Page Two finalist anh {Mark ‘ Grlnnell, Iowa GRINNELL COLLEGE n wcckly howspapcr published cnch Friday of the college year by tho Grinnell Committee on Student I‘ublich ns, r, hndrrw Brown, ch 'rmnn. morcscnwd for national advertising by Notionnl nm-ct-nsing Senlce. rnc., College Publishgrs hen rebenuillve, 420 Madison Iii/2., New York, N. ‘1. Entnlod us Vi sccand cliisa mnttel M tbs Post. ouirc at. Grlnl'le lows, under l“ \he not of blnrch z, isis. Subxcriptioil nitc $4.50 per school Year. ones: Editor Socciol Assistant Soccinl Assistnnt B Nancy Page! .lim Hotlirld Jon Larson Gaol-cc buck mm Enllmltu . Dovc Brown, San. Glossmhn ,. . Sussn n, Roberts Businoss Manager New) Editor Assistant News Edita Copy Editor Assistant Co) Russ Luepku Proof mini! Gsrhldinc Rooney Assistant Pivot L..A, C 10$. .. S’rtllilyfl Kent so a not. in arms SW”: EM ,, .. Pete Ilfillel' rmturo Editor ., chicf Photographer Ad Solomon .. Layout Manors Businoss Auismn John ilnrlnn , Cwl’ga rorcst . lcslic lsuisclrucn Andy hand No Drums, No Trumpets It would be unfair to pass judgement on the new test- ing schedule at this point. But, nevertheless, we can’t help being reminded of the well-meaning animal lover who (looked his dog’s tail it little at a time—so it wouldn’t hurt so much. u a a With tongue still in cheek we note that if there is no vocal conservative group on campus at present, there are at least the stirrings of an active, in fact radical, middle. Members of the young organization are reported to be eagerly awaiting the publishing of a book by Clark‘s super- centerist Tom Fullmer called “Thunder on the Fence." ‘ Jim Hatfield on i m :1- Anln 8' ACK Friday, January I2I I952 by Tom Phillips Bertold Brccht's ”Caucasian Chalk Circle" was presened by Grinncll Players on December a and 9 in Roberts Theater. Two modes prevailed in the work- social parody and social criti- cism. The backdrop of the parable was class struggle, but rather than portraying the rise of a moral and visionary working class, Brecht made his proletar- ian hcrocs just as corrupt and ridiculous as his aristocrats, and his social position was seen only in the fact that he views the common man with a kind of lusty joy. Brecht’s genius camc through as he on one hand destroyed the image of the ideal peasant rev— olution. and on the other, vin- dicated the human qualities of the common people. Such statements as “The home of the Soviet pcoplc shall also be the home of Reason" (quoted in the original pro- logue) were shown to bc non- sensical, for thc prolctarians were hardly more reasonable than their predecessors still, the class war was looked upon here as a human comedy rather than an economic strug- gle, and the rule of the pace Jerrold to tie (Tali-tor An open lsttcr to the faculty and students: 1 am very grateful to Dr. Easy for having raised the is sues which he did concerning stu— dent government(S&B, Doc. 3). These issues concerning a very philosophy of student govern— ment have arisen again and dc gain, but never before have they been so clearly pinpointed and openly stated. I should like to speak to these points in this latter. Until the past few years, col- lege student governments were little more than shadow organr izations performing a few nec- essary administrative functions. They planned social events, took ca'rc of pop machines, and per- formed other routine tasks. Un- der these Circumstances many student governments went out of business for lack of any relev- ance to the educational and in tallsctual enterprise. They simp- ly could not grasp the essence of student leadership. So in many of the more forward-lookv ing schools there has been a tendency to add a Creative func— tion to the administrative. David Riesman has written bout the apathy, blissful ind fcrcncc, and dcfeotism of col- lege students. Students are com. mitted to an inadequate status quo in absence of some miracle of nature that will bring change without involving them in it. The most disturbing thing about Dr. Riesman’s observations in the absence of understanding of the relation of an individual to the affairs of society and the solu- tion of public questions—it is the lack of a feeling of personal participation which democratic societies need. John Stuart Mill said, “The moral influence which a uni- versity can exercise, consists less in any cxprcss teaching, than in tho pcrvading tone of tho place. Whatever it teachv cs, it should tcach as pene- trated by a sense of duty, it should present all knowlcdgc as chicily a means to worthi- ncss of life, givcn for the double purpose of making each of us practically usciul to his fellow creatures, and of elevating the character of the species itself; cxalting and digniiying our nature." This is the reason for the at. tempt to improve student govern- ment. Perhaps no other single group of individuals so accurate- ly mirrors, and more important, clearly affects the