Page .vo SCARLET AND BLACK Friday, November 25. mo tellers . . . Anonymous Answered To the Editor, and that self— styled North Campus spokes- man who refuses to grant us even the authority of his own name: We are glad to see that there are members 01 this cams pus who are mature enough to accept restrictions which apply ot to themselves, but to others. 2 do have several pertinent questions: 1. of whose Well-being are you speaking? Only the men’s, or that of the entire campus. 2. Are the women of South Campus responsible for your well-being to the extent that they should be penalized for your immaturity? 3. Does the “some of us" who are "incapable of hand- ling unlimited Ireedom” re- fer to the entire campus, or men only? 4. As you are so willing to accept with maturity restric- tions placed on others, could you with equal maturity ac» cept the same restrictions up- on yourself? Graduated men’s hours? Gran-led a plan for graduated hours may be the best, because it would allow students to as rume responsibility gradually as they reach definitions of Iheu‘ “social and moral standards." We agree that the question of “illicit moral behavior" should not be the only guideline in tie» termining miles both workable and conducive to the develop ment of this maturity. We are not asking the col< legs to “cater to the demands of students who seek an en- vironment where they can practice their brand of freedom without regards to the need of students who one not prepared for such a step." What we are seeking is an environment which will encourage the de- velopment of mature, reasoned behavior, rather than behavior iii-bitrarily imposed by external regulations. Your suggestion of “a means by which special permission may he obtained to (occasion- Illy) stay out beyond hours” is already available when a plans had activity is being undertaken and such plans are made known to specified authorities before the fact. This plan does not take into account such unexpected contingencies as counseling_ a friend under emotional or in- ullectual stress, coed Studying iifter hours, etc. You may have some valid points to make and you may be eading in a constructive dimer tion. it so, the tone of your letter is both inappropriate and one sided: it tends to block communication rather than en~ courage it. Thanks for the compliment. If your letter was written "tonguesinrcheek" we apologize However, if such is the case, the misunderstanding is a re suit of your writing, rather than our reading, C. Christie Nute Jan A, Thomas Makes Proposal To the Edito . The following is a short piece submitted to the Executive Cabinet at the all-students meet- ing, November 22. l have a proposal to make. First of all, I am assuming that we want action on the long range issues of open dorms, abolition of the faculty com- mittee on student aflairs, and increased student participation in college policy. in accordance with this assumption I disagree with the proposed method of action, namely the executive cabinet sit-ill. lt is a very dras tic stcp to take. We are playing all our cards at once and we are breaking a rule. if our move tails our lawlessness will be criticized by everyone. And because there is little organiza~ tion of the student body as a whole, our move will he likely to fail. Because this action has seemed virtually spontaneous lo the student body, many will hold back for [ear of “rushing into things" and “going too for.” Certainly the faculty will be alarmed. The advantages of orgauitation in this case out- weigh the advantages of press ing for our demands during a period when martyr sympathy runs high. Therefore, I propose a step by step process organized and, lawful and rational. By escalat- ing our methods of protest one step at a time we solidify stu- dent unity and we give the ad- ministration time to think the issue over. We give them an opportunity to save face and agree with us. Right now we are backing them into a corner. I propose the following tenta- tive step by step plan: . Petition . Resolution by the Senate . Personal appeal by the Senate to the President . Executive cabinet sitrin . Campus sit-in . Resignation by officers We can decide to make the steps different. That can be decided in deliberation later. My main point is that we ought to organize our movement realr ist‘irally with some chance of success. This proposal was made Wed- nesday night. Now that the ac- tion has been taken, however, I find that as a student I must support the executive cabinet and senate in their goals and activities. Nevertheless I urge that concrete plans he iormu- lated with long range goals in mind. student Richard Schneirov Science Dialogue ls Here This Weekend Teachers and students from 13 high schools in six Midwest- ern states will participate in a Science Dialogue here today and tomorrow. One teacher and two students from each of the 13 high schools Will attend the Dialogue, which has as its theme “Strengths and Weaknesses of Current Science Programs." Also participating will be members of the Grinnell College faculty and Grinnell students who are graduates of the 13 high Schools. The Dialogue‘s purpose. ac- cording to William A. Neville, chemistry, is to offer a select group of high school teachers and students an opportunity to share their views on education and what role science should play in it. The Dialogue is part of a col- lege-wide effort at Grinnell to gear its curricular offerings during the next decade to the needs of students who are now in high school. Joseph F. Wall, history, will address the group on “Liberal Arts Colleges Within the Edu— cational Spectrum.” “Trends in Science at Liberal Arts Colleges” will be discussed by Joseph D. Daniorth, chem- istry, Kenneth A. Christiansen, biology, and Beryl E. Clottelter, physics. Grant 0. Gale, physics, will moderate a panel discussion on “Trends in Secondary Science." High schools participating in the Dialogue are Alton and Na~ perville, both in lllinois; Ames, Esthervllle, Grinnell, M a S o n City, Sioux City Central, and West Waterloo, all in Iowa; Highland Park of St. Paul, Minn; Liberty, Mo; Lincoln Central and Omaha North, both in Nebraska; and Memorial of Madison, Wis. PR] invalid Generalizations Last Friday night, a professor told me that I should be ashamed. I asked him, "Ashamed for what?" The reply was, "Ashamed for that col- umn you wrote in today’s 5&3." Well, I thought about it, I did, and I finally had to agree with him. Doggone if, I an. ashamed. The grammar was terrible wasn’t it? The paragraphs didn’t flow easily, did they? Yes, i am ashamed that it was badly written. But I’m not ashamed be- cause I wrote it. As a matter of fact, far from being ashamed for my column, I am ashamed for my school. I am ashamed that I have been here so long and not become ashamed of this school until now. Yes, by God, I’m ashamed. So, now, “Why", you ask. Happy to oblige, of course. There have been a