Inscape, Vol. XXXV, Issue 2

              Vol. XXXV, No. 2 COLLEGE OF ST. ROSE October 15,1971
Father James Groppi Demands Unified Christianity
by Mary Lou Schaffner
The role of the church in social action is
practically non-existent, according to
Father James Groppi. We are living at a
time when birth control is more of an issue
in the church than human injustices.
Father Groppi, who spoke before a group
of students and guests October 7, at CSR,
is active in the civil rights movement. He
has been arrested thirteen times and
anticipates a fourteenth on October 25 in
Washington. He feels these arrests, along
with his true desire to help these people
attain their rights, have helped him win
the trust of the black society in which he
lives. His first contact with ghetto
conditions was through his work with a
youth center in Milwaukee. Now a
member of the clergy at St. Michael’s in
Milwaukee, he had a very conservative up­bringing
and was educated in the
seminary. He is now active with ,tl)e
NAACP Yoiith- .Couijcil iJor which he
participate in demonstratiohs for free
housing. ■ ’ -.,,-
Father Groppi expressed the opinion
that the church has the responsibility to
get involved, but it cannot realize that
responsibility until there is a union of the
two churches: the affluent church of the
white suburban community and the ghetto
church. The church in general
supports such things as service programs
and the teaching of religion to bring the
ghetto people into the church but they do
not want to attack the core injustices.
Those members of the community who do
get involved are put down by their
superiors as radicals. He also feels that if
the church was “more Christian” more
could be accomplished. Although there
has been talk of inter-group relations,
there afe no programs for inter-racial
groups in Catholic schools. If the
catechism was taught around the black
experience it would be more meaningful to
the people.
Father Groppi finds it ironic that
schools and churches in the ghetto areas
are closed first due to lack of funds. He
feels a truly Christian church would want
to share the wealth of the suburban areas
with the poverty areas, for it is here the
people need the church most. Money
collected for the Indian and Negro
Missions is promised not to be used for
civil rights, where it is needed, but to bring
these pMple to the “one true church.”
In his comments about the racial blow­up
in Milwaukee during the summer of
1967, Father Groppi attributed the
disturbances largely to the intimidation,
the people were suffering from police and
government. He feels one answer to this
problem of intimidation would be a black
police patrol within the black community.
This may even put an end to police sniping
in the area. There seems to be much
harrassment of the people by police in
anticipation of demonstrations and riots.
Father Groppi preaches non-violence
but does admit it is a “state of perfection
one strives for, but perhaps never
achieves.” He feels his tactics of non­violence
cause more tension than violence
and is therefore more effective. If you can
disarm your attacker with non-violence
you can save yourself from the sin of hate.
But he also realizes the double standard
existing today on the subject of non­violence.
A-government that supports a
murderous war in Vietnam preaches non­violence
to the minority groups whenever
there is mention of demonstration.
In closing. Father Groppi said he does
see hope in the church. He believes in the
sacramental life of the church, but he sees
a definite need for the end of celebacy or
the priesthood is going to die. Also, those
who teach the catholic ideal must realize
that the Bible is a radical book and that
Jesus was a radiofT man. He saw the
injustices of his time and wanted to do
something about them. Father Groppi
feels that if the church would follow the
lessons taught in the Bible it would realize'
its important role in helping cure the
injustices of its people today.
St. Rose Graduate Campaigns for Legislature
by Phyllis Rucereto
“We do need political change, but unless
we reform from within the change might
be for • the worse,” prophesized Jan
Dooley, a recent graduate of St. Rose.
Determined to live her belief. Jan is
running as the Democratic candidate for
the office of county legislator in the thirty-second
district which includes Menands,
Loudonville and Schulyer Heights. Since
April 1971, Jan has been campaigning
tluoughout the community. Her aim is to
improve communications between the
legislature and the constituents. Although
her opponent, George Murphy, is the
incumbent, Jan believes she has a good
chance of winning.
wniie attending St. Rose, Jan, a history-political
science major, was politically
active. Since January 1971, she has been
working for Assemblyman Allan
Hochberg in the New York 'State
Legislative Assembly. As a legislative
secretary, she did much research, which
provided pragmatic experience for
principles of government. During her
senior year, she was appointed to Senator
Javit’s College Advisory Council; the
council’s purpose was to serve as a link of
communication relating the atmosphere
on the college campus. Other activities, in
which she participated, included:
Managing Editor of Inscape, The Young
Democrats of Colonie and local debate
tournaments.
Jan Dooley campaigns for votes.
When Jan began her campaign, she was
surprised to discover that many people did
not realize the separation of county
government from the state legislature.
Therefore, working with two groups,
“Housewives for Jan Dooley” and
“Students for Jan Dooley,” she has
planned the strategy for her campaign. To
inform her constituents, she has
established a “Hot Line” to aid her
constituents with any problems they may
have. If she is elected she intends to
expand this link of communication by
distributing a monthly newsletter;
conducting opinion polls; establishing
office hours and arranging neighborhood
meetings. Hopefully she also plans to
expand the “Hot Line” into a county-wide
referral service, which would provide a
route tor constituent problems through the
proper channels.
Naturally concerned about her
constituents, she is favoring several
proposals which have been introduced into
the county legislature. Among the
proposals she supports is the proposal for
a county charter, which would legally
define powers and duties of county
government. Also, she favors a proposal
calling for full-time and part-time medical
officers to replace coroners.
