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1969
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Klipsun, 1969
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Klipsun, 1969 - Cover
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69 KLIPSUN
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69 western washington state college
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Your copy of the 1969 Klipsun is not the "We came! We saw! We conquered!"
type of Yearbook, rather it is an attempt to personal-ize your year at
Western. The per-son and not the school is the focus of this year's
annual. The tradition that has in the past produced great yearbooks at
West-ern, has been on vacation the last few years. You'll find that it
re-turned this year. The Klipsun of 1969 will be your memoirs of a
year; the year students came of age. In ten years I hope that you can find
some beautiful vibrations between these covers.
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7 DEAN MCDONALD 88 RED SQUARE
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38 RUGBY and FRIENDS FAIRHAVEN 56
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POSITION OF HONOR 1969 KLIPSUN APPLICATIO NAME... POSITION .. DATE OF
BIR EDUCATION EXPERIENCE . C. W. McDonald Dean of Men, W' March 19, 19
8 B.A., M.S. high sch,, na nd basketball coach 194 Full te Deano~gf
en 955 DISTItG ing height :st in students' ideas and problems
:standing in this respect) SEX dale 42-1945 CHARACTERISTICS
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DEAN MC DONALD This year's Klipsun annual is dedicated to one of the most
outstanding men on campus-Dean McDonald. Dean Mac first came to Western in
September of 1946. At that time the college was small enough so that he
was hired as both basketball coach and Dean of Men. As the col- lege
grew, he became the full-time Dean. His long service, however, is not the
reason we have decided to dedicate the annual to him. The reason is simply
that we want to show appreciation to the person we think to be the best
Dean of Men around.. It is easy in an institution that is rapidly
expanding, to forget the individual. Impersonality and mass shuffling are
ruts easily fallen into by administrators. It is seldom that students get a
Dean of Men interested enough in stu-dents to learn their names, hail them
in the halls, and be: truly interested in them and their ideas. Western is
lucky in this respect-we have Dean Mac. Red tape is also a danger in an
expanding institution. Sadly, too many administrators forget that rules
and reg-ulations were made to help individuals and not to hinder them.
Dean McDonald realizes this, and if you have a problem, Dean Mac can
always be counted on to go all out for you. Dean McDonald will do
anything to help students and organizations. Some of the things he has
done include a wrestling match with Dean Taylor and riding a tricycle
across the stage during the New Dawn concert last year. He is a dedicated
administrator, a ham, and a fine per-son. Therefore we of the Klipsun are
dedicating this vol-ume to Dean Mac in recognition of his many years of
as-sistance and devotion to the students of W.W.S.C.
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A STANDOUT IN ANY CROWD
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President F lora Raps: Editor's note: The following is an interview
be-tween President Flora and Dan Windisch, assist-ant editor of the
Klipsun. Increasing student in-volvement, PhD programs, Huxley College,
and student apathy are covered in this taped inter-view. Dan: This year
has shown a tremendous energy on the part of students for a role in
determining college policies pertaining to themselves. What are your
opinions on the new desire to share in the decision making? President
Flora: Western Washington State Col-lege should be regarded as a
community. Now it is a community of scholars, but it is a community. Now,
this community involves various segments. There are some very large
segments that we are all quick to realize. There are the faculty, there
are the students, there are the administrators, and there are what I refer
to as the staff employees. Now, most people don't understand the term
"staff employees." That involves the secretaries, ground keepers,
technicians employed in the sci-ences, etc. Nearly 400 of these people who
are members of this community. I think what we should try to do in this
college is to develop a single college government. One gov-ernment- we
can call it a senate or we can call it whatever we wish. But whatever we
call it, it should involve the word college or community to give the
idea that it is a government that relates to all segments of the college.
If you are going to have such a government, it is clear that the various
ele-ments contained within the college must be repre-sented. And I feel
very strongly that faculty in significant numbers, students in significant
num-bers, administrators and staff employees must be
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related to this government such that it can func-tion as an institutional
government. We have developed a functioning committee .. . it's called
the ad hoc committee on college govern-ment. It has, I think, three
students as full-voting members, it has three faculty as full-voting
mem-bers, and two administrators as full-voting mem-bers. It has a
chairman who is from the faculty. It has two ex-officio, non-voting
members from the old Broad Committee which, you may recall was working
on the matter of government-govern- ment and administrative reorganization
of the college. And it will now have an observer from the staff employees
council. Alright, we might regard and I hope we regard this most important
com-mittee which in my opinion does not report to the faculty council
and does not report to the Associat-ed Student Body Legislature but regard
this new committee as a Constitutional Convention. Where it is now going
to sit down and draft for Western a new constitution which will bring into
being a new government which I hope very much will be able to represent
this entire community. Thus, if we have a particular problem, speaking of
it selfishly from my own viewpoint, if we have a problem which should
properly involve students, faculty, staff and whatnot. Instead of being
forced to go to a variety of different governing agencies within the
institution, we can go to one. We can feel then that it has been given the
college- wide scrutiny that it requires and that Western has spoken. I
am talking about the government-of the offi-cial governmental structure.
Perhaps it is called a senate, as I said earlier. I feel that students
should be represented on that senate in significant num-bers because
clearly their viewpoint is a powerful one- it's an important one. Dan:
What do you consider significant numbers of students on this academic
senate? President Flora: I'm not going to say. I think that's the task of
the committee. My first concern was that the students be adequately
represented on the committee that are working with this problem and I
think they are adequately represented there. In fact I would hope that no
students feel that they are not. Right now I look to this committee to
come up with figures and approaches and ways. I am also aware that
students are in a great hurry and that one aspect of the generation gap
that is commonly mentioned is that the older folk who are typically
administrators and faculty tend to be much less in a hurry. It seems that
things are backwards sometimes. The young people who have much longer to
live you would assume could go slower-the older people should be in a
great hurry because they have less time. But neverthe-less the students
want things done very quickly. And thus we see for example a press right
now, a very strong press on the part of thestudents, to have full
membership in significant numbers on our academic council which is a
curriculum agency for the college, to have voting members, full
par-ticipatory members on the tenure and promotions committee and on and
on and on. I happen to believe that we ought to take a look at the full
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spectrum of Western Washington State College and ask ourselves the
question "In what way can we best solve our problem?" By utilizing
students, faculty, administrators, staff employees-whatever the members
of this community-that's what I am hopeful that this ad hoc committee on
college gov-ernment is going to do. That rather then the piece-meal
approach and then in terms of this govern-mental structure say to
ourselves, "Wherein should students be involved completely 100%o of the
membership, wherein should they not be in-volved at all?" I think there
are functions in this institution that you could argue a good case, and
students would agree that they really don't have any reason to be
involved. And other situations, I think, where faculty have no reason to
be in-volved. And similarly with administrators, etc. I would hope that
we would take a look at all the varied functions of this college and ask
ourselves the prime question, "What is it, that committee is charged to
do? What is it's function?" And since the college exists to utilize
reason, logic, persuasion and these various arts in search of truth to
solve its problems, let us ask wherein the greatest proba-bility of
finding people appropriate to that task may be found. They happen to be
students- Great! we use them. I would hope that this would be the
institutional viewpoint but I would hope that the students are not so
incensed with involve-ment that they want to be involved just for
involve-ment's sake. I would rather hope that they would seek to be
involved in order to make this a better place. Dan: What are some of the
things that you don't think students should be involved in? President
Flora: I don't personally feel that stu-dents should be involved on the
tenure promotion committee. I think student opinion is terribly im-portant
in the tenure promotion process and I think that their views must be fed
into the mech-anism but the business of actually sitting down now and
saying "are we going to promote this guy or not promote this guy?", I
don't think that decision ought to be made by students nor do I think
stu-dents ought actually to participate in making of that decision. I
think that the assessment of a person for -tenure, the assessment of a
person for promotion is an enormously careful, very careful study by well
seasoned academics who are able to look at all the various kinds of
evidence and among those evidences should be the student as-pect and
assess the role of these and finally con-clude whether an individual
should be promoted. I personally feel that that should not involve
stu-dents at the decision level, but at the informa-tional level indeed I
think students should be in-volved. I feel similarly with regard to the
Aca-demic Council but it looks as if I might lose that one. Don't tell
anybody-this is a classified tape I presume. Dan: What do you think will
be the next area of expansion at Western? President Flora: I think in the
area of environ-mental sciences, as you perhaps know, we have this
concept referred to as Huxley College after the great T. H. Huxley. It's a
tentative name in-cidentally. We recognize that Western is in a location
unique. I am hard put to think of any other college in this land which
has a location so well suited to offering studies in the study of the
environment. Looking at the problems of pollu-tion, looking at the
problems of contamination of the environment, looking at the problems of
urban sprawl, etc. I think that we are here uniquely qualified by reason
of our environment to put on a program in environmental sciences that will
not only bring us great credit over this land, but ren-der great service
to this land. And I would point out that this idea is apparently
captivating enough that we have now had, I believe, 341 applicants for
the deanship of Huxley College. If what I'm saying is true, that we do
have the environment, that we do have the interest-we do have the
capability to offer something significant in the area of environmental
sciences. It strikes me as incongruous to think we are going to do this
starting with the freshman level and we're go-ing to whopp it off at the
Masters level. Because the kind of capability I'm talking about justifies
an extension far beyond to the doctoral level and the post-doctoral
level. I think there we could argue a strong case. Dan:. Is there any
other area that you think should be covered in this interview?
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President Flora: I think that there are hundreds of them. Our greatest
problem is somehow effec-tively communicating with all those who ought to
be communicated with. And I suppose there is a greater number of people
today that feel they ought be communicated with than ever before in the
history of this college and in fact throughout academia the same problem
is true. I simply can-not communicate with everybody as I should. I would
urge, incidentally, students to take more advantage of the free hours we
have in this of-fice. It's a bit discouraging that so few come in Tuesday
at eight and you may say "why do you set Tuesday morning at eight?" I set
it at Tuesday morning at eight because that's when I can afford to spend
some time. Also twelve Thursday noon. And the numbers of students who
actually come in and talk about the things, they are not many, and if
they're really concerned to be informed this is a marvelous opportunity I
think. I am not a bear-I am not going to eat 'em up. I am very pleased
when students come in. I try however to answer every question they ask.
Similarly the op-portunities to get around and talk to groups. I'm sorry
I don't have more opportunity to do this, but I know that our
administrators are always eager and ready to appear before groups and talk
of various concerns and answer questions. I think the students should
avail themselves to more of this rather than sitting back protesting that
they don't know what's going on, because I think the avenues in this
college are wide span for students to know what's going on if they want to
seek the initiative. For example, talking about having membership on the
Board of Trustees. How many times have you, sir, attended a Board of
Trustee's meeting. Tell me. Dan: Zero. President Flora: Never have. Why?
Do you think students ought to be involved in the Board of Trustees?
Dan: I think that the student that is interested (interrupted) President
Flora: Do you think they should be?
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President Flora Raps: Dan: Yes I do! Why don't you go to a board while.
They are public meetings. Dan: Because (interrupted) President Flora: 90%
of the board meetings there is never a student there. Occasionally someone
from the Western Front appears to write a news article. But in terms of
just general information very few students attend. That doesn't strike me
as being terribly interested in what goes on there. Dan: But don't you
think that there should be representation of what the students' idea is on
the board? As a member or do you think (inter-rupted). President: I think
that the student viewpoint needs to be made available to the board better
than we are now doing it. But I do not believe that stu- dents ought
serve as voting members on the Board of Trustees. Nor do I feel that
faculty should. Nor do I feel that administrators should. This is,
stu-dents from this college, faculty from this college, administrators
from this college. I think that there's some real problems on this that
haven't been thought through. Dan: Like the conflict of interest?
President Flora: Well that is one of them. But I don't know whether that's
the problem. Let me cite for example that full-voting member student on
the board of trustees. You have an Associated Student Legislature. That
is supposed to be the spokesman of the stu-dents of Western. Now if you're
down here in a group, perhaps a minority group and you are a dissident,
you are mad about something and you really want to get something changed
and you've got your head on straight. How are you going to do it? People
are going to go to the individual. They are going to circumvent internal
operations of the col-lege. And I think there are some real problems in
that. I think conflict in interest is one kind of thing, but I think this
kind of concern is another. And I have a feeling that this really hasn't
been thought through greatly and carefully. And another problem there is,
of course, is that talking of limiting as you must with students. He
would not serve the post six years as the other members do. And I would
observe that it takes a long time-a whole year before he is sufficiently
familiar with the complex problems that come there so that he can really
respond. President Flora: meeting once in a
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PRESIDENT BOURASAW SPEAKS: '69 was not just a freudian slip. 1969 was
the year that students stopped playing games with adminis-trators and
faculty at Western. The abolition of game- playing came af-ter about three
years of effort. In those three years, Western escaped rapidly from most
confines of "in loco parentis," a term describing the college's action
as a surrogate par-ent or nourishing mother. During this time, there
was a general awakening--at Western, as at other U.S. campuses--of the
student's feeling that the university was their in-stitution. A logical
extension of this thought is that if students can ac-tually participate in
making decisions for an in the name of the insti-tution, then the
university can be used as a platform from which students accomplish reform
in other institutions: educational, political, so-cial, disciplinary, etc.
By the fall of 1968, there was little doubt on campus that students were
locating and utilizing available resources to gain and possibly usurp power
which they felt they were denied.
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An example was one of the basic interests of male college students:
liquor. Everyone knew for years that band trips, rugby games, leadership
con-ferences and other gathering places for students were always mellowed
by liquor. So students stopped hiding this fact and openly bargained for
liberalized drinking regulations and eventual liquor outlets on campus.
