes from active participation in a worthy cause, .. There were petions and delegations There were FfeSS rckascs .. Participants dutmg thos e first days. experienced an e.traordinary elan .. Students lived on their emotions for days, neglecting meals and sleep. Individuals who had been drifting, confused, or in conflict about their role in the world experienced integration and release. It was challenging and importatnt .. The apparent l.Ulity was not real, The spearhead of action was the band of students and teachers who hacl radical p:>litical inclinations They saw the rebellicn a.s a small fi'Ototype of the Coming Revolution. The fight A PAZ X TO 6.41 RADD'./T .A": TREET ,'.'$ ....


---------------------------------------------------------------------------------------1ht __ a_g_e ___ t_w __ e_n_t __ y_-_s __ e_v_e __ n __ 1eant more to them than, New College. It was a training testing ground for militant action, They were e x.cer cising the leadership that would one day emancipate the world .. soon the more conservative students felt uncomfort able'. they turned their attention to their studies "Thus conscience does make cowards of us all "That the education of young people at the present day conceals from them the part which sexuality will play in their lives is not the only reproach which we are obliged to make against it. Its other sin is that is does not prepare them for the aggressiveness of which they are destined to become the objects. In sending the young out into life with such a false psychological orientation, education is behaving as though one were to equip people starting on a Polar expedition with summer clothing and maps of the Italian Lakes. In this it becomes evident that a certain misuse is being made of ethical demands. The strictness of those demands would not do so much harm if education were to say: 'This is how men ought to be, in order to be happy and to make othere happy; but you have to reckon on their not being like that.' Instead of this the young are made to believe that everyone else fulfills those ethical demands -that is, that everyone else is virtuous. It is on this that the demand is based that the young, too, shall become virtuous." (Civilization and it Discontents Sigmund Freud) The conservatives' attitude was one of pointment rather than defiance It is not Wltil a rebellion has made gress that the coWlter rebellion becomes effective. The COWlter rebellion However has the strongest allies in the world around and usually P-evails. The division of New College into rebels and conservatives split In a similar way, politics made new bedfellows. Students who had never been drawn to one another or to certain faculty members before, now formed close alliances .. Since the conservative responsewas more individualistic it did not build so cohesive a group. The div'ision between radicals and conservatives was only the beginning of schism. Utopian and left-wing test group; are notorious for angry cleavages. When groups fail to achieve their ends, they tend to put the blame on errors of leaders or factions The rdnciple div at New College occurred as the "liberals began to differentiate themselves from the radicals. The liberals were offendedby the harsh, defiant language. of dem ands The tone was an echo of strikers' demands on the bad boss and was out of harmony with the way these students spoke to parents, teachers and other authority figures. They didn't see why one wouldn't get further by being polite. Many of the faculty felt the same way. All the SI:I'OUps in the rebellion wanted to be effective, but they Placed different values on the means. Liberals expected that if one were considerate and friendly, the auth orities would be more responsive, Radicals were convinced that the rulers could not be persuaded and must '-e overthrown and defeated, Power struggles, they maintained, are are won by fair phrases. In vital contrast, each side magnifies its own virtue and attributes satanic qualities tothe enemy. Each sees itse1f as a knight pure in heart, OUT to slay a vicious dragon. The rebels of New College saw themselves as camp aigning for ideals of freedom, democracy, and personal integrity. They saw {authorities) as the incarnation of tyranny and duplicity and as forenmners of American fascism (authorities felt that the rebels did not share devotion to the welfare of the institution. The C{)nservatives gave up the struggle after the first week or two, The liberals persisted for several months. The radicals fought hardest and longest. Each faction some rationalization for giving up the fight. Conservatives said, "The ch.lly constituted au thorities know best: it is iresumptuous to question them." The liberals said 1we did our best, It is too bad that New Collegehas become reactionary and lost its leadersh1p." The radicals said, "This was only a prelimina:ry bout; we have learned important lessons for the real ftghts ahead," (New College was established by !eacher's College, Columbia University Wlder leaderslnp of Professor Thomas Alexander in the 'tall of 1932, had a faculty ofthirty-five to forty members and enrolled about 300 students in a JrO gram which took 5 twelve-month years and led to a Master of Arts degree. Students spent time on the campus in New York City, a farm in North Carolina, and in Europe; they worked on the farm, in industry and in a welfare agency. On November 10, 1938, Dean Willim F. Russell suddenly and bl1mtly annoWlCed to students and faculty that New College would end the following June. This was followed by several months of strenuous rebellion by devoted students and faculty determined to save New College 11 Their efforts were l.UlSUCCessful.) from an article in Innovation and Education ed. Mattllew B. Miles {Teachers College 1\-ess, Columbia University, N.Y.: 1964) edited by Sal Lee FL.oR&oA's LARGEST SELE:cTtoN useo PAPERsA.cK.s WE BUY SELL TRADE 1531 MAIN ST. -955-2989. SARASOTA, FL. 33!577


page twenty-eight ON THE RELATION OF ANTHROPOLOGY TO THE SOCIAL SCIENCES As a representative of the Anthro pology Committee at New College, a Committee formed by the students as a result of their personal embarrassment at the loss of the department, I see myself obliged to clarify a number of things. A number of students have asked me to define the difference between Anthropology, Sociology, and History, and some, in their con fusion, have gone so far as to reduce Anthropology to Sociology. I am not in a position to answer these questions fully. This is a responsibility and a task reserved for the expert in the discipline in question. Yet, while no com plete answer can be given, one can still make the effort to raise certain elementary or preliminary observations, at the risk of being defective and falling into error. The first question that arises from any comparison of disciplines within the so-called So cial Sciences is, "What is their relationship to the rest of organ ized knowledge i.e. to science itself?" A.L. Kroeber attempts an answer when he says that the four separate working methods (the scientific, the practical, the logistic, and the historical) used by the four general subdivisions of science (the inorganic the organic, the sociocultural or super-psychic) are those employed by the Social Sciences. He categorizes economics, government, and sociology as "applied sciences," for they do not aim at under standing for its own sake. In the manner of the engineering "arts" or of medicine, these Social Sciences are "useful arts" experimenting with the living bodies of phenomena and developing them into logical and utilitarian