Her final message was the
encouragement of the eighteen-year* old
vote; “The Students for Jan Dooley” have
distributed newsletters to all members of
the 18-21 year old group living in her
district, with the hope that they will cast
their ballot on November 2, 1971.
CSR Presents
College Day
Sunday, October 17, the College of
Saint Rose will be host to high school and
college students from throughout the state
in order to give them a close view of
college life as it really is. An annual
tradition. College Day seeks to present the
various facets of Saint Rose to potential
freshmen and transfers, providing them
with a chance not only to see its physical
aspects, but to meet the people of the
college community.
About 900 invitations, along with
literature pertaining to CSR, have been
mailed to seniors in high school and those
in other colleges who have written for
information or applications, or who have
otherwise expressed their interest in the
college. On Sunday they will arrive at the
Auditorium for registration at 12:00 P.M.
Sister Catherine Thomas McNamee,
Academic Dean, will deliver a welcoming
address at 12:30. Mr. Paul Doyle, Director
of Admissions, will speak on application
requirements and procedures, and Sister
Ida DeCastro, Director of Financial Aid
and Assistant to the Director of
Admissions, will discuss the means of
financing an education available to
students. There will be two twenty-five-minute
sessions, at 1:15 and 1:40, during
which students may attend interviews with
the chairmen of the particular departments
in which they wish to study. At. 2:30,
Saint Rose volunteers will conduct small
groups on a tour of the campus, including
the Science Hall, Saint Joseph Hall, the
Campus Center, Library, Lima Hall,
Music and Art houses, and one of the
small residence halls. Following the tour,
everyone will proceed to the Camelot
Room, where refreshments will be served.
They can then talk with faculty and
students while listening to music provided
by the group “Chads.”
The spirit of College Day can perhaps
be summed up best by the poster which
has been sent to the schools: “The exciting
thing about education is its consistent
refusal to be neatly categorized or summed
up. The same, then, can be said about
students, especially at CSR where the
unconventional is a tradition leading to
the multiple academic disciplines clustered
in the fields of the Humanities, Social
Sciences, Natural Sciences and Education.
Our graduates have exhibited a tolerance
and enthusiasm for disorder and a
reverence for order; a desire to integrate
the many branches of knowledge; a love of
whimsy and intuition; an ability to sit
loose amidst the educational process and
to learn through discovery and question; a
conviction that human beings are vital,
and very good; and a hunger for truth and
the courage to change. You are the people
challenged by Graham Nash when he
says...‘We can change the world.
Rearrange the world. It’s dying to get
better.”’
P a r 2 INSCAPE October 15,1971
J r l e X r Ha-i^ Honors Stows V«s«lltt,
According to Mrs. Walton, Director of
Placement at CSR, the Advertising
Women of New 'York is holding a Career
conference Saturday, November 6th from
9:00 a.m. to 4:30 p.m. at Fordham
University. This conference is open to
college seniors or grad students majoring
in advertising, communications or allied
fields. The purpose of the conference is to
inform students as to the wide selection of
job openings in the previously mentioned
fields. The entire session will be devoted to
seminars conducted by specialists in the
areas of: Account Management, Creative,
Media, Public Relations/Publicity,
Advertising Promotion to mention only a
few. The program will also include lectures
on the Dynamics of Research, Broadcast
Journalism and its effect on community
life, and minority ^oup employment
opportunities. There will be a five-dollar
. fee for registration wl^ich closes on
October 22, 1971. Anyone wishing to
attend should see Mrs. Walton in Rooney
Hall for registration blanks and further
information concerning thq conference.
* * * *
The Placement Office wishes to
announce that the U.S. Navy will be on
campus, Wednesday, October 20, 1971
from 10:00 a.m. to 2:00 p.m. to talk with
students interested in Navy Officer
Programs.
* * * *
Tuesday, October 19, Tom Keegan,
Albany County Democratic Candidate for
District Attorney will speak in the St.
Rose Campus Center at 7:00 p.m. Mr.
Keegan is a graduate of Siena College and
Villanova Law School. Everyone is invited
to attend.
Irving Howe, essayist, critic and editor
'of Dissent, will speak at Saint Rose,
Thursday, November 2 at 8:00 p.m.
Pine Hills Wine-Liquors
CHILLED WINES
853 Madison Avenue
Albany, New York
IV2-1425
The outlook for recent college graduates
searching for jobs this fall is a grim one.
According to the Manpower Review, a
publication of the state of New York
Division of Employment; “Not only have
colleges trained an unprecedented number
of teachers, but budgetary restraints
though not as severe as predicted, also
have limited new hiring. Only in the areas
of business skills, early childhood and
preschool education, vocational-technical
education, adult education, and education
for the handicapped can teachers still find
job openings. Unable to land a job for the
fall, prospective teachers will be forced to
turn to other fields or go on to graduate
studies. The Placement office states that
Education Commissioner Marland has
suggested students in education be
redirected to fill areas with the biggest
shortages during the current * cher
surplus..
“The Short Stories of Sean O’Faolain:
Theory and Practice”, an article by
Katherine Hanley, CSJ, appears in the
current issue of Eire: A Jounial of Irish-
American Studies. Another article,
“Morning or Evening? The Conclusion of
Paradise Lost,' appears in the October
Entlish Record.