More relevant to education were attempts by students to gain positions in
which they could influence hiring and firing of professors, tenure and
promotion, curriculum and college administrative practices. 1969 was also
a year in which student "leaders" stopped playing "Uncle Tom" with
administrators and faculty. There was a marked effort by all students
concerned to honestly present their cases to outside groups without frills
and without acting as lackeys for those in administrative positions. It
was also the first year in which a wide spectrum of activity was noted in
groups outside the student government. Groups from very conserva-tive to
radical presented programs, lobbied for and against the college at the
state legislature, demanded recognition and rights and gained thousands of
signatures on petitions. There was also a healthy rejection of apathy by
small groups of people who wanted to form service, academic, political,
recreational or other clubs. They came out of their shells in reaction to
centralization of money and programming in student government and in
response to the offer of financial subsidization by student government.
After a hectic year of extreme centralization and an unexpected surge of
club activity, the Activities Commission, under Mike Botkin, became more
workable and more people planned, participated in and promoted events. The
woman on Western's campus also bloomed in 1969. Many relevant and
important official and unofficial jobs and offices were filled by women.
The Dean of Women resigned and many women students ques-tioned if the
position should continue. The clubs specifically for men and women were
de- emphasized as such, although the women continued to have many more
activities especially relevant to them, than did the men. The Student
Academic Advisory Board made its mark in 1969 as the board of qualified,
imaginative and knowledgeable students who could research, plan and
execute curricular and generally academic reform.
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Their highlight of the year was obtaining voting student positions on the
powerful Academic Council. 1969 was definitely the year of the liberal and
radical and less so for the moderate. Conservative ideas were not vogue,
particularly because a liberal slate of officers was elected starting with
the executive offices in Spring '68 and continuing each quarter with
legislature elections. The Free University became the center and
experimental location for educational reform. Starting as an outgrowth of
the executive campaign in summer, 1968, it had more than 500 students by
spring, '69 and had a full-time co- ordinator. Students hired for their
co-ordinator a professor who had been both chosen teacher of the year by
students and not re-hired by Western in Spring '68. The Free University
also became a meeting ground for interested citi-zens from Bellingham, the
county, the college and local institutions. Through people-to-people
forums which started in winter, 1969, the Free U. introduced many people
to educational reform and ways for a real community of people to solve
problems. Probably the most significant thing about 1969 was the rejection
by stu-dents of the bandaid effect of reforms. In other words, this meant
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students were much less inclined to confront just the symptoms of a disease
or keep a lid on a problem. They were more inclined to confront the source.
An item in fact is the Dean of Students and Student Services in general.
For three years, student government and representatives of other stu-dent
pressure groups had suceeded in alienating and blocking effec-tive
relations with the Dean of Students. Upon his resignation, the stu-dents
decided to determine the reason why his position in the sub-insti-tution of
student services bugged or annoyed them. One way they did this was to
attack the problem at their Rosario Merge Conference in February 1969.
In three days, they explored countless aspects of communication and the
students' part in education, specifically. They came to conclusions which
were then communicated to administrators responsible for these services.
The conclusions were given substantial consideration since they were the
collective effort of students and faculty of both conservative and liberal,
activist and non-activist character. One of the most important results
of the Conference was the feeling of community which wrapped everyone
into a delicate cocoon for three days. They firmly rejected mass-movement
answers to problems in favor of small-group action. Examples of ideas
which were presented to the campus were optional curriculum for those who
did not want to major in a particular subject, experimental living
conditions, abolition of the lecture system for those who could not learn
from it, a union of untenured faculty and students, and methods for
retaining untenured professors who students especially liked. The biggest
failure of student government in 1969 was the continuing schism between
Bellingham and the college. Two methods were employed to solve this
problem: public relations and community work, and speak-ing frankly to
local clubs and organizations. The former worked better but was not an
effective enough catalyst for friendship. The latter an-noyed audiences
even when they expressly invited speakers to explain educational reform.
Generally it was a comfortable, refreshing and invigorating year for
those of an activist nature. It was a year of paranoia and reaction for
those who fear activists. Unlike President Nixon, there was no one in a
position of student leadership who really cared to or succeeded in
"bring-ing us together."
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DEAN HITCH MAN: From 1966 to 1969 the student scene at Western has
changed. While Western has usually been re-garded as a college hospitable
to new ideas, the last three years have witnessed alterations in stu-dent
appearance and behavior chiefly character-ized by dissatisfaction with the
status quo. For some, this means a renunciation of society; for others,
an active attempt to change it. At Western, most students have proceeded
to study and earn a degree, but segments of the student body have drawn
attention by use of drugs, demonstrations, vulgarity and sensationalism in
programs and the student paper. However, the main student thrusts by
which the past three years will be remembered at Western are the movement
for more active par-ticipation in decision-making, concern for the dis-
advantaged at home and desire for peace abroad. The student quest for
relevance has added a new vigor to the campus. The faculty reaction has
been mixed. Most fac-ulty are silent, a few oppose the student movement,
some encourage it and increasing numbers are agreeing with it. The
administration has usually been flexible in dealing with students, and in
most cases has helped make changes. Since so much that is happening is
new, it is not always clear if faculty practice is in the best interests
of the institution; it is not always clear when the administration is
practicing appeasement or cooperating to improve the college community.
Only time can tell. The college itself is changing. Concepts such as
account-
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ability for spending other people's money, office as a public trust,
restraint in behavior and use of power, devotion to the college have been
joined by such beliefs as use of office, money and press to promote
certain interests, the college should be more relevant to society and more
meaningful to individuals, and no one has to pay attention to anyone
else. Where many persons believe college to be primarily a group of
scholars gathered to ra-tionally seek knowledge and understanding, now,
some contend that college should help people be more humane to one another
and that esoteric specialization in a discipline is irrelevant. In
conduct and curriculum the record of change exists. Conduct regulations
stress due process and there is reluctance in the community to apply the
regulations to violations. Students sit on curricu-lum and other college
committees and want seats on a Senate and the Board of Trustees. Special
ar-rangements have been made to accomodate mi-nority culture students
here. The grading system is beginning to change. A free university has
start-ed. The Associated Students, exercising their tra-ditional
independence of action, have initiated many programs such as the Lakewood
recreation facility, Educational Reform Week, Black Culture Week,
scholarship drives, peace in Vietnam pan-els, students on the Academic
Council, a co-op store, tenant union, teacher evaluation. Many
stim-ulating entertainers and speakers have been brought to campus. Most
of the students' additions have culminated during 1968-69 and they
participate more fully in the cooperative venture of running a college.
Other changes have been indirectly caused by stu-dents. Growth in student
enrollment has induced the college to build a variety of residence halls
and union facilities, with attendant new programs. The Health Services
have been increased. Fairhaven College has become the first cluster
college in the State. Western has decided to give emphasis to
en-vironmental sciences and has sought authoriza-tion to offer a doctor's
degree. The Computer Sci-ences program, with sophisticated computer
equipment, is another indication of rapid develop-ment at Western.
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The college is growing, and soon Western's tradi-tional stance of an open
society without social or- ganization may find itself beleaguered by a
more intense set of communication, decision-making and alienation
problems. The college may need some smaller units of social organization
in order for the individual to find more fulfillment and indentifi-cation.
The splintering trend will probably persist as peo-ple continue to reject
old principles of authority and seek new ones. Nevertheless, there is a
great need for faculty and students to think not only of the individual
and group point of view, but to con-sider the whole college and the
long-range conse-quences of an act. Some necessary ingredients for a
sense of community at Western are trust of oth-ers, awareness of what is
going on, a willingness to participate in college affairs. Too often this
field of endeavor is abandoned to others and the few appear to speak for
the many. The best way to prevent an unheeding bureaucracy or faction
dominating the scene is to take an active interest in college issues.
Some students and faculty are unwilling to abide an executive type of
administration, and urge gov-ernance by forum or by impulse. Such
government is neither effective nor democratic. Government by clique and
pressure is no more attractive than anarchy or dictatorship. Small
factions will con-tinue to unbalance Western until the majority en-act
their will after debate and deliberation. With a college Senate composed
of students, faculty, ad-ministration, staff and an executive branch
headed by the President, perhaps Western would enjoy an adequate internal
government. Over this ar-rangement, the Board of Trustees would continue
to be the necessary legal authority of Western's governance, subject to
the State of Washington. Thus the interests of all parties would be
repre-sented in effective government. In comparison to other schools that
are dominated by campus disruption or placidity, Western seems to be
adaptable and viable. Western's liberal tradi-tion, the backgrounds of
students and the pressures of a technological society are some reasons for
this condition. Also, the size and diversity of the college assist a
diffusion of interests and energies. How- ever, the main reason Western
has survived any serious malady is the willingness of leaders among
students, administration and faculty to discuss is-sues and reasonably
reach agreements. It is hoped that in the future Western can achieve
reforms where needed, maintain scholarly inquiry into subject matter, be
valuable to students, and graduate men and women who will make the world
a better place in which to live.
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Hello there, This subjective snot has been blown in the hope. Now I know
you're all saying "whose hope, what hope and where's hope" (The three
W's of ninth grade journal-ism class) and that's just real good. These
random reflec-tions on the utilization of musketry are probable.
Therefore take them with a grain of radium without squirm or squeal. It
was Hermann Hesse who once commented that water is stronger than stone
and love is stronger than hate and force. Just the day after The Journey
to the East the crevice in the ancient cement staircase of Old Main made
me laugh as I contemplated Mark Rudd's campus visita-tion privilege. It
was rainy and windy that autumn eve-ning and no one seemed to know where
Mark Rudd was but at long last he did. A sil-ver haired professor
object-ing to Rudd's appearance had allegedly been given per-mission to
defend all from the lying onslaught that the ringleader of the Columbia
student riots would spread with his very tongue, teeth, and other tainted
articula-tory organs. The "Archliber-al" (a Rudd-attached epi-thet), our
faculty chaper-one, was stoned with verbal spitwads as he punched the
wrong jukebox buttons. Many considered his musical selections to be in
very bad taste. The question was: how can we dance to that old crap?
Perhaps it was for that very reason that he was termed an "asshole" by
one of the bolder dissident vocal-ists as the speechwriter spoke of
freedom of speech and as-sembly and all those other good things that
certain smiling liberals do love to talk about. I thought I al-most
felt hot tears as I saw the stunned terror in the gray pupils of the
political writer that had probably fought in the war for free-dom and
spent many min-utes penning letters to his congressman. One wanted to
believe such a man who out of baffled be-wilderment resorted to call-ing
Rudd a coward. But then Mark Rudd, all a-grin and robed in leather jacket
and rough urine colored cords, spoke of how he had the taste of cop
saliva upon his very knuckles. Cop saliva seemed to be extremely
nar-cotic; like a puppy that has just had his first taste of blood he
now knew he could never stop slaughtering the neighbors' chickens. I
envi-sioned Rudd in the back of the dogcatcher's coach, his destination
the gas chamber, still laughing and licking the warm blood from his paws.
He waved his fists.
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Burr! Paul A. He had big fists. I sat quite amazed. Such an idiotic
in-cident was enough to make one want to run home and commit
self-psychosurgery by burying a blue nineteen cent BIC pen deep into
one's right nostril until smiles reigned. It would be an understate-ment
to observe that in the minds of most students stu-dent government is a
frivol-ous farce. Breaking with a cherished tradition Perky Noel and
associates have not been content to suck the tra-ditional fetid lollipops
pro-vided by the Administration. Perhaps this is one reason why certain
college adminis-trators fume when student leaders burn their Double
Bubble gum bonus cards in protest of placebo govern-ments. Imagine the
nerve of the Student Legislature in refusing to dismiss Naughty Wally at
the Dean of Stu-dent's request for commit-ting such a heinous crime as
distributing anti-war litera-ture when the long arm of the military was
busy kid-napping seventeen and eigh-teen year olds on the same public
property. As James Farmer said of the blacks, "We've won the hot dog but
... " student leaders at West-ern may now say from first hand experience
(with pride, please). "Graffetti also ap-pears on the ex-faculty can
walls." Was the Bourasaw power game played with muskets to the tune of
"Up Against the Wall Mother"? Perhaps. Or was it merely a mimic of the
techniques traditionally used by the masters of education? Maybe turn
about's fair play for once. In any case, it's an awfully big crack in Old
Main's staircase. I wonder how it happened? Maybe tomorrow it will rain
for a pleasant change. Goodbye now.