constructs. Anthropology and History, on the other hand, are described as the "fine arts, for they by Ramon Mujica have never "seriously hf'ld the opinion that it is of prac t5cal utility, but of assuming that its end of understanding is sufficient justification in itself" (Kroeber. The Nature of Culture (London, 1952) p.74). While Kroeber's claim is to a certai:n po:int accurate, it is difficult to acce pt in principle that the production of "fine arts" is useless The arts, as Plato says, shall care for "the bodies and souls of your citizens." lf the arts be entirely "functional" or entirely "spiritual" it would amount to saying that man is is to live either by "Bread alone 11 or "by every word that proceedeth out of the mouth of God" (Matt. IV. 4). For an art to be legitim ate it must be both intellectual or "free" and manual or "servile." Anthropology is an attempt to reconcile both aspects of art into a discipline. One cannot deny that while sociology and government "operate largely not indeed with a denial of culture of an ignorance of its nature as such in detail" (Kroeber). The Anthropologist has made "culture" his central [4'0blem. That is, his dilema consists in learning how culture can be accurately described and how it functions. The dist:inction involved explains both the difficulty of distinguishing Sociology from Anthropology (both deal with similar material) and their "tern peramentally" or even "antithetical" mo tivations and approach. Parsons :in the 1950's went as far as to argue that s:ince So-


,--------___ 11tt Uf@f_j}-!...:., _____________ P_a_g_e __ n e -ciety exists independently from Culture, an individual cannot be a "member" of a culture, but only of a Society. We might not want to go so far, especially since "Society" and "Culture" are two sides of the same coin. The difficulty to see how both the so-cial and the cultural aspects of man co-exist with one another is illus..'"rated by those Sociological traditions that limit and find the origin of social change in the economy alone. This ingluencial idea, which appeared at the time of Marx, has generated the desire to find "processes" within the social system without taking "ideas" or "cultural concepts" seriously-an evident source for the anti -intellectualism among the "progressive" so of our day. In short, the Anthropologist refuses to study man "in vacuo ., separated from the context of his own environment, but he will neither go so far as to take culture for granted, or as an accident, or as a miracle, or "deriving from possibly remote causes like ,tnysical environment" (Kroeber. lntr. p.8). (With regards to the last example, Marvin Harris in his Culture, People and Nature argues the opposite). In harmony with the work of the historian (who had never claimed, until recently, to be a the Anthropologist is historical in method and perhaps in objective, but while the historian works with "events" the Anthropologist works with patterns of culture which he has recognized in his personal contact with "prim itive" life and living. People who fail to see this distinction end up believing, like Evans Pritchard, that a historian could do the work of an Anthropologist. After Raoul Naroll we say: "We disagree with Evans-Pritchard. He maintains anthropology must become history or it will become nothing. By this he means that anthropology must become exclusively descriptive, ideografMC, or it becomes nothing. But we hold on the contrary that history must become anthropology, or it becomes nothing. By that we mean that history must become comparative, theoretical, nomothetic, or it becomes nothing. (From Handbook of Method in Cultural Ailthl'opology (LOndon, p.28). The directive importance of cultural Anthropology in relation to the rest of the Social Sciences cannot be questioned. brain is not an organ of thinking but an organ of survival, like claws and fangs. It is made in such a way as to make us accept as truth that which is only advantage. It is an exceptional, almost pathological constitution one has, if one follows thoughts logically through, regardless of consequences Such people make martyrs, apostles, or scientists, and mostly end on the stake, or in a chair, electric or academic. Albert Szent-Gyorg nately, two basic factors stand against the discipline of Anthropology: 1) In Industrial Societ_ies where it is assumed that man 1S made for commerce and where it is believed that he is already "cultured" (and by "cultured" here is meant the mere ability to read the newspapers and advertisements) it is difficult to motivate an interest and communicate any deep understanding on "primitive" man. In Industrial societies the "savages" are the "unlettered" and they are com -manly described as a depressed class in the context of their own environment. Yet, it was possible for Aristotle, having made the distinction between "literacy" and "culture" to question whether literacy had and accidental or a necessary connection with culture. (Metha: V1;2.4. and X1:8.12). Indeed "historians" become what embaiTased when they are asked to justify < r explain the numerous quotations to popul_ar and literary figures in the Ansto phanic plays, such as Homer, Hesiod Sophocles Airsopos and Euripides. How could these lit erary allusions be understood by the average listener? In the literary allusions far from be1ng "mere repetitions of sayings" within their original context were carefully knitted into the fabric of the play. Thus, the wit or humor of this "public entertainment" depended in the individual's capacity to recog-nize the subtle literary or political criticism in the form of parodied quotations. Perhaps it is not accidental that the terms we use to describe an "educated" person derive from the produc-tive and constructive arts practiced by the ordinary "illiterate" citizen. Culture is analogous to agriculture, wisdon originally meant skill, and ascetism was a synonym for "hard work." In this way, if by culture one means "literature" one must remember that oral literature once belonged "To the whole people ... the community whose intellectual (my underlining) interests are the same from the top of the social structure to the bottom" as Professor G.L. Kittredge writes in introducing English and Scottish Popular Ballads (A book written by F.C. Childe). Or one could turn to the prophetic literature (the Bible, the Vedas, the Edda the Epics) which are, as someone once said, the "best books" and the most philosophical, understanding this in the li gbt of Plato's observation that "Wonder is the beginning of Philosophy '' 2) The second factor is the myth of progress. Anthropology, from this perspective, not only represents an "exotic" science, as a member of our faculty not long ago retorted, but its dangerous claim that the truth is perhaps not contained in the future but in the past and in the present, might affect the compulsory mass education and their one-dimen sional public language. (On hay, the American language has become a tradesman tongue by being oriented "to the description of external aspects of behavior, 11 see Margaret Mead. And KeeW Your Powder Dry. 1942. p.82). 1 This, in fact, is the Western way of hiding one's own heart under the cloak of so-called scientific understanding. We do it partly because of the vanitl! des servans which fears andrejects with hoiTor any sign of living sympathy, and partly because and understanding that reaches feeling might allow contact with the foreign spirit to become a serious experience" (Jtmg, C.J. and Wilhelm, Richard. Secret of the Golden Flower. (London, 1932) p. 77).