Doris Grumbach, Professor of English,
has an article in October’s issue of
Renascence, “Christianity and Black
Writers”.
The next planning seminar for the CSR
Literary Tour of the British Isles will be
Tuesday evening, November 9 in the
Campus Center.
On display this October in the Gallery
are selected works by Sister Marion
Charlene Honors of the CSR art
department. Open from 2 to 5 daily, the
exhibit consists of both paintings and
drawings, and is certainly worth the time
to visit.
Whether an art major or a math major,
an art enthusiast or an art apathetic, one
cannot help but discover a certain quality
about her painting and drawings that
creates an addiction to her form of
expression. Variety is certainly a vital part
in Sister Marion’s works. She ranges from
pure abstract to impressionism to unusual
sketches. Whether your preference is
vibrant hues or muted shades, you will
find your tastes satisfied in her works.
Just as her style varies, so do her
themes. Three thremes of nature, color,
and pilgrims espedally pervade Sistei’s
exhibit. Nature is depicted through
“Spring Rain Falls Gently”, “Earth
Theme", and‘Spring Rain Themes”. All
three illustrate nature as Sister views it —
soft, blended colors with creams and
browns predominating, affording the
CHANGES ON CAMPUS
impression of her awareness of her natural
surroundings. In sharp contrast are her,
breath-taking colors depicted in
“Christmas Theme”, “Structured Red”,
and “Color Construction”. The last two in
particular are of unparalled quality,,
exploding across the room in brilliant
vibrations of color. Pilgrims comprise still
another theme, yet contrasting even within
the theme itself. “The Way a Pilgrim
Sees”, in its muted, blended subtlety
contrasts sharply with the brightly colored
“Pilgrim Group”. One of Sister’s most
impressive works can be found under the
pilgrim theme: “Poem for a Pilgrim", in
which a poem by Sister Marilyn Feehan,
CSJ, has been transformed to canvas in
Sister Marion’s unique style.
Certainly not a novice in her work.
Sister has had her art displayed in both
the United States and in galleries in
Florence, Italy. She received degrees not
only from Saint Rose, but from the
University of Nortre Dame and Pius XII
Institute of Fine Arts m Florence. She is
presently serving on tlie faculty here at
Saint Rose.
KH9ESQCKS3QQCR36
by CtHUiie VagUardo
This year Alpha Mu Ganuna, the
National Foreign Language Honor
Society has enriched its agenda with
monthly celebrations. Contrary to last
year’s National Convoition, held at CSR
during Foreign Language Week, Alpha
Mu Gamma will celebrate a different
country each month with the emphasis on
language. This aim is to make language
live on campus.
■ (^E©nTrH ^ 3*^+er
The most
Meaningful Semester
you’ll ever spend...
could be the one on
World Campus Afloat
Sailine Feb. 1972 to Africa and the Orient Q
Through a transfer format, more than 5,000 ]
students from 450 campuses have participated
for a semester in this unique program in inter- jg g g :
national education. ~
WCA will broaden your horizons, literally and
figuratively . . . and give you a better chance to
make it—meaningfully—in this changing world.
You'll study at sea with an experienced cos-mopolitan
faculty, and then during port stops
you'll study the world itself. You'll discover that
no matter how foreign and far-away, you have a
lot in common with people of other lands.
WCA isn't as expensive as you might think;
we've done our best to bring it within reach of :|:v:|:-:
most college students. Write today for free
details.
TEACHERS: Summer travel with credit for leach-ert
and adminiitrators.
Writ* Today to: SSg.
Chapman Collet*,
Box CC26, Orange, California 92666 mUi:
"Brujle*'
October is Latin America month and
several activities are planned. On the
twenty-first of the month at 7:30 p.m. in
the Faculty Room of the Library, Mrs.
Danzigi’s daughter will speak of her
summer trip to Mexico. A Fiesta in the
Camelot Room from 2-4 p.m. is planned
for the thirty-first of October. There will
be a twenty-five cents admission and the
proceeds will go to Unicef. During the
Fiesta fitais on Latin America will be
shown at no charge.
Even if you are not a language major,
this is an excellent opportunity to
experience other langiuges.
* • * *
For those students who are still looking
for the Education Offices in Avila Hall on
Western Avenue, relax and proceed to
Saint Joseph’s Hall. The first floor has
been remodeled for the Education Offices.
Upon walking in, it appears as a maze to
confuse education majors. However,
below is a diagram of offices for your
convenience.
f!
Call: United Black Parents of Albany
I College Students Needed
I To Tutor High School Students
I
I in Math, English, History, Languages and the Sciences
t If you have time to share your
I skills and abilities with others
I 438-6001 Evenings
T
I
I
»»I
October 15,1971 INSCAPE Page 3
r
The College of St. Rose
Albany, New York
Vol. XXXV, No. 2
October 15,1971
Edhor-in-Chicf:
Phyllis Rucereto
Mamgiiic Editon _
Eileen Leary
Communications:
Connie Vagliardo
Staff Reporters:
Mary Beth Baker
Mary Rose Noonan
Kathy Machan
Donna Calacone
Debbie Rispole
Melody Setter
Sylvia Delliveneri
Mary Lou Schaffner
Lee Fields
Mary Ann Marcum
Kathy Kuhn
Mike O’Farrell
Layout Staff:
Maureen Sullivan
Sue Hahn
Barbara Wytrwal
EUie Seminario
Kathy Kiihn
Mary Ann Markham
Photographers:
Chris Chomiuk
Circulation and Exchange:
Meta Dietz
Business Manager:
Ginny Kunkel
INSCAFE k pubUibed bi-wccUy during the
acadcmic year b ; the studenU-of The College
o f Saint Rok, Albany. New York, I22U, (SIS)
43S-MM. Member o f UnUed State* Student
P re a AModation and lubacrihcr to College
PreM Service, Repreientcd for national
a d v e r tiiin g by N a tio n a l E d u c a tio n a l
Advertiiing Servke*. Opinioni expreeud in
thew colunua are thoie o f the au th o n and do
not neceaarily reUect the viewi o f the entire
college c o a m ^ y .