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The past year has been a period of great activity on campus, and at times
Western Washington State College has tended to be like a great Rube
Goldberg machine where every component is ex-pertly designed to conflict
with the action of ev-ery other component. As a rather inactive cog of
this ponderous mechanical masterpiece I have sat quietly rusting, but
continually observing: The Radical Coalition taught-in, sat-in,
demonstrated, argued, and pleaded in the pursuit of peace, social change,
draft law revision, and governmental re-form . . . while A.M.S. strived to
"broad"en our interests by sponsoring an ogle-in for a Hefnerian nymph
whose mother was apparently frightened by a cow during the late stages of
pregnancy... while the Silent Majority wore red-white-and-blue ribbons to
prove they exist (but apparently do very little else) ... while student
activists clamored for increased student participation in college
admin-istration, the Activities Commission quietly con- Bfii
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tinued its program to decrease the students' power to govern their own
campus organizations . . . while students and faculty demanded classes
with greater social relevance, Western's P.E. depart-ment steadfastly
maintained its belief that every college student must expand his mind with
six quarter-hours of touch football and beginning bad-minton. But as an
observer of the past year's ac-tivities and events, I have seen a
panoramic view of the young people of our society, and have formed some
personal opinions about my genera-tion. In spite of occasional
disappointment and disillusionment at seeing worthwhile efforts being
continually impeded by apathy, intolerance, and extremism, I find that my
viewpoint is always col-ored by a faint glow of optimism and I look toward
the future with enthusiasm. Some will surely disagree, but I see the
recent in-crease in political activism as an encouraging trend. The
far-reaching influence of American youth was clearly demonstrated during
the 1968 election; though the snows of New Hampshire have long since been
melted by fresh blasts of bu-reaucratic hot air, the campaigns of Gene Mc-
Carthy and Robert Kennedy kindled a flame of unquenchable optimism for
countless students who are now waiting to step into the framework of
American politics. Though some of the activism on campus tends to be
over-reactive, uninformed, and immature, much of the newly awakened
poli-tical concern represents fresh new attitudes that may lead to more
effective government. Tired of the time-worn platitudes dispensed by
professional politicians in response to the challenges of a rapid-ly
changing world, these new voices may succeed in updating an obsolete
political system. However, I tire of the endless stream of oratory from
people who are unable to offer reasonable al- ternatives to the
institutions they seek to destroy ... and I am sickened by the foolish few
who seek to counteract injustice and intolerance through violence and
destruction of property, just as I am sickened by the use of violence as a
means of poli-tical settlement in Europe and Southeast Asia. (And I find
it disheartening that here on campus the Western Front will fill an entire
page with a summary of the text of the new riot legislation while many
worthwhile and constructive campus organizations and events receive little
or no cov-erage.) Yet in the final analysis the political and social
awakening among young people has pro-
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duced far more beneficial results than harmful ones; the unreasoning
extremism of a misguided few is certainly no worse than the widespread
apathy and ignorance that was prevalent only a few years ago. Some of our
elders sweepingly condemn college students as radicals, but continued
pleas for "Mod- eration" seem out of place in the face of a tragic-ally
futile war where time is measured in lives lost. Though many of us are
being called traitors and cowards, we are at least following our
con-science in the pursuit of peace. If our actions can hasten the end of
this bloody slaughter then I be-lieve the widely criticized draft
resistance move-ments are justified. Hence I find the increased in-terest
in pacifism and draft reform during the last year to be grounds for at
least limited hope. The 1968-69 year has seen an ever-increasing growth
of tension and militancy within the Amer-ican civil rights movement.
Blacks and whites alike are finally coming to realize that the Afro-
American can no longer seek to become only a dark-skinned WASP, and campus
observers have witnessed the rise of a new and dynamic campaign to end
racial injustice. I find this trend to be basic-ally healthy, though the
presence of irresponsible factions of both races keep the threat of bloody
rioting suspended above us like a modern sword of Damocles. Therefore the
urgent need for efficient communication is of utmost importance if we are
to avoid the tragedy of self-defeating violence. For this reason I find
the high point of the 1968-69 year to be the appointment of Dr. Flora as
West-ern's President. On numerous occasions, Dr. Flora has demonstrated
his ability to achieve fruitful communication with all elements of campus
so-
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ciety, and his bridging of the student-faculty cred-ibility gap will prove
invaluable during future con- frontations. With his sincerity, dedication,
and open mind, President Flora promises to provide a much needed element
of stability within Western's administration. While cries of "Revolution"
ring from the throats of a vocal minority there are many of us who
silently "do our own thing" in a private attempt to create a better world.
While our proposed meth-ods are diverse, all of us seek a just and
peaceful world, and most of us recognize a need for sweep-ing political
and social change. The widely publi-cized efforts of a violent,
aggressive few have tar-nished the image of our generation just as the
apathy of some students has caused us to be rep-resented as irresponsible
hedonists. However, the recognition of college students as a viable,
con-structive segment of society is just beginning and may be the
foundation for productive efforts to-ward updating our rapidly evolving
world. In a time of countless conflicting proposals toward world
betterment, it is up to the individual to con-struct his own philosophy of
life and to dedicate himself to the defense of his own ideals. When each
of us accepts his own personal role as peace-maker and soul-mate to
mankind we can perhaps begin the march toward a better world. Our
gen-eration may have begun to make the first stumbl-ing steps toward that
goal-but like Robert Frost "we have miles to go before we sleep."
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The problems that have troubled Western this year reflect similar
conflicts in colleges and universities all across the nation and indeed
throughout the world. Higher education is changing but the shape of the
future remains unclear. The complicated in-terrelationships among
students, faculty, adminis-tration and governing boards are in a state of
flux. The view that a college stands in loco parentis is under sharp
attack everywhere. But whether a col-lege can completely renounce its
responsibility for the social and moral aspects of its students' lives is
a question that will require clarification by the courts. Questions about
the "relevance" of the cur-riculum repeatedly are raised but those who
raise them seem unprepared to answer the next ques-tion: "relevant to
what?" In recent years adminis-trators have surrendered much of their
responsi-bility for academic policy making to the faculty but now that
students are demanding a share of the action the faculty in turn is under
pressure to give up some of its hard-won gains. During the current year
all these problems have been complicated by the widespread concern over
problems external to the campus: the Vietnam War, the continuing struggle
for civil-rights, the rising crime rate, riots in the cities, and a growing
threat of air and water pollution. Though these are problems for which the
college is not to blame, and which it alone cannot solve, the diversity of
opin-ions about them contributes to the tensions on the campus.
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To many young men, the draft remains the num-ber one personal problem. No
generation has ever welcomed the prospect of being drafted, subjected to
the rigors of military discipline, and sent off to fight, but the
necessity was easier to accept in earlier wars when the security of the
nation was more clearly at stake. Today, because the morality for our
involvement in the Vietnam conflict is a subject of national and
international debate, the young man threatened by the draft faces a moral
dilemma and a psychological conflict which colors his attitude toward his
education, and toward all those in authority over him. Western has been
fortunate in keeping most of its conflicts on the rational level. There
have been a few sit-ins and demonstrations, there has been opposition to
the presence of recruiters on the campus, but at least up to the time of
this writing there has been no violence. In sharp contrast to the
situation on many other campuses, here at Western no buildings have been
burned, no prop-erty has been destroyed, no students or faculty members
have been physically assaulted, and it has not been necessary to call in
the police. Any of these things could happen at Western just as they have
happened on other campuses but they are less likely here because of the
general willing-ness of all the groups concerned to work out our problems
in peaceful ways. Student leaders have worked effectively with faculty and
administrative groups in bringing about needed changes, without resorting
to violence. Here, as elsewhere, students want more power, control, or
influence over the institution responsi-ble for their education. Student
leaders have de-manded a voice in departmental decisions and seats on the
faculty committees and academic councils which make policy concerning the
curric-ulum and set standards for the admission-and re-tention of
students and for the retention and pro-motion of faculty members. Since
these powers now are lodged mainly with the faculty rather than the
administration, these demands bring students into conflict with faculty
groups. It seems certain that the student voice will be more clearly heard
and more frequently listened to - students will probably be granted seats
on a number of commit-tees and councils - but it is unlikely that the
fac-ulty will turn the major responsibility for policy making over to the
students. Probably the majority of students will be satisfied to have the
opportunity to make their voices heard. One issue that has divided the
campus has been the proposal to place a student on the governing board of
the college. Governor Evans favors the proposal and a bill to provide for
it has been in-troduced into the legislature. Since no poll has been
taken of student and faculty opinion it is im-possible to say whether the
majority of either group favors the plan but the student leaders who have
spoken out favor it while the faculty mem-bers who have expressed their
views publicly op-pose it on the grounds that a student board mem-ber
would have too short a tenure to become effective and would face a
conflict of interests. Students at Western as in other colleges have just
about won their battle for the right to govern their own behavior when
outside of class. What remains in the way of rules is only a vestigial
rem-nant of what was once a much sterner code. Only
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All our problems are complicated by the fact that the rapid growth of the
college has made com- munication more difficult. Thirty years ago, when
the college had 800 students and 60 faculty mem-bers, the entire group
met together in the audi-torium at least once a week to hear discussions
of college problems. Today, with 7,000 students and 400 faculty members,
no building on the campus could hold them all. Consequently it is
impossible for the president or any other administrative offi-cer even to
speak to the entire group and when there is no direct communication
misunderstand-ings grow. The ultimate solution will be to break the
institu-tion up into units or colleges, each small enough to be a true
community in which communication among students, faculty, and
administration offi-cers is again possible. Fairhaven College, the first
of such units, is off and running this year with 200 freshmen and ten
sophomores who were a part of the student-faculty planning group last
year. Next year Fairhaven will have its own living-learning unit in new
buildings in Hidden Valley, just off the main campus, a facility large
enough for a maximum of 600 students. If more than this number of
students indicate a preference for being a part of a small college other
"cluster colleges" will be developed for them. Each of these colleges
will develop its own per-sonality and no doubt each will have its own
prob-lems but the problems will be far more manage-able in a unit of this
size than they are in a massive multiversity where the expanding echelons
of ad-ministrative authority increasingly separate the student from those
who make policy regarding his education. Many of the opportunities for
partici-pation being demanded by the students on the main campus at
Western already are enjoyed by the students at Fairhaven, as they will be
in other small colleges to be developed as a part of the cluster plan.
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THE YEAR THAD SPRATLEN The increased importance of student
participation in the overall aca- demic life of Western will probably
stand out as one of the most signifi-cant changes of the year. Student
representation on the Academic Coun-cil, membership on the Daugert
Committee (charged with developing a referendum proposal on college
government), and on numerous other committees in the College are
indicative of this broadened scope of stu-dent responsibility and
involvement. Much of the credit for such changes must go to the students.
It is their concerted effort and initiative which led to their acceptance
by the Faculty and the Administration. This academic year will also be
marked by the introduction of State legislation to place students on
college boards of trustees. In this instance, too, students took the
initiative in making their case. (Interestingly, the bill to include both
students and faculty members involved relatively lit-tle faculty effort or
expression.) The issue which will probably yet generate the greatest
interest on cam-pus is the proposal to establish a College or Academic
Senate. The more tradition bound segments of the community seem to be
using the term Academic Senate. It would tend to enhance support for
relatively great-er faculty influence in governance in relation to both
students and the
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Administration. A College Senate, on the other hand, would represent a
departure from the more conventional collegial structure of governance.
Very likely it would carry with it the expectation of a recognition of
Staff as being distinct from Administration. The remaining months of this
academic year will see this matter more widely discussed than at any time
in the past. Western, then, like colleges and universities throughout the
nation and the world, is going through a period of rather significant
transition-the first full year of a new Administration, a year of the
State Legislature, challenges for an end to in loco parentis in relations
with students, a year of "the calendar incident," of blocked discussion in
the Faculty Council Forum of the issue of seeking doctoral enabling
legislation, of consideration of the potentials and limits of student
power ... Although removed from the tension-ridden urban environment, the
College never-theless has experienced at least mild forms of unrest
(sit-ins and demon-strations) on the part of groups of students. But
without the customary political fanfare even a proposal on Ethnic Studies
(with primary em-phasis on Black or Afro-American Studies) was made and,
in principle, accepted by the Academic Council. Details of curriculum and
organiza-tion are expected before the end of the academic year. In
reviewing some of the major events of the academic year in the area of
student- faculty-aiministration relations, one can conclude that, for the
most part, change seems to be accepted with reasonable grace and decorum.
In fact this may well be one of the most valued attributes of Western as
regards adaptive behavior: Students, Faculty and Adminis-tration appear to
be willing to prepare for change which is, after all, a basic ingredient
of institutional as well as individual learning.
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An apology of sorts to Dr. Flora. The article was left as it was record-ed
in order that people who have never taken the time to visit your of-fice
or seek you out on campus can get to know you. We judge you not by your
ability to orate at great lengths in the King's verbage, but rather by
your honesty. A good administrator anticipates needs and creates the
machinery long before the student realizes this need exists. Your
honesty, frankness, far sightedness, and bull headedness make you the
type of administrator that can accept unnegotiable de-mands and turn them
into action that is peaceful, inventive and with benefit to all of
Western. Noel: Mrs. Mizer says there are al-ways a few like you. What
you've done is made this college aware of its own damn feets. Editor's
G rafitti An effluent nation is a cess pool.
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Clean Water to our friend G.P. Please not in our bay. Step on a crack and
get a pix for mustoe. Love is
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Sports: Football:
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39
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Rugby-fast moving, physically demanding, truly a man's sport. This is
hardly the sole meaning of Rugby at Western. Western's Rugby Club was
organized in 1966 and included close to 30 members with a half dozen or
so knowledge-able ruggers. The team recorded an amazing 14-7-4 record
but was disciplined for antics on a trip to Oregon. Back in good graces
the following year, one of the major goals of the club was to get
financial support from the school. This wasn't achieved until last year;
a $2,000 budget was acquired for 1968-69. By the end of fall quar-ter
the first team had a record of 7-0 (one for-feit was given to West-ern,
when the referee could not find the field), and clinched the Bell-
Irving Cup for the Vancouver B League. Two teams had full-time
schedules, and a third team was put into operation. Club mem-bership
swelled to about 75 members at one time or another. Emphasis on winning,
except to the first team, is not great. The main function of the club is
to give as many students as possible a chance for hearty outdoor
recrea-tion, without high-pres-sure training proce- dures. Rugby:
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Basketball:
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Soccer: Water Sports:
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The E D. ucatior of U.S.
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People are (is) what education is all about. The first impression that
adsorbs people when they hit campus is that Western is educa-tion. We
come here to learn the skills of our trade; the trade of education.
Involvement begins in observation; little kids, big kids, all people. We
may tutor, or just be a friend. We will sit in Ed. 301 and get bored.
