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1967
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Klipsun, 1967
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Klipsun, 1967 - Cover
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KLIPSUN '67
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Klipsun, 1967 - Page [2] of cover
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Klipsun, 1967 - Page [i]
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Klipsun, 1967 - Page [1]
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KLIPSUN 1967
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WESTERN WASHINGTON STATE COLLEGE BELLINGHAM WASHINGTON 98225 VOL 54
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Editor-Robert McC arty Assistant Editor-Carl J. Clark II Senior
Editor-Jerry Eads II Secretary-Lynn Brittingham Adviser-Ed Nicholls
Photographers: Dwight Larson Joffre Clarke Jim Hinds Keith Wyman James
Groh Steve Johnson Bill Kerr Writers: Robin Frisbee Donna Kay Mike
Williams Vern Giesbrecht Cover: Darcy Crane Claudia Hillbury Janet
Geer Raymond Mustoe Michael Burnett Robert Force
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Objective self-criticism is among the hardest of improvement areas to
attain. How can one adequately survey his environment especially when he
is part of it? The KLIPSUN is about people at college. The KLIPSUN is both
the prob-lem child and the most hoped for product of a handful of of these
people who want to give Western's yearbook a living breath. It is one thing
to pack home a yearbook to show them who ask of you, "What have you been
doing?"; and yet quite another to watch it grow and take on meaning as the
ideas of hundreds of people are melted into the crucible you now hold in
your hand. The KLIPSUN, 1967, is people-in front of, and behind the
scenes. If this book talks to you, our fondest desire has come true.
Thank you, The KLIPSUN Staff 5
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western, physically, is a college. col-lege, however, should be more than
buildings and trees. college is a way of life for the students of western.
college is...
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it's a combination of nylons and bob-by sox; muddy driveways; and
glis-tening, rain-wet windows: the mel-ancholy eyes and moistened cheeks
of young ladies who were little girls yesterday; dozer-cut future lawns;
a painful memory of what was; and a dream of what will be.
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life was a straight line from the cradle to graduation, but now it
becomes bent as it turns from the family into myriad individual
conflicts. a sterile science professor tells about nuclei and
mac-rocosms; then a soft-skinned junior from kappa shows another side of
life and thoughts of equations vanish along with the lights. a new brick
dorm stands beside a bearded church with only a few steps be-tween
innocent-eyed frosh girls and a dis-cussion of the death of god. the
prim young girls talk of behavioral science and dr. taylor while a
long-haired senior says, "religion is an invention of the human mind."
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differences collide in the atmosphere and com-pose another. some
professors try to maintain the stable home image carried to college and
others tear it down for disbelieving ears and eyes.
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the western hand-book tells of prepar-ing students for their entrance
into life, but western itself often resembles life more closely than
the economic world at the foot of the hill. personalities meet
personalities and ideals clash. chris-tian- born-and-reared don't
understand an atheist who can love. a pothead sits in a
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math class and gets perfect scores and no one knows the difference; and
he wonders if there is one. class lets out and something is different.
the lounge, the coffee shop and off-campus... each appeals in a
separ-ate way to separate individuals. the lounge possesses a quiet air
with talk of classes, meals and ideas. the coffee shop echoes
tete-a-tete of football cap-tains and prom queens, while apart-ment
gatherings re-lax with beer and donovan and con-verse in another social
world.
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a new generation in social standards (western is a number one west coast
party school) evolves from the variety encoun-tered. news of a
dollar-a-head keg party races through the union 'til fri-day night sees
nearly fifty polluted students piling out windows and over fences when
five yellow-coated local cops stand in the porch light. three blocks
away, a half-plas-tered freshman tells sgt. burley, "i don't know. just
a minute. i'll find the owner." then slowly clos-ing the door, he walks
out through the kitchen and into the alley. a few doors away two pairs
of dilated eyes ob-serve rain drops slide down the window and dis-appear.
"like years slip-ping away," quotes a psy-chedelic thought.
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monday comes, as it will, and sehome garbage cans overflow with bot-tles
for tuesday's collec-tion. a quarter's texts and assignments appear in
the back alley about every three months, but aspir-in bottles, stubbies,
and gallon jugs come in be-tween. existence seems to be sustained by
week-end releases and care packages from home. the earnings of a summer
soon disappear, so car-peted apartments give way to converted nine-teenth
century houses. home may be a rear porch with a little gas heater, but
it's still home and after a while the place even feels comfortable.
paint covers the pat- terned wallpaper, be-cause, if it came down, so
would the plaster, yet every crack has a friendly character.
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when "a double room with meals" proves to be a tiny shared cubicle on
the sixth floor, apartment living begins to sound good. braving
water-slick steps and an umbrella stealing wind, while street lights are
still shining, makes break-fast a hazard. com-promise brings an early
hamburger and fries lunch, and rents out the saga ticket for two meals.
nine o'clock classes are easier to make. classes are over- looked too,
especially when the prof reads like the text. it's easier to find out
which chapter covers the day's lecture and stay in bed.
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once in a while, though, a certain class is a plea-surable thing. the
subject matter isn't impor-tant. some profs can present a lecture in a
way that makes understanding the idea fun. remem-bering and repeating the
facts isn't a dull task, it's enjoyable.
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whether studying is easy or hard work, when a day's classes are over a
student feels like running out of the building. the sidewalks across
which feet had to be forced this morning bounce beneath in the afternoon.
where the light was grey and cold on the vu before, it's warm and
inviting now, with black, distinct shadows carv-ing an image of the
book-store into the red brick wall.
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going up high street the pat-terned walks and pillars of academic life
give way to gravel and trees. across the street, it's blacktop park-ways
and drives twisting obscurely through a maze of architectural ingenuity.
over-hangs and sidewalks cross-ing the street ten feet above, and
windows straight up in a line conjure up an image of old sicilian cities.
I -
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a bannister angles down the cliffside stopping at the first turn in view
of evergreens growing almost atop each other beside the ridgeways. on the
far side of an artificial plain, sehome hill rises to back the campus.
one imagines what present reality will become. fairhaven college is to be
built here. expansive, lime-white terraces are to flow down to the heart
of the grounds, dotted by fountains and park benches.
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on garden street where torn buildings now stand, the union is to double in
size. gravel parking area will cover the grass that is now lawn. already
half of mathes' sister stands to view where private residences once were.
it's the future edging into view. it means more students and a bigger,
newer western.
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new registrants are rapidly accepted into the school's society, though.
life's intensity increases for those who are here as it does for those
who come. "how's english?" opens a conversation that brings another
opinion on vietnam, something to do friday night, and another method of
making french toast. strangers screaming "sds" and "super-pa-triot" at
each other, eventually come to some agreement, whether it's "communism is
suitable in some societies," or "we'll talk about it at the bull
tonight."
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and as more people come, as buildings go up, and as changes occur, life
goes on. money is still laid out every quarter; books glanced at and
tossed on the desk 'till mid-term; professors hap-pily bid adieu at the
end of the quarters; and spring is longed for in the cold, drizzling
rain. 28
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spring comes, with green grass, de-lightful women, and wishful thinking.
then summer is expected, but only partly wanted, because with the sun
comes a loss - of a people, a place, and a way of life.
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the president reports For Western this has been a year of dynam-ic
transition. All at once it seemed as if the great gathering of forces of
the past several years had broken from its moorings. Suddenly the impact
of high enrollments was to be seen everywhere. Everything seemed too
small, be-hind schedule, or simply inadequate. Sidewalks were too narrow;
classrooms-what there was of them-were jammed; the Union coffee shop,
except for a fortunate few, offered standing room only. Playing fields,
already inadequate, were further decreased in size and number by new
construction. The south part of Old Main was converted into an obstacle
course as piece by piece great steel beams were woven into the new
skeletal structure necessary to preserve Old Main from being condemned as
unsafe, whereas Mathes Hall, lacking showers and proper fur-niture for
the first two weeks, provided 304 coeds with more opportunity for
adventure than study. Nor was there to be any relief. Already
overcrowded, immediate difficulties were com-pounded by remodeling, new
construction, and plans for projected projects. Despite this
incon-venience and adversity, a good spirit prevailed. The Drama
Department practiced diligently for a play even though a lecture hall
might not be available for its presentation. Students and facul-ty
complained little, even though classes were scheduled in strange places
and at inconvenient hours. Somewhere during the early days of the year,
Western suddenly became aware that it had experienced a basic change in
its nature. Always before, unconsciously, at least, it had thought of
itself as a small hamlet, intimate and protected, friendly and relaxed.
But some time during the year Western began to realize that, although it
was not a city, it had become in character a fair-sized community. It was
the change in mood, in attitude, in fundamental character, rather than the
physical change wrought by new buildings or enlarged programs, that was
the basic transition marking the year. But in giving up some of the old,
in amending long-established ways, and in developing differ-ent modes of
coping with new demands, Western during this year reaffirmed again and
again its basic belief in the student and its commitment to freedom of
inquiry and the search for knowledge. -President Harvey C. Bunke
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In the following pages are presented a few of the many faces of Western's
faculty. One member of each academic department was asked to comment on
his department as he saw it; its relation to Western and to the students
of Western. Each was asked to be as objective or subjective as he wished,
using any medium which he might choose-poetry, prose, cartoons, doodles,
etc. This, then, is a sampling of the many philosophies and attitudes
available to the students at Western today, a college generation which
will in twenty years rule this country, and, "if their elders can be
restrained from pushing the final fatal button of destruction" can be
counted on. "Although these students are presently confused, they are
tenacious and persistant. Once they have resolved their own doubts, they
will force the truth on the world for its own salvation." Elliot Norton
Lecturer of Dramatic Literatures Boston University The diversity of ideas
and opinions presented to the students of Western will constitute the
founda-tions of the future for each individual. And it is up to each
person to seek out the portions which will do the most for him.
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GEARLD F. KRAFT Associate Professor of Biology Perhaps the great
objective of biology is to seek to understand (and in so doing to teach
others) the mechanisms which will bring about the extinction of life on
this planet. Many millions of years may pass before the end comes so we
now invest much energy in the more positive aspects of continuation and
renewal. Man can be defined as that animal with excessive cephalization
and an opposablethumb which together permit him to regulate his
environ-ment. Western's biology department is committed to the
understanding of life (only secondarily to animals or plants), especially
from the point of view of the interrelations of organisms and their
environments. Full use of nearby resources- sea-shore, mountains, forests,
lakes-dictates our eco-logical approach to biology. Operational problems
such as the shortages of teaching and office space and increases in
enroll-ment are no less acute than those that come about as a result of
selecting a faculty of specialists. We have outstanding specialists in
several areas who devote much time to research and who give inten-sive
courses in their specific subdisciplines. An in-creased emphasis on
research is a necessary parallel to the growing graduate program-M. Ed.;
M. S.; -?D. Although the response to the needs of the undergraduate
remains strong (we must inspire all Western graduates to learn all the
biology one must know to be a well-informed, generally educated per-son;
and we must prepare teachers of biology), rela-tive department emphasis is
shifting toward grad-uate work.
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The chemistry department is typical of the dynamic growth Western has
experienced during the past decade. When I joined the College in 1942, I
was the one and only chemist on the faculty. By 1960, when we moved into
Haggard Hall of Science, our chemistry faculty had grown to five; this
year it is ten, and next year it will probably be twelve. What can
Western possibly do with a dozen chemists? The students we work with could
give the answers. We meet hundreds of you each year if you choose the
introductory general education course in chemistry and we hope that from
it you gain a better understanding of the meaning of science and the
structure of matter. We see scores of you who select chemistry courses to
support your studies in biology, geology, psychology, home economics and
many other fields. We become very well acquainted with an increasing
number who choose chemistry as a major field of study and we feel
justifiably proud as we see you in responsible positions as teachers in
secondary schools, colleges and universities; as chemists in industrial
and government laboratories; and as graduate students working toward the
doctorate in universities throughout the country. Stop in at Haggard Hall
and visit the chemistry faculty: Doc-tors Besserman, Chang, Eddy, Frank,
King, Knapman, Lampman, Miller, Neuzil, Whitmer and Wilson. You will find
them preparing their lectures, having conferences with students, and
working with students on varied research projects in inorganic, organic,
analyti-cal, physical and biological chemistry. They are really nice
people! But, they would have a difficult time without the help of Ruth
Minge and Jackie Rea in the chemistry office, Bob Holland and Ruth
Schoonover in the chemistry stockroom, and about twenty-five students who
carry a large share of the work as laboratory as-sistants. Together they
are a team which I believe makes a valu-able contribution to the
educational program at Western. FRED W. KNAPMAN Professor of Chemistry
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The Department of Economics and Business (An in-Verse View) Economics and
business deal mainly with material things Which to the students may seem
like mercurial things. There are multipliers and accelerators which give a
hike To industries, markets, regions, and the like; Propensities and
functions to give shape to demand For consumers and firms with their money
in hand. Here elasticities and curves with their esoteric charm Can do a
student's grade point no little harm. Then there are income, taxes, costs,
and the level of prices To place the subject and students in a state of
real crisis. Production, exchange, and consumption are major areas indeed;
Their relation to competition the student must concede. But the core of
the subject is resource utilization- Input-output, efficiency, and factor
allocation. Logical analysis provides most of the rules With equations,
diagrams, and tables as primary tools. It is general business which covers
the ways and means In an endless array of functions, or so it seems. By
this I mean marketing, finance, and production Along with personnel and
general management instruction. Accounting as a major field is rapidly
growing: The results of transactions are fiscally showing. Business
education is included here too. Future teachers hope to make it through.
But general economics is the broadest of all, And analytical skills must
remain on call. For issues of theory and policy are much in debate As to
developments and trends to which they relate. These fields of knowledge
offer a broad education. Yet students still can work towards a given
vocation. As to the future of the Department, gains will come through
Breadth and depth in programs, and in all the students too. T. H. SPRATLEN
Associate Professor of Economics
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Undergirding our national enthusiasm for education is the assumption that
the will to be free, to be autonomous, to be self-actualizing- to use
Maslow's description- is inherent in the nature of man. The term freedom
is used here to mean man's right to choose for himself, or, to put the
matter differently, freedom means expres-sion of individuality. As
Pericles long ago pointed out, the secret of freedom is courage. Boys and
girls in school and young men and women in college are thought to possess
the will to freedom; they do not have to be taught to be free. Thus
teachers need be concerned only with the release of this potential by
removing the blockages and restrictions which stand in the way of a
"natural" impulse to be free. The restraints upon freedom are viewed
mainly as ignorance, superstition or the limitations imposed by an
unyielding tradition. And yet, on critical study and reflection as
evidenced by both scientific and interpretive inquiries concerning the
human condition, this facile and comforting assumption about man's
inherent quest for freedom is thrown into doubt. The urge to be free may
be viewed more realistically as the result of conditioning, acculturation,
learn-ing and not as the unfolding of something which is an e s sen ti a 1
character of m an's nature. As Erick Fromm, Rollo May, O. H. Mowrer,
Arthur Miller and others have pointed out there are impor-tant
psychological and social factors which significantly affect the
realization of freedom in our society. The literature of existentialism
speaks eloquently of these factors as having an important bearing on the
widespread alienation (loss of freedom) which marks our technological,
competitive and acquisitive civilization. Indeed, the "es-cape from
freedom" vies with the "will to be free" with its correlative and arduous
responsibilities of restraint and self- control. In short, students do
have to learn to be free; it doesn't just come naturally. The very fact of
learning (not memorizing which really has nothing at all to do with
learning) gives a person a degree of freedom and with it responsibility
and indeterminism. Learning means that the individual can elect one of
several options, he can change and he does not have to make the same
ineffective, unimagi-native responses which seal him off from change.