Editorials..
Series Merits Budget Increase
In past weeks, the Public Affairs lecture series has presented
two controversial speakers, Sister Elizabeth McAlister and Father
James Groppi, on campus. Being extremely well attended by the
college community as well as by residents of the area, both lectures
proved to be stimulating, provocative and informative. This “food
for thought” is a definite necessity on any college campus but for a
school the size of St. Rose, the need is especially great. On such
small campuses as our own, there is often a tendency to become so
completely immersed in the activities and problems of the campus
itself, that issues of national or even world prominence sometimes
become lemote or vague in comparison. These lectures afford the
college community not only with a diversion from the academic
grind, but also provide an opportunity to become well informed on
a broader scale.
The Ad Hoc committee organized to arrange these lectures, hopes
to continue them next semester. However, because last year’s
lectures were so poorly attended, the budget allocated for the
lecture series has been cut. Although this reduction of funds was an
understandable action at the time, we suggest that the
Administration look again at the effectiveness of such a lecture
series. After all, if the students have evidenced a change of attitude
in regard to this series, perhaps a re-evaluation of the importance of
these presentations would now be in order.
' y o u s e e . FEUIjOVS/S, i t COB'SKI’T m a t t e r
W H O c a o e s r r J u s t s o t v « J o b 's Cs o n e ."
P*ie4 INSCAPE October 15,1971 Octobcr 15,1971 INSCAPE Page 5
CSR’s Unknown Department - Small but Strong
Sister Eloise Waters, Instructor in Speech Patliology and
Audiology.
speech. Once the problem has been
discovered, the child can be referred to
experts in the field. Approximately 10
percent of the ordinary school, population
has some type of learning disability, but at
present only 1 out of every 4 is being
served.
Included in the area of Speech
Pathology and Audiology are three main
fields of concentration. Early Childhood
Language Development deals with
children of approximately five years of age
who cannot talk. Detecting and treating
disabilities before the child enters school
could correct the problem and save the
child from future embarrassments The
program in Hard of Hearing trains
teachers to convey means of
communication to the deaf, thus enabling
them to function in public schools without
being institutionalized. The third field
deals specifically with the brain-damaged
and neurologically impaired. Originally,
these people were thought to be psychotic
or retarded, but with the proper
education, they can be self - sustaining
members of society.
In the atmosphere of progress and
expansion permeating the academic life at
the College of Saint Rose, the special
education department of the graduate
division has kept pace, growing to such an
extent that it has received state and nation­wide
recognition. The maturation of this
program has taken place gradually and
quietly; consequently, it has escaped the
attention of the majority of the members
of the college community. Its
accomplishments, coupled with the
growing demand for qualified special
education personnel, necessitate the
uncovering of C.S.R.’s unknown
department.
The basic aim of the special education
program is to train teachers to work with
children who are exceptional, either
mentally or physically. Included in the
studies are the areas of mental retardation
learning disabilities and speech patholog
and audiology. Students fulfulling
requirements in their selected areas receive
not only their masters of arts degrees, but
also permanent New York state
certification. While this is the first year for
the Learning Disabilities Program, the
departments of Mental Retardation and
Speech Pathology and Audiology have
existed for eleven years. The graduate
program in special education now includes
five full-time faculty members and one
hundred fifty-two students, 142 of whom
are part time and 10 who are full-time.
The program in Speech Pathology and
Audiology began at St. Rose at the
request of physicians at Albany Medical
Center who realized the need for follow-up
work on their patients.. When the doctors
serviced neurologically impaired children,
they knew that if nothing were done
afterward, much of their physiological
work would be lost. Miss Pauline Winkler
responded to the doctor’s plea by
establishing the program that is now in
existence. Miss Winkler, a graduate of
C.S.R. and Columbia University, fonnerly
was Professor of Education and Director
of Education at the University of North
Carolina. As assistant professor of
Audiology at Albany Medical College, she
has instituted the Communications —
Disorders Clinic in affiliation with the
college, and also with the Carondelet.
Educational Center. Our students have
200 clinical hours in the Albany Medical
Center. At the clinic, hard-of-hearing
children and brain-damaged children are
educated for regular school readiness.
Children with less severe speech problems
' are scheduled on a weekly basis.
Sister Charlene Bloom and Sister Eloise
Waters form the nucleus of the Speech
and Hearing [Department. Each of the
Sisters stresses the tremendous need for
workers in this relatively new field,
emphasizing the importance of training
the ordinary classroom teacher to
recognize the disabilities in hearing and
by Sylvia DeOivcneri and
Mary Rose Noonan
The area of Mental Retardation makes
up the second major division in our
Special Education Department. The
neurology of learning has been upset in
the mentally retarded child, and the basic
effect has been to generally reduce
learning potential. It would be interesting
for our undergraduates to note that
certification to teach the mentally retarded
is merely an extension of elementary
education,* theriefore, an undergraduate
major in elementary education is ideal.