page thirty ------------DISENCHANTED FOREST by Matthew Klein JohnBellworthwas aplainish sortoffellow. Hewas a moderately_ successful business man, and a confirmed bache 1 or At the age of forty -six his modest frame was was taking on a soft bulge arotmd the middle. And though it embarrassed him at first, he became increasingly fond of it. He fancied that it matched the round, owlish featuresof his face, and the retreat of his hairline. At the age of forty-six and one day, John Bellworth was dead. drone, and the queasy sensation of being in brought John to awareness. He opened his eyes and slowly focused on the back of the tall grey seat in front of him. Bewildered, he shook his head and looked again. The view remained the same. As a further test he reached out to touch the seat. A second shock confront;d him. The seat had the common enough texture of vinyl, but his skin was blue! A quick and somewhat frantic survey revealed that the rest of his exposed skin was the same hue. Not quite sure of his predicament, he expanded his new universe by turning his head to the left. Sitting beside him by a window was a nun in fu 11 habit. She seemed intent upon her rosary beads, but must have felt John's gaze She spat ed him a brief glance. Her skin was also blue which for soi?e re e.son was not surp.ising. But her eyes to him, send1ng sh1vers down his back. John sat back in his seat and thought. He remembered the day of his forty-sixth birthday. He'd gone downtown to the office of the brokerage firm where he worked, to sort out some paperwork. He had given his secretary a tw e nt) dollar bonus (be loved to see her smile), and had told her to close up at three. He left at noon. The afternoon had proven undramatic, making him ':egret having I eft work. At dinner he 1 d overdone it again. The roast duck hadn't even be en crisp enough. At home for the evening he'd w at c h e d t h e news until he bee am e de pressed w i t h the it had to offer, and settled down with a book mstead. A slight case of what he had considered heartburn had le dhim to take a sleeping pill and retire early And now? He didn't know. A whiffof tobacco smoke irritated his nose and caused him to breathe mouth. This action made him. a w a ;e a cur;tous lump on the back of his tongue. Probmg a fmger 1nto hrs mouth, he discerned that there was a metal disk about the size of a nickel fixed to the of his tongue. He poked at it lightly. But when that achieved no results he became frightened and jabbed at it savagely. A f1 ash of pain burned his tongue. He choked and bit his finger. John shrank into his seat, frightened and bemused. A streamer of blue smoke swirled before his eyes, causing him to blink. He turned to the sourceof irritation, and for the first time examined the figure seated to his right. She was a woman of overwhelming girth. Her fleshy face was crowned with short cropped blond hair that had the a p p e a ran c e of being glued i.nto position. S h ift ing his glance down the length of her body, his eyes were caught by the tattoo of a dangerous looking red and green snake coiled around her forearm. "Excuse me," John ventured. "Would you possibly know where we are?" The woman turned her head ponderously and leered, "We're dead, and tumed away. J chn recoiled into the cold vin 1 1 f his seat. Visions of what he'd always imagined death to be like filtered through his head. On the one hand it was clea1 that he was n o t being carried by a band of angels up to Heaven where judgement would be visited upon his soul. It seemed that he taking a bus. But he had no idea of where he was headed, or why. On the other hand, it was comforting to know that there was something after u ath other than tissue decay. Even if it was only a bus ride. John roused himself from his state of sour humu ur and turned his thoughts to his fellow travelers. fc,remost among questions in his mind was why he was seated in front between a nun and a lesbian. He considered himself rather well 'ersed in the Bible. That boc k led him to belie e that the two women beside him were headed for very different destinations. Uoless,of course, the mm. ... John considered that line of reasoning extremely indiscreet. Being intent upon further examination of the situation John sat up in his seat, craned his he ad around and the rest of his fellow passengers Aside from the blue of their skins and the smouldering of their eyes, they all seemed normal enough. They seemed like the kind of people one would Iincl on aoy bus There were two exceptions. The maja>rity of the people were elderly. You would expat tha when dealing with a busload of the dead. The second exception was a little jarring. John noticed that there were abo1lt ten of so people wm's bodies were so limp that they aweared to have been in the depths of slumber for years. Others were sitting and even lying in the aisle in postures so rigid that thev might have been carved from stone. They didn't lagk as healthy as the rest of the dead on the bus.. bus lurche_d to a halt. John looked up to see what the dnva: ;v;!J s He was sitting calmly, drumming the bony of h1s left hand upon the wheel. He looked hke he was waiting for something r ... utine to happen. J:>hn wondered about the status of the driver. S.ince he seemed to know what was happening It was clear that he drove this route regularly. At done it often enough to be familiar with the procedure. Was the driver


""de"ad, alive, or somewhere in between? ___ t_h_i_r_t_y_-_o_n_e It was then that John noticed the picture affixed to a chauffeur's above the rear-view mirror. The pictvre was of the He. was a veil:' ol1 man. A dusting of mismanaged wh1te hau topped h1s craggy face. His complexion was decidedly caucasian, and his eyes were blue. Below the picture name was printed out in bold upper case letters. It sa1d: CHARON John was starting to become just a little nervous. A of loud hoots and the muffled tramping of hooves drew John's attention tv the window at his left. The nun was peering out the window. She was at the rosary around.her.neck. Poitts of flickering orange liglt: were :i!owly mto place around the peri meter of the bus. Their wavermg glow cast long, nervous shadows out into the surrounding darkness. The hooting and stomping continued to 'l.row to more raucous in intensity, taking on an insistant note. John s eyes adjusted slowly to the dim light outside the bus. This was made extremely difficult bi the glare cast on the windows from the interior. The nun, who sat nearer to the window, used her hands to shield her eyes from the glare. She must have been the first one to see the figures beneath the upbeld torches. She was certain! y the first person to scream. John reeled away from the window. He hadn't cau ghl: a clear glimpse of the creatures outside be.fpre the nun's scream had driven him away from the window. Scattered screams from the other passengers, h <.never, backed up the opinion of the nun, squelching most of his curiosit}. The noise