Learning, then, is not only an educational problem but a moral one as
well. With re-spect to children one notes that they are not free moral
agents. But one of the sins of commission on the part of parents and
teachers is that they are prone to argue that children are never free and
account-able for their actions, in other words, morally responsible.
Some-where along the line there has to be recognition of the transition
from the dependency of childhood to the independence of maturity.
Educators and school and college administrators as well as parents are not
sufficiently impressed by this process of transition, a period FREDERICK
ELLIS Professor of Education
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in the life of the individual marked in preliterate societies by puberty
rites, or by the ceremony of Bar- Mitzvah among the orthodox Jews, when the
boy declares his maturity and responsibility. Failure on the part of
educators to recognize sufficiently the developing moral responsibility of
young people has brought in its wake deep and perplexing paradoxes both on
the part of adults as well as youth. We exhort young people to assume
more responsibility as we simultaneously deny them entry into the affairs
of the adult world. Campus newspapers are typically criticized for their
lack of restraint or their inability to report the news. At the same time,
reporters for these media are denied access to important information or
are criticized for an honest editorial which may also be a sharply critical
one. For too many students, learning is little more than the taking of
dictation for future regurgitation on cue from an instructor. Dialogue
gives way to "conning" the professor and giving him what the student feels
he wants. In testing a student, we try to assess what he has done to the
material but we really don't seem to care what the material has done to
the student. If students are an apathetic lot- as is often alleged -
per-haps much of the blame rests upon us educators. Young people have been
tirelessly conditioned to learn the ropes, fit in and keep their mouths
shut. To characterize them as rebellious is indeed a joke. One wonders if
the opportunities for students to learn to be free are really provided in a
consist-ent manner on any but the most exceptional high-school or college
campus. More directly, does West-ern provide really viable opportunities
for its students? The question is not an easy one to answer either
affirmatively or negatively, but some observations are in order. One
suspects that student au-tonomy is all too often replaced with compliance;
the development of personal uniqueness gives way to the building of
concensus; adjustment comes before the risks of taking a stand, of
developing a commitment; playing at life but not really living it; being
trained for adulthood by exclusion from adult concerns. Students are too
busy attempting to become the stereotype of what an authority figure
(teacher or future employer) thinks they should be. Rarely do these young
people face the question of what kind of person they would like themselves
to be. Do we of the faculty have much interest in what education means and
feels like to the students who are subjected to it? Seventy per cent of
the graduating class whose pictures are displayed in this issue of the
Klipsun are going into teaching. Will these prospective teachers join
those of their colleagues already in class-rooms throughout the land who
are afraid of young people and dare not trust them and who view education
as a process of keeping youth in line? The price of any institutionalized
prolongation of childhood comes high and is a threat not only to the very
fibre of a democratic society but to the essence of education itself.
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A Paper read before the graduate faculty of the Alpha Ce-nauri Institute
for Advanced Study. Satellite 7054, Galaxy 141. The month R. D. B. The
year 2166. ". .. We come now to the consideration of the English
Department of Western Washington State College, or what was known as
Western Washington College two hundred years ago. It was located on what
is now Earth Area 75321, Coordinates A, J, and Z. Data recently brought
back from Earth by our cosmonauts tend to confirm our earlier findings.
They indicate that the English Department probably was the largest, or at
least one of the largest de-partments or academic particles of the
College. Charred manuscripts from the Registrar's office, brought back and
translated, inform us that nearly one tenth of the entire college
enrollment in 1966-67, estimated to be about six thousand, had registered
as, or had indicated the desire to be enrolled as English majors or
minors-a term corre-sponding roughly to our term "academic preferential".
And this despite the fact that the English Department seems to have been
more exacting than other departments in the matter of academic
qualification and accomplishment, such as G.P.A. (grade point average);
S.P.C.E. (satisfactory per-formance comprehensive examination); and
C.F.L.R. (com-pletion foreign language requirement). ". .. As for
personnel, the English Department faculty seems to have numbered thirty
nine or forty, all of them officed in cubicles on the top floor of a
building referred to officially as the HUB (Humanities Building). These
faculty members-at least the majority of them-differed in sex, age,
affability, hirsuteness, academic preparation, and in rank-this last named
being the most important. Rank subsumed the faculty into professors,
associate professors, and assist-ant professors. In a way this
categorization may have been a differentiation without a difference-or
vice versa: in fact, then as now, there were some who considered academic
rank as a vestigial remain from an earlier more primitave educational era.
It probably should be remarked that those who so considered it tended to
be members of the lower ranks of Academia. "Academic rank had its
prerequisites. Academic tenure, with its right of Free Speech and
Unmolested Street Pa-rading, higher salaries, more commodious quarters in
the HUB, more nubile secretaries, sabbatical leaves, and so forth depended
upon rank. In addition, full professors MOYLE F. CEDERSTROM Professor of
English
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rarely if ever were called upon to teach before ten in the morning or
after two in the afternoon; eight o'clocks for them were practically
unheard of. Upward transfer, i.e. promotion in rank, or elevator promotion
within the De-partment as it was called, was attainable and was avidly
sought. Fulfillment of the "Publish or Perish" requirement for promotion
seems to have been in effect; so, too, was the addition of a caudal
appendage-not necessarily unilateral-ly obtained-consisting of the letters
Ph.D or Ed.D.- to be attached to the individual's name in all official
publications, such as the College Catalog and Petitions to the
Legislature. "Committee assignment within the Department seems to have
been rationed in accordance with rank, in line with the premise that,
'them that has, gets'. It should be re-marked, however, that teaching
assignments and responsi-bilities seem not to have been apportioned on the
basis of rank, all categories of the faculty being engaged in teaching
students at all levels. "In addition to the regular faculty there seems to
have been a mass of unranked, non-tenured individuals, var-iously
denominated instructors, graduate assistants, and readers, affiliated, at
least temporarily, with the English Department. It is not clear from the
documents exactly what functions they performed other than mass minding
classes of incoming freshmen. Probably some of them were aspir-ants for
eventual promotion to the rank of regular faculty. ". .. The Curriculum of
the English Department seems to have been in a state of chaos in 1966.
Courses appar-ently were being added and subtracted, upped and downed in
credits, with abandon. Traditional courses in compoti-tion were being
superseded by courses in which theme writing was integrated with analysis
of literature, cours-es in Creative Writing and in Rhetoric proliferated.
Re-sounding courses in phonemics, and comparative linguis-tics incubated.
A select minority group-the English De-partment Curriculum
Committee-appears to have master-minded these operations. Exact data as to
the success or popularity of their endeavors is lacking-A final word in
regard to curriculum: it should be noted that in the years immediately
preceding final evaporization of the College, the English Department had
tripled its offerings for gradu-ate students. As a result, graduate
enrollment boomed. It
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is interesting to speculate as to what might have been the effect on
higher education in general had the college con-tinued to exist until such
time as these graduate students conceivably would have completed their
work and would have been awarded their M.A. and M.Ed. degrees. "...
Enrollment in English classes at Western Wash-ington College, especially
at the freshman and sophomore level, seems deliberately to have been kept
low-low, that is, in comparison with classes at the same level of
instruction in other departments of the College. Data reveals that the
English Department prided itself inordinately on this limi-tation. At this
remove, it is difficult to understand why. As we all know, recent studies
computered at Alpha Centauri Institute, show conclusively that the amount
of education a college student derives from classroom instruction at the
undergraduate level varies inversely as the square between him and his
instructor, plus the blonde at the other end of the row. The number of
other squares in the classroom is not a variable in this equation.
Nevertheless, the fact that low enrollment was considered a desirable
characteristic for instructional purposes seems to be borne out of the
generous responses of the College Administration to repeti-tive requests
by the Department Chairman "for staff, and more staff, and still more
staff." ". .. The English Department participation in what in 1966 was
euphemistically referred to as, "Research Projects Financed by Research
Grants", would seem to have been negligible. This is all the more to be
wondered at, since the mid twentieth century, as we all know, marked the
be-ginning of the Data Era in education. It witnessed the triumph of the
computer and its incorporation into the col-lege structure. Computer fact
education displaced Great- Books-idea at Western, Computer-oriented dep
artments secured major research grants-not, however, without some demurer
being made. One notes the plaint of the English Department that they
preferred commitment (the word may have been, "dedication"; manuscripts
differ on this point) to "good teaching" instead of to "good researching".
One suspects a certain degree rationalization here, inasmuch as the
records show that the English Department at Western had, itself, accepted
a modest research grant in 1966, but too late to implement it before final
vaporization occurred.
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... To us here on Satellite 7054, in the year 2166, one of the most
interesting and salient facts about the Eng-lish Department at Western
Washington College is its in-sistence on differentiating between Teacher
Education Back-ground in English, and Liberal Arts Background in the same
area. Apparently this traditional difference was be-ginning to
disintegrate in 1966. It is true that the differences still
existed-premised on the hypotheses that a high school teacher of English
obviously needs less in the way of a background in literature than did a
Liberal Arts major in English who planned on becoming an insurance
salesman or a chain store manager. But the generalization was giving way.
Had the college and the English Department not been vaporized one wonders
what might have happened. ... In summary, then, all the available evidence
seems to bear out the conclusion that the English Depart-ment at Western
Washington College, in the year 1966, was the typical English Department
to be found in any one of the numerous colleges, and universities that
flourished two centuries ago on the planet Earth. It was neither as
different nor as avaunt garde as it thought itself to be. What it really
was perhaps can best be summed up in this couplet exhumed from the ruins
of the HUB (Humanities Building) and brought back from Earth by our
investi-gators; translated, it reads: Now fly to Western*"; there they
talk you dead, For fools rush in where angels fear to tread. "This word
is indecipherable in the manuscript; it is thought to be "Western",
however, on the basis of external evidence. The author of the couplet is
unknown.
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U KURT MOERSCHNER Assistant Professor of Foreign Language It is indeed a
pleasure to state here my view of the function of our foreign language
department, its future, its relation to Western and to the students.
Language barriers, as you undoubtedly know, present difficulties in more
ways than one. It must not be forgotten that languages are more than mere
agglomerations of words used haphazardly in order to communicate: The
structure of our language determines the way in which we perceive and
interpret our outer and inner world. Different languages provide different
"Weltanschauungen," dif-ferent world-views. An intelligent grasp of our
complex, "internationalized" world, with its multitude of interdepen-dent
nations, has become a "must" for modern man. Right here we find, as I see
it, the essential function of our language department: to help overcome
national prejudices, to make available a better knowledge of other people,
their traditions, and their ways of thinking by teaching their lan-guages
and literatures. (Who knows whether or not the occasional student, instead
of taking psy-chedelic "trips" will achieve a more permanent "cosmic"
feeling just by learing another language, whose different mode of
interpreting the world will give him the looked-for freshness of
understanding and deeper insight?) Closely connected with these "lofty"
aims are some more immediate and "practical" goals, a.o., 1) to provide
graduate students (present and future) with the necessary knowledge of a
foreign language; 2) to produce more alert, sophisticated, and intelligent
"tourists;" and last but not least, 3) to train and develop language
teachers. In order to up-rate the latter function, the development of
Master of Education programs in German, Spanish, and French are anticipated
by the department no later than 1968, pending allocation of adequate
funds for library acquisitions. These programs will eventually lead to the
addition of Master of Arts programs in these three languages. Similar
evolution in Russian and in the classics may be anticipated. Here you
have, in a few words, the objectives of our foreign language department, as
I see them.
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the geography faculty seeks to help students discover a measure of
order in the endless diversity found on earth and among the peoples
thereof -robert teshera
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Klipsun, 1967 - Page [47]
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geology is . studying an erratic boulder of basalt . investigating a
collapsed tunnel in a lava flow ... Neither rain nor cold could dampen the
enthusiasm of students participating in field trips with faculty members
of the Geology Department, highlighted by weekend trips fall and spring
quarter across the Cascade Range into eastern Washington to see a variety
of geologic features ranging from igneous batho-liths to glacial
erratics. Among the factors contributing to the rapidly growing numbers
of geology majors are student-faculty relation-ships established on such
field trips and the involvement of geology students in faculty research
projects. examining features at the terminus of a glacier. DON J.
EASTERBROOK Associate Professor of Geology
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To paraphrase Sir Walter Scott, breathes there a student with soul so dead
who never to himself has said: I'm interested only in the here and now.
This emphasis upon the present, this sense of confrontation with the
contemporaneous, this requirement of relevance, this involvement with the
problems at large in the world today has become the banner of this college
generation. The West-ern student has taken his place with students on other
campuses and now shares in this nation-wide movement. The present and
continuing interest at Western this year in racial developments, in the
search for relief from the Vietnam entanglement, in political campaigns,
in the legal and moral thicket of LSD, and in the stu-dent desire for
participation in college decision-making-all these indicate a greater
awareness of the present. Even the meanderings of student government
approach the emotional and intricate levels of state and national
government. This interest in things current can only be applauded even
though at times it may operate to the detriment of the more tradi-tional
college activities. Still, a word of caution. If you should say to me
"don't bother me with the past, involve me only with the present", then I
will respond "if you really-really-care about the present, then you must
be bothered with the past." The now situations-the DeGaulles, the Castros,
the Sekou Toures, the Viet Nams, the freedoms of speech and expression-are
not acci-dental or capricious. These are the results of centuries of
historical evolution and development which the current emphasis upon
revel-ance with ignore at its peril. The responsibility for developing
this historical background falls squarely although not solely upon
departments of history. The fulfillment of this responsibility is, as I
see it, the role of West-ern's Department of History in addition to the
maintenance of its professional programs. The Department plays a vital
part in the general education courses at this College and is involved
directly in the courses of study of some 820 history and social studies
majors and minors. Its course offerings form a smorgasbord from which
students may select courses to background their own particular
interest-areas, nations, or topics. Interested in the present? Be
interested in the past. A study of history offers the necessary foundation
for involvement. Harley Hiller Associate Professor of History
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HOME ECONOMICS-An education and a Profession a career with a future rapid
technological strides made in the past decades have thrust the home
economist into the limelight. the home economist is a liaison between the
family and a changing society. home economists in education, business and
industry adapt and transmit new ideas and research advances to the
con-sumer to improve family living. home economists are prepared to
utilize their knowledge to achieve and maintain the well-being of home
and family life in an ever-changing society. HOME ECONOMICS offers
professional leader- Edith Larrabee ship and teacher training in these
core areas: Assistant Professor Home Economics Family economics and home
management Foods and nutrition Textiles and clothing Housing, home
furnishings, household equip-ment, child development and family
relationships ... home economists are concerned with people and living.