Sister Maureen Kortas, O.S.F., is
presently involved in the graduate Mental
Retardation program as a visiting
professor from Cardinal Stritch College in
Milwaukee, Wisconsin. With a Ph. D.
from the University of Illinois in Mental
Retardation, and many years of practical
experience. Sister Maureen is a valuable
asset to our faculty. During her final year
at St. Rose, Sister is teaching exclusively
in the area of Mental Retardation.
Photos by Mary Rose Noonan
Miss Pauline Winkler, Lccturcr in Speech
Pathology' and Audiology
Sister Charlene Marie Bloom, Instructor in Speech Pathology and
Audiology
Sister Eloise, who studied at
Northwestern University under Dr.
Helmer R. Myklebust, specializes in
aphasia, a loss of speech resulting from
brain insult. Sister Charlene, holding a Ph.
D. from the University of Illinois, has
formed the Council of Adult Stutterers in
the Albany area. The group meets every
Monday night and includes people from
various backgrounds. Communication
with each other is the first step in
overcoming the problenis of the stutterers
and in regaining their self-confidence.
Also comprising the faculty of the
Speech Pathology and Audiology
Department are Dr. Edward landoli, a
permanent staff member with a Ph. D. in
Audiology, and Dr. Carmen Fasulo, an
oral surgeon at Albany Medical Center.
The job opportunities for speech
pathologists and audiologists are ever
increasing. Although it is a specialized
field, it has many potentials including
hospital work with the brain damaged,
language consultants, public school
therapists, and audiologists. Some of our
graduate students in Speech and Hearing
are presently working in the suburban
school systems, the State University of
New York at Albany, the University of
Buffalo, the Albany Medical Center, the
Cerebral Palsy Center, and other locations.
I From the existent Mental Retardation
field the program in Learning Disabilities
has evolved. Sister Lucina Hayes, who has
studied at Cardinal Stritch College and the
University of Illinois, is responsible for the
expanding Learning Disabilities Program
at C. S. R. Sister stresses the importance
of having teachers capable of recognizing
learning disabilities in children. A child
with a learning disability differs from a
mentally retarded child in that the former
has a specific psychological problem such
as a failure in the powers of concentration,
attention, memory, sequencing, et. cetera.
Perhaps Doris J. Johnson and Helmer R.
Mykleburst make this distinction clearer
in their book, Learning Disabilities:
Educational Principles and Practices:
“This concept of the criteria that serve as
the focus for distinguishing among
handicapped children by groups is
fundamental to this discussion because in
those having a psychoneurological
learning disability, it is the fact of
adequate motor ability, average to high
intelligence, adequate hearing and vision,
and adequate emotional adjustment
together with a deficiency in learning that
constitutes the basis for homogeneity.” In
other words, these children are grouped
together because intellectually and
emotionally they are normal but they
cannot learn normally.
Sister Mary Rosaleen Gilroy, Dfa-ector of the Graduate Division.
Types of learning disabilities branch off
into various areas, including sensation,
perception, imagery and symbolization.
Blindness and deafness are examples of
sensory deprivations. Weakness in
perception is believed to be caused by the
inadequate converting of sensations. While
this process of perception deals with
awareness relative to ongoing sensations,
imagery pertains to information > already
received. While there are all kinds of
imagery, the auditory and the visual are
most significant in Learning Disabilities.
Some children, although perfectly normal'
otherwise, may be seriously limited in their
ability to recall obvious facts from an
experience, thus demonstrating an image
difficulty. Symbolization concerns itself
with verbal -and non-verbal types of.
learning and recall. Common symbolic
disturbances occur in the misjudgements
of recall, time, volume and distance.
Sister Lucina Hayes, Professor of Special
Education.
Ann Phillips, a registered occupational
therapist, is the first full-time major in
Learning Disabilities. Anne graduated in
1968 from the Richmond Professional
Institute in Richmond, Virginia, and chose
Saint Rose for her graduate studies
because she found it was the only school
in the northeast offering a concise
program dealing with Learning
Disabilities. Anne is interested in working
with Learning Disabilities from the clinical
approach, hoping someday to re-evaluate
the programs in our school system. She
feels that many of the social problems
among teen-agers today result from
learning disabilities leading to eventual
discontinuation of school. To have a
diagnostician in the schools would,
therefore, be iddal.
With a short, yet productive past, and a
present to be proud of, the Special
Education Department looks forward to a
promising future. Sister Anne Lawrence
Gark, director of the program, could be
called a dreamer in expressing her hopes
for the department - but a realistic
dreamer. Among her visions are a center
for handicapped teenagers on campus for
the purpose of interaction between them
and our students, and the establishment of
a student chapter of the Council for
Exceptional Children (C.E.C.) at St. Rose.
It is true that the demand for special
education teachers far exceeds the supply
and that the job opportunities are
excellent, but the most fulfilling aspect of
the work, as exemplified by the soft-spoken
and extremely dedicated members
of our own department, is helping fellow
human beings to realize their potential -
whatever it may be.
Sister Maureen Kortas, OFM, Associate Professor of Education.