Awakening once in a while when Bernice Johnson or some other real person
bounces on to the stage. We will strobe through a light show-and be a
head of the game. Student teaching stumbles in over the horizon and
treads down a path scented in lamp oil and sprinkled not so very lightly
with lesson plans. The day, oh long awaited day, the last day of student
teaching. Mr. Punches, "I am interested in a job in Nairobi," and on to
the world.
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observing
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helping learning
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THE RADICAL: a spontaneous audience partici-pation play. The Cast: Small
bearded radical Ian Trivett. Roundish radical Glen Dobbs. The Setting: A
large town in the Northwestern part of the U.S. Prelude: Late evening
sets on a brick street. The rain has been falling for four days and little
freshlets dart out from the buildings. The night continues to fade
continually during the scene. A large sign proclaims the loyalty of one of
the local politicians Mike O'Dell. Scene I Act I: Enter stage left. One
small radi-cal with large radical in tow. Stage right one roundish crew
cut radical. Ian Trivett, head of the S.D.S. and Glen Dobbs (president of
Y.R.'s) have met. Says Dobbs of Trivett, "He walked in looking like he'd
been on an all night drunk and looking for an argument." After Ian and
Dobbs had exchanged a barrage of profanity, they discussed the Vietnam
situation for 1 /2 hours. Disagreeing on most issues, they sur-prisingly
found common ground in their stand that the "draft" constitutes
involuntary servitude. Mr. Dobbs says, "The services should offer
attrac-tive salaries commensarate with position so that they can attract
the best people-a professional army." He also feels that if war began
people would enter the army. If they didn't, this country would not be
worth defending. Glen Dobbs grew up in a Democratic family but says of
the Democratic philosophy, "Santa is well and alive in Washington-the
gov't can give the people something without having to derive it from
them." He is a conservative in the traditional sense (dating back to
mercantilism in England), and has lived in Georgia, Connecticut and New
York.
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Dobbs' philosophy of con-servatism is to "sit back, look at it, and
change it through the orderly process of law." In addition, he says "Our
so-ciety is built on the experi-ence of people over thou-sands of years
and it has evolved because wise men sorted good from the bad." The Young
Republicans are concerned with educating themselves, electing Republi-cans
and maintaining posi-tion with WYRF. Students for Responsible Expression
has evolved from the YR's and is petitioning for expul-sion of
demonstrators who in-fringe upon the rights of oth-ers. "It is not
challenging the right to demonstrate ... Trivett is not ruling out
vio-lence" said Glenn. "The goal of the SRE is to provide the community
with infor-mation as to campus activi-ties and to act as liaison be-tween
school and commu-nity." Of the Radical Coalition Glenn said, "It brought
a lot of us off our apathetic poste-riors !" He agrees with Triv-ett
that the Silent Majority should take a much greater part. Of the Radical
Coali-tion Dobbs says, "This whole thing is one group of hard core
people consisting of about 20 common members." He also feels that the SDS
will soon be investigated by the House on Un-American Activities. George
Hartwell and Ian Trivett, members of SDS, which has evolved from the
movement-a revolution-an anti-capitalist youth movement." A move to make
the student aware of his rightful power. The right to deter-mine his own
destiny. Trivett feels now that an indigenous movement by students to
reassert hu-man values is growing. He also feels that big busi-ness and
government are tied together resulting in a lot of "back patting." A
citizen of Britain, Trivett came to the U.S. with his parents when he was
quite young. When asked why he is so interested in American social change
and yet hasn't become an American citizen, he re-plied "You don't have to
be a member to change. What I believe may be true or false but it doesn't
matter where I come from." He maintains that his arguments with Dobbs have
been mostly fac-tual but believes that people on the "right" seem to deny
over-whelming social problems.
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The feeling that the only way to procure dignity for all human beings is
through their own move-ment- the inability to academic senate or joint
student and faculty administration to "take active control of what is
legitimately theirs." Dobbs be-lieves that one problem of public education
would be solved with a merit system and mandatory stu-dent evaluations
over the tenure system. Dobbs feels a student should be on the Board of
Trustees to act as a liaison to carry information between stu-dents and
trustees. As for active student power he says, "You are going to school to
learn something of which you know nothing." Both Ian Trivett and Glenn
Dobbs are said to be "radicals," and both firmly believe what they stand
for. As activists, they have helped promote politi-cal awareness on
Western's campus and the sur-rounding community. They with others like
them, have taken Americans out of politi-cal apathy into revolution of
per-sonal compromise on things that Glen and Ian share. They both enjoy
the feeling of influence-they have a "personal thing." Their greatest
disagreement lies in education and student power. Trivett states, "We
need wisdom to deal with knowl-edge, the only place for reassertion of
human values is through educa-tion, but people just think about jobs." He
and George Hartwell feel that today's curriculum teaches peo-ple to fill
slots but an increasing dissatisfaction with slots has de-veloped thus a
higher rate of drop-outs. "The curriculum doesn't allow people to fulfill
their potential," said George. Ian wonders if the faculty is really
in-terested in only prestige and money. This is why he is promoting his
be-liefs in the present world situation.
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FAIRHAVEN As seen by: Swt. Thomas Gregory Hadley D. McLeod and R.H.
Keller This generation is sometimes referred to as 'The Flower
Children.' That label is accurate when you look closely, for there are
many growing in-to beautiful, strong flowers peacefully determined to make
the world more human through communication. At the last, it depends on how
this thought is received and understood in openness. The effort of
some-one to listen and really understand, question and communicate is as
im- portant as that which is being said by the faculty member, a friend or
the printed, absorbed word. Words can take you up to the mountain peaks
named 'Idealism' or to gloomy, jagged ravines of 'Pessimism.' A person's
philosophy or way of laughing at the world is the source of these and other
terms. Communication is sometimes like words cast before geese or the
sounds from a caged, banana- throwing monkey. The geese eat the
multi-layered onionwords and process them as bland cornmeal; functio
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SWT. Thomas Gregory Hadley Communication is a word used to symbolize the
journey of an idea, a thought, facts and feelings. The basic 'tool' of
com-munication is the mind. Telephones, multi-media and every-thing else
labeled as communication is an extension of the basic need of man to relate
and understand his felow planet-sitter. We become so involved in
finding ways of instantaneously communicating, discovering or re-using
words, pictures and wyas to make someone else understand what we are
saying, that it is easy to get lost in the avalanche of sentences, in the
web of semantics and in all the misunderstandings recorded in history,
happening today and inherent in those words not yet spoken. Communication
is a two-edged sword; it can cut the heavy, chafing ropes of ignorance and
of hate or it can slice a person in two. It all depends on how it is
wielded and whether rusting is guarded against. In Fairhaven,
communication is a vital, everyday transfer be-tween student
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happening all around us. A person with a comfortable time structure and
rut can talk with his friends, go through his programmed life and never
know what it's like to find a kindred spark in a stranger's eyes, to
learn with a thirst, to untie what he thought was the world and its
secrets. Fairhaven is a community where each individual has the
opportunity to learn, grow and experience as much as he wants to. It is
up to him and his willing-ness to communicate, to share and think things
over. The faculty is communicating every day through discussions, writing
and pub-lishing, rapping with students and shar- ing the knowledge and
experience of their background and personality. They are dedicated to
helping a person grow into what he can be, without force or pressures
embodied by numbers and filed slips of paper. The form of com-munication
varies with each individual, but the basic effort and will is there. It's
called 'trying to communicate and un-derstand, and learning from it.'
Fairhaven people can be seen in the lounge, talking about government, the
meaning of love, personal hang-ups or anything, anyplace that their mind
has wandered to or become involved in. Some people communicate by playing
the piano for those who will listen, the poets and authors read and
publish to the community 'ears' to share and to un- derstand.
Communication goes on in the stairwells, in music filled rooms or
wherever two human beings want to understand, help or share. There are
two hundred people with as many dif-ferent ways of communicating their
ex-istence, whether it be by watching tele-vision every night or by
giving a know-ing wink, a smile, to somebody in the hall. 'It's all up to
you, my friend.' The results can't be listed. Communica-tion is the
midwife of emotional and mental rebirth, of armored existence, of
accelerating growth and even of the lack of interest. Again, it all
depends on the individual and how well he com- municates to people. The
guy who couldn't get into his reading, talked an hour with two friends,
and was five minutes later seen heading for the li-brary with his
Rubiyat. You can see the girl who used to think of the ultimate 'I' all
day now is sharing, helping others when she can, growing in self-under-
standing and love for other people. If you want to find out what
communica-tion at Fairhaven means, come and talk about it: if you want
to. You see, that's the only way you could really understand the whole
scene.
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The fact that Fairhaven College has spent over $1,000 on paper, ink,
stencils, and dittos indicates that people here are trying to say
something or, perhaps, that they like to write. Whether writing says
anything or is read today is as open to question at Fairhaven as
elsewhere. Despite this flurry of paper, problems in communica-tions
persist. With stereotypes about Fairhaven freely floating around the
campus, the relationship with the rest of Western is one such problem.
Within itself, Fairhaven has not effectively organized. There have been
few mass meetings, convocations, conventions, or significant debates which
affect the entire community. Participation in basic policy meetings is
slight and the lack of creative and consistent journalism has made
sustained controversy difficult. On the other hand, talking and listening
on the personal level, student to student and student to faculty, seems
more extensive here than is customary on most campuses. One result of
group organization and drive was the inter-dorm visitation policy, a
mature innovation which enhanced communication and personal free-dom.
And although it is slow in evolving, a new form of community government
seems certain to enlarge participation in decision-making and thus bring
peo-ple into more crucial and controversial relationships. Even so,
lacking this, much noise now prevails at Fair-haven with bulletins,
bulletins, bulletins, songs, stereos, shouts, cries, protests, lasting
late into the night, and as James Thurber once said, "It is better to have
the ring of freedom in your ears than in your nose." R. H. Keller
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The activities enth u s i a s t Drive, leadership,
discipline, and t organization-these qualities char- acterize the
activities enthusiast. Campus life for him likely revolves around his
particular extra curricu-lar interest. Although he is likely an able
student, he may put production dates and publication deadlines ahead of
term papers and class quizzes. Some of these enthusiasts bask in
limelight; others support quietly. All serve. "I devote my life to it !"
one speech major remarked of the production tour of "The Man Who Killed
Time" and "Puss and Boots." He was spending six days a week on state-wide
tour with the produc-tion. "You do most of your learning in
extra-curricular activities. In the lower level you stick to the books,
but you learn more by doing. I learn more about tech by talking with
Larry Hopp (stagecraft assistant) ." This student likes Western's free and
open atmosphere and he likes the
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instructors and curriculum at West-ern. However, of the Department of
Speech, he said, "They have excel-lent instructors but there is more suck
involved! They don't allow enough credit for being in plays: the
department should also separate tech and stage credit and they should
allow a Drama Department, but keep the same program." One geology major
spoke of West-ern as a "light and tumble journey." He has many outdoor
hobbies, is in the Honor's Program, attends a Free U class, and has a
post on Western's Associated Student Leg-islature. He spends much time
work-ing on legislature and has initiated the idea of a student store. He
says of extra curricular activities, "It's good if there is a full
realization of where one is heading." Another speech major who had
im-portant parts in "The Lion in Win-ter" and "The Good Woman of
Set-zuan" feels that extra curricular ac-tivities have lowered his
grades. In addition to a twelve and one half hour week he spends
approximately twenty hours a week with drama. He believes students in
services are different as a consequence of their activities. "They have a
total outlook in perspective with people and they have a drive toward a
specific sub-ject." One French major who is a dorm president and in
Valkyrie and on in-terhall council, works most of her time for her dorm.
She is presently deeply involved in a project for community involvement
of Belling-ham with Western. She is a vivacious person, with many
friends, and truly takes advantage of what Western offers. College has
changed many of her ideas, and she commented, "I was not sheltered but I
had shel- tered ideals. My ideas are under fire now and I've reassessed
them. In-stead of being like an oak, I'm like
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a willow and can bend." Riding, swimming, hitchhiking, backpacking,
guitar, dance, and writing are some of the interests of another Speech
major. Besides working in drama, she writes for one of Western's
publications, and is a tutor. She divides most of her time between play
rehearsals, stage- craft, and studies. "I enjoy being busy because I
organize my time better and accomplish more things. Also, when I'm busy, I
have a great-
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Bricked? er sense of well-being and have lit-tle time to brood." She went
on to say that dorm living and extra cur-ricular activities are two good
ways to meet interesting people. "In drama, you meet some of the
weird-est people, but it's never dull !" Required of any activities
addict is some sense of responsibility, disci-pline, and drive. His time
is gov-erned by his extra curricular activi-ties. In addition to
studying, he has a need which can only be fulfilled by participation in a
specific organ-
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ized activity. Some of these students have a narrowed and limited vision
because they forsake all individual interests and studies for one
activ-ity, but many have broad interests and initiate exchange of ideas
in many areas. All, however, have strong goals. The drive toward a
specific goal may be selfish or unsel-fish but because this drive is
direct-ed to Western, the school is the beneficiary. The active student
helps promote, organize, lead, and entertain the 7,000 students at
West-ern. And these goal- directed stu-dents have one thing in common
with general students, activists, graduate students, athletes, Fair-haven
students, and married stu-dents in that all are individuals. As one
student declared, "I don't match anyone else-I don't even come close to
being like anyone else -you cannot generalize about any-body or anything
!"
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Played? The Western Players: Jacks-of-all-trades, enter-tainers of all,
unselfish representatives of Western. With long hours of work and brief
periods of ap-plause they add sparkle, jest, and tragedy to the year. The
gamut of their productions runs from Shakespeare to Children's Theatre.
The players cover the state and west and share with others themselves.
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HOME 31 Queen Julee Brix
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COMING 68
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the married student As an ignorant Norwegian immigrant in the U.S.