outside rose to a feverous pitch and stopped. For a moment there was total silence. A child in the rear of the bus snuffled. The heating units hummed to themselves loudly, showing no concem. On the right side of the bus were three doors situated at the front, middle, and rear as in an ordinary commuter bus. Charon opened them. The nun bit her lip. A gasp escaped her and changed int a John squeezed his eyes shut and decided to never open them again, But he did, if only to see how the female mountain to his right would react. A storm raged over her body. A rain of sweat plastered her clothes against her skin. He.r gelatinous flesh quivered violently, sending waves of loose skin rolling down her Her eyes were open so wide as to threaten to overcome the moist dough of her face. Six of the creatures entered the bus. John remained calm while watching them. They weren't quite as hideous as he'd been led to believe by the disquiet of his fellow passengers. They were dwarfish creatures, the tallest not clearing a and a half. Their skin was the color of a river after a particularly heavy rain. The}r entire bodies were hairless, exposing heavily ridged craniums. Except for eye ridges and b:oad noses, which appeared to ha,e have been squashed, their faces were devoid of contour. It was difficult t read their expressions. Wrinkling his nose, John noticed that the imps effused a potent musky odor. The WQman to his right seemed to ha e recovered her composure. She was leering at some inner jest. J hn succeeded in distracting her and hazarded a second question. "Why do you think these creatures are here?" he asked, trying to appear unafraid. 11 Probably to take us so me where we won't want to w;>, 11 she answered. "But they are unarmed, 11 he protested. "Maybe they don't need to be, They're ugly, but they don't look "Neak. '' John thought about that before saying, "There are a lot more of us than them. Perhapl'\"f'e can overpower them.' The woman eyed him for a moment, then shifted her g.G'le up and down his body. She smiled malicousJw John accutely aware of his Wlathletic physique. "Anyway, vmere would we go? Why d

page thi r::y-t\vO They promised .us paradise for our toil on earth! They lied to me! The} hed!" She broke down into hysterical sobbing. John was embarrassed by the nun's outbreak and squirmed in his chair, wishing he hadn't exhumed the subject. TI1e bus started to move again, and its rocking motion had a soothing effect on the nun. to relax. He paid attention to the twu in,fS standmg m the well of the frunt door. They were speaking to each other with their he ads close together. He could not what they were saying, e though it sounded like But he noticed that they were both rcfering to the bodws stretched out in the aisle and slumped over in their seats. They were either perplexed at their being there at all or at their numbers. He couldn t tell which Either way they didn't look pleased. His thoughts drifted to the nature of death again. The nun had supposedly ruled her life with modesty and with abstinence from worldly pleasures. It had been her chosen to .serve God and Man. The question that ran through h1s m md was. she'd it for the reward of paradise of for the satlsfymg of and giving. Why, indeed, a nun on the He sh1ed awa, from the implications. .A glow in the distance distracted him. It was a hazy of light such as on migtt see when approaching a c1ty by mght .m a car. Except that the area of light was too small. to be a Clty close at hand, and too bright to be one in the d1stance. John became very attentive as they approached the source of the light. Charon slip.ped the bus into a lower gear. The engine whmed and em1tted a rebellious cough. John sat tensely as they approached a large, well illuminated sign which was suspended over the pitted road. \ W\ne poo foosba\\ seer & B\9 screen pJ p\oba\\ 2831 North Trail Sarasota (Across l!om Burger King) It said: WELCOME TO KAREN ANN QUIN LI\.ND The nun crossed herself. It was an amusement park. John searched right and left as the bus idled into the Midway. It was a brilliant confusion of glaring lights of different hues. All the rides that Jolm enjoying as a child were present. But none were m mot10n. 1 or was there any noise. There were no people walking about, Scattered about the Midway were concession stands with stationary figures propped up against the counters. But there were no attendants. Most of the rides seemed full Some were overcrowded with motionless bodies. But of the rides were in qJeration. A few of the imps were wandering but not a single hum an stirred. The doors of the bus opened. John became deathly afraid of what was to come. The imps started moving down the aisle. They passed right by the first row of scats. John allowed :urn self a sigh. He t1m1ed his head to follow their actions, and saw them pick up one of the bodies in the aisle. The other imps were engaged in the same activity further down the aisle. The first two hefted their load and carried it off the bus. The others were doing the same. John watched them through the window while they transferred their burdens to other pairs waiting outside. They came on and grabbed a second inert body fr.;m the floor. The imps continued in that manner until the aisle was clear. Then they started clearing the seats of the unconscious people. While this happened, the passengers stared on quietly Nc. one raised an argument. Not a soul tried to interfere. They were all thankful to be left alone. When their business was completed, the imps returned to their stations at the doors. Charon closed the doors. The bus grunted and wheezed into life. As they slowly wheeled rutt of the park, John watched the new bodies beinll placed in the rides and propped up against the stands. It was all very quiet. Leaving the park, the bus plunged into the inky darkness 1ts )eUowed headlights pushed back the veil. The bus gorged itself upon the leaving only darkness in its wake. On and on it went, The landscape to either side was imisible. John sat quietly in his seat. His curiosity had grown quite timid. him,. he heard scattered mumbling once in awhile, but 1t was very mtermitant. Nobody bothered him. He returned the courtesy. The engine had ceased its rebellion and was toned down to .a drone. The heaters purred contentedly. All was qu1et unt1l John thought he could hear a muffled roaring sotmd in the distance He straightened u'p in his seat and listened He hadn't imagined it. They were coming upon a large.river. As they probed onward, The .noise grew into a rushing, tumbling roar. Four hghts flashed in the night. He picked the form of an Immense suspension bridge rising out of a p1llow of steam. When they hit the bridge, Charon stood on the acceleratn. The bus took on new life and sped across the expanse of the bridge. On the other side, they phmged into a dense brooding The strained to pierce the glo'vm. Over -hangmg branchES wh1pped against the sides of the bus as it hurled past Once again, Charon down shifted. The engine protested loudly, The bus lurched as if they had collided with a wll!llof foam. Charon applied his brakes and brought the bus to a halt near a leaf-strewn clearing. He cut the engine, and opened the doors. All the passengers watched as Charon ro$ e from his seat. The imps at the front door mow away to let him pass _.utside Then. the creatures came tcward the passengers. Without .a word, ther mot10ned for the woman at John s Side to r1se and follow them. She looked about Nobody moved to pr teet or help her. Quaking, she stovd