Sister Anne Lawrence Clark, (right) Director of the Special
Education Department, and Sally Townsend, » full-time special
education student.
Pigc6 INSCAPE Octobcr 15,1971
Daniel Ellsberg Stresses Citizen Obligation
Photo courtesy of CPS
The following is an interview with Dan
Ellsberg by Carl Nelson, of the College
Press Service, and Frank Greer, Special
Projects Director, National Student
Association.
GREER: We should begin with a
history of your experiences in the
government, the work you did with the
Rand Corporation, and how that affected
your view of foreign policy and this
government.
NELSON: And specifically as that
related to your decision to release the
papers to the press.
ELLSBERG: The reason I was asked to
be on the study that came to be known as
the Pentagon Papers was that I had
worked for the Department of Defense on
Vietnam in ‘64 and ’65 and had also spent
two years with the Department of State in
Vietnam. So by late ’67,1 had spent three
years working on Vietnam.
Prior to that I had worked for the Rand
Corporation on a study of decision­making
and crises. It [the position] gave
me an interest and experience in analyzing
processes of governmental decision­making.
Ultimately I was authorized
access to the entire study, for purposes of
analysis. And at the end of that I was an
expert, in the sense that I had read a 7,000
page book that no one else had read. I
found that a very lonely feeling.
The position was qidte isolating because
it gave me a point of view on the nature of
our involvement that others could not
really be expected to understand or share.
It didn’t seem healthy for this country, for
our democracy, that there should be only
' one, or a small handful of such experts.
We are talking here about decisions that
involve the history of all of us — the
history by which our elected
representatives and their appointed
officials got us into a major war. It was
something that I thought every citizen
needed to know and certainly other
members of the government outside the
executive branch needed to know. They
weren’t complicated, they were facts of our
experience and our decision-making — the
performance of the people that had been
elected or appointed. So, I felt that it was
essential that Congress, in particular,
make good decisions and informed
decisions — that Congress should know a
great deal more about the background of
past decisions than the Executive had let
them know.
Ultimately, I feH the same to be true for
the public, especially after the last year or
so which lias seen two more invasions take
place under what were obviously
conditions of the same kind of deception
and executive usurpation of authority that
the earlier decisions had shown. That led
me to the decision to make this
information avaibible to the public and the
press.
NELSON: When did you make that
decision?
ELLSBERG: The decisioiy with respect
to Congress: was made really almost a year
and a half ago. But I think that it was
really after the Laos invasion this year that
it seemed to be ureent to eive a still wider
audience access to this material.
GREER: There has been a question in
the minds of the Congressmen that met
with you recently about whether this study
and its release mean that there will be
substantial change in either the public’s
view of wars of this type or the executive
steps that leads us into these wars.
ELLSBERG: I believe that the
immediate change to be hoped for is in the
performance and behavior of the current
elected representatives, particularly in
Congress. There ii no one in the country
who has not a great deal to learn from
these papers, and by that I mean to
include the President, and former
presidents.
I was dissappointed to hear Secretary of
State Rusk a week or two after they had
come out say that he had not yet had time
to look at the material.
But Secretary Rusk no longer has the
power to end the war. Congress does. And
Fm very anxious that the behavior of
Congress change in response to the
information that is in these records.
NELSON: It is obvious from the
Pentagon Papers that a small circle of
diplomatic and military advisers provided
advice to the President on making his
decisions. What alternatives could be
developed to allow dissent to develop —
creative forms of dissent which might save
ids of iw|s Mkthe near future?. .
ASSfg th g j^ g ^ i^ linM, what
lass
part of
or to somehow make an effective
resistance to the war.
ELLSBERG: The example of the
people who took part in Mayday, which
was very creditably non-violent, should be
an example and a challenge to their
parents and to other older people in this
country. It is obviously based on a
willingness on their part to take the risks
of jail, which was thefa' experience as it
worked out.
I have found over the last year a very
deplorable attitude on the part of many
adults and older people who have been
happy to see their sons nd other younger
people take the risks of carrying on the
war.
thch are
liiman beings
government,
to the problem of
I us so far into this
ome now breed of
_ of saint with which
^ s^ o n s , but tt is to take
" ■’sapi*:!;
• • I f I" •
tain tmd
ibilities to ..the public
comparabie inAviduals
That’s the meaning in the
ivision of separation of
provision thiit leads to
!, but it .is meiyit to
^ t e c t the freedoms of individuals.
4^ think that the answer has to be
c^rally performed in the executive'
b»i0ch andJhe courts. I might add that
to be crit
for avoiding .; t|le
of addressing ve^ profound
connected with t l ^ v^air^
Congressmen have
could in line with their
functtons.
NELSONl,The second
questi^i^ll^QUld you;
diss^m^ctions, which;:.<
pretfflmuch outside of-go\^
ment, and which
mt^ some possible trouble
some other kinds of creative
as the Mayday actions.
ELLSBERG: Funny, possible;
guess ten years in prison olb
trouble, but it’s not the loss
loss of life which is a risk and sacrifice that
we take for granted when we send our
brothers and sons off to fight in a foreign
land. Nor is it any different from the
trouble the hundreds of young men in this
country have put themselves into in the
course of resisting this war, doing what
they thought was their duty to resist it. So
if I end up in the company of those people
it will be a crowded company that I join.