Noel Lerwick's grandfather entered the first grade at thirty and by forty
was a professor of Greek. Noel attributes his grandfather's success to
intelli-gence, drive and the great American system of education. Both
high school graduates, Noel and his wife, Laura, decided to attend
college after be-ing out of school for thirteen years. At thirty- five,
with three children, the ambitious couple will re-ceive their Bachelor
degrees this summer. Four years ago, with the thought of buying a larg-er
house for their foster children, they sold their home in Renton. However,
the children returned to their own homes and the Lerwicks were left with
a large amount of money and a fantastic dream. They gave up their suburban
existence and acquired a small farmhouse in Bellingham so both could
attend college. Noel had worked at Boeings but said "Every time there
was a slump they'd go through the files and see who only had high school
diplomas." In 1956, he attempted to attend college in Oregon but
abandoned the idea. Now as a Technology major in Arts and Sciences, with a
Russian minor, he hopes to continue for a M.A. In contrast with her
husband's family of college graduates, Laura will be only the second to
gradu-ate from college. She is majoring in Home Ec. Education and
minoring in Art. She feels that in addition to homework, she reads more
than she did in the past. The Lerwicks have been continually surprised
at the ease of their endeavor. They have never been afraid to seek help
or advice. One advantage has been the older ages of their children thus no
neces-sity for a babysitter. Noel believes that he and Laura have set a
trend in people they know, "More and more people are doing this; adults
getting an edu-cation are prevalent because after thirty you're washed
up." Ideally, the Lerwicks would have gone to college directly from high
school. They feel dorm living
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and extra-curricular activities are a vital experi-ence, but because of
age, time, and marriage fac-tors are unable to take full advantage of
college "extras." As far as activists trouble on campus, Noel says, "I
recognize the generation gap yet don't understand it. Problems aren't
unique be-cause we had the same problems." Noel feels that Western is
basically sound for a liberal arts col-lege. He and Laura participate in
friendly compe-tition with grades but save Friday nights for re-laxation.
They both feel the Humanities program teaches one to think but both felt
the mental strain of their first few college quarters. The Lerwicks'
three children (14, 11, 10 yrs.) oft-en talk about college and the
youngest has always wanted to be a doctor. The children have never
resented the time spent on college work by their parents but as Laura
stated, "They're tired of it and are all ready to go somewhere else."
Economically and socially college has significant-ly changed the Lerwicks'
lives. Cut about one-fourth, their income went down from about $10,000 to
$3,000 a year. They say, "Our values have changed and we weigh and
evaluate pur-chases more now." In addition, Laura and Noel have
difficulty talking with friends who are not used to the college sphere. In
the summer when Noel works, he usually finds himself surrounded by
college students because he has less in com-mon with other employees.
Although the ambitious couple have felt some dis-advantages in attaining a
late college education, they do not regret their endeavor. According to
Noel, "The inherent danger for a couple under-going this type of
intellectual experience is that the couple could grow apart."
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The Klipsun staff not all but most. left to right Keith Wyman
Bruce Eagle Tim Heitzman Danny Windisch Wendy Danforth Maralyn
Yancovitiz Not here but helpful. Pat Price The Fischer Brothers
Larry Adams Offley Myra Dittes Rita Hazen Nita Clothier Byron Gimness
Doug Gruff Don Briggs Mary Lampert The Yearbook in last analyses
was the result of a joint effort.
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GRADUATE SCHOOL: J Alan Ross, Dean of the Graduate School. Legislators
listen closely as Dr. Hashisaki, chairman of the Math Department
(upper-right), and Dr. Hite, chairman of the Educa-tion Department
(lower-right), explain why their departments are prepared to give doctoral
degrees. The hearings were before the legislative committee on Education.
Western's Graduate School has always been one of versatility and
expansion. WWSC first began its graduate program in 1947 with the
legislature granting Western a Masters of Edu-cation Degree. Western has
expanded the de-gree to the point now where MEd's are given in 37 areas
ranging from School Administra-tion to Mathematics. "But Western's Grad
pro-gram is not only quantitatively exceptional, but it is also
qualitatively exceptional" according to J. Alan Ross, Dean of the Graduate
School. According to Ross, Western's MEd program is one of the best in the
country and as proof points out that Western is the only state col-lege
now accredited by the National Council of Graduate Schools. In 1963
Western was granted a Master of ARTs and a Master of Science Program. This
program has also rapidly expanded until it now grants nine M.A.'s and
seven M.S. degrees from thirteen departments on campus. Now Western is
engaged in obtaining a PhD program from the legislature. Dean Ross gave a
number of reasons for a Doctoral program at Western. First he points out
WWSC's ex-cellent Faculty. This is indicated by Western's high PhD
percentage on the faculty (68%) and the fact that, with the exception of
some schools in California, "WWSC ranks above all other state colleges in
the United States in to-tal grants for research and curricular
develop-ment." Secondly, he points out the tremendous growth in numbers
of graduate students in Washington State (at the U. of W. only 15 were
accepted out of 200 applicants in one de- partment. Reason-no room). As a
third rea-son Ross pointed out that with the growth of Washington state,
there would be no reason to raise the present 2% state tax money now
going into higher education for future gradu-ate programs at Western (in
1963 this 2% amounted to 153 million dollars, in 1970, this 2% is
expected to amount to 238 million dol-lars or an increase of 84 million
dollars). But even more important than these reasons, ac-cording to Dean
Ross, is the need for an "open system of growth in an educational
institu-tion." A failure to provide this open system in which a college
can award the PhD may lead to the chaos now being felt in the California
colleges. Chaos like San Francisco State Col-lege. Ross also says that in
applying for the PhD program we are "bucking the system and are not
content to accept present appraisals of how colleges should be
administered."
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THE INSTITUTION The departmental graduate advisor is an important link in
the graduate program. Above is shown Dr. Lampman, department-al graduate
advisor of chemistry, helping James Aumiller, a grad student in
Chemis-try, on a chemistry project.
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GRADUATE SCHOOL: The average grad student at Western is 76% male and 24%
female. His (her?) average age is 25 with the exception of summer quarter.
Then he's 28 years old. This confused statistical persona is 36% in the
Master of Ed program, 41% in the Master of Arts program, and 23% in the
Master of Science program. All in all during Fall quarter he totaled 259
individuals. Two hundred and fifty-nine individuals. What are they like?
Because of the lack of space in the Klipsun we could not interview them
all, but we did interview two of them, Mei Fei of the Chemistry Dept. and
Lee Strat-man in Educational Counseling. In some ways they represent the
"typical" grad student. They go to classes, carry out the requirements for
their degrees, and gen-erally carry out the role of grad students
over-all. But in other ways they represent their own individual
uniqueness, their own unique personalities. Lee Stratman is married like
many graduate students. Unlike many graduate students at Western he is an
Episcopalian priest. He chose Western because it's close enough to
continue work for the Missionary District of Alaska and small enough for
an Alaskan student to be comfortable. He also chose Western because he has
a son enrolled here and because of Western's excellent reputation in
Counselling. Mei Fei is working for her Master of Science degree like
many graduate students. Unlike many graduate students she is from Taiwan.
Her reason for coming to Western is the lack of graduate schools in
Biochem-istry in her own country. She is a person of a different culture
studying in the universal discipline of science.
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THE STUDENT Fei Mei is a grad student in bio-chemistry from Tai-Wan. To
the left of her picture is her name written in chinese script. Lee
Stratman, a grad student in counseling, is shown with his wife and family.
,lo 40cr
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PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE:
PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE:
PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE:
PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE:
PURPOSE: PURPOSE:
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Teaching creativity in arts, Research on the boundaries of scientific
knowledge, And discipline in both arts and sciences, Is the purpose of
Graduate School. 79
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PR 0: Berated for his narrow-mindedness, the "super student" is actually
admired by most. Dedi-cated, the "super student" spends the majority of
his time studying-with little attention focused on campus activities,
athletics, or politics. Uninvolve-ment can be as undesirable as
overinvolvement and it has been said that most learning is done outside
the classroom. However, the "super student" is truly interested in
developing his full potential, so usually delves more deeply into the whys
and hows of his field. His curiosity and compulsion to do his best cause
him to study seriously. He eagerly awaits the future when he can apply
his learning, and will have more freedom and time to have a greater
variety of experience.
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The Normal Student
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C O N: Perhaps one of the most dedicated stu-dents on campus is the one
who studies twenty-four hours a day! His daily existence revolves around
studying: the most exciting hours being his classes! Imagine being totally
enthused about nothing but lectures and classes! In addition meals and
sleep add a touch of variety. The "super student" con-trols his body and
will to do as his mind deems logical-to study now, so he can enjoy an
affluent position and life when he graduates. The epitome of pragmatic
thought, he is above the social hassle of dances, parties, movies, sex
relationships, and other unnecessary activities. He remains unin-volved
in the chaotic stupidity and injustices of politics. After all, one
remains objective and con-tent if logical, unemotional, and does "his
thing."
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Drug Crazed College Students Skinny Dip at Rosario Sin Conference Large
group sessions where our ideas were explored 0
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Rosario--were you there, I was. What really happened? A group of people
found that they could communicate on a very human level. We all got on the
boat with a bit of apprehension about the trip through the gale five hours
later seasick and veteran green briners we had our evening meal to the
chant of the little burro. The evening retired to wonder and blow. Day
next ... small groups that were down to the gut level problems
problems... Back to the large group to the sauna to the pool We did what
was right beautiful natural no hang-ups to worry the man. Farmer was
here last night rap. dave David Mr. Pevear Dr. sir oh what the hell you.
Sunday now ... hike ... pool ... sauna.. . meetings... people the tribe
that reacted to you to your needs. We sang who put the bop ... amen.
Monday the rap up. The tribe must go home drugs sex booze no not here
What happens to the real world the effect of Rosario bruce who was there
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5000 Angry Students Board Ferry to Investigate Rosario Sin
Conference
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77
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RED SQUARE
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In the year that we look at the individual on campus it is only proper
that when we look at the campus in a physical sense that we look at the
man-Red Square has come of age centered by Fisher Fountain, the bricks
have seen dances, class changes, show, protest, war, peace, art sales, and
memorial to the great men of our time. The Square is the result of the
effort of a number of people on this campus, but when the original idea
is traced, the path ends in George Bartholick's office. Mr. Bartholick
not only is one of the most gifted campus planners in the nation, as a
quick glance at the projected college plan will show, but he even looks the
role. What many of us don't realize is that the design of a campus can
have a profound effect on the living habits-the social awareness of the
students on the campus. The wide open square lends itself to a friendly,
pausing, hi, how are you, good morning campus. And maybe more respon-
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sible for the ability of this campus to ad-just to the changing world of
college than most of us are willing to admit. Two questions need to be
answered: Where did Red Square come from? Why were bricks used? The
square is the result of a long series of nonplans. When Western had only
Old Main, there was a plan, but the Depression of the 30's and the
accompany-ing decrease of students and funds forced the dropping of any
type of organized plan. This was the state of the campus until 1959 when
Mr. Paul Thiry was given the chance to develop the campus. 1963 the Board
of Trustees decided to expand the campus from 6,000 to 15,000. At this
time Mr. Bartholick was appointed campus planner. It was very apparent
that the college had to do a lot of building as quickly and in-expensively
as possible. This led, because of both economic and aesthetic
consideration to a process of infilling; which resulted in the
construction of Bond Hall, Art, and Miller Hall. Red Square is located on
an old bog unfit for buildings or concrete parking lots. With the 6,000
people per,hour that will exit from 13 possible entrances to the Square
when the college has reached 15,000, paths were out of the question. And
because of the unstable nature of the ground a mate-rial that can be
picked up and relayed was needed. So bricks! This school is very indebted
to people like Harold Goltz, Robert Aegerter, and George Bartholick for
the production of a campus that is both funcational and a work of art.
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WESTERN'S SPRING THING
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ADMISSIONS Regular Admissions Joe G. is like 1,731 other Fall Quar-ter
freshmen who have gone through the bewildering process of being ad-mitted
to Western. He chose West-ern because a number of other guys from Tolt
High School in Carnation were going to come here. "It's just as good as
any other school," said he, so he filled out an application form. After
receiving his acceptance, he had to pay a deposit on housing, get a
medical exam, and pay a $35 de-posit on tuition. For those who ap- plied
for financial aid there were applications and Parent's Confiden-tial
Statements to have filled out. The P-R-O-C-E-S-S had begun. Next came
orientation in early Au-gust where he "decided" or was pretty much told
his class schedule. Then came September Orientation when three days
before classes be-gan he met his advisor, student spon-sors, registered,
and somehow learned that Old Main was that old brick building and that
the Science- Math building was not truly the Science-Math building, but
was really Bond Hall. All in all it was a very confusing time, but by
the end of orientation (!?) the student had his schedule and had somehow
found his way to classes, usually with yellow room change signs on them.
He had survived the admission pro-cess.
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special admissions Last spring quarter Western insti-gated an admissions
policy whereby "culturally and economically de-prived students would
receive spe-cial consideration for admission to Western." One hundred
faculty members pledged 17% of their in-come to set up economic help for
those chosen. One thousand dollars was then given to the Black Student
Union (the group who "demanded" increased black student enrollment last
spring quarter) for recruitment of those economically and culturally
deprived students. As the results of B.S.U. and other efforts, 27 people
who would not otherwise have been eligible for acceptance to Western were
interviewed. Of these 27 peo-ple, 25 were admitted to Western and 15
enrolled Fall quarter. To overcome their cultural, economic, and
scholastic disadvantages special tutors were provided with the fund-ing
coming from the faculty. Many of those who entered, enrolled in the newly
formed black literature and black history classes. When asked how these
specially admitted stu-dents were doing academically, Eu-gene Omey,
Director of Admissions, said the following, "I believe it is too early to
generalize about the performance of these students, but the results for
the first term are cer-tainly encouraging. As a group they performed far
better than was sug-gested by our traditional methods for predicting
performance." All in all it looks like this special program may prove
successful.