Sam Porter Associate Professor of Industrial Arts It is difficult to say
why increasing numbers of students are taking Industrial Arts courses:
Perhaps they like courses that are devoid of the usual husband-seeking
females (although the husband seekers that do enroll consider Indus-trial
Arts the Happy Hunting Ground); perhaps they are so vocationally minded
they only an- ticipate graduation and the hundreds of teaching jobs that
are available; perhaps they want some of the insights and skills that will
afford some control over their destiny should they be swal-lowed up by
some industrial giant. Some come, no doubt, to apply their intellect where
the action is-finding applied knowledge more exciting than knowledge
alone. Without a doubt, a few come seeking a department that has no
content or knowledge to disturb their full-time pursuit of
extra-curricular frivolity (and are disappointed to find Industrial Arts
courses more time con-suming than most). Maybe others take Industrial
Arts courses because the content and methods revealed in this department
make their education-al goals in other fields seem more attainable or
relevant. Who knows why increasing numbers of students are taking
Industrial Arts courses?
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It seems to me somehow appropriate-in this my twenty-fifth year as a
librarian at Western-that I shed the pressures of administrative duties,
teaching, meetings and the (regretfully ever-diminishing) contacts with
students and that I take a look, personally oriented, at what has happened
in the department in which I have spent a rewarding quarter of a century.
In 1941 the "Library" at Western was, relative to college libraries of the
day, impressive, though in keeping with library architecture of the period
it was more beautiful than functional. Erected in 1928, the building was
the second separate college library edifice built in the state of
Washington. It provided study space for 450 students, housed a sound
professional education collection of some 50,000 items and was staffed by
four professionals. It had a genuine and well-based claim to a high rating
among teachers' college libraries. This was due in a large part to the
zeal and vision of Mabel Zoe Wilson, who pioneered the Bellingham Normal
library in 1902 and guided its development through the years until 1945.
In the tightly knit single teacher education context of the forties and
fifties and with the rather limited campus physical facilities, I recall
with nostalgia how much more closely the library was integrated with the
rest of the college. Often the large reading room was the focal point for
Parents Day or choral concerts, or even registration procedures. My
particular concern in addition to conventional reference duties was the
promoting of a library orientation program, and over the years I taught
many thousands of students in special required lectures, as part of a
College Problems Course, as a visiting teacher in English compostion, and
finally in a one credit required course in Library Orientation. The
State Legislature granted the B.A. and the Ed. M. to Western in 1947, and
as one consequence, though not clearly recognized at the time, the
"Library" initiated the direction of development which it is following in
a greater degree today. As the years rolled on and the academic program
expanded and enroll-ment increased, the need for a vastly amplified and
diversified collection of books and periodicals and for larger physical
facilities became even more apparent. The entire college campaigned
vigorously for new facilities. By 1962 campaign efforts were successful.
The building was remodeled and expanded. Services were moved from the
second floor to the first, reader space and stacks doubled in capacity by
the addition of the new wings, and the new facility was approp-riately
named the Mabel Zoe Wilson Library. As I see it now, in 1966, the Wilson
Library with a book collection of 150,000 and 1,800 periodicals and a
staff of twelve professionals and twenty clericals faces two major
problems in the decades ahead: first, to provide greatly expanded and
technologically modern services to meet a burgeoning student and faculty
demand; and second, to acquire and service an enormously ex- panded book
and periodical collection. Herbert Hearsey Associate Professor ofLibrary
Science
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To scotch a rumor, not one of the faculty of Western's mathe-matics
department believes that every student on the campus should become a
mathematician. They would accept happily a state of affairs in which some
students learned a little about the field-as should every educated person
in this day and age- and the remainder, the great majority, learned quite
a bit. The departmental objective-to teach as many students as much
mathematics as possible-stems from a belief that mathematics is of itself
interesting to think about, and from the fact that not only are
mathematicians in terribly short supply but also that the subject is now
basic to an understanding of an increasing variety of other fields. For
the prospective teacher at all levels, the future research mathe-matician,
scientist, economist, psychologist, et al, and even for the curious, the
department offers an impressive array of courses. It possesses an
outstanding faculty. Harvey Gelder Associate Professor of Mathematics
During the summer of 1966 Dr. Frank D'Andrea, who had been chairman and
guiding light of the music de-partment for twenty - one years, left
Western to assume administrative duties at Co-lumbia University in New
York. His position was filled by Dr. Charles Murray North, who came to us
from Alaska Methodist University in Anchorage. Dr. North lost no time
in setting to work on the annual problems of a fast-growing department
which accommodates well over 200 music majors. Problem one was to find
rooms where all necessary classes could be held and problem two was to
find enough teachers to do the work. As if his work load was not already
heavy enough, he volunteered to teach a nec-essary last-minute section of
music theory. The music department pretty well speaks for itself this
year. The orchestra program with its chamber music, symphonic strings and
symphony has furnished an inspirational experience for many students and
seldom has there been such whole-hearted, enthusi-astic participation in
the concert choir, the Vocaleagians and their related singing groups.
Directors Regier and Diamond can well be proud of the choirs of 1967.
This year the marching band was a high-powered, high-stepping organization
of 125 members. They marched and played well but in several instances the
uniforms worn were older than the players who wore them. Director Ager and
his staff worked hard to bring the band up to date and before the football
season was over money had been allocated for new uniforms all the way
around. The concert band and wind ensemble demonstrated their usual high
degree of artistry. The Master of Arts program in music has developed
gradual-ly but this year the time came to draft its final form and to
pre-pare for its implementation. This program has finally become a
reality with several major areas of graduate study to complement the well
established Master of Education degree. Music teachers at Western are busy
people helping students to make music creative, inspirational, artistic,
and above all a lifetime experience. DON C. WALTER Associate Professor
of Music
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Roger E. Lamb Assistant Professor of Philosophy The Department of
Philosophy is making every attempt to bring students into meaningful
contact with phil-osophical issues. To this end: new courses have been,
and are continuing to be, added to the curriculum; attempts are currently
being made to enlarge the department; and this year a number of
internationally-known philosophers were on campus at the invitation of the
department giving lectures both to students in philosphy courses, and to
the general public (this is a program which the department will make every
effort to maintain). In wearisome days of common sense, monied
indif-ference, easy cynicism, and hum-drum existences, it is possible
that some students can find new, meaningful ways of life and thought in
the pursuits of philosophy. Wonder is the feeling of a philosophy, and
philosophy begins in wonder. Socrates, 5th century B.C. Philosophy means
liberation from the two dimensions of routing, soaring above the
well-known, seeing it in new per-spectives, arousing wonder and the wish
to fly. Walter Kaufmann, 20th Century A.D. AIM The merit aim of physical
education is to provide a true laboratory for human activity in which the
total process of wholesome education is offered to students of every
department of the college. OBJECTIVE. The accomplishment of integrated
education is achieved by students living in freedom to seek the truth
while being guided by a philosophy. The philosophy must fit the student's
environ-ment, integrated with scientific facts presented in his area, and
arranged in sequential order to fit the "Time" dimension as indicated by
socio-logical phylogeny. Students must realize the need for aiming man's
existence above individual man. SUB-OBJECTIVES. The physical education
program must de-velop man's ontogeny through the presentation of play
opportunities which utilizes the human's cortex rather than to center
student's efforts around a systematized assignment of duties. Dictums
discourage development of the student's cortex by developing the physical
on an animal-istic basis. (Example: man-for-man assignments in plays and
games have one "monkey" chasing another "monkey" to see which one will
win.) The physical education program in college must be directed on a
mental level above the normal growing plant in its zone type of "sur-vival
of the fittest" struggle for continuity. Stu-dents in college resent
being treated like a plant or an animal, and should be encouraged through
a philosophy which will allow girls and boys to think about living and
allow them to arrange their own lives. The college physical education
activity which is taught on the human mental level, which considers man's
ontogeny, allows for anticipatory education along with past human
activities. History directs man retrogressively for a broader base, while
anticipatory activity en-courages creative thinking which must play a
greater part in our educational program to balance past history, present
critical thinking with creative thinking. Creative thinking, if scop-ed
adequately in the program of allotment time and fed fruitful thought
indicators, can result in anticipatory individual actions necessary to a
true education which is sociologically sound. The professional program of
physical edu-cation must consider the nature and needs of young children.
The service program must respect health and welfare of society as a whole.
The intramural program must fit the broad de-sires of the student body.
If the building pro-gram has located the activity building in the center
of the campus, then the physical facilities must be available to the total
activity needs of the college. Frank C. Lappenbush Associate Professor
of Physical Education
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A physicist is an isothermal object of indeterminate mass. At the
be-ginning, when he enters college, he possesses a wondering spirit, but
in the process of reading himself to sleep in broad daylight with certain
thermo-dynamics texts, which shall go unnamed, his spirit sinks into a
small hole of diameter d, where it lives on worms and roots, until one
day, probably ground hog day, it emerges to receive that which is called a
PhD. Accord-ing to legend and tradition any physicist who receives a Phd
undergoes a transmogrification, from frog to prince, from prince to
professor, and from professor to professor emeritus. The bulk of his
life's work must then nec-essarily consist in developing such ideas as
will agglutinate government funds. As for his personal beliefs, dogmas,
dictums ... he believes that matter comes in chunks except when it comes
in waves. He believes that for every drop of rain that falls a
differential equation exists. He believes absolutely in the uncertainty
principle. The main reason a physicist is apt to forget appointments is
that he has been looking all day for the papers he has misplaced, which he
must find before he meets his wife if only he could remember who she was,
and would certainly have attended any given committee meeting if on the
way to the forum he hadn't stepped on his own toga accidentally strangling
himself, besides which his passionate belief in time reversal causes him
to reverse it. If it were not that physicists are to meetings what matter
is to anti-matter, there would surely be more of them present. Anyhow, it
is difficult in a meeting to tell which physicists are alive. A
radioactive physi-cist is not necessarily alive. He may be playing possum
or he may be one. Possums have been known to creep into committee meetings
during the winter posing as dead physicists in order to get warm. For this
reason it has been deemed advisable to post NO HUNTING signs on the doors,
since hunters are wont to aim at possums or what they think are possums. A
way has been found to determine which is which. That is, if the thing is
radioactive, it is probably not a possum. In that case it is returned to
its wife. One such wife returned same C.O.D., claiming she could not make
positive identification, not having seen the subject since he began
graduate school. In general, if physicists were not forgetful and committee
meetings not interminable, there would be less chairs available for
possums in the committee rooms. As a closing note and to sum up, one might
say that in relation to the macrocosm, what physicists are, what they
believe, and why they for-get appointments . . . none of this matters. As
Faulkner has suggested, no matter how insignificant man seems he will
prevail and endure, which is probably what the giant dinosaurs were
telling themselves until recently. Donald L. Sprague Assistant Professor
of Physics 53
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The Department of Political Science is a young depart-ment which enjoys an
independent existence only since 1964. At that time, there were three
members, Drs. John J. Wuest, Dick S. Payne, and John J. Hebal who taught
courses in Government while being attached to the Department of
Economics, Business and Government. It was in the Fall of 1964 that I came
to Western as the first chairman of the newly established department, which
in order to be different named itself the Department of Political Science.
All of us worked hard and with great dedication feeling that we were
close to our students and, hopefully, they to us. The Depart-ment has
grown rather fast. We have now seven full-time people and one part-time
lecturer; we will be joined by two more people next year. All this has
been necessary because a number of students chose Political Science as a
field of concentration; only a few people seem to realize that we had
this year, 250 majors and minors in Political Science. We overhauled our
curriculum and have become con-vinced that we can offer to our students a
variety of courses that can be found in the catalogues of the well-known
estab-lishments of higher learning throughout this country. We have given
much thought to our library holdings but have to do much to become more
self-sufficient than we are right now. (Indeed, there is no reason why
some of you readers could not convince yourselves or others to contribute
to our library holdings.) We have many plans for the future. For one
thing, we will join other departments in graduate activities and begin
with our master's program by the Fall of 1967. We are hopeful that a few
students will accept our invitation and become our first graduate
students. We also are interested in meaningful research; all of us have
had a chance to do some special research and writing. Nevertheless, the
most important thing for us is to remain a department of en- thusiastic
people who love our fields of interest and en-deavor and who think of
their assignment here as one mainly of dedicated teaching. For me, the
raison d etre of teaching Political Science has always been to develop
inter-ested and open-minded citizens. You may be sure that nothing will
make the old teachers happier than future political leaders, legislators,
and administrators that, once upon a time, were our students here and
became involved in the great game of politics because of us, or despite of
us. Charles W. Harwood Professor ofPsychology Manfred C. Vernon
Professor of Political Science
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The objectives of the Department of Psychology are teaching and research.
The former has two major subdivisions: the study of the science of
psychology as exemplified by our programs for majors, minors, and Master
of Arts students and the application of psychological principles as
exemplified by our sequence of courses designed for and required of
education majors and the Master of Education programs in School Counseling
and School Psychology. The majority of our staff as well as our M. in
research. Several of the former are now nationally A. students and our
Honors students are engaged recognized. I am assuming that this request
stems in part from the search of this generation of stu- dents for a
manageable definition of a universe which has expanded to infinity and for
a world view that will enable them to live in it as indivi-duals and as
members of groups. I also assume that the query is for something that lies
beyond the usual statements of goals and descriptions of courses found in
catalogues and introductory texts. I shall try to say something of this
nature, but it is not easy because we do not know what the problem is. It
is more difficult because I am, in effect, speaking for the Department,
the mem-bers of which cannot be spoken for collectively. What do the
related disciplines of Sociology and Anthropology have to offer the
student? Like any self-respecting disciplines they can offer a wide list
of courses. Ours range from the mac-rocosmic perspective of human
evolution to the microscopic study of small group behavior, and from the
cross-cultural comparison of any form of social and cultural behavior to
the detailed analysis of a bit of archaeologically meaningful pottery. So
much for the standard college catalog approach, plus the exuberance of one
who likes his discipline. What can all this really teach you? Let us
turn to the introductory textbook for an answer. It can teach you "to seek
and find that which is universal in human behavior and that which is
unique to a time and place, and to use the one to help you understand the
other." It can teach ANGELO ANASTASIO Associate Professor of
Sociology-Anthropology you "to predict the future by analyzing the events
of the past as they create each other through time." It can teach you "to
respect in-dividual and group idiosyncracies under the banner of
relativism." It can teach you "to make a positivistic, scientific,
objective analysis of human values, goals and problems, so that as a
citizen you are better prepared to make the proper subjective, humanistic
choice of alterna-tives". Et cetera. So much for the textbook defin-ition
of the aims of the disciplines. Actually the subject matter cannot teach
you anything. After all, it is nothing but a series of concepts, and how
can a concept do any teach-ing? How about the instructors? Perhaps they
teach? I think not. They can lecture, guide, in-spire, caution, point to,
view with, indicate, coax, praise and chide, but they cannot teach. No one
can teach anyone but himself. While the above is my own view, it is
prob-ably shared in one way or another by most members of the Department.
There is a strong concern with the education, not the training of
individuals. We try to "educate" equally the person who plans to be an
elementary school teacher, social worker, personnel worker, grad-uate
school candidate, or the person who just wished to be educated. "Second
class" citizens in the Department are so because of their de-termined
will and effort, not ours. In one sense both the subject matter and the
teaching fall short if one wants a clear per-spective and definitive
answers to the vexing problems of today. We do not even have all the
right questions. But, we can offer a perspective that lies insightfully,
if uneasily, between the humanities and the sciences. The perspective is
insightful because, as the textbook rightfully states, Sociology and
Anthro-pology offer a wider view of human behavior-rational and
irrational, universal and idiosyn-cratic, biologic and symbolic-than other
disci-plines. It is uneasy because sooner or later we must realize that
the object brought into focus by the perspective is ourselves.