___ __ up and followed the imps. Jolm tried to stand up and watch what was taking place It was too dark t ... se e anything outside. He sat down and fretted nervously Towards the rear of the bus, a baby started to cr y John turned aro und and saw two ci the imps leading awJman out the rear ex1t. He didn' t see them come for him A brusque tap on his shoulder turned him amund L face the expressionless imps. He stood up in a daze. Sinewy arms gripped him from both sides. He was led to steps leading down to the fmnt door He paused at the bottom step and @earched for the woman. She wa! not in sight. It was cold outside. He had no desire to leave the comfort of the bus. A shove from behind ended that dilemma. When. he his balance, someone was gripping him by h1S armp1ts. It was Charon. He lool

age t 'y.rty-four BAKKE and Other Strangers Sometime soon (within the next three years), the eight men and one swine (ap:>logies to Ivlrs. who consti tute the U. S, Supreme Court will announce their decision in Bakke, one that, according to Newsweek could be the most far-reaching civil-rights decision since Brown vs. Board of Education." a .Y'>;F l' .,. .. t \ UniversitY of California--Davis, Claimed that he was not allowed to compete for a place in the school strictly because of his race (Bakke had the misfortune to be bom white). CalDavis re9erves 16 of the 100 places in its incoming class for mmority students; others compete for the remaining 84 p:>s ition.s. The Sup.'eme Court of CaUfomia ruled that Bakke had been the victim of ''reverse discrimination" and ordered him admitted, Cal-Davis p.'Otested, and, pending thexesacxxx decision of the USSC, Bakke remains a would-be medical student. Were 1he court a democratic institution, the ou1xlome of Bakke would not be in doubt, In a Mal'Ch 1977 Gallup roll, people were asked which they would trefer as the "main con sideration" for women and minorities in getting jobs and college admission: 11p.'eferential treatment" or "ability, as determined by test scores," of those polled, 83 percent favored 'X "ability" and only ten percent favored "treferential treatment,11 Even Blacks, by 64 to 27 percent, favored the meri tocratic system But, as one legal fltilos:Jpher observed, judicial review is "American democracy's attemtt to hedge its bet," The Sup.'eme Court is supp;>sed to ignore opinion and to decide cases on legal grounds only--on a government tractlce's oonstitutionallty, oot its popularity. the Court has had plenty of help making its decision this time. Editorial pages across the oountry have been dominated by Bakke commentary, and the Court has received a record 59 "friend of the oourt" briefs, lt is troper, s:Jme of those filing briefs claim, to consider r!lce as a factor in college admlssions. These people hold that to ignore race would be grossly unfair1 mdntahling 1hat Black and other minority students are hinaered at the starting line in the race of life and should be allowed a chance to catch up by being admit ted to college despite their inability to meet oormal stand ards of admission, 01hers disagree, believing that indlvidu a1s mould be judged as indivich!als, not as members of groups. But the furor over Bakke has allowed another, equally imrort.a.nt civil-Tights case to escape public scrutiny. That case 1s Altoona Stuffers vs. Putz. Al1Pona St\iffers IS a taxidermy school ill the DXIli ooal region of central .1\!nnsylvania, Rich in tradition, the school has for years accetted only the most qualified pros pective taxidermists, Their slogan--11We've got enough stuff 1P stuff your stuff"--is widely accetted as true. by Rowdy Yates Jim Rob Putz, a functional illiterate fro m Erie filed suit in Pennsylvania oourt against Altoona Stuffers in July of 1977 claiming that he had been discri minated against .in admission "owing to incredible stupidity. Putz' s att orney F. Lee Bakedbeans, whose legal bility has been compa.red1favorably with G. Harold Carswell's, points out to support hJs client's claims that ''not one of the incoming tax idermy students as Stuffers described himself as an idwt" on a p.ychological examination the school m inisters, and all of them can, when given eoough time, render a reas:Jnably accurate spelling of their own names, The attomey for Stuffers, Archibald Phallus, claim s that Putz was not denied admission because of hls stupidity, but rather because he had neither a mar school diploma nor a toilet training certificate, both of which are requirements of "this academically respected institution. The case becomes even more complicated when one dis oovers that Putz attended Columbia for one term and earned three A's before being expelled when the Ad m issions Com m ittee leamed that he had an IQ of 12, Writing the opinion for the majority in .1\!nnsylvania State Sup.'eme Court Justice Barry Manilow (no relation to the p:>pstar of the same 'name) disagreed with Alttoona Stuffers over an institution's right to deny admission because of the lack of a grammar school diploma or the increasing inability to perform oormal bodily functions without causing a scene. "To say 1hat a stupid pe1'9:>n can be excluded fro m college simply because he cannot graduate grammar schoolor go potty by himself is no less hemous than to deny admission to Blacks because they can't get Manilow wrote. "And I should mow, 'cause I write the opinions that make the whole world sing. I write the opinions of love and other things." A$ expected Altoona Stuffers has appealed to the U.S, SuJXeme Coat,' The Court has not yet decided whether to accett the case for review. If they oo, The Justices wUllaa:. hear about Putz1s records at the school. After the Pennsylvama Court's decision, Putz was allowed to enter Altoona Stuffers pending outoome of appeal. For his first three weeks, Att orneY IhallUs said, Putz did nothing, but then, on the_ firt. day of his fourth week, "students rerorted seeing a gleam 1n hlS eye, The next thing we lmew our dean had been well mo1m ted,11 Pte and his attorney aren 1t wotTied, though. In a recent interview, Putz. attired ina gray sweatshirt with drool on the front, said "Duh? 11 Bakedbeans said, "the time has come for stup.d rights. For years, intellectually inferior people have been forced to settle for lousy jobs like writing soap operas and teaching college, now we're going to open some doors." But the case isn't that simple, If Putz is allowed to become a taxidermist, he will certainly benefit. But does that mean that stupid people as a group will benefit? Some that to accett stupid people simply because they are stup1d Continued on page thirty-nine