values held by a student body than those who are in the student govern- ment. The degree of concern that student government cxprcs— sss for student comforts in re- lation to its concern for student intellect and responsibility will be both a reflection of current values on campus and a strong contributing factor. Thus a USNSA basic policy declaration states, ”A student is both dedicated to truth and to preparing himself for leadership in a democratic society; he must be prepared to face the chal— lenges of modern life and he must be willing to confront the crucial issues of public policy that affect him beyond the class. room and that determine the course of his society." The ex- ample that student government sets forth and the values it manifests will set the pcrvading tone of the place. A student government and a national union of students then are organizations for action. They are not information agenr ciss—studcnts can read news- papers. As vehicles for action, student government makes the statement of protest or principle and sets up the committee to remedy or to take appropriate action. Thc Prosidcnt of the United States reminds the people that they are engaged in tho busi— ness of making their nation one which embodies the idmls of individual liberty and op— portunity. And the cry, “Tell us what to do," comes to the President. “We cannot act un- til hc tells us what to do," comes from the nation's press and citizenry. This is not the spirit of a strong, dynamic nation. Student government must provide an atmospherc of commitment and action within the academic com— munity that is conducive to the development of cltizens who will not have to be told what to do. it will develop citizens who are capable of defining for them- selves a responsible role in so. ciety in spite of its complexities and frustrations. it will dovclop citizens who will not beheld down when they sec something that needs to be done. studcnt government should exist to provide a stimu- lus and a vehicle by which stu- dents can make a commitment on an issue that is worthy and then make some sacrifice to manifest that commitment, Dr. Baay is not exactly cor— rect when he asserts that stu— dent leaders have not been elected for their ideological or political views. In some halls, senators have, This is my rea- son for wishing to create politic- al parties on the student governs mcnt level. Elections are ap- proaching and I ask every stun dcnt to ascertain the political views of those whom he elects. This will not destroy student government, but will help us to grasp more fully the essence of student leadership. Bill Halama SGA PrSil‘lent Dear disintquishcd cditir: In dispiration — and after a lengthy extense of vascilation because of my disallusionmcnt— I write you in the picturesque and imbominable languancc (Re- vised Addition) of my students term papers before my honor is hlllenated and my beliefs in- habited. The epidimy an dcapth of the disasterous riff 7 of which 1 am the non-heriditay victem— is the consentratcd affect of all thosc wayword and unscraupu- lous propogandists (my devout- ed students). Dispitc my scould- ing. pleading, prophesizing, and dissaproval, there spelling def- inatcly and devistatingly re- gresscs backwards, with no hope of ascention from the boundagc of there wavoring expermints with words. The finale blows (term pa- pers) which they are now de- liviering and i am receiving, by which i am completely seiged, are a type of annontated litera- ture often of considerable insig- nignificance. Thcy arc about to conqueror, rny phyxical valadity and ferti- tility by prominantly intorvin— ing my compctancc and load- vcrtantly chastising me with political scrcwdncss. At this rate I shall soon be distanced from my conscous ex- istance. Perhaps your iniativc andkeen desicion will help me devine how there death cars can be shone the delicicacies of com- pashion in the knick of timo and how they can be lead from there idolitrics (of incorrect spelling) to the feastivals of truth. Heartfully yours, Winston L. King —Exorcisc their typewriters? Ed. plc cmcrgcd as an ironically good thing, “almost an age of justicc." The major difficulty both in interpretation and performance of the play lay in the character of Grusha, the kitchen-maid. Grusha is on one hand ridicuv lous: she is silly nod overscn timontal and is given impassion— ed cliches to speak. However. her stock situation is emotionally appcaling, and invites an em- pathy characteristic of melo- drama, thus disrupting the fab— ric of detached parody. Unless the play is to be view- ed as a crude tearrjerker con- cerned with mothers and chil- dren, Grusha‘s pathos must be seen as touching but essentially trite, and the actress playing Grusha must emphasize her role as the sentimental kitchen-maid, another side or the comic work- ing-class image. Barbara Beale, as Grusha, took exactly the opposite tack. Lines