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DO YOUR OWN THING
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ART Thomas Vassdal Brian Kazlov Ron Clark Pat Murray Frances Okinaka
Joan Whitcombe Ed Thomas
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David Linda It is generally recognized that in men, those faculties
given the highest priority are his intuitive sensibility, imagination and
crea-tive recognition. Scientists, artists and poets alike, if they truly
inhabit those realms of perception of the highest order, speak of their
thought processes not in terms of logic, scientific process or
mathematical certain-ty. The Henri Poincares speak of an "esthe-tic
feeling", and emotional sensibility that precedes mathematical law.
Einstein refers to thinking "visually" and "muscularly" be-fore there is
any attempt at logical construc-tion with words or other signs. d Marsh
An art department, if there is time and the atmosphere prevails, can
provide the stu-dent with the initial experiences which will support the
utterances by men such as these. Time, the opportunity and people to
advance upon the precedents should be the students' heritage. To
understand one must a Kettel Glenn Wagner Mary Bottomley Greg Mjelde
Barbara Horton
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himself become through doing. An art de-partment can provide an
environment where the doing can take place and the feeling that important
things can happen is the content of that doing. And in the process of
creating a body of work and thought, it could happen that an individual
can begin to create himself out of his work; to gain insights into what is
and to recog-nize those issues of ultimate importance. Ken Deichen Betty
Steiner Joann Mickey Christine Jensen Homer Weiner
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To one teaching and/or learning in any other field, working right here, in
our sea-to-ski-scenic- recreational-mild-climate-locale, is a fringe
benefit-but to the biologist, the advantages of a rich fauna and flora in
sea, stream, lake, meadow and forest are a genuine asset. All this, of
course, enhances the opportunities and challenges for the Biology student.
How, and to what extent, can the student improve himself? By taking one or
several courses in Biology ... Along with studies in Sociology and
Anthropology, he can reach an awareness of himself as a human animal, and
of the place of his species among animals in the scheme of life; Kathy
Holland Florence Kirkpatrick Ron Spragg BIOLOGY Carter Broad John
Erickson June Ross
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Maribeth Riffey Margaret Anderson Linda Aumiller Jack Jones Along with
studies in Geography and Geology, he can fit this awareness into a picture
of the earth, with its resources and limitations . . . And by tying in
studies in Psychology and Education, he can begin to see what makes the
human animal tick. Together with work in Chemistry and Physics, he can
become conversant with the scientific and technological world in which he
lives . . . Provided he applies himself to Mathematics to gain numerical
literacy needed for understanding the sciences .. And to English and
Speech, and perhaps a Foreign Language, to enhance his written and spoken
literacy... Along with a seasoning of perspective from a study of History
and a dose of mental discipline from logic and Philosophy. And with all of
the above, plus electives, he can acquire a mind that is critical without
being caustic, skeptical without being cynical, inquiring, eager to learn,
but not likely to accept an idea until it has passed the sieve of his own
thoughtful analysis. The Biology major has all the opportunities above,
while preparing himself for a lifetime of study of the most fascinating
facet of life-life itself!
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CHEM Salvatore Russo Andrew Frank Come around in the evenings or on
weekends if you wish to see Chemistry majors at home in the department.
Gary Watson can usually be found with his shoes off, feet up on the desk,
trying to figure out why Dr. Kriz's synthesis isn't working according to
prediction. Wendy Chen is still try-ing to tidy up the new, small
biochemistry re-search area recently finished for Dr. Russo in the
reconstruction work that lasted from July to March. Bob Matson and Karen
Tack, two of Dr. Chang's undergraduate research students, are al-ways
grinding up the fresh spinach. John Gelder, one of the departmental
assistants, may be found in the physical chemistry laboratory making
anoth- STRY Sea Bong Chang John Miller er modification on the high
temperature cell for use in infra-red spectroscopy with Dr. Wilson. Alan
Schulz and Jerry Couchman are usually respon-sible for the odd aromas
coming out of Dr. Lamp-man's research area in organic chemistry. The
re-search students aren't the only ones around the building in off
hours. Any of the thirty student lab assistants could be there prepping
for lab for the next day or the next week. A few might be found grading
papers, repairing apparatus, painting shelves, or even just plain
studying. If you've had trouble finding a member of the faculty during the
day, try his lab or his office at night. A lot of students do. Lowell
Eddy Gary Lampman Edward Neuzil
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Herbert Hite Fred Knapman John Weyh Donald King
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Paul Ehnat Erwin Mayer onna Johnson Bill Downey Stan Moffett Don Heitmann
Steve Pavola Edna Zoet Jan Pederson Varn Ketter Jeffrey Fang Ervin Otis
Howard Mitchell Dick Hovde Dc Jay Allen Sandra Ehnat n
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ECONOMICS AND BUSINESS EDUCATION John Kole Susan Ginder Roger Chick
Phyllis Maki Don Betzing Karen Lutz
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Barbara Walden Michele Mustell Tim Jaech EDUCATION As the first and
largest pro-fessional department of the college, the "Ed. Dept." has
prepared thousands of West-ern students for positions as teachers of
children and young people. Much of the reputation of the college has
been dependent upon the ex-cellent preparation of grad-uates - a
co-operative re-sponsibility of "Ed." and the various academic
depart-ments. Barbara Lamb The department's responsi-bility is dual and
it must take a long view. It must be con-cerned with professional growth
of the individual stu-dent. Also it has a responsi- bility for the impact
of that student, as a potential public school teacher, upon the chil-dren
who are subsequently to be his responsibility. To dis-charge this
obligation at the highest level to both Western students and their future
stu-dents has been Education's challenge. The department Lynda Milasich
continues to meet this through broadly based pro-grams of cooperative
instruc-tion and research involving students, academic depart-ments, and
the public schools. Mary Lampert Cheryl Troha
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Sue Simonson Linda Stewart Frank Punches Linda Troxell Lani Tarrant
Diane Sankovich Neill Mullen Karen Hanson Rebecca Walsh Barbara
Sturckler 108
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Karen Butler Doreen Wardenaar Kay Benny Max Higbee Helen Haugen
Kenneth Lutz Annie Holmquist Eldon Bond Richard Starbird Robert
McCracken
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Dennis Ichikawa Jana Barros Susan Itokazu Lynn Brittingham Stephens
Margaritis Wayne Lee Ardith Amundson Richard Feringer Don Brown Linda
Stricklin Synva Nicol Peter McMullen Judy Roberts Jo Kubota Halldor
Karason Donald Ferris
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Charleen Williams Wendy Perdue Beverly Jennings Henry Jones Vivian
Johnson Jeane Wibbelman Steward Van Wingerdin 111 Pamela Jennings Suzie
Sherman
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Cheryl Roswell ENGLISH The explosions at universities and colleges across
the country have shown that traditional educa-tional theories, methods,
personnel, and adminis-tration are being challenged by young, idealistic
and impatient students. Some of them have been bitterly disappointed at
the inadequacies of their culture and frustrated at their inability to
change "the system," Some of the "radicals," who are some of the most
intelligent and creative students in American educational institutions,
have con-cluded that increasingly violent measures are ne-cessary to
force the institutions of higher learning to play a predominant role in
eradicating the ills of man and society. Such agitation has also been
felt at W.W.S.C., but so far violence has been averted. Certainly
President Flora must be given consider-able credit for helping to reduce
tensions between students and the faculty and administration. He has made
himself accessible to the students, and they have frequently accepted his
offer of coffee and conversation. Consequently, he has learned first hand
about student dissatisfactions: from the speed bumps in back of Miller
Hall, to censorship of the calendar. Secondly, he has publicly admitted
his mistakes and quickly made adjustments. Such frankness must frequently
be painful, but his char-acter is easily seen and admired, even by those
who disagree with his actions. Such conduct and per-sonality have greatly
helped to create an atmos-phere of toleration, understanding, and
willingness to change. Faculty members have also significantly
contrib-buted to helping alleviate tensions. Not only have they
encouraged President Flora to listen to stu-dent demands, but the faculty,
an integral part of the "establishment," has shown a sincere willing-ness
to engage the students in meaningful debate. Many faculty members have
become a source of creative suggestions for new approaches by which
demands can be met or discussed. Many departments have recognized the
student de-mands and have consulted students about various departmental
policies. Other departments have formalized their relationships with
students by in- Cindy Pigeon
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Maureen Harris Moyle Cederstom Feryll Gillam Nancy Sanford Knute Skinner
Linda Hoder Gerson Miller Brian Anderson Kitty Collins Kathleen Kuhns -
Sharron Schafer Jeff Williams Curt Kaple Koos Jager
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Daniel Larner Stephanie Hylton Roger Aase Arthur Hicks Nora Horensky HI
cluding student representatives on committees. The English Department, for
example, has expanded its curriculum committee from seven to eleven
members in order to incorporate students. The growth of student
representation in the decision-making process of the campus is
demonstrated by the active role SAAB plays in the changes made in the
General Studies Program. Considerable credit must be given to the students
themselves. Living in an environment of distrust, violence, and "causes
celebres," students have re-sisted the temptation of embarrassing-if not
dis-rupting and destroying-Western. First, students have availed
themselves of the opportunities for discussing their problems. Perhaps
they were sur-prised that "the system" is responsive to student
complaints. For instance, the English Department considered the complaints
that two students made about the English Competency Examination; fi-nally,
the faculty of the department agreed with the students and reversed its
decision. Second, the students have worked on establishing new lines of
communication by which they can ex-press their ideals and work for their
realization of them. While advancement is what has been remarkable,
fundamental questions remain. Basically, what are the limits of student
representation? Is student ad-vice to be limited to curriculum matters or
are such questions as the hiring, firing, and tenure of faculty within
their purview? Thus, are students justified to seek representation on
departmental personnel committee? If so then can they ask-or
demand-representation on the Board of Trustees? Such questions show that
the seedbed of student unrest still germinates at Western, but the
ground-work appears to be laid by which difficulties can be discussed,
and that is a crucial first step toward finding solution. Evelyn Odom -I
I Nina Haynes
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FOREIGN LANGUAGE In the ten years of its existence, the Department of
Foreign Languages has shown a tremendous growth, both in size of faculty
and student enroll-ment. Today there are nineteen instructors who teach
four modern languages: French, Spanish, German and Russian; two classical
languages: Greek and Latin; in addition to courses in Applied Linguistics
and Foreign Language Methodology. Eight hundred fifty-two students
constitute the to-tal enrollment today, an increase of more than 40 0 /c
since the department's beginning. The lan-guages rank according to
enrollment as follows: French, 347; Spanish, 216; and German, 194. During
the summer of 1969, for the first time in the history of the department,
an E.P.D.A. insti- Clara Trinidad tute for teachers of French will be held
under the Diane Holland direction of Dr. Herbert L. Baird. Some
forty-eight secondary teachers from all over the United States will
participate in the institute, which is the only one of its kind on the
West Coast. The Department of Foreign Languages boasts two well-equipped
electronic laboratories, which contribute to the ex-cellence of
preparation demanded of students of for-eign language. The foreign
language requirement for undergradu-ate students, approved by the Academic
Council two years ago, is being considered for implementa-tion, affecting
students entering the fall of 1969. Lisa Gehrke Sue Larama Henrich
Brackhaus Karan Nolan Ruth Stadstad Eleanor King Walter Robinson
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Ann Cowan Guadalupe Garcia Barragan Herbert Baird Tad Melbin Steve
Johnson Denise Holden
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Christine Anderson Sharon Francis Janice Day Vladimir Milicic Barbara
Robinson Karen Kirkendall Anne Perry William Elmendorf !ii!ii
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Jeannie Doering Donna Glandon R. D. Brown Janet Bedian Linda Johnson
Georgine Dycus Chris Billings
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Marcia McKaig Maurice Schwartz GEOLOGY During Spring Quarter a large
segment of the Geol-ogy Department moves off-campus in order to study
geology in the field. Twenty students and two pro-fessors will travel
more than 7,000 miles through the eleven western states to visit classical
geologic regions and to learn to map and interpret the geo-logic history
of selected areas. Three weeks, the longest period of time in any one
area, will be spent in the Mojave Desert of Cali-fornia where excellent
exposures of complexly fold-ed and faulted strata offer an unexcelled
challenge for mapping geologic structure and interpreting stratigraphy.
The group will then visit Zion and Bryce, back-pack through the Grand
Canyon and return to the Northwest via Dinosaur National Monument, the
Tetons and Yellowstone. During the 16-credit field course literally
thousands of observations will be made of phenomena cover-ing all aspects
of geology. John Reay Ross Ellis Ralph Kuhns
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Heather Highmiller Robert Monahan Fred McCoy Johannes Jansen
3,500,000,000 people on 57,280 square miles of land surface: an endless
challenge and an inexhaustible opportunity for geographic investigation
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Howard Critchfield James Scott Debnath Mookerjee Thomas Savage Ismail
Ahmal ............................. ........................ ..........