great many things said about the administration, what it’s doing, what it’s not doing, and What it should do. My question is now, “Has the school been acting in conscience?” I wonder if this school has any conscience at all. You continue to kick out the most worthwhile and keep the most worthless people; you maintain standards that are antiqu- ated and expect the student to remain quiet and go blithely about his business; you push onto spirits. our student leaders the responsibilities for seeing the school function well, and watch the best ones. the ones who try, crumble under the load, from student government to the campus publications. And the student who is imaginative, inventivo and is willing to take on responsibility (which ho can do only by inventing it at this school) doesn't get much of a chance to stay here. As usual, a few people do all the work. This school had better decide whether it wants its students to read book. or learn how to live. Perhaps 1 did speak late in my column last week about an issue that was already a matter of policy decision, but even if late, at least 1 spoke. That is one better than most of the people on this campus. Sometimes I can’t believe you’re really out there, you’re so silent. I'm afraid, though, that I Can’t be blithe about this school. But let me change something, Before, I said that l was ashamed for my school. But I don't want to he a martyr; I won’t shoulder the blame for what this school does. The shame is on you, of you; i am ashamed of you. So if you are out there, let’s hear from you. I’m tired of a school full of blithe leMoyne Applicants Needed By, KRYS NEU'MAN Students interested in particl- pating in the exchange next se- mester with LoMoyne College, Memphis, Tennessee, s h o u l d Contact Richard Winters (Asso- ciate Dean of the College) by next Wednesday, November an. In a recent 8&3 survey, stu- dents who have already partial- pated in the program and cam- pus administrators who have been involved in its planning an- swered questions about what a Grinnell student should expect in going to LeMoyne for a se- mester and mode suggestions as to desirable attributes for the exchange 5 Lude n t. (LeMoyne was also included in this sur- vey, but its response was too slight to be considered repl‘e» senthtive.) Responses to the survey indi- outed dissatisfaction with the selection process in the past. Winters, present head of the program on this campus, says that not enough students apply for the exchange to allow for competitive selection. Last year he had to recruit students up to the last minute. Few men ap- Perry Named To Admissions Post The appointment of Tracy B, Perry as a Grinnell College ad- missions counselor has been announced by President Glenn Leggett. Perry, who joined the Grin. nell admissions stafl NOV. I4, will work principally in laws and Illinois. A graduate of the Nichols School in Buffalo, N.Y., and llebron Academy in Hebron, Me., Perry received a B.A. de- gree from Middlebury College in 1961. He has done graduate worn at the University of Var» mom and the University of Buffalo and has also Studied at the Goethe Institute in Ger- many. Perry has held a position in industry in Buffalo for the past year. plied and only one was sent to LeMoyne with four women. These students felt it bad policy to send only one male. it was also suggested in the survey response that Grinnell is only sending its “safe” students — that less emphasis should be put on accepting students with good grades and more on those who stand out socially, in ex. tracurricular a C t i V l t i e s or through a special talent. Although one participant felt that a special talent might cause those around him to stand in awe, and, therefore, create barriers to friendship, the others considered a talent quite useful. One respondent suggested, “Why don’t they send someone controversial who would be missed? Send someone who is public in his way of life. He should be one who is actively e god in extracurricular ac< f as on campus — in the newspaper, drama, art, for ex; ample. If he is the type of per- son who stimulates those around him here, he may do so also at Lelvtoyne and at Grinnell again when he comes back. More people will gain from his expe- rience." The respondents generally agreed that grades should be either a secondary consideras tion in accepting exchange stu- dents or should be judged only on a par with social attributes. The ability to meet and get along with people was greatly emphasized. One student proposed that an applicant with less than a ‘0” average should he considered if other worthwhile activities were prohibiting him from attaining higher grades. The qualities of sincerity, maturity and motivation were usually the first to be recom- mended by those questioned. One Student stated, “Dissatis faction with Grinnell should not he the major motivation.” It was also the predominant opinion that primary motiva< tion for applying should be the desire for a different cultural experience and for the under— standing that grows out of it. Dale Terry (Registrar), who helped [0 put the LeMoyne prcls gram into effect several years ago, mentioned that a semester at LeMoyne should particuiar- ly concern Lhose students inter- ested in or majoring In the so- cial sciences. There was a difference of opinion as to whether the ex- change program should neces- sarily affect the wider campus community or whether its pur- pose should be limited to that of individual experience and gain. One participant Said, “The im- portant and unique thing about the program is that it is a stu- dent exchange, and Gzinnell students go there as student: and friends, not as reformers, lecturers, crusaders.” This ra- sponse went on to state, "I per- sonally felt that I received more than I gave to the program." Another approach was that the exchange “wastes opportu- nity” when the available “di- versity of background and expo- n'ence is not shared on an ‘in- stitutional Ievel'.” F u r t h e r (from a different response), the opinion was held that exchange students should be involved in the larger Memphis community. This former exchange student listed groups on the LeMoyno Campus itself which provide in- roads into such involvement. Those who were of the opinion that the exchange should have a broader, rather man merely individual, effect generally did not feel this had been accom- plished as the program now stands. Although one respondent said that the exchange prevents stu- dents from taking courses or- taxed at Gn'nnell that they spe- cifically want, the others em- phasized that the experience it- self is much more important than classwork he might take that semester. When asked how graduate schools View a student’s semes- ter away from Grinnell on the LeMoyne program, Mr, Terry Said they don’t consider it det- rimental to be involved in such a program even though it means interrupting the Grlnnel] course of study.