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EARHART A. SCHINSKE Associate Professor of Speech Speech-what's that?
Speech 100 .. . stage fright . . . empathy ... Aristotle ... burden of
proof ... laryngitis ... International Phonetic Alphabet ... dramaturgical
thought .. . "on the nose" . . Demosthenes . . . eye-voice span . . .
lateral lisp S. . tournament tremors . . . "Shaw in Short" .. . off mike
. . . prime facie case . . . VIII cranial nerve . . . Edgar Allen Poe . .
. 40 decibels . . . logical proof . . ethos . . . impromptu speaking .. .
tranverse arytenoid ... esthetic distance . . . evidence . . Readers'
Theater . . . mass media . . . Shakespeare. . forms of support . . .
aphasia . . . pantomime . . reasoned discourse . . . Federal
Communications Commission . . . stuttering and cluttering . . . sets and
flats . . . "Under Milkwood" . . . deductive order . . vocal variety . .
. the judges' decision . . . "dolly in, pan left" . . . Eugene O'Neill . .
. conductive hearing loss . . . "John Brown's Body" . . . privileged
motion . . Neilsen ratings . .. hypernasality ... choral reading . . .
counterplan . . . "War of the Worlds" . . . clinical internship . . .
extemporaneous mode . . . the method . . . National Association of Radio
and Television Broadcasters . . . 27 forensic trophies . . . creative
dramatics. .. "This Week at Western" . . . the need and the plan . . . lip
reading .. . speech competency . . . with thought, man's most distinctive
behavior . ..
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DR. RAY A. SCHWALM Project Director Art Chemistry Economics, English
Industrial Arts, Math Physics Psychology Soc-Anthro Speech Visual
Communication-the act of understand-ing and being understood through the
sense organs of sight, drawing from all of man's knowledge and
experiences relating to how we communicate. In June of 1965, the Ford
Foundation gave Western Washington State College a grant of $490,000 to
develop and implement a new cur-riculum area called VISUAL COMMUNICATION
EDUCATION. A committee composed of professors from ten different
departments on West-ern's campus carefully structured the two pilot
programs. *A Two-year Technoldgy Program - designed to prepare the
student to enter industry upon completion of the sequence or to transfer
to the teacher education program with-out loss of time or credit except
for normal scheduling difficulties. "A Four-Year Interdisciplinary Teacher
Education Program -designed to prepare the student to teach Visual
Communication in the public schools of our nation. These two programs are
currently being implemented at Western on an experimental basis. If the
pilot programs are successful, VICOED could be added to the WWSC
curriculum as a new, exciting major field.
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The Viking Union has been many things to many people during their days at
Western. To some it has been nothing more than a coffee station. How-ever,
to most it has been the rallying spot for friends, interests, programs
and other leisure pur-suits. It has been the place where academic life and
friendship became unified. Whether utilizing the serv-ices and programs
of the Current Affairs Briefing Center or participating in programs
dealing with social an d educational issues, the students h ave found a
genuine relevance to much of what they've Richard C. Reynolds learned in
the classroom. It has been to a large ex- Director of Student Activities
tent the center for cultural interests of the students. Exhibits ranging
from the story of New Orleans Tazz in photographs to fine prints and oils
from America's leading artists have interested and motivated the students.
And we must not forget music. Programs have ranged from both formal and
informal concerts to the newly expanded 500 album record collection for
the Union music room. Socially, students have discovered that much more
exists for their weekend pleasures than the mixers. With the cooperation of
various student interest groups, the Activities Commission launched into a
series of entertainment programs which reflected interests ranging from
popular music and jazz to jug bands and banjo pluckers. Recreation events
even moved off campus this year with programs of bike- hikers and
roller-skate parties. The Snow Festival was held again and true to
expectations, it was well planned and a lot of fun. Rosario, on Orcas
Island, received a jolt this past year when the Associated Students held
their first leadership conference. Students, faculty and administrators
laid aside their respective roles and masks for a frank discussion of
problem areas and possible solutions within our campus community. This has
been the year that the activities program came of age. The new organization
of student gov-ernment played no small part in that endeavor. student
activities center in vu
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in the vu People, people everywhere-faces showing. glowing-smiling,
frowning, reading, closed- Friends go by-are they really? they don't
see-me. Faces posed, cemented with the "right" expression-some unheeding,
most self-conscious- mine, too. Slippery floors, walking's awkward, what
if one should fall?- BOOM! Pigeon toed, loping, high boots, pointed
toes-dirty sneakers .. . Wiggle, sway, amble-STOP! There's someone
familiar-must say hi-"Hi!" Prim, forbidding-mostly tired-a few
intelligent. Even tears- unexpectedly. Umbrellas, paper sacks, suitcases,
overcoats -but it's sunshining! Dark glasses, cowboy boots, long hair,
neck scarfs, dirty jeans, beards-cigarettes and smoke. Sack
lunches-hunger-shoulder bags, pipes. Everyone wandering without purpose,
purposely. Calculating-checking out talent-but always closed-always
expressionless. Suave, neat, shapely-colors mostly merge-green, blue,
beige, brown-then RED-startling! Obnoxious, loud, annoyed, uncaring-fat,
skinny, bland, sexy. SHIRLEE READ
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On the day that Hubert Humphrey came to Western, anti-war pickets strolled
outside Carver Gymnasium, other students passed out copies of Free Student
(front page story: THE DRAFT-Its History, Class Nature, and You), and the
Mount Baker High School entertained the stand-ing- room only throng
inside the gym. Seven minutes after the Vice President was to have
appeared, Director of Student Activities Richard Reynolds informed the
audience that a half-hour delay would have to be endured. This
announcement precipitated a flurry of out-bound traffic, as many decided
they would wait for no man, not even their Vice-President. At 3:40, the
exuberant ex-druggist entered the gym, flanked by Secret Service Men and a
swarm of assorted dignataries. He was accorded a prolonged standing
ovation. After hearing an effusive introduction by Representative Lloyd
Meeds, (D.-2nd District), Humphrey strode to the podium and launched his
speech. He paid tribute to Meeds, and Sena-tors Magnuson and Jackson,
recognized a form-er student of his at Macalester College, ("my old
friend Barney Goltz"), and then began an extended paean of praise, in
which he lauded the Pacific Northwest, Western's campus, and the youth of
today in particular.
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There are some who are critical of today's people," he said. "I cannot
agree with them." He spoke of the "great, exciting challenges" in the
years ahead, and told the predominantly youthful audience: "You will be in
charge." At one point in his speech, when he referred to the American
soldier, a heavily-bearded man stood up without commotion, and held up a
blue-lettered sign: "Kill, it's good for the econ-omy." Those sitting near
him raised no protest for half a minute. Then a blond student reared up
behind the placard-bearer, knocked the sign from his grasp, and scuffled
briefly. Humphrey presented an award for Phase III of the Ridgeway
Dormitories, rated first in the nation in the College Housing Category.
"It fits and blends into its surroundings very well," Humphrey said of
the dormitory. "It is built for people and it shows." Humphrey's visit
generated considerable en-thusiasm in the Collegian office. The editors
put i out a special four-page issue explaining: "The Collegian does not
normally publish a paper the first week of each quarter. When Humphrey
came on campus, we just couldn't resist the temptation. The typewriter
keys flew, pictures materialized, and all of a sudden there it was ...
four pages of HHH." Alas, Humphrey was nowhere to be found within the
four pages. "He came, he saw, but what did he conquer?" asked the front
page headline. Three pictures (a Collegian photo-grapher riding piggyback
to get a better shot of Humphrey; students waiting for the Vice Presi-dent
at Ridgeway; anti-war pickets), a ten-inch story on Humphrey's speech, a
letter to the editor (from an anti-war picketter who was kick-ed and
threatened as he marched) and advertis-ing comprised the paper. To those
students who might be looking for HHH in the paper, the Collegian had an
answer. "LOOKING FOR HUBERT?" it asked. "He spoke at Western the other
day. If you saw him once, we don't need to show him again. If you didn't
see him, that's your fault." __~_ _
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A. S. B. President Roger Sandberg The Associated Students Government
started the year in turmoil. Vice-President elect Bill Hershlip was grabbed
off by the long arm of the draft. In his stead was elected Gary
Richardson, former legislator. Based on the solid foundation provided by
President, Roger Sand- berg, the A.S. legislature accomplished much in
areas of discipline, stu-dent rights and academic involvement. The
legislature did much to prepare for a long term future when it passed
appropriations for the well-laid Lakewood plans drawn up by Facilities
Commissioner, Mike Wakerich.
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Mary Stuart was a rare spectacle for eye and ear as it captured the look
and the lilt of speech of Elizabethan England. Against a black
back-ground, moved vivid tableaus of living history, portraying the
intrigues, exigencies, and human frailities of the power structure. Mary,
a fresh and lovely woman, inspires many men to her cause, and Elizabeth,
at this time elderly and almost grotesque, has double reasons to fear
her. Yet, as the play brings out, Elizabeth also feels a deep affection
for Mary, which makes it very difficult for her to perform the
inevitabil-ity of killing her. As Mary falls, so do some of the most
trusted men of Elizabeth's court.
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Summer of the Seventeenth Doll was an ambitious undertaking as it demanded
that stu-dents capture the drama and despair of three middle-aged,
hard-living Australian working people who must admit that their youth is
over. For sixteen years, the two cane-cutters (Graham Cooper, Kent
Edmonds) have enjoyed a summer interlude with their barmaid girlfriends,
but as the play opens, in the 17th year, they begin to be aware that
their relationship, their friendship and their physical prowess are
fading. The com- edy of their ironic view of life is still present,
typified by Barney's career as a rake, all stem-ming, he explains, from
being the father of two illegitimate children at once when he was
eighteen. Since both mothers were "decent girls" he couldn't marry one
without "insulting" the other and the whole situation made a permanent
im-pression on his approach toward women. The laughs which were provided
by the play were juxtaposed with a mounting tension which exploded in
actual violence. After the lives of the characters have become utter
chaos, they have no recourse but to rebuild them.
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vikings bleed, sweat, but they don't cry "For a football team to be a
winner you need blood, sweat and tears. There was a lot of blood and
sweat, but very few tears this year. " Hours of work, but a lack of
emotional in-volvement- this was the sum-mation of Western's football
season by rookie coach, Fred Emerson. The Vikings slogged along to a
3-4-2 win-loss-tie record and finished well out of the money in the
Evergreen Conference in 1966. "There was something differ-ent about the
attitude of the players this year. I don't know, maybe it was the new
system, I'm not sure, but there wasn't
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the spirit there used to be. Many of the players thought it (the season)
was just hard work,"was the stumbling explanation given by a student close
to the team. One thing was evident, though. The Vikings, as the wag said,
were in an elevator all season-they had their ups and downs. Emerson's
"I" Formation was billed as the "new look." It was new, all right. The
team was shutout in their first two games. Tom Guglomo broke the
prohibition period, taking a 13-yard touchdown pass from quarterback Pat
Brewin, against Central. Western blew the 6-0 lead in the fourth period
and had to settle for a tie. Then the elevator began working non-stop.
The Viks beat PLU, were stomped by Portland State and kicked the stuffing
out of Whitworth in their best game of the season. After a loss to UPS,
Western suffered their traditional loss on Homecoming Weekend to Eastern.
They were in the game until the final quarter when the Savages scored 32
points. Coach Emerson's words before the game were, "We need a better
effort." He received it for three periods against the highly favored
Eastern squad, but, unfortunately, there are four quarters in a football
game.
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The one bright spot for Western was flashy halfback Steve Richardson. The
175-pound senior from Kent, Wash. was the team's spark-plug and top
player, offensively and defensively. He was the only player in the
Northwest to be named to the all-star offensive (flanker) and defensive
(halfback) teams. Dave Weedman also made the deffensive All-Northwest team
from Western. The season ended for the Western players on Nov. 12, with
a victory over Central, but Emer-son is wandering over the state looking
for new material. Next season the sophomore coach will be more
experienced in college coaching and the players will be more adjusted to
his system. Then maybe the Vikings will get off the elevator and bleed,
sweat and cry their way to an Evco pennant.
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Charade is coming! "Charade is here!" And the campus came alive with
Homecoming activities. The week was skit night, royalty revue, "We Five"
and "Sergio Mendes," the bonfire, parade, football game, dorm decorations,
and the crowning point; the coronation and the queen's ball. In the
midst of this one could always see Queen Sigrid XXIX (Cheryl Engel) making
her ap-pearances and raising the enthusiasm of both faculty and
students.
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Overflow from the girls' dorms is channeled into off-campus approved
housing. Here the coeds perch until they have "come of age" and can move
into housing of their own choosing. Perhaps disappointed at being refused
one of the cells in the bustling honeycombs, so much a part of their
vision of college life, the rejected applicants soon adjust. Many never
re-apply for the dorms, content with the creaking doors, their
housemother's fleabitten cat and the slanted ceilings. Of those who
desert the dorms for financial reasons, many claim they wouldn't return
even if they had the money. They prefer the casual homelike atmosphere
and the strong web of friendships that develops in the smaller living
group. Those who choose a house where homecooked meals are included are
usually reluctant to return to Saga fare; those who choose a house with
kitchen privileges get used to eating when they feel like it and don't
long for the mealy ordeal of waiting in line. The sterility of the dorms
is in sharp contrast to the approved housing with its sometime basement of
tools and odds and ends for the creative, its sheets fresh from the wind,
the lawn to lie on in the sun, its flower bed to work when it's that kind
of a day.
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And there is cavorting and giggling in the halls, the hushed clink of
glasses by candle light, peanut butter spread under doorhandles. Girls
humming in the shower suddenly scalded when someone flushes the toilet
don't bear a grudge. And embar-rassment over failures in the kitchen is
easily turned to laughter. Flung suddenly into self-dependence, the coeds
quickly learn to spot bargains; they learn which grocery store offers the
best cheap hamburger, which the most edible sur-plus bread. They regularly
struggle uphill with a tearing bag of groceries to save 25¢ bus
fare, silently willing each car that passes to stop and offer them a ride.
Many regularly canvas the string of thrift shops and rummage sales for
potential treasures. And if it's raining Saturday or if studying is
suddenly too much, someone bakes cookies for everyone to smell and maybe
share. But living in off-campus approved housing brings a sense of
isolation. Whereas dorm residents are methodically injected with
enthusiasm for such events as the Home-coming and elections, off-campus
residents often are not aware of the activities. And if a girl doesn't
have a date to the Homecoming Ball she needn't be ashamed; the other girls
in the house probably haven't heard of it.
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Girls entertain their guests in the living room (complete with ravelling
rug and plastic flowers) or, in a moment of recklessness, invite them to
share one of their meals. Sometimes they sit around the kitchen table
talking or playing the guitar until the clock claims it's midnight and the
housemother is frowning in the doorway. Early risers the next morning eat
their breakfast amidst the forgotten clutter of clogged ash trays and
coffee mugs. Hunger inevitably strikes most of the inmates at the same
time; almost every eve-ning the kitchen is suddenly crowded and loud. A
cluster of girls stand guard at the stove, reaching around each other to
salvage burning grilled cheese sandwiches or turn a ("sale-45¢
lb") pork chop. For many it is their first experience with cooking; some
never quite catch on. Rummaging through bloated refrigerators in search of
yesterday's Jello they happen on forgotten beans fuzzy with mold and last
week's soured corn, and somehow aren't hungry for desert any more. Coeds
weary of soup and toast look longingly at their friend's steaming
casserole; she doesn't tell them that the casserole has the consistency of
paper mache and tastes like salty wallpaper paste. But sometimes the
kitchen is deserted and a girl prepares her dinner in silence. Watching
the rainbows from the Salvation Army chandelier stretching along the wall
and the sunset spreading slowly across the sky, she maybe thinks of this as
home.