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in HOME ECONOMICS the focus is on INDIVIDUALS FAMILIES ENVIRONMENT
emphasizing design... housing... textiles... home furnishings.. consumer
economics ... family finance ... home management... nutrition... meal
management.. . household equipment... child development... family
relationships... clothing ... home economics education ... research
methods through the concepts of .values .interpersonal relationships
.management .human development .environment Pat Zwacgstra
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Laura Lerwick Janice Peach Linda Johnson Elmer Knowles Dorothy Ramsland
Nancy Kuehnoel Lucille Barron Edith Larrabee Patty Harris I
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HISTORY Joanne Ricks Ann Ross John Mollan Michael Fitch Susan Marron
Linda Doherty David Wilson Marla Benson Richard Blanc
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Liz Sipprell August Radke Nora Callaghan Michael Moore Jennifer Watling
Janet Slater Sandra Babcock Merilee Marx Mary Schultz Linda Smith,
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Judy Huney Linda Robertson George Harvey Tom Hansen Dolores Hindman
Dale Friend Terry Callahan Edward Kaplan David Davis Jeri Hage Gary
Kniss Susan Jochim Dayne Puvogel Eileen Jones
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Lloyd Uradomo Jerilyn Jutz Treese Murdock W. T. Hatch Dean Kjarsgaard
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W. Robert Lawyer Thomas Frazier Howard McGaw Ellen Rice Vilis Paeglis
William Scott Charles Waterman Gayle Rahmes My fourth and last decade as
a librarian and pro-fessor at Western is close upon me. It promises
un-questionably to be a most exciting and stimulating one. The climate
of the contemporary Western Campus is marked by major problems. The
challenge in-volved in the resolution of these problems is clear to
faculty, students, and administration. The chal-lenge which is presented
to Wilson Library seems to me to be even more provocative and dramatic.
During the approximately three decades from 1940 to 1969, Wilson Library
has grown from some 40,000 volumes and 300 periodicals subscriptions to
approximately 300,000 items and 2,300 sub-scriptions. I predict that this
rate of growth will appear insignificant compared with library growth in
the next few bienniums. A three phase reconstruction of the present
Wil-son Library building is already programmed to house 500,000 volumes
and provide study facilities for student enrollment of 10,000.
Construction on Phase One begins this year. The expanded facility will
almost quadruple the present space, will mod-ernize services and provide
large recreational read-ing areas, lounge facilities, smoking rooms, snack
bar, conference rooms and a 250 person lecture hall and stage. In
addition to meeting the needs of traditional library services and
materials, a bigger challenge is to move out on the frontier and
antici-pate the impact on library services of a very rap-idly developing
technology. As of this writing, Wil-son Library is completing another
phase in its auto-mated data processing program destined ultimately for
full computerization of services and technical processes. Just barely
around the corner is a tremendous ex-i plosion in the utilization in
teaching of non-book materials: tapes, films, strips, canned lectures,
re-productions, video, microtext (cards, fiche and ultra-microfiche)
-and, of course, the acquisition of accompanying electronic hardware- wet
car-rels, projectors, recorders, reader printers, lap readers,
television, etc. As soon as a close circuit is completed classroom
lectures and demonstrations will no doubt be piped into the Library. And,
with-in a decade or so Wilson Library may well be part of a state-wide
(even national, eventually) net work employing instantaneous transmission
of li-brary materials. Come back in a few years and visit Wilson Library
and find out what kind of a prophet I turned out to be! Herbert Hearsey
LIBRARY
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Keith Himmelman Hazel Lundy John Reay MATHEMATICS Two fundamental views
of mathematics run through history. One reaches back to the ancient
Egyptian and Babylonian cultures and emphasizes the usefulness of
mathematics in describing and manipulating man's surroundings. This
tradition, especially since the time of Isaac Newton, has been one of the
roots of the flowering of scientific knowledge that so characterizes our
present society. Another view, dating to the ancient Greek civili- zation,
recognizes mathematics as a model of reasoned thought and a part of the
training of any educated person. Through its students, especially the high
school teachers it trains, and through the research of its members, the
Mathematics Department at West-ern Washington State College attempts to
honor and carry forward both these traditions. In a va-ried and expanding
program it hopes to provide for the technical competence of those who will
"use" mathematics and to give all Western's stu-dents some appreciation of
the role of mathemat-ics in our civilization. Francis Hildebrand Ronald
Church Eileen Burkle Dan Frederickson I
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John Woll Suzanne Lamb Dennis Johnson Chris Thorleifson Dennis Demorest
Gail Atneosen Norman Lindquist Sara Kelly Mary Miedema
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MUSIC Variety in media and excellence in performance have become the
theme and development of West-ern's Department of Music as stu-dents play
and sing music from Bach to Jazz. A listener's diet may extend from a
gigantic spectacular like the Poulenc GLORIA requiring vir-tually the
entire choral and instru-mental resources of the department, to an hour
at the student recital where a saxophone quartet, an or-gan toccata, a
string trio, a piano sonata, and an operatic aria are but part of the
fare. Nor do the students do it all-faculty concerts abound as brilliant
new performers have joined the staff including a complete faculty string
quartet in residence. Variety is the name of the choral program where in
addition to choirs and opera widening interests have created numerous
select groups like madrigal, chamber and folk singers. A day in the life
of a Western wind player might involve symphonic band, an evening with the
stage band, a sectional for the wind en-semble, and a percussion
ensemble. During the football season he would have spent some hours on the
field to polish a precision routine. String players would likely be found
play-ing in a symphony, a string orches-tra, chamber orchestra and
perhaps a student quartet. They also study music history, learn to
conduct, and write music in theory. A new phase of the theory program was
added this year when the listening lab (tape recorders and programmed
Elva Sampson Kathy Aadal Tim Gaffney Kathy McPhaden Paul Stoner Evelyn
Hinds
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tapes) added a total new dimension to the art of tonal discrimination.
The music program includes this year an experimental program in jazz
improvisation and the history of jazz and contemporary music open, as are
many of the music or-ganizations, to all interested non-majors. A large
music library re- plete with numerous turn-tables and an enormous library
of discs is a Mecca for the avid student listener. In a world of rapid
change music is moving with the tempo of the times. Martin Tobies Sharon
Phinney Linda McLennan Bernard Regier
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Don Walter Don Dorr Marilyn Hammer Jerome Glass Janice Doubt Bruce
Verkist Phil Ager Dr. Szonoru
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PHILOSOPHY In attempting to continue to understand and interpret the
present scene of rapid change, revolution and rebel-lion, as well as to
assess accurately the forces of resist-ance, tradition and authority the
Philosophy Depart-ment this year, besides teaching large parts of the
body of traditional and contemporary philosophy, helped to initiate and
sponsor what some have called the most significant intellectual event on
campus in recent years, the symposium on Govern-ment, Freedom and Change.
Participants included Arnold Kaufman, philosopher and well-known au-thor,
social critic and daring innovator in politics and economics, and
Christian Bay, writer on politics and Chairman of the Department of
Political Science at the University of Alberta. Sessions with these
figures were lively, sparkling and controversial in the best sense, and
students and faculty apparently enjoyed them and profited from them. In
the Spring the Department also sponsored the second annual Conference on
Philosophy at Western, inviting for the benefit of students, faculty, and
other philosophers from the entire Northwest two of America's leading
figures in Philoso-phy, Professors Richard Cartwright from Massachusetts
Institute of Technology and John Searle from the University of California
at Berkeley, and two foreign visitors, Professors Anthony Kenny and
Jonathan Bennett.
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SP.E. mens Gerald Moe Stan LeProtti Robert White Boyde Long
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Pat Hughes Conrad Hamilton The discipline of physical education has many
fa-cets- general education, teacher training, recrea-tion and
intramural, in-tercollegiate athletics. Always the student is the focal
point of the various areas in the discipline and hopefully these
pro-grams are among the most enjoyable educa-tional and recreational
experiences of the indi-vidual participant. The department has tried to
keep in tune with current student interests and con-cerns through several
fac-ulty- student committees. One consequence has been curricular
change, including several new courses and new pro-grams. For example,
crew has been added as a varsity sport and new courses in the activity
of- ferings such as mountain climbing, jogging, hand-ball, and squash
either added or planned. Other activities in which stu-dents show an
interest cannot be included at this time in the curricular program due
to staff and facility shortages but the department has tried to Don
Wiseman Charles Lappenbusch Charles Randall
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Melvin Albee William Tomaras offer some assistance to the mushrooming
club activities such as soccer, rugby, gymnastics, judo, karate,
sailing, scuba div-ing and badminton. An extensive intramural pro-gram
is offered to all stu-dents with, for example, nearly 700 men
partici-pating in organized bas- ketball leagues. In summary, this
de-partment is affecting cur-ricular or recreational needs of more than
half the male student enroll- Fred Emerson ment and thus taking a long
stride toward a pri-mary aim in the physical education discipline: a
sport for every student and every student in a sport. I - -
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According to McLuhan, "All Media are ex-tensions of human
faculties-psychic physical." Similarly, all areas in the Wom-en's P.E.
Dept. (P.E., Health, Recreation Dance) are extensions of student parti-
cipation and involvement. Playcourts and sports fields an exten-sion of
the arena. Vitality an extension of energy in a dif-ferent form. Leisure
an extension of self through choice. Rhythmic motion an extension of
crea-tive self-expression. These area extensions co-exist in a state of
active interplay. Students become in-volved with one another--a r-o-l-e is
per-formed in being yourself and the new "look" in learning i.e. to
discover, to ex-plore, to totally participate as well as to be instructed
is constantly being encouraged. Yvonne Fenton Sharon Rowland Margaret
Aitken Mary Cawdrey P.E. women Corda Frank III
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Paula Everdell Mary Lou Ruthardt Kathryn O'Connor Sherry Weatherby
Monica Gutchow Lois Watkins Gail Rauch Ann Price Candi Quake
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PHYSICS W. L. Barrett William Dittrick Ajit Rupaal Leslie Spanel
Melvin Davidson William Toews Jeri Smith Don Assink Jerry Jazbec
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Richard Van Demark Willard Brown Joan Plumb Barb Wakefield Barbara
Fowler Sandra McCauley Gary Navert
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Richard Bullman POLITICAL SCIENCE Eric Peters Political Science is at
once one of the oldest and one of the newest of the academic disciplines.
The classi-cal studies of Political Philosophy and of Law and
Constitutions, which date back to Plato and Aris-totle, were augmented in
the latter part of the 19th century by large-scale descriptive studies of
contem-porary governments. Then, between the wars, three new demands
were made: to introduce quantitative methods, to relate the study of
poli-tics to the personality and psychol-ogy of the human individual,
and to develop an overarching theory of politics. The first two of these
blos-somed during and after World War II, leading to fields like Research
Method and Political Behavior, and there are signs that the third may
flower any time now. Meanwhile the problems of modernization in the many
new nations of Asia and Africa have created the vigorous new field of
Comparative Politics. These and other new developments are transforming
the content of un- dergraduate courses, so that Politi-cal Science is
becoming one of the more popular disciplines on the Campus. Richard Walsh
Steve Courchaine John Hebal Iraj Paydar
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Manfred Vernon Fred Doehring Ken Nelson Orest Kruhlack Dorin Zohner
Roberta Burkett Gary Kepl Jim Lowe
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PSYCHOLOGY We are the hollow men We are the stuffed men Leaning together
Headpiece filled with straw. Alas! Our dried voices, when We whisper
together Are quiet and meaningless As wind in dry grass Or rats' feet
over broken glass In our dry cellar Shape without form, shade without
Diers colour, Paralyzed force, gesture without motion; Evelyn Mason
Those who have crossed With direct eyes, to death's other Kingdom
Remember us-if at all--not as lost Violent souls, but only As the hollow
men The stuffed men. Fortunately, the picture is not all black.
Increasingly, psychology is admitting that it jumped the gun in the wrong
direction by trying to. model itself after the physical sci-ences. More
and more psychologists opkins atiroen turning to meaningful social ac-
research and the truly basic ob- Myrl Beck servational research methods.
In so doing, they are finally dealing with humans "as they are" and
"where they are". They are again accepting the human as a verbal being
capable of reliable self report rather than a higher animal unable to
give honest verbal responses. Further encourag-ing signs are that a few
psychologists are even beginning to deal with the bigger social and moral
issues facing mankind at the present time (i.e., war, pollution, over
population, eco-nomic survival of underdeveloped countries, and so
forth). Martin Reck Optimistic as these signs are they are obviously only
a very small start leton on the overwhelming problems fac- Carol'
Markida H Don Litt
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ing man today. These problems ba-sically are related to human sur-vival.
Unless we as psychologists and as human beings are not willing to
contribute something toward the real needs of mankind, it well may be
that T. S. Eliot's end may be-come a reality. Psychology today has much
in com-mon with this potent commentary on human existence. Especially in
the realm of research, "hollow" (called "basic") research abounds. This
"basic" research, which is be-ing carried out by the majority of C. W.
Harwood psychologists (at least in college set-tings) usually concerns
itself with highly specific and controlled as-pects of behavior in
organisms which cannot talk back (frequently rats). When a researcher
dares to study human subjects, "basic" meth-ods require that the
situation be well under the control of the experiment-er. Thus, the
subject must be manip-ulated in such a way that he engages in a
completely artificial form of be-havior never engaged in before in his
normal life. All of this would be quite legitimate if psychologists would
be willing to admit that they are interested in Valerie Worthen animal
behavior for its own sake or in artificial behavior in humans. Sadly this
is not the case. Instead, too often they claim to be studying behavior
which is highly generaliz-able from animal to human and what is even
worse, they claim to be studying highly meaningful behav-ior in humans.