-__ t_h_i_t_t_y_-_f_i_v_e THE DEMYTHIFICATION OF NEW COLLEGE The academic tradition has imposed up:>n us--even those of us who are "fortunate" enough to attend an "alt ernative" college like New College (of the University of Sotth Florida)--a kind of ruthless efficiency against which the you and me --is basically imp>tent. It !S th!S mabihty to tmlock a door with a wet ooodle which defines what I will refer to in this article as the alienated of the academic community. At New College, every b1t as much as at the University of Chicago, or Princeton, or Berkeley, the academic discourse is defined precisely in the terms of the alienation which is concomitant with what can be seen to be the utter meaninglessness and worthlessness of that discourse. The changes in the form of the educational environment for which New College has been noted haven't in any way exte11ded to the level of the academic discourse itself. If the purpose of the academic discourse is to establish objective truths, then we must say that the academic discourse has failed. But this is not, in reality, its function, 3S [hope to demonstrate. The "scientific" lmowledge which circulates within the academic institution--whether it be the knowledge of the humanities, or of the social sciences, or of the natural sciences--does not correspond in any way to a set of objective truths. But rather, it can p:'OVe helpful to p:>int out the similarity between the modern academic community and the primitive community. In the primitive community gifts are exchanged symbolically in an effort to maintain the cohesiveness of interpersonal relations, and thus to main tain social stability. Similarly, the academic community attemfts to maintain its stability by the means of the exchange of what I will call "units" of knowledge, because in this symbolic form of exchange .knowledge is treated as if it were a commodity. The second half of this century has witnessed what has been called a "lmow ledge explosion". Basic ally, this knowledge explosion means that knowledge itself has been transformed into another commodity, for which there is a corresp:>nding industry--Clark Kerr's "multiversity", the ''knowledge industry". By the means of maintaining such stability within the system--whether the system be the !l'imitive comml.Ulity or the academic institution--th.e bolic exchange I'm writing about guarantees the surYlVal of the It is clear to those of us who have given even the most minimal consideration to the nature of the "pure" knowledge--any first year student of Aristotle's metaphysics can tell you that it is ''pure" lmted out that these "pure units" of knowledge--in addi?on to con-_ tributing nothing at all to the surv1val of hum_ ankind--are in themselves utterly meanmgless and worth Frank Marrnne. less. The particular kind of stability--or, better, homeostasis--guaranteed by the symbolic form of exchange of "pure tmits" of lmowledge within the academic community is rrecisely the maintenance of the stability of the relations of the academic institution itself. New College can be seen to exist in response to both the knowledge explosion of the technological revolution, and to the concomitant to this revolution, the academic institution as knowledge industry. But a more accurate way to state the ftmction of New College would be to say that it's not so much a "response" to these Jiienomena, but rather a p:'Oduct of them. This is especially apparent now in our present ftmction as the ''honors college" for a multiversity (with justice to Clark Kerr, however, it must be pointed out that the University of South Florida is a particularly poor excuse for a multiversity). Just as there have been experiments in factory conditions, so the knowledge industry has fostered the deployment of experimental methods in higher education. In our hiibly industrialized culture, for whic.h the environment is anything but nature, the stubborn res1stance to environmental intrusions and warnings--in the form of "noise"--is senseless and basically irrational. In a society which was founded upon exploitation the myth of the academic institution--that it's a 11commWllty of scholars" in a "free" society--can be seen to be quite an anomaly. The of the commtmity of scholars--the myth of New College which promfted me to come here--is a myth of idealistic Utopianism. It is not so much that this Utopian myth is removed from the "real" world of the "rractical" life which bothers me. The last thing I want is to go to a school devoted to career training. But rather, this myth exists--like all the ideals of liberal society--in order to neutralize or suppress effect-Continued on page thirty -nine


page thirty-six Innovation and Experimentation. Seth Goldwin The school as usual, is facing {X'Oblems. Severe 11'0blews with broad implications and, no amwers. &eswnably New College is not a "normal" college. Depending on who one is talking to, New College is usually described as either innovative or experimental, and, usually, also described as oot quite living up to its descriptive terminology. If we are going to consider the school, in terms of what it is, was, could be, we mu.c:t consider first whether it is an innovative institution an experimental one, or neither. Innovate is defined in the Webster's Seventy Collegiate Dectionary (what happened to be lying around the Catalyst office) as "to introduce as new ar as if new; to make changes. This certainly implies, in an institution, a move or less continual desire to "make changes. Bluntly, the "innovative 11 school says it can be changed, and i! seems interesting to do so, change it. Quite the atoethesisof the conserVative there. And also quite the apoethesis of the p:>ssibilities of the school, given the state (y'lmow. THEM. ) and its myriod regulations. If we're not innovative then, and its hard to say we are, are we experimental? Webster's (once again) defines experimental quite interestmgly, at least in terms of applying the definition to an educational institution. The first definition given is, "of, relating to, or based on experience: emperical. Hmmm, how experiment (yeah, some old Webster's) is defined as "1. a. TEST, TRIAL b. a tenative i1'0Cedure or policy ... and the fourth definition of experimental is "relating to or having the of experiment:TFNATIVE." This surely points much more: to the particular situation of N.C We are, undeniably tenative. What we are is a couple of educated guesses at what education for bright children should be. Just how bright we are, and how much our brightness is fed, enlarged, or perhaps Jmly realized, is the resolution of the tenacity of those particular guesses which are the assumptious of the school. oX) tnere, I've got it: N.C. is an experimental school. But, jf an experiment fails what does