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The Collegian, synonomous with controversy, flew off to a fast start under
aeronautical editor Bruce Delbridge last September. The City of Bellingham
was the first victim of their verbal sword in the freshman-welcome issue.
Right away the newspaper was involved in the annual controversy over
control of content and editorial freedom. For a while Delbridge played
musical managing editors as the Publi- cations Board forced the axing of
the Bellingham story author, Noel Bour-asaw, ostensibly because of a
grade-point below 2.50. Mary Magnuson, the Collegian's favorite
sweetheart, finally took the post and held it until Spring quarter when
Bourasaw stepped back into the fray. Vietnam, LSD and student rights were
big issues and the Collegian took occasional potshots at the
Administration in Old Mange as well. For the first time in several years
the editors stayed away from attacks on the A.S. Legislature, much to the
relief of the Blue Bunglers. Most often heard remark from Publications
Adviser Ed Nicholls' of-fice was, "Oh, God, what have they done now?"
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With respect to Western, this seems to be the year of the three-letter
infamy-LSD, CIA, POT. In reference to the first item, a revolution in
thinking is coming about, centering upon the idea of that which goes up
need not necessarily come down-you probably even know people like that.
What is "student rights"? Even the best def-initions would seem to be much
too narrow in application. Call it, if you will, acknowledge-ment or
declaration of students as responsible adults capable of deciding for
themselves. This applies from self-government to the usage or
experimentation with drugs in the voicing of opinion against felt
injustices. It was the right of some students to boycott Vice-President
Humphrey and to demonstrate against the CIA on campus as it was for their
opposite faction to embrace these same events. The first quarter observed
the formation of the "Off Campus Student Union" (OCSU) in an attempt to
bring about a greater voice in the student government for off-campus
students. Western, 1967, Smacks of the drug issue. For some the
controversies centered upon the fact that there were drugs on campus, for
others, the fact that these available drugs were too highly priced. The
diverging factions and elemental seg-ments of the college community
forced, at least to a limited degree, a realization of the range of ideas
which go to make up the faces of Western and to emphasize the importance
of the strides made in the vital area of student rights.
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Western this year faced the problem of housing the ever-increasing
enrollment. As a result many students, out of choice or necessity, moved
into private apartments or houses off-campus. Ah, freedom . . . away
from the routine of dorms and out from under the thumb of a housemother.
Doing what one wants whenever the mood strikes. Scanning ads.. .
panting up hills and pounding on doors.. hearing rumors of a 3- room
apartment for only $35 per-must be a joke. Rumor correct; the apart-ment
was the joke. Finally settled.. . buying food and essen-tials (potato
chips, pret-zels, beer, lobster tails on sale, 3 kinds of cereal and 5
pounds of hamburger). A quick trip downtown for a real necessity-a
plung-er for the toilet (the near-est gas station is two blocks away).
No hours . . .losing track of time and having to ask whether it's
Tues-day or Thursday. Then there's Friday party-time; laughing at the
chicks who do the famous ten-to-two Cinderella jump . . .back again by
twenty-five past. Arts on walls . charcoal on wallpaper, "Untitled," by
Previous Resident. "Abstract Cracks" by Alaska Earth-quake 1965. Burlap
sacking cur-tains provides privacy at night, the lights ofpassing cars
sending distorted sil-houettes careening across the ceiling and walls. In
the morning sunlight oozes through the burlap sieve, melting whatever
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determination one thought he had, and leav-ing Afro-Asia with yet
another empty seat. Call landlord. . .the last burner on the stove
finally gave out .. .he's on vacation in Mexico. No problem says roomie,
drink beer instead of coffee with meals. Breakfast inhaled .. shaved and
bleeding down 3 flights of wet steps (raining or not) .. . thumbing
hopefully for a ride ... between classes ... finding a date for the
mixer... lunching in the coffee shop ("large Pepsi
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and half fries, number 65") . .. one more class then home safe. College
would be great if classes didn't interfere every day. Four crumbling
walls do not a palace make, but for this quarter at least they constitute
a home. And it's mine... every ugly bit.
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During winter quarter, two one-act plays by George Bernard Shaw were
presented which made satiric fun with history. Man of Destiny, por-trayed
the conqueror, Napoleon, halted in his advances and completely nonplussed
by a clever and elusive female spy. His situation is not at all aided by
his lieutenant, a ninny of an aristocrat, who is continually losing his
sword, his horse, and military secrets. The three are thrown together in a
roadside inn where the proprietor is pleased to give Napoleon homey advice
on life and how to live it. The cast (Joe Grant, Ellen Catrell, Ed
Stimpson, and Bill Savage) very successfully brought off this burlesque of
power, the military, and the battle of the sexes. The Dark Lady of the
Sonnets was constructed on the hilarious prem-ise that William Shakespeare
actually copied his most famous lines from conversations which he
overheard. One of the most memorable scenes consisted of Queen Elizabeth
appearing sleepwalking and reciting a ridi-culous parody of Lady Macbeth's
"Out damned spot" speech, (based on problems which she was having with her
cosmetics). The audience soon learned that Elizabeth's egotism was only
exceeded by Shakespeare's as they engaged in a battle of wills and wits.
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A troubled Western stu-dent sat in the crowded clutter of the Coffee Shop
one after-noon and gloomily reflected on the brevity of each day. "Ihave
so little free time," he complain-ed to his companion. "I need 8 hours
of sleep a night; I have 3 or 4 classes each day, and work for 3 hours, 2
nights a week. I usually need at least 2 hours a day for recreation or
just fooling around. When you add a few hours for studying each day,
there isn't much time for anything else, is there?" Darrel Amundsen, who
works 40 hours a week while carrying 15 credits, listened ruefully from a
nearby table. "I felt like telling the guy,'Boy, you sure have it rough,
don't you?' Amundsen recalled. "I didn't, of course," he added. "I just
sat there and moped." Darrel Amundsen is a Western senior, married, with
one daughter. He is a classics major, the first and last such major to
graduate from West-ern, since classics are now taught in the history
depart-ment. At 4 p.m., 5 days a week, Amundsen drops his student role
and becomes a retail clerk at Al's Savewell. Returning home 8 hours
later, he studies for a few hours, or sleeps brief-ly before tackling his
assign-ments. "Translating Greek after midnight isn't too easy when
you've worked 8 hours," he admitted. "Nor is it easy to get up at 4 a.m.
to study, as I often do." Amundsen averages four or five hours of sleep
a night, and there are times when he succumbs to drowsiness and
oversleeps. "This isn't disas-trous," he said. "Most of my classes are
conference or sem-inar courses, and the time may be juggled around."
Preseverance has paid off for Amundsen, whose g.p.a. is well above a 3
point(about3.8 in classics). "I'm sometimes in a state of panic that I'll
sink in the mire," he confessed. "It's funny though, the quarters that
I've worked the most have also been the quarters when I've had the best
grade point." Some students work long hours out of sheer necessity, but
Amundsen admitted, "I work more than is necessary, but I didn't want to
subject my wife and child to hardships while I was going to college. I
want-ed to live comfortably, and we do live better than most college
students. My wife works part-time at St. Luke's Hospital." Darrel
Amundsen has worked every Sunday for the last three years; some quarters
he has worked up to 64 hours a week at two jobs. Understand- ably, then,
he often wearies of his work and looks ahead to better days. "I hope to
get an assistantship at the University of British Columbia next year,
and study for my Master's," he said. "Eventually I'd like
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to teach ancient history in a Classics department. I'm one of the
diehards who still be-lieve that the classics are use-ful." Though
Amundsen does-n't regret his decision to join the ranks of working
students, he commented wistfully: "There's nothing in the world I'd
enjoy more than being a full-time student." Another veteran working
student is Allen Bird, a senior Psychology major who doubles as a cook at
Big Daddy's res-taurant. Like Amundsen, Bird is married, with one child,
and has worked every year since enrolling at Western. "I came to school
to get educated," he said, "and I don't mind missing out on many college
activities. Much of it is for kids." He commented on the dif-ficulties
of fulfilling his dual role. "Studying is more or less a cram session,"
he remarked. "I have to prepare for exams and papers well ahead. If I
let work pile up, I'm shot." Despite the hurried nature of his studying,
Bird has done well at Western and plans to begin graduate school here. "I
hope to get an assistantship," he said. "I really would like that more
than working at an outside job." Bird, who would like to teach in a
junior college, be-lieves that his years at West-ern have been more
valuable because he has worked. "I feel like an adult trying to better
myself, instead of a kid going to college because it's a hell of a lot
easier than getting aj ob." For Dan Robbins, work-
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ing is an advantage, not a hardship. "The prestige of keeping ahead, of
putting mon-ey in the bank instead ofhaving to take out a loan is enough
initiative for us," said Rob-bins, who manages the Ski Shop at Yeager's,
where his wife Phyllis also works. Both will graduate in June, Dan in
industrial arts, Phyllis in home economics. The disadvantages of working
are slight, according to the young couple. "We'd like to take all our
classes in the morning, but we have to take an afternoon class," said
Phyl-lis. "But," she added, "we've arranged our schedules so that we
both can study a few hours before going to work at 5." "We average about
20 hours a week studying," said Dan. "We find it much easier to work and
study both. In fact, I wouldn't know what to do with my free time if I
didn't work. The quarter when I wasn't working I got my worst grades."
Their jobs have brought the Robbins tangible assets: new apartment, 1966
Mustang, money in the bank. "Over a one-year period we save about $500
by buying articles at cost from Yeager's," Mrs. Robbins said. "We're
luckier than most couples," she added. "Yeager's begged Dan to leave
Robert Burns' (where he had worked for several years) and run the Ski
Shop. I just came along as extra baggage." Dan Robbins plans a a-reer in
industrial sales, where his experience at Robert Burns' and Yeager's will
be a decided advantage. After a summer ses-sion at the University
ofWash-ington, his wife hopes to teach home economics in a high school.
They have no misgiv-ings about their working stu-dent status. "I don't
feel I'm missing much if I can't take part in many of the activities at
college," Once every 2 weeks, perhaps, there's some-think I'd like to go
to, but I couldn't care less about most of it." Don Alford, an
advertis-ing salesman for The Belling-ham Herald, expects to shuck his
working role soon. "I won't have to work any more when my wife starts
teaching," said Alford, a 7-year Navy ve-teran. (S h a r o n Alford will
graduate in June with an En-
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glish degree in elementary edu-cation.) Alford, a sophomore, is majoring
in visual-communi-cations- education, which fo-cuses on all phases of
com-munication. He was eased into his present job somewhat un-willingly.
"I worked at The Herald as vacation relief for the summer," he said.
"Then two men quit, and they talked me into staying." Alford point-ed
out, however, that his job has more than monetary value. "My job is
important because it gives valuable experience in a field in which there
is a great demand," he said. "If I had the choice of working as a ditch
digger, or in a pulp mill, I wouldn't take either job," he added. "A
limited choice of clas-ses plagues some working stu-dents," said Alford.
"Since I work in the afternoons, I had to pass up some classes which
weren't offered in the morning. I just have to take what I can get."
Alford doesn't complain that time for relaxation and rec-reation is
lacking because of his job. "We still go sailing on weekends," he
remarked. Acquiring a college edu- cation has been a prolonged
undertaking for Larry Huff, presently employed at Robert Burns'. A junior
sociology ma-jor, Huff has worked nearly ye ar-round since graduating
from Bremerton's West High School in January, 1961. "High school wasn't
much of a challenge," said Huff, who graduated with a 3.8 g.p.a. "I
needed money so Imanaged
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to finish in less than four years. I walked out the door one Fri-day
afternoon and that was it." Huff enrolled at Olympic Junior College,
where he had already taken algebra and Washington state history (dur-ing
the summer preceding his senior year in high school). For the next
two-and-a-half years, Huff attended night school, and worked for
Ander-son's Mens' Store in Bremer-ton during the daytime. During the two
years at Central Wash-ington State College which fol-lowed, Huff attended
classes in the morning, worked in a men's clothing shop in the afternoon.
"Some quarters I could only take 5 or 7 hours," he said. When the store
went out of business after the owner's death, Huff worked in Bremer-ton
briefly, before enrolling at Western in January, 1966. "For once I was a
full-time student," Huff laughed. "The only work I did was answering
the phone at Ridgeway Beta for an hour each day." When Spring Quarter
began, however, Huff was back on the job again, this time as a floor boy
and janitor at Georgia Pa-cific. In July, he started his job at Robert
Burns', and plans to work until graduation, (hopefully, fall quarter,
1967). His wife, Sherril, also a junior sociology major, works at
Pa-cific Northwest Bell. Larry Huff, working student, summed up his
college days tersely: "I've gained a good deal of business experience and
lost a good deal of the fun of college. I would have enjoyed trying out
for basketball or football, for instance. Yes, I would rather have been
just a student." When Huff finally clutch-es his long-sought diploma,
his draft board may be ready to whisk him away. "I'm now classified I-D
(naval reserve)," he said. "I know I have two years active duty ahead of
me. It's just a matter of when. I hope I'll be able to go to grad-uate
school first, though." Huff said he did not in-tend to teach. "I want to
do personnel work with some com-pany. Eventually, I'd like to go into
sales research of my own." A senior psychology major who thinks of
himself as a "professional student", claim-ed that "I've got the art of
getting a job down to a science. This claim may be ques-tioned, but Ron
Austin has, in the past few years worked on a mosquito spray crew, in a
nurs-ery, in a sawmill. He has been a logger and a railroad clerk. And
he's pursued burglars as a policeman (graveyard shift) in Multnomah
County, Ore- gon. From these and sundry other jobs, Austin has graduat-ed
to his present position: sweeping floors and emptying wastebaskets at
Birthwood Ele-mentary School. "Jobs like these are hard to get," said
Austin, who works five days a week from 3:30 to 9:00 p.m. "Some days it
takes me 8 hours," he remarked. Austin usually studies in the teachers'
lounge for awhile after laying down his mop, and also studies there
during the weekend, but he said, "I'm al-
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ways behind." A transfer from the University of Washington, and a medic
in the Air Force Reserves, he has an uncompli-cated carefree approach to
life. "I'm a hedonist," he admitted cheerfully. "I don't do anything I
don't want to do. My idea of a real evening is to discuss philosophy,
over a pitcher of beer, with a prof who's smart-er than I am." He is not
unduly concern-ed with earning vast amounts of money, nor with achieving
high status. "I have friends who make big money, but they spend all their
time making it." he said. "There's nothing in suburbia that I want. I
have most of the things I want, so why worry." Austin enjoys college, and
hopes to remain a student for some time. "Since my main purpose is to
enjoy life, I in-tend to stay in school until I find out what I'd rather
do in-stead. I consider myself a pro-fessional student." He might become
a pilot and is also con-sidering salesmanship as a ca-reer. "I'm
confident that I'll be able to make a good deal of money, if I want to,"
he added. "But I'm not too concerned about that now." He has few regrets
about having to work while attending college. "I probably couldn't go to
many activities even if I wanted to, because of the kids," he said. The
Austins'(Mrs. Aus-tin is a U. W. graduate) have two children, Doug and
Ther-esa. "Thirty seconds of those dances is enough to drive me nuts,
anyway," he continued. "There's nothing I miss unless it's having time to
talk philos-ophy with a professor." R on Austin enjoys life, though he
would like to spend more time with his family. "I study, sweep floors,
and ride my motorcycle," he said. "My job sure beats working at
Boe-ing's. And I even have a pretty decent house for a part-time janitor
student. It's in a nice quiet neighborhood, except for the dogs."