like “Being powerful and bad, Is hard on a lad . . . " are obviously not to be taken ser- iously, but Miss Bealc played them straight, causing an odd marriage of sentiment and par» ody to take place on the stage. However, Brecht may havc been more to blame than Miss Beale for this inconsistency. He gave Grusha far too much emotional appeal, and it would be a major task for any actress to cut off the empathy that this role must Campus by Pots Five Grinncll students were asked the following question: “What do you think about the present testing and reading per— iod schedule?” Bobcrt Levin (Sophomore “since i have only lower div sion courses the schedule does not do that much to harm me. There is, however, a shorter per- iod for the lower division tests and I find that my tests are too closely spaced together. i pity those students who have both upper and lower division cours es and so have to attend classes while studying and taking tests." Barbara Graver (Junior); “1 don't particularly like the idea of having to go to a lower div sion course the day of a com- prehensivc." .lon Amsel (Senior): “The prcscnt examination schedule doesn’t pcrruit a scnior to stII~ dy for both lower division courses and upper division exams. Secondly, the dots on which lowcr division courses begin interferes with the time needed to study for compre- hensives and graduate record tests." Julia Johnson (Junior): "I think that the idea is a good one but the schedule'was ar- ranged poorly. With a better schedule all students would be able to utilize the reading pe f“ChaIk Circle" Porlrays Social Parody, Criticism Mike Burr, as Simon Shnshnyn. played a. less diffi- cult part with good tastc, ncvcr allowing the audience to get mgudlin about his stock emotions. John Word as the story—teller was generally wry and philosophical, only occasionally sccming too in- volved with his own pal-able. Phil rowcll,was a pondcrous gas as Azdak, and very nicely brought over tho concept of justice upsiderdown yet right— sideaup. . The smaller roles in the play are actor‘s holidays. and they were overplaycd with gusto. Especially outstanding were Connie Bergen as the governor’s wife, Peter Cohan as a drunken monk, Sam Grossman’s fat princc, Ted Moss as a military moron, and Al Stanley in a va- riety of artful burlesques. Sam Schuman was fine as the fawning Shauwa, though his guia tar often lapsed into very inap- propriatc American blues, and newcomer Chris Meyer also dis- played a budding flair for the stage. Lighting, scenery and makeup were imaginative and well executed. in perhaps the best technical job players have done. With one major reservation and a few minor ones. i would say that “Caucasian Chalk Cir» cle” was a great success, and thanks to Ned Donahoe for a highly enjoyable evening. Inquirer M. Miller iod to a greater extent: John Pet on (Senior): “I like it because it gives me time to consolidate my knowledgc both for finals and for comprehen— sives, but I think that there should be some way of avoiding the conflict between upper divi— sion testing and lower division classes. 1 also feel that it is particularly bad to have second semester lower division courses start before Comprehensives are finished." Anonymous: “If they continue Co-ed Gymnasium Registration Sel- Registration for co-ed physi- cal education classes will be in the women’s gym tomorrow. The Co—ed courses being offered are: Beginning fcnclng, 1 p.m., Monday, Wednesday. Senior life saving, 2 pm, Monday, Friday. Bowling, 1 pm. Tuesday, Thursday. Bowling, 2 pm, Tucsday, Thursday. Water saicty instruction, 2 p.m., Tuesday, Thursday. Square dance, 4 pm, Tues- day, Thursday, Open instruction in ice skat— ing, 3:30 to 5:45 pm, Tucs- day only. The men's Schedule remains the same as last semester Classes begin January 25. EXAMINATION SCHEDULE First Semester. I91) I -62 UPPER DIVISION SCHEDULE Saturday, January 13, 9:00 am. All classes meeting in Group lo. 1:00 p.m. All classes meeting in Group 11. Sunday, January 14. Review Day. Monday, January 15, 9:00 am. All classes meeting in Group 1. LOWER DIVISION SCHEDULE All written work must be handed in by 6:00 pm. on January 12, 1962. Saturday, January 13, 9:00 a.m. All classes meeting in Group ID, Sunday, January 14, Review Day. Monday, January 15, 9:00 am. All classes meeting in Group 1. 1:00 pm. All classes meeting in Group 2. Tuesday, January is, 9:00 a.m All classes meeting in Group 3. 1:00 pm. All classes meeting in Group 4. Wednesday, January 17, 9:00 a.m. All classes meeting in Group 5. 1:00 pm. All classes meeting in Group 9. Thursday, January 18, 9:00 a.m. All classes meeting in Group 8. 1:00 urn. All classes meeting In Group 6. Friday. January 19, 9:00 2.1m. All sections of Humanities 1. 1:00 p.m, All sections of Historical Studies II. Pleaso note that the examination schedules for both upper and lower dryision will overlap on January 13 and 15. . —___._—_§