In terms of the question that you raise
about the Mayday demonstrations, and
the challenge that it poses to the normal'
processes of government and to the elected
officials, I think there is a very direct
challenge and connection.
GREER: I think that the issue of
personal responsibility in taking that kind
of further action is important not only to
people here in Congress, but also to
people in America, many of whom have
taken some resistance action in their
lifetime, either by resisting the draft or by
some other way of saying that they are not
going to go along any longer as part of the
war effort.
However, many people were looking
for alternatives to Mayday, and I think
many Americans are still looking for those
alternatives. They feel the responsibility
weighing very heavily and yet they look
for other paths or avenues to express that
1^ , evea those ii7
Aonght the war was
to «n «hI, or what
ident'' Ntxon from
that liftppenedi. or
iMfore that
Vietnam before
to Siiy: *‘the
itions will not
allow it, but then if you pressed them
further — “who is going to do those
things” -*nhe kids”.
This really gave me the uneasy feelfog
that the iftdults in this country who are
agate^HlllljjU were wilUng to!|sec their
ch^nHM Hlltiiinon < fodder «»«t the
■ ritll thefa'
When I asked
Cangcess, hav* they
to be l»j
. ««P
invading
bombing
happened, or
that happened,
kids” will not allow
They might say di
to
the hurden
pbeotttiie
i^m» while
stvnl
___ fbm
die.
I wouldn^^^
of resisting this war
adolescents and young
parents and other
and regard risk
question.
NBLSON; Would ^yoM
ou feel are the fa
m ;>?administra
urCy and how decisions 0f what our
n is going ; to be have
the .past? Ifjlit of
• • the nccm 7-
■sctibe whftt
t underlie the
negotiating
4 etermin(
::What do
point prop
Revolutionary^
Could a
this field?
ELLSBE
:ing posture
Provisional
ixert influence in
think tliat our
it it has been in
negotiations — so called,
posture has not been wiDing at ail
:e the kinds of concessions that were
called for five years ago, ten years
n4 twenty years ago, if the war was
e avbided or ended.
You have asked a number of questions
here, which are a little difficult to deal
with in one answer. The question arose
recently in the hearings about the volumes
of negotiation in the Pentagon Study. Of
course, what those reveal, I tliink, is what
I have just said. There have been no
serious negotiations all this time and the
famous private channels have been
channels for ultimatums from this
government to the other sride, calling upon
it to surrender, in effect. Ultimatums of
which none of our intelligence estimates
ever gave a president hope that they would
achieve an end to the war.
I do have some hopes right now, and
they are in part related to the Pentagon
Papers, and the release of them. 1 think
that the mood of the American public
since the total failure of the Laotian
invasion, and the disillusionment with the
effect of the war on our troops overseas —
the heroin and corrup tion of the
government of Saigon — combined now
with the revelations in the Pentagon
Papers as to how we got where we got,
and as to what the role of the executive
has been in misleading the public, may
well have given President Nixon the feeling
that it will be much more difficult in the
future than in the past to get a tolerant
reception from the press, the Congress and
the public for further escalation.
If Nixon should conclude that he can no
longer creditably threaten to destroy
North Vietnam because he can no longer
count on concealing his intentions from
the press and the public, or lying to them
in a way which is etther effective or
accepted, he may decide that he no longer
has any cards hi Ms hand with which to
pursue victory.
{ think the threat of bombing was
basicaUy what he thought of incorrectly as
his ace that might achieve a better
outcome. If he concludes that the threat it
really not possible, he might decide that he
has no choice but to reach a genuine
settlement or to extricate himself. I hope it
will go that way.
If China, by her willingness to receive
Nixon, should offer him a chance to be a
peace president rather than a war
president, I think it’s not impossible that
he might go against his past political
record, and take that position even at the
price of reacliing an end to this war.
So I think that there is more reason to
hope at this point than there has been for
years. But that is far from saying that one
can count on it going that way.
GREER: Many people have not been
able to struggle through even the
abbreviated form of the Pentagon Papers,
and that’s a shame because the American
public should read that material, but what
do you think, in just a brief form, were the
major lessons, the kind of message it
carries to the public?
ELLSBERG: I think the most
important messages do depend on a fairly
extensive reading. The messages are not
about spedfk, parttcubuly startling, acts
of deception in themselves or aggressions of
various kinds, but mtlier what the
documents reveal of the overall values and
intentions and practices of the
admhiistration. Now, when one does make
the effort, I think it’s an effort that citizens
and above ail officials should make, to
read a great deal of this material.
In my opinion it’s very hard to avoid a
feelhig that this has been an American war
from the beginning. And Americans hear
the responsibility, or a large part of the
responsibility, for all the deaths in
Indochina, which are certainly more than
a million since we began financing this
war, and could well be as many as four to
five milUon — if ail are taken into account.
That’s a vary heavy load to bear, it’s a
very heavy responsibility to think of
continuing it. Given the attitude of this
administration up till now, and as Fve said
Tm hopefid that it coidd change, if s dear
that Congress could get us out of this war,
or the public could get us out, only by
opposing the President, and that’s a very
unconventional challenge to make to
Congress, and one they are very unlikely
to meet unless they get a lot of
encouragement from the public.
It is unlikely for the public to press
Congress to do that unless they and the
Congress together come to regard the war
as intolerable and wrong and not merely a
mistake, because they wiD give the
President a great deal of the benefit of the
doubt when it comes to pursuing or taking
care of the stakes.