Janitorial duties also oc-cupy much of Bob Carter's time. Carter is a
well-travelled junior history major, who works 40 hours a week as an
orderly and janitor at St. Luke's Hospital. A Quaker, and a
conscientious objector, Car-ter is required to work two years at the
hospital. "C.O.'s weren't being accepted in the medical corps when I was
draft-ed, so I was put to work in the hospital," he explained. Carter
worked and studied in Guatemala, Washington, D.C., and Vancouver, Wash.
(Clark Junior College) before entering Western in summer, 1966. He is
candid on the sub-ject of work: "I like work, I like feeling the
responsibility of having a job, and I like work-ing hard," he said. "I
consider myself as a working student who is also going to college." He
pointed out the chief advantage of work. "Physically, I'm in much better
shape than most students. This makes mental activity eas-ier. Many
college students come into the hospital(3 or 4 a night) and complain
about being tired. They wouldn't be as tired if they did something to
work
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off the pressures of college life: sports, dances, or work." Carter said
he hated to miss some of the lectures and discussions, especially those
concerned with foreign affairs, but he added: "If I meet2 good fellows
here, I've accomplish-ed something; if I have one good professor it's
worth it. Carter bluntly appraised college teaching in general: "It's a
farce," he said. "Most professors couldn't care less about the student,
emphasizing the subject instead. They want to impress the student with
how much they know. My general impression of college teachers is that
they are merely marking time. " Though he said, "If I had more time, I
could get straight A's," Carter does not think he will go into graduate
school for awhile. "Ever since I was 10 years old, I've saved money to
buy a sailboat," he said. "Now I've got it, and I wantto sail around the
world, soon after graduation." Carter lives in the 37-foot boat, which is
anchored in Bellingham Bay. "I can't see myself settl-ing down right away
after col-lege," he remarked. "Life in America is too fast, there's too
much pressure and I don't want to be caught in the maze. I understand that
only 3 of the 20 islands in the Virgin Islands group are inhabited. I'd
like to claim some of the others." "Every person has a dream," he
concluded, "and that's mine. "Plans may change but dreams are always
there." While dormitory residents dream their secret dreams, a
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dozen men roam the darkened campus. Supervising the secur-ity officers as
they make their appointed rounds is Chuck Randall, the burly Night
Mar-shall. Randall spends most of his evenings in a distinctly
un-pretentious office behind the Humanities building.
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Actually I'm supposed to stay here by the phone, waiting for something to
happen, but I often go wandering and check up on things, said Randall, a
three-year Army man(special-ist fourth class). He said all buildings on
campus are check-ed 3 times each night by the security officers. (Old
Main, a notorious fire trap, is watch-ed more closely). "The security
officers have strict orders to look neither to left nor right when they
go through the girls' dorms," Randall said. "How-ever, he added, they
encounter girls riding the elevators in Mathes Hall at all hours of the
night." Randall, a biology major, said he usually carried about 14 hours
per quarter. "My job is most interesting, and has put us through school,
"he said. "Lack of sleep is the main drawback, but I try to catch up on
weekends." He will graduate in June with a B.A. and a B.A. in edu-cation.
"I'm not fully convinc-ed that I want to teach," he said. "I'd rather
work in fish-eries or wildlife." "I'd like to see more stu-dents working
as security offic-ers," he concluded. "It helps the college, and it's a
good job for the mature student." Many other Western stu- dents also
hold down a full-time job, some because they must, some because they feel
they should, some because they want to. Some commute be-tween classes
and jobs in Mt. Verno n, Sedro- Woolley, or Vancouver, B. C. Some
mar-ried couples, with children, manage to work, study, and act as
parents, successfully. Some students find the dual role impossible to
play, and concentrate on working, or studying, for a quarter or more.
Many lighten their credit load as the quarter progresses. Most get by
with less sleep than the supposedly well-rested non-working student.
There's not time for leisurely Coffee Shop gossip or idle hours in the UV
lounge. There is a greater need for planning and organization, as well
as self discipline. Though the working stu-dent misses many benefits
which accrue to a college edu-cation, he is compensated, not only in
dollars and cents, but also by a feeling of satisfaction, deeper
appreciation for his edu-cation, increased enjoyment of the free time he
does find. One working student com-mented about her job, "Some-times I
think thenight will never end." It always does end, of course. Similarly,
the working student's state of affairs will not continue endlessly. When
the time comes for him to relinquish one of his roles, he willprobab-ly
look back on his college years with some regret, but also with quiet
satisfaction.
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Between shadow and substance, between the project-ed byways of the mind
and our nebulous realities posited Dr. Timothy Leary, if not Messiah
then at least the her-ald of a new consciously ex-panded era. "Each man
is God" he intoned before the closely-packed skeptics, ad-herents and
the curious in Western's auditorium. "Turn on" is the word of the day as
seen by Leary. As for "tuning in-that, at least, was vicar-iously
attained by the "God of Change", exposure. Per-haps more even tempered
and certainly less theatrical, Dr. Sidney Cohen defended the conservative
theology and viewpoints of current Ameri-cana with the methodical
ef-ficiency of a Republican gov-ernor. It seems that we are not so much
"Dropping out" to quote Mr. Leary as we are "dropping in" upon
tomor-row.
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convictions expressed in silence
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The nation-wide ques-tioning of government poli-cies in handling the
"con-flict" in South East Asia was evident during the year in the
growing debates among students and faculty discussing the moral, so-
cial, and economic aspects of the undeclared war. All sides were
expounded, at-tacked, and defended as the emotionally charged ques-tions
were reworked and re-evaluated. Some, however, felt they mig h t best
express their convictions by saying nothing at all. Out of these
feelings came the Friday afternoon Silent Vigils around the Bellingham
Fe-deral Building. The stu-dents, faculty members and interested to w ns
- people faced harassment, threats, and even eggs to stand up for what
they felt. Yet at the other end, the Federal Building was the scene of
another kind of protest when one West-ern student who had been refused
admittance to the service questioned why?
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The annual Associated Students Snow Festival week-end at Mount Baker
proved once more to be a success. The good weather and skiing conditions
resulted in weary bodies, sun and wind burned faces by the time for the
party arrived. The snow bunnies and ski-bums (real and would-be)
frolicked into the night to the strum of guitar and rasp of hoarse
voices. 100
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STUDENT TEACHING IS... By Michael Williams Standing outside the room,
quaking. Why didn't I go into something simple, like medicine or law?
Then the door opens and I enter the un-known- a classroom for the first
time as a student teacher. Good grief, these seniors are leering at me as
though I'm a curio. Are they for real? Am I? No w the cooperating
teacher is introducing me. Atta boy, Schoonover, try to make me feel
comfortable. Why did they frown when he said I was a Canadian? Take it
easy, they can't hate me yet ... Tell me about yourself, he says. Speak,
dammit, say something. . The first day I sit watch-ing the teacher. He's
very in-formal with the kids . . .good -just the way I want to be.
English is fun, but it's not everything in life, so he doesn't mind being
a bit ir-reverant. Neither do I. Mr. Schoonover, I say the next morning,
I want to begin as soon as possible. Good, he replies. Today you can
discuss the character of Liza Doolittle (Pygmalion) with the Seniors and
teach the predicate nominative and predicate adjective to the Freshmen.
Scrambling for a gram-mar text, what the hell's a predicate nominative.
The moment of truth: I eye the Seniors, rise from my seat feigning
confi-dence, step around the desk, open my mouth to speak . and kick the
trash basket across the room. My face must look nice in this shade of
red. An hour later with the Frosh, scrawling on the blackboard ... The
differ-ence between a predicate noun and a predicate adjective is ... my
God, what have I done? A whispered plea, Mr. Schoonover, do I need help?
He rushes to the other black- board, drawing away the at-tention while I
erase my mis-takes. Things can't get worse, I tell myself that night,
hover-ing over lesson plans. They don't. The students are coop-erative
and life begins to run more smoothly and thoughts once again become
coherent. Confidence comes quickly with more experience and two weeks
later the college super-visor enters the room. My stomach flipflops twice
and drops back to normal. Don't worry about him. The Frosh are the
strang-est kids in the whole world. Everyone is a candidate for
Sedro-Woolley, and they know it. Mike, why do you talk to yourself all
during the class? You should hear me talk to my cello. Mr. Williams,
you hate me! The moments of sensitiv-ity and wit . . . The hero of the
story is like a loaf of french bread, hard on the outside and soft on the
inside. Mike, give me an ex-ample of setting (time and place.) Siberia,
at election time. Fine, Mike. Icch, this is stupid. Shut-up, Kathy.
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found statement concerning the four plays we've read and back it up with
concrete facts. The Frosh: Write a para-graph on what you'd do if you
found a goldfish swim-ming in your toilet. Quiet, Kathy, or I'll staple
your lips together. Conversation with an-other student teacher: V: I
give my students homework ever y night and a short quiz every day. Me:
Too much work and kids won't do homework on weekends. V: We're studying
the ad- I talk to my cello too. Happiness is a warm radiator. There are
other mo-ments, like the day I ask a girl to take the part of An-tigone.
I didn't realize she has a bad stutter. She leaves the room at the end of
the hour, humiliated, with tears in her eyes. Chicken one day, feath-ers
the next. At lunchtime one doesn't walk on the floor at Belling-ham
High, one walks down the halls on a layer of gar-bage. Discipline is a
whisper-ed legend. The Frosh sometimes get out of hand and a red line
is drawn on the blackboard. I'm walking a thin, red line, I say quietly.
At the end of it I've drawn a box. That's my garbage can and I want to
fill it up with names. The silence is golden, and undoubtedly temporary.
Sample assignments: The Seniors: Make a pro-
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jective clause and diagram-ming sentences now. Me: Ridiculous. It's ofno
value to them and they must hate it. V: Well, they'll learn to do things
my way! Me: Come to my room and I'll introduce you to the 21st Century.
Student teaching is hard .- . work, but few really late nights. Student
teaching is get-ting up in the morning tired, and knowing you'll be more
tired when you come home in the afternoon. Student teaching is want-ing
to whop some lippy stu-dent across the back of the head, but not daring.
Student teaching is the satisfaction of having a stu-dent come in during
his lunch hour and after school for extra help. Mr. Williams hates me.
Kathy, you're always melancholy: head like a melon, face like a collie.
Now quit complaining before I stuff you in the circular file. Icch, this
is stupid! Quiet, Kathy.
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CINDERELLA
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Oh Dad, Poor Dad, Mama's Hung in the Closet and I'm Feeling so Sad.
You
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Outspoken member ofthe Georgia House of Represen-tatives, Julian Bond
spoke on campus May 23 in theViking Union. H is topic concerned the
Negro today in civil rights and in the problem of the draft. His
discussion touched on the war in Vietnam as he made various positive
propo-sals about domestic uses for the $27 billion dollars being spent
on military efforts in Vietnam. 107
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that was the season... It was one of those sea-sons. Western's basketball
team, under the tutelage of Coach Chuck Randall, won the unimportant
games but faltered when the blue chips were on the table. Their over-all
record of 16 wins, eight losses, looks impressive at first glance, but
lacks lustre when five of the eight losses are noted to appear in the
Evergreen Conference col-umn. The Vikings won only four of nine conference
games. They lost three big ones to Central, with their center, Mel Cox,
who won the crown. The season had barely begun when defensive ace Don
Burrell was lost for the year with a knee injury. He tried to make a
comeback late in the season, but the injured knee wouldn't allow him to
make his cuts. Randall is already looking ahead to a great season in
1967-68. He'll have four starters returning in Mike Dahl, Burrell, Mike
Clayton and Paul Halgrim-son. And Central won't have Cox.
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WWSC 101 At PLU 93 65 Chico State 52 54 At Fullerton 62 78 At Long
Beach 73 77 At Sacremento State 54 72 At Montana State 67 63 At Carroll
College 58 70 At St. Martin's 81 62 At EWSC 55 56 At EWSC 78 56 At
Whitworth 59 51 CWSC 78 57 CWSC 61 82 Portland State 68 79 U. of Alaska
67 77 At Seattle Pacific 89 67 Japanese Nationals 60 62 At UPS 49 68 At
UPS 57 57 Seattle Pacific 55 68 Whitworth 65 75 Whitworth 57 77 EWSC 64
68 At CWSC 81 80 UPS 66 ...that was 109 OPP.
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To some, dorms become a way of life, a never varied routine of up, dress,
over to Saga, class, back to the dorm, study, to bed, up, etc. To others a
dorm is a prison which one cannot wait to escape. But there is more.
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Dorm life isn't imprison-ment in a barracks-style sar-dine can, but the
integrated friendships, enemyships and pranks of anywhere from a hundred
to three hundred co-residents. It's living on a big scale, but living
bigly. Garrisons of giddiness, barns of babble, sheds of stere-os, where
screams of "Who stole my p.j.s and towel?" echo from steamy showers.
Girls several people think clustered around the mailbox-es, snatching out
letters as they are delivered or slowly leaving the distribution long-
faces and empty-handed. Going down the hall and noticing such messy
rooms that you're proud you remembered to make your bed that morn-ing.
The tempting odor of pop-corn drifting d own the hall about 10 p.m. and
wishing you were invited to the party. A line of washing machin-es- out
of order-and a box of lost-and-nev er-found socks. Thieving vending
machines. Jokes about the dust in the message boxes, an elevator taking
lessons from jumping beans. A lounge-a living room for someone and their
"spec-ial". Saga and the meal lines and bus stations and jello twice a
day. The community phone al- ways busy and everyone hear-ing everyone
else on it. Orang-es and cheese and paper flow-ers, vases and Nazi flags
in the windows. Sheet night, and roll of dust outside everyone's door..
A view of the city, the bay, the trees, the hill, the track, the other
dorm, the dorm's roof, 111 __
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the street. A home-used by you for a time and then by another person. A
cold, impersonal home, it would seem, but home enough to make it sad to
see members of the 'dorm family' making their Friday afternoon exodus.
A heart - extended to a foster child in Greece, a poor family, a family
left homeless by fire. Mathes, Edens, Higgin-son, Highland; Ridgeway,
Al-pha, Delta, Sigma, Omega, Kappa, Beta and Gamma- 2,000 members strong
and not one of them dorm-ant. Giving up the prison, image, the sign-in
on bathroom doors, the campus system for punishment, and-next year in
Gamma-giving up hours for women.