one do '?th it? O?v.iously one tries it again a couple of times and jf it colltmues to fail one throws out thewhole damned thing, hypothe3 s and all unless there are too m:my vested interests to throw out. There was a br1lhant young scienti:t ( this is true but I forget all the names and particulars) whose doctoral was bases .a theoretically sound, and very innovative, -,:>eriment based on t.tus faded JUSt miSerably. But he had invested too much ti_me, energy, a?d effort to allow himself to throw nway e1ther the or the hytothesis and was caught by the _of division plugging and unplugging machme registermg the rat's orgasms (or whatever 1t was he was interested in getting registers of} Not too much has been heard of him recently. New College is particularly analogus to that unpleasant and unforttmate anecdote The scientist could not aff.or.t. to give up his experiment. So he subGituted for real innovative, experiment the second clause of innovation namely "jf "N ll as new. ew Co ege also cannot afford to give up its experiment. But it also cannot afford to drift: into As If New College. If New be really, solidly, and with redun emphas1.s, genw,nPly NEW, it must stop playing with 1tself and senously look at its situation now. We are owned by the state. This allows a very inexpensive tuition. It does allow New_ <;:ollege to remain new by continual sensi and adap:, to changing conditions in,the enVJ.l'onment (i.e. the new class) while still retammg 1ts academic solidity. new, and,tenative, assump:ion of the school was flex1bllity. That s why New College is not the Harvard of the SoUth, but merely (th:mk God) the New College of the s:e.ate: Sarasota area. Unfortunately flexi bility lS not one of t:Iu: large state university systems are known for, and, like 1t or not, N.C. is part of one. 1-:bw does an institution desiring no demanding flexibility retain its flexibility when c'ontr6Ued by an inflexible set of


__ y_-__s_e_v __ en laws and regulations? There are three posst'ble to th st' F th answers lS que 1on. :trSt lS at the institution starts fakin fl bility :md subsequently fades from sight our bnlliant s c1entist. Second is that the ms titu' t:io' d d fl 'b'lity n ec1 es eXl 1 was overrated anyway and adopts t 't 't' f 1 o 1 s new pos1 1on as part o an inf exible system d h st if hard st to d ak ... an apple e ts un e a radical re-structuring of the tenets and the tenatives of the institution on all sides. In other words, leam from the failed experiment what there is to learn, and make a new hyp:lthesis. Thus a new experiment that will be "of, relating to, or based on experience: em cal, not merely "as if new. ptn It's a new student body a new social climate Un. f a new tverSlty, a new set o controlling regulations, but decidedly no new about what might be the best way to be in tile new sttuation. -It should be obvious by now that 1 am calling for the sdlool to use some of the hard thinking it is so justifiably famous for, to attempt, on the part of students (least), faculty(more), and the administration (most), to radically :estructu:e all aspe.cts of the school so as 1x> take what is good m our (and there much good in it) and brmg 1t m the new situat10n that is empirically here, now, ru:d wtll contmue to be here in ever increasing and more thre atenmg amounts. We simply aren't the happy little isolated of zany .intellectuals we once thought we were. Were Simply the hrtght children of the State University System. Let's make our brightness shine. .. As civilized human beings, we in Western Europe have a history reaching back 2,500 years. Before that there is a prehistor k period of considerably greater duration, during which man reached the cultural level of, say, the Sioux Indians. Then come the hundreds of thousands of years of Neolithic culture, and before that an unimaginably vast stretch of time during which man evolved from the animal. A mere fifty generations ago many of us in Europe were no better than primitives. The layer of culture, this pleasing patina, must therefore be quite extraordinarily thin in comparison with the powerfully developed layers of the primitive psyche. But it is these layers that form the collective unconscious, together with the vestiges of animality that lose themselves in the neb u l o u s a by s s of time Jung BOOK REVI E W THE AUTUMN OF THE PATRIARCH Gabriel Garcia Marquez --reviewed by Greg Vickers The reader enters the novel finding a revolution occurring in a fictitious Latin-american countty. The rebel troops enter La Casa FTesidencial where they find the body of the dictator whose coiTUpt regime has ruled the co1mtry for as long as any living citilen can remember. The house is more like an unkemp; zoo than a regal statehouse and the patriarch's body is found in an advanced state of decomposition, surrounded by vultures. It is from this beginning that Garcia Marquez exposes the isolation from reality in which the patriarch lived his life. The mystique of his regime and his role as dictator is extensive. Indeed, many of the ambiguities and deviations from reality remain unexplained. The reader never finds an exact Iflysical description of the man, but then the psychology of the individual is what is important. We see a man who has delusions of having been immaculately concieved by a mother whom he, and in turn the whole populace of the nation, see as a saint. We see a man who was illiterate until his wife tauszht him 1x> read and write long after he attained the dictatorship. We see a superstitious man whose sexual, gastronomical and medicinal fetishes defy description. We see a man dominated by women, but simultaneously extremely chauvinistic. He is both all powerful and incapable of controlling his sub ordinates. There is a humorous element in the novel, but it is a brutal, black h urn or. There is a scene in which a 11'0minent general is served roasted and garnished on a siver platter at a formal dinner in his honor. The actions carried out by his regime are those of an Idi Am in-like tyrant; if the reality of the actions was not so terrifying it would indeed be funny. The people whom the patriarch sees as UfX:ln his power meet w:ith bizarre and repulsive fates, be they his right-hand man or his wife. Those who have read and enjoyed Garcia Marquez' masterpiece One Hundred Years of Solitude will find a pleasant combination of similarities and differences in The Autumn of The Patriarch. The foreshadowing and brilliant climax of One Hundred Years are not there in Patriarch. The flow of ihO\ights in Patriarch is quite different from that in any other novel. The almost total absence of punct\Ultion and paragraift indentation makes for discreet ;., the nm-ration and monologues reminiscent of )ames joyce. Yet the language and the em!Dasis on the overwhelmingly fantastic makes the novel not unlike One Hundred Years. As he did with One Hundred Years of Solitude, Garcia Marquez has created another novel whicli must be classified one of a kind.