This is the way the world ends This is the way the world ends This is the
way the world ends Not with a bang but a whimper. Frank Nugent Lynette
Freiter Alan Ross Jan Carlin I
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Knute Adams Don Alford Jacqueline Finneran Donna Cabral James Wilkins
Merle Kuder Henry Adams Elvet Jones Christine Bauman Dorin Zohner Marty
Lobdell Lorna Compton
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Ingeborg Paulus Lynn Osier Jackie Spencer -SOCIOLOGY Valeri MacKinnon
Robin Charlton Joan Eisenhardt
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Herbert Taylor Roger Quiggle Jan Tibbetts Loretta Dreis Richard Levien
Gayle Church Jane McCarren Jim Hardin Diane Beliveau Jean Cox
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Margie Williams Vicki Allen Jan Inman Pam Mitchell Suzanne Wickstrom
Howard Harris Wayne Johnson Cheri Wolfe Mary Lou Cole
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SPEECH The Department of Speech consists of fifteen faculty members. This
year there are over 350 majors taking work in speech therapy, theater, and
general speech in prepa-ration for work in the public schools,
professional careers, or graduate school. In addition to providing a full
aca-demic program the Department provides entertainment for the community
and college with six full-length plays and numerous student-directed
productions. An extensive Vicki Buhrmester touring theater program takes
children's plays to schools throughout western Washington. Nearly fifty
students are continuously active in forensic activities, and in
competition with other students from colleges and uni-versities throughout
the nation; they have consistently been ranked among the top five schools.
There are more students enrolled in the therapy program at Western than
at any other school in Washington, Idaho, or Montana. Nearly 500
individuals received help last year through the facilities of the Speech
and Hearing Clinic. Mark Flanders Mary Kerstetter Erhart Schinske Donna
Mollan 150
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Terry Adams Patrick Timlick Donna Mollan Thomas Napiecinski Maurene
Dwyer Laurence Brewster Knute Adams
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Carma Lee Nelson Jan Tomberg Colleen Melick Donna Eichenlaub Eugene
Garber Dr. J. H. O'Brien
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Karen Van Hook Richard Milasich Alden Smith Joanne Moore Susan Hartline
John Grundhoffer Karen Loers 153 Carol Sanderson
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Sam Porter Chuck Washburn TECHNOLOGY Owl's quarterly-Bond Hall-egg
drop-resiliency-test manifest-a science and design industrial revolution
akin to that wrought by Fig Newton. Mole's vocative glance (a wayward
look) convinced this practical and able veracious self . .. of
conversion by that (then) alexipharmic aforementioned innovation. Albert
medium quick ones half slow, likes ... is chaff and candor due to his
gater-view of hard-sell purveyors of technics. Lee Zobrist Thomas
Jasnosz Robert Nelson Peter Dahl
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Byron Gimness Ray Schwalm Michael Seal Bruce Eagle Leon LaSalle Sam
Wilson
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Marijeanne Fenno Richard Lee George Migchelbrink Claude Hill Edna
Channer Lowell Lerwick
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Richard Fowler Steve Bond John Shafer Linda Seeley Sam Higgins
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INDEX Kathy Aardal 131 Roger Aase 114 Henry Adams 146 Knute Adams 151
Terry Adams 151 Ismael Ahmad 121 Phil Ager 133 Margaret Aitken 138
Melvin Albee 137 Don Alford 146 Jay Allen 105 Vicki Allen 149 Ardith
Amundson 110 Brain Anderson 113 Christine Anderson 117 Margaret Anderson
102 Don Assink 140 Gail Atneosen 130 Linda Aumiller 102 Sandra Babcock
125 Herbert Baird 116 Guadalupe Garcia Barragan 116 W.L. Barrett 140
Lucille Barron 123 Jana Barros 110 Christine Bauman 146 Janet Bedian 118
Diane Beliveau 148 Kay Benny 109 Marla Benson 124 Don Betzing 106
Chris Billings 118 Richard Blanc 124 Eldon Bond 109 Steve Bond 157 Mary
Bottomley 99 Laurence Brewster 151 Lynn Brittingham 110 Carter Broad 101
Henrich Brockhaus 115 Don Brown 110 R.D. Brown 118 Willard Brown 141
Vicki Buhrmester 150 Richard Bullman 142 Roberta Burkett 143 Eileen
Burkle 129 Karen Butler 109 Donna Cabral 146 Nora Callaghan 125 Terry
Callahan 126 Jan Carlin 145 Mary Cawdrey 138 Moyle Cederstrom 113 Sea
Chang 103 Edna Channer 156 Robin Charlton 147 Roger Chick 106 Gayle
Church 148 Ronald Church 129 Ron Clark 98 Mary Lou Cole 149 Kitty
Collins 113 Lorna Compton 146 Steve Courchaine 142 Ann Cowan 116 Jean
Cox 148 Howard Critchfield 121 Peter Dahl 154 Melvin Davidson 140 David
Davis 126 Janice Day 117 Ken Deichen 100 Dennis Demorest 130 Kathy Dier
118 Carol Diers 144 William Dittrich 140 Fred Doehring 143 Jeanne
Doering 118 Linda Doherty 124 Dan Dorr 133 Janice Dourt 133 Bill Downey
105 Loretta Dreis 148 Maurene Dwyer 151 Georgine Dycus 118 Bruce Eagle
155 Lowell Eddy 103 Paul Ehnat 105 Sandra Ehnat 105 Donna Eichenlaub
152 Joan Eisenhardt 147 Ross Ellis 119 William Elmendorf 117 Fred
Emerson 137 John Erickson 101 Paula Everdell 139 Jeffrey Fang 105
Marijeanne Fenno 156 Yvonne Fenton 138 Richard Feringer 110 Donald
Ferris 110 Jacqueline Finneran 146 Michael Fitch 124 Mark Flanders 150
Barbara Fowler 141 Richard Fowler 157 Sharon Francis 117 Andrew Frank
103 Corda Frank 138 Thomas Frazier 128 Dan Fredrickson 129 Lynette
Freiter 145 Dale Friend 126 Tim Gaffney 131 Eugene Garber 152 Lisa
Genrke 115 Wendy Gellor 118 Feryll Billam 113 Byron Gimmess 155 Susan
Ginder 106 Donna Glandon 118 Jerome Glass 133 John Grundoffer 153
Monica Gutchow 139 Jeri Hage 126 Conrad Hamilton 136 Marilyn Hammer 133
L. Tom Hansen 126 Karen Hanson 108 Jim Hardin 148 Howard Harris 149
Maureen Harris 113 Patty Harris 123 Susan Hartline 153 George Harvey
126 C.W. Harwood 145 William Hatch 127 Helen Haugen 109 Nina Haynes 114
Herbert Hearsey 128 John Hebal 142 Don Heitmann 105 Arthur Hicks 114
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Claude Higbee 109 Sam Higgins 157 Heather Highmiller 120 Francis
Hildebrand 129 Claude Hill 156 Keith Himmelman 129 Dolores Hindman 126
Evelyn Hinds 131 Herbert Hite 104 Linda Hoder 113 Denise Holden 116
Diane Holland 115 Kathy Holland 101 Annie Holmquist 109 Markida Hopkins
144 Nora Horensky 114 Barbara Horton 99 Dick Hovde 105 Pat Hughes 136
Judy Huney 126 Stephanie Hylton 114 Dennis Ichikawa 110 Jan Inman 149
Susan Itokazu 110 Tim Jaech 107 KoosJager 113 Johannes Jansen 120
ThomasJasnosz 154 JerryJazbec 140 Beverly Jennings 111 Pamela Jennings
111 ChristineJensen 100 BruceJerkist 133 SusanJochim 126 Dennis Johnson
130 Donna Johnson 105 LindaJohnson 123 Linda Kaye Johnson 118 Steve
Johnson 116 Vivian Johnson 111 Wayne Johnson 149 EileenJones 126
ElvetJones 146 Henry Jones 111 Jack Jones 102 JerilynJutz 127 Edward
Kaplan 126 Curt Kaple 113 Halldor Karason 110 Brian Kazlov 98 Sara
Kelly 130 Gary Kepl 143 Mary Kerstetter 150 Linda Kettel 99 Varn Ketter
105 Donald Kind 104 Eleanor King 115 Karen Kirkendall 117 Florence
Kirkpatrick 101 Dean Kj arsgaard 127 Fred Knapman 104 Gary Kniss 126
Elmer Knowles 123 John Kole 106 Orest Kruhlack 143 Jo Kubota 110 Merle
Kuder 146 Nancy Kuehnoel 123 Kathleen Kuhns 113 Ralph Kuhns 119 Barbara
Lamb 107 Suzanne Lamb 130 Mary Lampert 107 Gary Lampman 103 Charles
Lappenbusch 136 Sue Larama 115 Daniel Larner 114 Edith Larrabee 123 Leon
LaSalle 155 Robert Lawyer 128 Richard Lee 156 Wayne Lee 110 Stan
LeProtti 135 Laura Lerwick 123 Lowell Lerwick 156 Richard Levien 148
Norman Lindquist 130 Don Littleton 144 Marty Lobdell 146 Karen Loers 153
Boyde Long 135 Jim Lowe 143 Hazel Lundy 129 Karen Lutz 106 Kenneth Lutz
109 Phyllis Maki 106 Stephens Margaritis 110 Susan Marron 124 David
Marsh 99 Merilee Marx 125 Evelyn Mason 144 Erwin Mayer 105 Valeri
MacKinnon 147 Jane McCarren 148 Sandra McCauley 141 Fred McCoy 120
Robert McCracken 109 Howard McGaw 128 Marcia McKaig 119 Linda McLennan
132 Peter McMullen 110 Cathey McPhaden 131 Tad Melbin 116 Coleen Melick
152 JoAnn Mickey 100 Mary Miedema 130 George Migchelbrink 156 Lynda
Milasich 107 Richard Milasich 153 Vladimir Milicic 117 Gerson Miller 113
John A. Miller 103 Howard Mitchell 105 Pam Mitchell 149 Gregg Mjelde 99
Gerald Moe 135 Stan Moffett 105 Donna Mollan 150 John Mollan 124 Robert
Monahan 120 Debnath Mookherjee 121 Joanne Moore 153 Michael Moore 125
Neill Mullen 108 Treese Murdock 127 Pat Murray 98 Michele Mustell 107
Thomas Napiecinski 151 Gary Navert 141 Carna Lee Nelson 152 Ken Nelson
143 Robert Nelson 154 Edward Neuzil 103 Synva Nicol 110
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Karen Nolan 115 Frank Nugent 145 J.H. O'Brien 152 Kathryn O'Connor 139
Evelyn Odom 114 Frances Okinaka 98 Lynn Osier 147 Ervin Otis 105 Vilis
Paeglis 128 Ingebor Paulus 147 Steve Payola 105 Iraj Paydar 142 Janice
Peach 123 Jan Pederson 105 Wendy Perdue 111 Anne Perry 117 Eric Peters
142 Sharon Phinney 132 Cindy Pigeon 112 Joan Plumb 141 Sam Porter 154
Ann Price 139 Frank Punches 108 Dayne Puvogel 126 Candi Quake 139 Roger
Quiggle 148 August Radke 125 David Rahm 119 Gayle Rahmes 128 Dorothy
Ramsland 123 Charles Randall 136 Gail Rauch 139 John Reay 119 Martin
Reck 114 Bernard Regier 132 Ellen Rice 128 Joanne Ricks 124 Maribeth
Riffey 102 Judy Roberts 110 Linda Robertson 126 Barbara Robinson 117
Walter Robinson 115 Alan Ross 145 Ann Ross 124 June Ross 101 Cheryl
Roswell 112 Sharon Rowland 138 Ajit Rupaal 140 Salvatore Russo 103 Mary
Lou Ruthardt 139 Elva Sampson 131 Carol Sanderson 153 Nancy Sanford 113
Diane Sankivich 108 Thomas Savage 121 Sharron Schafer 113 Erhart
Schinske 150 Mary Schultz 125 Ray Schwalm 155 Maurice Schwartz 119 J.W.
Scott 121 William Scott 128 Michael Seal 155 Linda Seely 157 John
Shafer 157 Suzie Sherman 111 Liz Sipprell 125 Knute Skinner 113 Sue
Simonson 108 Janet Slater 125 Alden Smith 153 Jeri Smith 140 Linda Smith
125 Leslie Spanel 140 Jackie Spencer 147 Ron Spragg 101 Ruth Stadstad
115 Richard Starbird 109 Betty Steiner 100 Linda Stewart 108 Paul Stoner
131 Linda Stricklin 110 Barbara Sturckler 108 Arpad Szomoru 133 Lani
Tarrant 108 Herbert Taylor 148 Ed Thomas 98 Nel Thompson 114 Chris
Thorleifson 130 Jan Tibbetts 148 Patrick Timlick 151 Martin Tobies 132
William Toews 140 William Tomaras 137 Jan Tomberg 152 Clara Trinidad 115
Cheryl Troha 107 Linda Troxell 108 Lloyd Uradomo 127 Richard Van Demark
141 Karen Van Hook 153 Stewart Van Wingerdin 111 Thomas Vassdal 98
Manfred Vernon 143 Glenn Wagner 99 Barb Wakefield 141 Barbara Walden 107
Rebecca Walsh 108 Richard Walsh 142 Don Walter 133 Doreen Wardenaar 109
Charles Waterman 128 Jennifer Watling 125 Lois Watkinds 139 Chuck
Washburn 154 Sherry Weatherby 139 Homer Weiner 100 John Weyh 104 Joan
Whitcombe 98 Robert White 135 Jeane Wibbelman 111 Suzanne Wickstrom 149
James Wilkin 146 Charleen Williams 111 Jeff Williams 113 Margie Williams
149 David Wilson 124 Sam Wilson 155 Don Wiseman 136 Cheri Wolfe 149
John Woll 130 Valerie Worthen 145 David Ziegler 143 Lee Zobrist 154
Edna Zoet 105 Dorin Zohner 146 Pat Zwaagstra 122 IP!EL YEARBOOKS INC.
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