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As townspeople swarmed onto the campus April 15 for Western's Open House,
ap-proximately 200 people departed on a "Peace Walk" downtown. Joined by
nearly 50 other townspeople as they strolled down Indian and Magnolia
Streets, the walkers stopped at the Federal Building and stood in a silent
vigil for an hour. The event was staged to coincide with the Spring
Mobilization for Peace which oc-curred in San Francisco and New York City
the same day. Both student and professors from Western stood in the
vigil, some holding signs and a few sporting what are now the hippies'
badges-flowers. The success of this particular vigil was difficult to
assess since very few people seemed to understand why the walkers were
there. The Bellingham Herald was oftentimes antagonistic to the vigil and
the city govern-ment treated the body of marchers as a second-class parade.
The most confused party during the entire day, however, was a woman
represen-tative of the National States Rights Party who held a sign
reading "We don't want Black Power here." She had seen a negro leading
the parade. 115
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a president departs Students came back from spring quarter vacations to a
surprise announcement of President Harvey C. Bunke's resignation,
effective August, 1967. The 44-year-old former economics professor, who
was inaugurated president of West-ern on January 1, 1965, had chosen to
accept a position as Director of Undergraduate Studies and professor of
eco-nomics at Indiana University in Bloomington. Bunke's resignation
fulfill-ed circulating rumors of his departure. He leaves Western in a
period of growth and tran-sition from a small college to a large one. In
the search for a new president, the Board of Trust-ees will work closely
with a three-member faculty commit-tee. If no president is selected by
September 1, Academic Dean Charles J. Flora will serve as interim
president. Bunke came from the chairmanship of the Depart-ment of
Economics at the State University of Iowa to be presi-dent of Western. He
has writ-ten numerous articles and two books, including The Liberal
Dilemma,-in which he wrote that economics must be ranked, along with
Christianity, among the great inspirational forces that have shaped the
western world.
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Dr. James Hitchman was appointed dean of students winter quarter. Hitchman
served as assistant academic dean and assistant professor of history
while at Western. Hitchman replaced Dr. Merle Kuder who served as dean of
stu-dents for 30 years. Hitchman, graduate of University of Cali-fornia
at Berkeley, helped to form the SAAB, the Student Academic Advisory Board,
a group of students who are consulted for opinions on matters of
curriculum.
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There comes a time when the institutional-izers of the educative system
begin to utilize that system to the end of achieving an even more
effective system. Western is at least one step ahead of the turnover in
thought with the idea of Fairhaven College. Individual instruction is the
ideal method to convey the torch of knowledge. Re-emphasis upon the role
of the creative individual in the area of the liberal arts is the idea
behind the semi-autonomous extension of Western sched-uled to open its
doors for the first time in the fall of 1968. Dr. Charles W. Harwood,
chairman of the Psychology department, has been named dean of Fairhaven
College. The conception of the Fairhaven method came from Dr. Paul
Wood-ring of Western's Education Department, editor-at- large for
Saturday Review. No doubt Har-wood underwrote the reason behind the
Fairha-ven method when he commented that he is "ex-cited about the
possibility of innovating new curriculum methods." The era of suburbia is
upon us. With West-ern proper as the hub of the hustle and bustle of
education, perhaps the relatively more serene life of the commuters to
rural Fairhaven will benefit even as do those refugees from metropoli-tan
America. 121
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DEAN: You say that you think you have one of our students here? DOCTOR:
Well, sir, it's not quite that simple. You see, it all started last week
when the Sanitary Department brought him over after finding him floating
in one of their ponds. DEAN: Why would they bring one of our students to
this place? DOCTOR: Do your students usually go swimming in the processing
plant? DEAN: Sir! Not one of our students! DOCTOR: You see, he didn't
have any clothes or ID with him and was under the influence of something.
After all, he won't have been the first of our pa-tients found in those
gutters. DEAN: But Doctor, if he told you he was a student, he must have
said who he was. DOCTOR: Actually, he said he was Or-pheus and while
descending into Hell, his soul had been sucked into Bolgia, Humani-ties
course! DEAN: (proudly) Oh! So you recog-nized our Humanities course!
DOCTOR: As a matter of fact, it was our janitor who did. He's a graduate
of Western and said he'd taken years of the stuff. DEAN: Yes! Yes!
Everyone needs Hu-manities 121...122... 123.. DOCTOR: (interrupting, p
att in g Dean on shoulder) That's fine and good; I studied medicine
my-self. But back to the story. This young man told a strange tale
indeed, of search-ing for matters of consequence by taking a trip to
college. DEAN: A trip! If I've said it once, I've said it a hundred
times: that Leary is dangerous! DOCTOR: No, no, the trip he spoke about
was when he fell down a man-hole on High Street, but it turned into a
rabbit-hole which led to the luggage rack of The Celestrial Omnibus.
Does this make any sense to you? DEAN: Rack? Yes, we'll grab that dirty
Leary and put him and his whole Red drop-out bunch on the rack! DOCTOR:
(leading Dean to couch) Dean-now Dean, just re-lax here and make yourself
comfortable while I tell you of this student's conversation with the
others on the omni-bus. DEAN: Can I take my shoes off? DOCTOR: Please do,
but I must go on to tell you of my patient's delusions. This omnibus was
driven by Dante on its way to the Big Final and on it were two other
persons, 122
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Chaucer and Machiavelli. All on the omnibus were to be judged-that is,
graded-and when the student asked them for matters of consequence that
would help him to get through the Big Final, they answered this: CHAUCER:
I can see from your appear-ance that you are but a swine-herd's
apprentice, and if you are to be a success you must acknowledge that your
posi-tion, though lowly as it may be, is your appropriate place in
God's eternal plan. Even with a chance of strange for-tune, you could
never be a prince and hope to pass the Final. MACHIAVELLI: O Mother of
God: Chaucer, be still; stop not this fledgling, for if he would fit
into your medieval world, he would not be on a pilgrimage in search of
truth and success. Now, my son, if you want to be a success, you must
take the world as it is, not as people would make it, and use it to your
own advantage if you are to be a prince. But remember, you must take care
of your image and not let am-bitious men know that you are more
ambitious than they. And when you are a prince, you must not let the
people see you as you really are. A good prince is all things to all
men. CHAUCER: Heresy! Silence, you blas-phemer! Would you destroy the
ordained social order by having swineherds as princ-es? What would be the
state of chivalry if that could hap- pen? MACHIAVELLI: Ha! What chivalric
code? That of Hotspur? How successful was he when he met my protege the
Prince of Wales! CHAUCER: Usurpation is a heinous crime that can only
lead to damnation. MACHIAVELLI: Don't listen to the old man, my son. The
times have changed; now the end justifies the means. DOCTOR: Dean, this
make any sense to you? Dean, Dean! Wake up! 123
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Paul Simon and Art Garfunkel, talented young singers best known by their
surnames, appeared on campus spring quarter. Their light artistic style
was very well received as they performed numbers from their best selling
albums. Unlike many live performances, disappointing when compared to
recordings, Simon and Garfunkel came across to the audience with all the
purety and sweetness intended in the searching lyrics and deft guitar work
of Paul Simon.
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Klipsun, 1967 - Page 126
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The Righteous Brothers Show appeared on campus in Carver Gym on May 4
during spring quarter. The show began with a girls trio called the
Blossoms. Swinging along in the rocking Detroit Sound they were backed
strongly by the Righteous Brothers' Band, a small group of very talented
musicians. Next came a comedian, allegedly from New York City, who had a
few comments on signs and their mean-ings and related his experiences in
the midst of the San Francisco topless waitress craze. Following a
twenty- minute intermission the main high-light of the evening
appeared-the talented and versatile Righteous Brothers, Bob Hackett and
Bill Medley. They filled the gym with the sounds of soul which has carried
them to the tops of popular music charts across the na-tion. The evening
was climaxed as the audience stood to applaud their final number and
await, vainly, an encore.
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Klipsun, 1967 - Page 127
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Spring is the season of base-ball for some. For others, Spring is the
season of Love, but for Hip-pies (the gentle people who repre-sent the
Gentle generation) Love knows no season; Spring is just Lovelier than the
others. Spring 1967 found the gentle people of Western Happen-ing on
Sunday afternoons (when it didn't rain, and sometimes de-spite the rain)
all over town. The happenings started at Cornwall Park when a newly formed
musi-cal group, the Safety Patrol, (ra-dical reversals), chose to
practice on a sunny Sunday. Drawn by the sounds, the gentle people
moved and talked, walking and grooving until the unlovely Bellingham Fuzz
shut off the power to the guitar amps. (Flower power just wouldn't
work.) Migration to Larrabee State Park, complete with a few turned-on
faculty members, proved less spontaneous as the Hippies and observers
sprawled on the grass (lawn-type) waiting to see some-thing happen. Air
pollution finally proved the key-. As the band banged on, the gentle
people strolled to the beach to see the sun go down, red and warm,
sparkling across the water, saying in silent words, "Love is where its
at."
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Abrahamson, Darryl Biology Adler, Ann Education Aitken, James
Geography Aldrich, Tim History Alford, Sharon English Anderson, Carol
Elem. Ed. Anderson, Chris Music Specialist Anderson, Coralie Elem. Ed.
Anderson, Frank Art Anderson, Jim Psychology Anderson, Joan Spanish
Anderson, Lyn Phys. Ed. Anderson, Steve Physics Anderson, Tom Poll.
Sci. Ankers, Jennifer History GRADUATES 1967 132
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Arnestad, Bob Physical Education Arney, Dorothy History Askildson,
Shirley Social Studies Assink, Jim Chemistry Aylesworth, Lois Music
Baima, Vicki Home Economics Bakkom, Diana Elementary Education
Bantrell, Marilyn History Barber, Carol Rae History Barber, William
Industrial Arts Bare, Edwin English Barger, Geneil Speech Therapy
Barman, Harry Psychology Bartlett, Sandy Elementary Education Bauer,
Jackie. Baumgardner, Sharon Baxter, William French Mathematics Education
Baylor, Stephen History Beatty, Karen Political Science Beatty, Lynne
Social Studies Beckman, John Art 133 I A. _ sr t *I.- ~ s: ~--na ~
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Bell, Vicki Belle, Larry English History Bensen, Dale History
Bergquist, Charles History Berthelson, Cynthis Business Education
Bickford, Linda Speech Therapy Birch, Carol Elementary Concentration
Blackenship, Sandra Blamey, Patricia Physical Education Bliven, Penny
Home Economics Blum, Carol History Bodner, John History Bodwell, Carol
Spanish Boling, Rod Economics/Business Boman, Linda Mathematics
Borell, John Economics/Business Bosserman, Sherry Art/Art Education
Bowles, William Biology Education Boynton, Solon III Psychology Braby,
Sheila Social Studies Broten, Corrine Elementary Education 134
Beharrell, Lynne Economics Beisse, Mark Geography Blick, Charles
Psychology
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Brown, Elizabeth Elementary Concentration Brown, Susan Psychology
Buckmaster, Laura Elementary Education Bullard, Pam Elementary Education
Bullman, John Political Science Burch, Gary Physical Education Burdic,
Carole French Burkett, Steve Political Science Burnett, Linny Speech
Therapy Burpee, Bruce Social Studies Burton, Margaret Business
Education Button, David Social Studies Cameron, Danielle English
Campbell, Thomas Social Studies Carlson, Barbara Elementary Education
Carlson, Eudora Business Education Caron, George Sociology Carr, Janice
Elementary Education Catts, Sharon Sociology Celms, Laima Physical
Education Chapman, Jim Physical Education 135
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Chenoweth, James English Chervenock, Robert IndustrialA rts Chick,
Roberta History Christensen, Joyce Spanish Christensen, Rose Marlene
English Clark, Linda Social Studies Clyde, Gary Business Education
Cole, Charlene Physical Education Conklin, Barbara Elementary
Concentration Conrad, Robert Political Science Cooper, Graham Elementary
Education Copp, Theresa Education Courtney, Anne Mathematics Cowan,
Linda Elementary Education Craig, Steve Biology Cram, Nancy English
Crane, Evelyn Social Studies Crawford, Ron Economics/Business
Administration Cysewski, Steve Philososphy Daffron, Michael Art Date,
Trudy Psychology/Elementary Education
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Davenport, Howard Industrial Arts Davis, Dana Social Studies Davis,
Suzanne Elementary Concentration De Hoogh, John Economics De Valois,
Dierdre Elementary Concentration Dermody, Donna Social Studies
Desrosiers, David Rural-U rban Planning/ Sociology Dickinson, Rod
English Dickson, Marianne History Doll, Elaine Political Science/History
Douglas, Susan Social Studies Doyle, Sharon Elementary Education
Dumont, James History Eads, Gerald M. II Psychology Dunnigan, Miriam
Home Economics Eberhard, Hildegard German/French Durrwachter, Sylvia
Education Eichelsdoerfer, Bruce Art Dutton, Connie Elementary Education
Eickmeyer, Virl Industrial Arts
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Elliot, Julie Home Economics Engel, Cheryl Home Economics Engeseth,
James Art/Art Education Ensley, Beth English Ensman, Fred Industrial
Arts Erickson, Betty English Erickson, Gary Art/Art Education
Etchison, John Economics Evans, Diane Social Studies Fenton, Michael
Art Ferguson, Dennis Sociology-Anthropology Fineide, Karen Art
Finseth, Dennis Mathematics Fleener, Wendy Speech Therapy Fleener,
William Industrial Arts Floyd, Suzanne History Floyd, Jim English
Foltz, Glen English 138
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Ford, Janice English Forsberg, Mary Ellen History Foss, Richard Music
Foster, Pam French Fox, Arlene Physical Education Fraser, Shelley
English Freeberg, Margaret Home Economics Fukuda, Carol Elementary
Education Fuller, Judy History Funk, Sandra English Fykerude, Lynn
History Gaines, Christine English Gardner, Herb History/Education
Garmo, Diane Physical Education Geer, Janet Art Geizler, Dorothy
Business Education Gerke, John Economics Gervais, Diana Speech Gibb,
Sharon Elementary Education Gidner, Larry Physical Education
Giesbrecht, Vern English
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Klipsun, 1967 - Page 140
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Gilani, Ali Physics Gilbert, Carol Physical Education Gilmore, Gayle
German Gilmore, John Mathematics/Elem entary Concentration Godbey, Roy
English Literature Gonser, Howard Biology Gordon, Karen Business
Education Gorlick, Patti Elementary Education Graham, Bob History
Graham, Linda Home Economics Grant, Joe Psychology Gruver, Dale
Psychology/Sociology Gregory, Diane English Granbois, Russ History
Guentz, John In dus trial Arts
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Gutzwiler, Jerry Industrial Arts Hack, Toia Ann Art Hager, Guy
Political Science Hamamoto, Molly History Hamblin, Bob Art Hamm, Jarold
Math Hammerly, Ethel Spanish/Sociology Hanley, Tom Physical Education
Hanlon, Terry Economics/Business Harley, Joe Social Studies Harmon,
Geraldine Elementary Education Harrel, Dennis Economics Harrington,
Pat Industrial Arts Harrington, Sue Sociology Harris, Don Psychology
Harvey, George Mathematics Hashimoto, Sherry Business Education Hassel,
Hazel Lea Art Hastings, Richard Political Science Hatchard, Ann Social
Studies Hayden, Sandi Speech
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Klipsun, 1967 - Page 142
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Heinonen, Margaret English Higgins, Ralph Geology Hendricks, Les
Social Studies Highnam, Cliff Speech Therapy Henshaw, Gayl Hetland, Dick
Elementary Education History Hillbery, Claudia Home Economics Hiromoto,
Molly Physical Education Hewitt, John History Higa, Joyce Elementary
Education Hoffman, Charlotte Hogue, Kathy Elementary Education Social
Studies Hollinger, James Economics Holm, James Industrial Arts/Physical
Education Holmes, George Art Holtum, Lois Home Economics Hope, James
Music Hoskins, Donna Home Economics Hosley, Patty Physical Education
Houghton, Maryann special Education Howard, Christy Physical Education
Howell, Thomas English Hubbard, George Industrial Arts Hubbard, Herb
Economics/Business Hughes, Cindy Sociology- Anthropology Huhta, Susie
German Hull, John Geography Hunter, Beverly English
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Huntingford, Frances Social Studies Huntsinger, Les Econ omics/
Political Science Imes, Joan General Science Innes-Taylor, Catherine
History Irons, Merrilee Speech Therapy Irwin, Dean Biology Johnson,
Lynn Speech Therapy Johnson, Martha Home Economics Johnson, Mary
Education Johnson, Noreen Elementary Concentration Johnson, Susan
English Jones, Barbara Art Jones, Judy Elementary Education Jones,
Karen A. Social Studies Kaaland, Michael Mathematics Kalivas, Sylvia
History/PoliticalS cience Kazen, Karen History Kelly, Douglas Economics
Kelly, Joe Economics Kelly, Pat Biology Kemper, Charlene Biology
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Kerl, Pete Social Studies Kilponen, Anita Russian Kirch, Pam
Elementary Education Knaack, Jane Elementary Education Knutsen, Karen
Education Knutson, Tyronne English/Elementary Education Kochis, Diane
English Kohler, Monika French Kolb, Philip History Kratzig, Jim
History Lahmon, Suzanne Lien, Cedric Economics Krell, Dennis Geography
Lambe, Jeanne Elementary Education Lintott, Bob English Kuney, Earl
Lambrecht, Bill Psychology Lloyd, Mara Speech L'Amie, Frank Political
Science Larson, Jerry Industrial Arts Lomax, Jeannette Physical
Education La Pacek, Darlene Elementary Education Leif, Frank Psychology
Loughlin, Mike History 144
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Klipsun, 1967 - Page 145
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Lowe, Nancy Lowman, Terry Lucchesi, Judy Lund, Pat Luther, Barbara
Lutterloh, Ralph Home Economics Biology Elementary Concentration French
English/Home Economics Music Specialist Lythgoe, Julie Political Science
Mabbot, Fred Physical Education Leod, Norma English Madison, Leonard
English Marquand, James Industrial Arts Martin, Karla Mathematics
Martin, Mel Industrial Arts Martindale, Terry English Marsh, Doug
Industrial Arts Marsh, Shirley Psychology Maudsley, Lewis Social
Anthropology Mawrence, Barbara Elementary Education 145
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Maxwell, James McBride, Sandra McComb, Russ McCombs, Marion Recreation
English Industrial Arts Business Education McDonald, Janet Elementary
Education McDonald, Nanci Speech McKeen, Ed Industrial Arts/Economics
Mc Laughlin, Robert Industrial Arts/Education McManus, Gary Economics
McManus, Jerry Economics Mehus, Judy Music Mercer, Nancy
Psychology/Education Meservey, June German Metts, Sandra English
Mickey, Helen Physical Education/ Elementary Education Minegishi, Sue
Art Mitchell, Betty Social Studies 146
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Mode, Judy Art Moikobu, Caren Sociology Montgomery, Joseph Industrial
Arts Morrison, Mary English Mortenson, Penny Elementary Education
Murphy, Kathleen English Mussivand, Martha Art Nakagawara, Elaine
History Nasman, Barbara History Neumeister, Mary Library Science
Newland, Harley History Newstrom, Janet Elementary Education 147
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Nielson, Sue Speech Therapy Niemi, James Psychology Niles, Kathleen
English Nite, Ralph French Nogle, Warren Economics Norgaard, Larry D.