__ P_a_g_e __ Continued from page twenty-three first instance, nor to have obtained a higher truth in the secane but do believe in the positive value of knowledge in developing and increasing our personal awareness of life. The symbol of New College represents both continuity and variety. "The sun becomes the central pivot, symbolizing the light of knowledge and the source of life and energy. The gentle and continuously moving lines represent the sea and the wind, the controlled waxing and waning of the four seasons, and the four points of the compass to portray the constant newness of the searchings for knowledge and truth." If there is something to be gained from the intellectual madness that our lives here often become, let us hope that it is in this way. We will seldom find a clearer correspondence between the ideal, (that is, the idea of New College), and the real, the actuality of the institution. It is not a Utopia, not the realization of our dreams, but only an instrument with which we may begin to realize these dreams, and a place within which to try them out. We learn to ask questions, and how to answer them. With the answers we begin to develop the clarity of thought needed to establish a foundation. We plant ourselves in a position accordingly, but not so that we remain in this one place always. Instead, we grow roots with which to nourish further growth, and like plants, turn our face towards the sky. Continued from pagetwent}""two Well, that's all I have to say. I hope I didn't ruin your day, but that you leave sharing some of my pessimism. Further, I don't mean to offend anyone, no New students, Floridians, or faculty members who think that it's people like me with my self defeating attitude that are the cause of all these problems. If you are offended then there's nothing I can do. If you disagree with this article, and can prove me wrong, I would feel much better if you did. Really, it isn't easy being pessimistic. Flicks ISP--Harold Pinter's "The Birthday Party" (directed by William Friedkin) Fritz Lang's "Crimes of Dr. Mabuse" John Ford's "Stagecoach" Erich von Stroheim 's "Foolish Wives" TERM II--1. Hiroshi Teshigahara's "Women in the Dunes" 2. Satyajit Ray's "Distant Thunder" 3. Sleazy Sci-Fi Double Feature I: ZsaZsa Gabor in "Queens from Outer Space"; and "Mothra" 4. Jean-Luc Godard's "La Chinoise 11 5. Visconti's "Death in Venice" (w/Dirk Bogarde) 6. Louis Malle's "Black Moon" (w/ Joe Dallesandro) 7. Pasolini's "Medea'' 8. Sleazy sci-Fi Double Feature II: "The Bad Seed" & "Village of the Damned" 9. Fellini's "81/2" 10. "The Americanization of Emily"(?), plus surprise shorts. A magnificent movie. A new film by Satyajit Ray


______________________ P_a_g_e __ __ Continued from page thirty-five i!!_ and society. The academ1c mstltutlon, the community of scholars has defined itself_ as a closed system, which has do with the outs1de, non-natural "environment' which in ]XJint of fact, feeds it, and which it, however unwittmgly is designed to help sustain. Thus, the JXOSpects for effective dissent are found to be in an unusual situmion. Wilden describes the plight of the ''negative academic". Within the academic community which has defined itself in terms of an artificial closure the identity of the person--student or faculty--who is defined either positively--as one who supports the struc ture of the academic institution--or negatively--as one who is opposed t_o the establishment. Let me point out the two bas1c confus1ons w1th regard to the negative academic. (I) By criticizing the academic establishment, by voicing our dissent, we lend great support to the most pervasive myth of the academic tradition--the myth of academic freedom, the myth of educating free minds for a free society. Our deeply felt dissent is easily channeled into great affirmation. {2} What dissent there is currently isn't really founded upon a concrete understanding of our re JXCssive and exploitative society. It is rather founded up:>n psychological alienation--the superficial and romanticized form of alienation which seeks only the comforts necessary to appease its sense of spiritual despair. It can be seen that if the student's existence is based upon opposition to the academic establishment, then the disappearance of the academic establishment would sip;nithe disappearance of the basis of the student's existence. And this is the dilemma reJXesented by what I will call neg ative identification. For the student, both positive identification with the values of the academic establishment, and negative identificmion with these values, are both psycho logically and politically dangerous. This is because they entail either an accep:ance or a rejection of the code of values defined by the academic es-tablishment. As Wilden points out, as intensely conscious as one mav be of thP f:1ct,ideas alone can chan12:e nothing, one must nonetheless begin somewhere. What is needed is a guerrilla rhetoric which understands that any possible change is no change m all unless the problem of playing the game according to the rules set forward by the academic establishment--the JXQble m of positive identification and neg ative identification--can be overcome. What is needed is dissent free from either p:>sitive identication or negative identification. Revolution which separ ates itself from evolution will only increase J.X'O.blems. Despite the fact that this article is far.too sweepmg and fl_l led with huge holes, it nonetheless 1P some theoreti cal concepts which, when applied, will save New College. Continued from page th.irty-.four is just a way to avoid getting at the real social problems that hinder stupid people from birth. m addition, it is feared that if Putz wins his case, smart people will begin to resent tupid people making further progress in stupid/smart rel ations almost impossible. On the other hand, Putz's attorney argues that stupid people will not be able to improve their own condition unless lack of intelligence continues to be accep;ed as a valid admission criterion. Neither Putz nor Bakke lends itself to easy answers, but one thing is clear: the life of a Supreme Court justice isn't all tinsel and groupies. NOVEMBER Cold sun walks in through plate glass filling my green carpet with an oceanic hue, the dust motes, microscopic shrimp, held in the cool shafts of morning light. The body next to me sounds in that early morning smell of sleep juicass murmurs something, and rolls over taking all the covers with her. My first cigarette of the day slowly burns the green fuzz off my tongue and lolls into my lungs licking that last pretension of sleep into its place. -Seth Goldwin



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