Economics O'Conner, Annette Physical Education O'Leary, Terry Olson,
Frances Art O'Neil, Harley Jr. History Othberg, Kurt General Science
Otteli, Ron History Otter, Dorothy Business Education Pace, Keith Art
Paine, Sharon Physical Education 148
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Pajari, Elaine Art Parry, Richard Economics Patrick, Doug Physical
Education Patterson, Patricia Elementary Education Paull, James Business
Education Pearson, Diane Home Economics Pederson, Darlene Music
Specialist Pendleton, Sue Music Penley, Judy Business Education
Penley, Michael Chemistry Penley, Ronald Economics Peterson, Prudence
Social Studies Peterson, Ray Psychology Pfundt, Noel Industrial Arts
Phillips, Linda Art Polinder, Mary Jane Sociology Pollett, David Earth
Science Porter, Alan Political Science Primavera, Jeanine Elementary
Education Query, Barbara Psychology Raber, Anne English 149
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Radoy, Anne English Raich, Mike History Ramerman, Eileen Geology
Raymore, Sandy Elementary Education Reinikka, Leo Political Science
Rice, Jolene History Richardson, Gary Industrial Arts/Social Studies
Rish, Judy General Science Robbins, Dan Industrial Arts Robbins,
Phyllis Home Economics Roberts, Ron Industrial Arts Rockett, Tim
Biology Rodgers, Geral Roen, Jill Psychology Business Administration
Rogainis, Janis Ross, Linda History Physical Education Rosser, Ila
Rothenberger, Mose Speech Hearing Therapy English
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Rough, George Ruf, Carolyn Russel, Allan Rutquist, Linda Saiki, Mary Jane
Sampson, Don Art Social Studies Physical Education Art Elementary
Education English Sandberg, Roger Political Science Sargent, Louise
Business Education Sarich, Paula Art Savery, Janet Psychology Sayles,
Tom Elementary Education Sehaill, Doug Biology Scheiber, Dave
Industrial Arts Schickling, John Music Education Schostak, Mitchell
History Schroeder, John Geography Scott, Janet Social Studies Scougale,
Helen Elementary Education
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Klipsun, 1967 - Page 152
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Seholm, Eugene Earth Science Seiber, Jim Speech Therapy Sellen, Vincent
History/Education Sharnbroich, Terry Mathematics Shaw, Gerald
Industrial Arts Shellenberger, Meg Education Sherman, Richard Rural
Urban Planning Shields, Edward English Shriner, Jeff History Sidhu,
Karen English Sigmund, Jane English Simicich, Jerry Physical
Education Simons, Robert Physics Sisson, Linda Speech Therapy
Skeel,John History Sleasman, Judy Elementary Education
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Klipsun, 1967 - Page 153
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Smitch, Curtis Biology Smith, Francine Elementary Education Smith,
James Stewart History Smith, Penny Elementary Education Smithson,
Lynden Political Science/Pre-Law Soler, Christine Sociology Sorenson,
Jim Political Science Sparks, Burnell Biology Spinharney, Ken Social
Studies Spurkland, Helen Geography Stanger, Joyce Psychology
Stansfield, Gerald German Stansfield, Jack German Starkovich, Charles
Elementary Education Stedman, Judy Education Steendahl, Claire
Elementary Education Stewart, Larry Physical Education Stoskopf, Neena
Social Studies Strand, LeRoy Physical Education Stromberg, Sandy History
Summers, Sue History 153
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Summerville, Nancy Sumon, Sunata Swanson, Jim Swanson, Karen Sweet, Randy
Tajipour, Ahmad Music German Political Science Sociology-Anthropology
Geology Physics Taylor, Ken Physical Education Teitzel, Sam Economics
Tennant, Mary Ann Social Studies Terpsma, Colleen Social Studies
Thigpen, John German Thomas, Beverly Business Education Thomas, Thomas
Social Studies Thompson, Carol Ann Thompson, James Tormey, Bob Home
Economics History Industrial Arts Treese, Barbara Tripp, Marilyn General
Science Music Specialist 154
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Turner, Keith Psychology Uhacz, Carol Physical Education Ullin, Jay
Mathematics Urbanowicz, Charles Sociology-Anth rop ology Vander Mey,
Gordon Biology Vann, Robert Barry History Waara, Ron Physical
Education Waherick, Mike Political Science Waiholua, Theresa Speech
Ward, Pat Home Economics Ward, Steve Industrial Arts Warn, Eric Speech
Warren, Bob Physical Education Way, Bonnie Psychology/Sociology Wayman,
Dave Social Studies Weatherby, Ann Home Economics Webley, Ken Art
Webster, Douglas Chemistry Weeks, Judy Sociology Weir, Doug Business
Wells, John Sociology
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Klipsun, 1967 - Page 156
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Wheeler, Allen White, Susan Whiton, Ron Wilhelm, Ernest Willers, Serena
Williams, Georgia Physics Elementary Education English German English
Business Education Williams, Michael English Williamson, Gene Economics
Willison, Patty Elementary Education Windus, Robert Wolf, Nadine Business
Administration Home Economics Yabusaki, Ken Chemistry Yake, Jim
Physical Education Woodard, Gary Industrial Arts Woodring, Carol
French/German Yamada, Janey Younghusband, Don Elementary Education
Economics/Accounting Wilson, Blaine Industrial Arts Wilson, Diana Music
Wilson, Shiela Biology 156
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hmmmmmmmmmmmmmmmm bzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz click click click
click calick calick Calack ding dong Dong DONG SCREAM Hmmmmmmmmmmmmmmm
BzzzzzzzzzzzzZzzZzZZZZZZZZZ Bluegreenredblack BROWN B achcorellivivaldi
BARTOK Swirl squeeze similes NO boxes cardboard crass Acid mother Grass
kill hate destroy NO CREATE family of MAN LOVE love love hate
NO(!)? LOVE Oddball Fringie FOOL (no-really i'm just like you) E R S
A C H ing Michael Ann Burnett
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Klipsun, 1967 - Page 159
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Western physically is a college. College, however, is more than trees and
buildings, it is a people, a place, and a way of life. In the preceeding
pages, the staff of the 1967 Klipsun has attempted to capture some of the
way of life by photographing the people, the places, and in words has
tried to capture some of the events of life. For some, college is a
retreat; four years in a cave away from reality. But Western is a reality
and a totality. It is walking to a special tree-one with a rope swing.
It's hiking in the woods, along the beach, finding a flower, a piece of
wire. Having new ideas. It's the people. Meeting people, seeing peo-ple,
feeling people. It's living in a dorm with a roommate-the same place, the
same person- all day, all night. Having a test and trying to study. And
it's liv-ing in an apartment house, learning what to do when the hot
water heater bursts and the toilet and the sink quit working-all on the
same day. It's needing to be alone at times, and en-joying a crowd at
others. It's buying a silly something for someone when you have almost
nothing. A college education is having experiences. The same experiences
exist on the "outside" as on the campus. The key is the searching. 159
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I would like to be able to write a letter to everyone I have known in the
past few months and say, simply, "I love you." Why? Because the dandelions
are turning silver and the goldfinches are returning. Because Tulips are
Red and the sky is Blue and Narcissus are bloom-ing. Because I saw a
ladybug today, and robins and a brown rabbit- Because Beethoven once wrote
a Symphony and Oscar Wilde wrote The Happy Prince. Because it is warm in
the sun and the grass is soft beneath my feet- Because swans can fly and
swim and sing one song before they die- Because people are beautiful and
should be felt and smelled and tasted and experienced. Two people alone in
the dark blue evening- Because of Life, and Love and All that is a part of
a Greater Whole- A Greater All-A Totality. Raymond Mustoe
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Klipsun, 1967 - Page 161
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The 1967 ASB campaign proved to be the year of balloons. As election day
drew nearer the size of the balloons increased in direct proportion,
someone suggested, to the amount of hot air being released. Independent
candidate Dan Fredrickson was victorious over University Party (UP)
candidate Donovon Duncan. President Elect Fredrickson won by a 1249-864
margin. Elected as vice-president was Darrell Peter-son.
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Western's track team, under the tutorship of Stan LaProtti and Boyde Long
has had a spotty season. As a team they have done poorly but there have
been some good individual per-formances. The 440-yard relay team,
consisting of Dave Anderson, Larry Anderson, John Hunt and Al Merrit, set
a new school record of 43.6 seconds. However, it's one of those seasons
and it was one of those days-the team lost the race to Port-land State
College. Other bright spots include Tom Campbell's time of 1.55.4 in the
880-yard run and Dave VanderGriend's toss of 228'8" in the javelin event.
Jim McAbee has been stellar in the low and intermediate hurdle events.
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Western's baseball season has been a bad dream to the players and hasn't
existed to the fans. Playing to sparse crowds the team has worked hard to
score one victory and 16 losses at press time. Fred Emerson, Western's
football coach, is the mentor of the squad that two years ago was the top
small college team on the Coast. Although Emerson had a reputation as a
hard hitting outfielder when he played for Western in 1956 and 1957, he
hasn't been able to pass along his knowledge to the team. The team
batting average at press time was an anaemic .173. Bill Jorgenson, third
baseman, boasts the only decent average, a sparkling .375. From there the
averages drop off to Larry Belle's .273 -and Belle's a pitcher! Quite a
fair pitcher, too. His 2.90 earned run average is second only to freshman
Mike Clayton's 2.19. The defense is as holey as a Swiss cheese. The club
has committed 46 errors, nearly twice as many as the opposition. Perhaps
Emerson should be sent a 1968 caldendar-to remind him there's always next
year.
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There seems to be but one thing which constantly pervades our being-music.
It molds our desires, calls in answer to loneliness, laughs, cries, kills
and cures. This year Western has certainly been treated to the entire
gambit of the LSD - reinstated philosophy of Love. We can attribute the
psychology of the reverent to Leary, the poetry to Ginsberg, the prose to
Kesey, and lastly yet per-haps the most dynamic, the emotion of
individualism through the music of Jefferson Airplane. With a sense of awe
reverent for change we watched as Western's Safety Patrol first caressed
the 2,000 people in attendance into reawakened awareness and then
deposited these same people into the mind-expanding implosion of the
love-rock of Jefferson Airplane. Carver Gym erupted like an insight into
life. Spontenaity is the key to any happening-and we certainly witnessed
such in the response of the people. It is nice to know that the musical
philosophy of the Airplane could invoke the passerby into question and the
questioner into frenzy. Go Western!
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Once again tradition flanked transition as the 1967 graduates of Western
Washington State College commenced to sever the ties formed to obtain that
certain roll of sheepskin. As they passed in fact from student to alumni
the 456 June graduates with Bachelor of Arts degrees as well as the
participating 127 August graduates faced the big moment of life that seems
to be adequately laced with both exhilaration and confusion. For the 28
Masters graduates, those who had seen it all before, the day was a day to
bask in the praise of the whole world, and then to take this same world by
the horns and make it their own. Looking down the long rows of somber
black, one felt privy to a private joke characterized by twinkling eyes
dancing among the participants who seemed to share the gravity of the
moment, but who, beneath the robes of estate, had educated their minds to
a realistic survey of the game we call life. Western Washington State
College is a handful of words nice to be from. But to the graduates of
1967, that same handful of words is a life which they are from. For this
reason the conflict of tradition and transition will ever smile in its
mythical battle of supremacy. 166
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