When you decide that the executive is
involved in a criminal, aggressive, entfa'ely
wrongful and inhumane war, tlien one’s
responsibilities as a citizen are much
stronger.
I think that two things are necessary for
the public and the Congress to reach that
state of mind in which they will be willing
to risk thefr careers hi unconventional
efforts to end it. Ffavt, information
contained in these documents and second,
the example of respected figures such as
Congressmen, who show by thefr artions
and behavior that they agree and that they
mean what they may be saying already —
tlut the war is wron^ui and must end.
October 15,1971 INSCAPE Page 7
Women’s Lib; by Kathy Machan
Fact or Fantasy?
The first of a series of articles
Women’s Liberation — what is it? A
horde of ugly sex-starved virgins seeking
castrating revenge upon hapless males?
No.
The perverted fury of a few mentally
unbalanced females rebelling because God
did not give them different genitals?
No. (Although Freud would have liked
this one.)
A bunch of over-emotional fools
running around clamoring about
insignificant details and petty gripes
because there is nothing else to get upset
over right now?
Again, no.
Women’s Liberation cannot be defined
as any of the above, although many
otherwise intelligent people attempt to do
so. The fact is that each person involved in
the Movement has his or her own
definition of it, and this definition largely
depends upon the degree of involvement.
My personal definition of it is basically
this: Women’s Liberation is the movement
to secure for all women the freedom of
choice. This means that a woman should
have the freedom to choose her own
lifestyle — without being channelled by
society into a limited, presletenninfd one
or onct. Ah-hah! I can hear the scoffing
now. Ridiculous, right? Women already
have that freedom^ right? Wrong.
Female children in our society today are
brought up by their parents, their teachers,
their books, and the mass media
(particularly the advertising that pays for
it) to be permanently dressed in pink. A
little girl is tau ^ t by her mother and
father to be passive and submissive (“Oh,
it’s' all rij^t to be shy, sweetie. Boys will
like it!”), whereas a little boy reaches an
age when he is urged to “be a man” and
“show his stuff” in competition with other
little boys (“Men don’t cry, son.”). I myself
was a tomboy, and for all my life I have
wondered why there aren’t any nancygirls
— just “sissies” or “femmes” (certainly a
much more negative connotation?) Within
the classroom, subtle limiting prejudices
slowly drip, drip into the young learners’
minds. Dick’s and Jane's daddy goes off to
work every morning, while their mommy
spends her day cheerfully fluffing pillows
and baking cookies (hah!). The Match-the-
People-to-the-Tools-of-their-Trades
exercise in the workbook' has a carpenter
man, a businessman, a milkman, a fireman
— and a woman. Guess who gets the
grocery cart? And when the kiddies run
home to watch their favorite after-school
and evening T.V. shows, they arc
confronted with sighing cartoon heroines
who wilt into the strong arms of
courageous cartoon heros, a tender young
teenage girl in blushing ecstasy because her
nulkshake has been praised by her
boyfriend. Little Miss Suzie Homemaker
stove sets and dishes played with by little
girls and Super Racer race track sets and
cars played with by little boys, and
hundreds of other more or less (but always
to some degree) role-structuring situations.
As far as books are concerned, I know
that I personally have been warped for life
by the romantic idealism of fairy tales and
stories of perfect love, and I’ll bet a
hundred shining dreams of Prince
Charming that I am not the only one.
Restricting influences are obvious or
subtle, physical or psychological, but they
ezitt and that is the problem. Hopefully
the present trend toward such innovations
as children’s books in which Mother
works outside the home and the co-educationalizing
of courses such as home
economics and shop will help to break
down some of the segregating barriers. But
nuiny basic attitudes concerning maleness
and femaleness, which begin when the new­born
baby is traditionally designated a
particular color of ribbon (By the way,
how come it is OK for the little girl to
wear blue, too, but it would be degrading
for the little boy to wear pink?), need to be
changed radically.
But I want to make one thing quite clear
at this point: I do not believe that men and
women should be the same, but thatlhe
characteristics, particular to each sex
should be considered equal, and that a
member of one sex should not be ridiculed
or criticized because he or she has
personality traits more commonly found
in the other sex.
The Women’s Liberation Movement
seeks to secure for each person the right to
choose his or her own lifestyle. I have
given my definition. What is yours?
Fall Term
Now Offers
Social Work
by Debbie Rispoie
With the opening of fall term this year
. at St. Rose, came the opening of a new
elective course. The one unit. Community
Service Course, technically known as
Special Studies-30, is worthwhile for any
student wishing to gain experience in
social work. Sister Emily J. Daly cSJ*-'*?
coordinator of the program said, “The
course contributes to the growth and
maturity of the student, because of the
real-life experience it offers. The students
now have the time to be of assistance in
agencies where their help is greatly
needed.”
'Special Studies-30 is a result of an
interested student’s January term last year.
Having completed the term, she proceeded
to draw up plans for a regular semester
course. It was handed to the Dean of
Students who, in turn, gave it to the
“Committee on Special Programs.” After
approval it was brought before thk;
“Educational Policies Council,” where it
still held its ground and was approved
once more.
There are presently twelve students
enrolled in the course, all of whom are
required to work in agencies within the tri­cities
area. Some of the agencies chosen
include: The Street Academy, Providence
House, Refer Switchboard, Saint
Coleman’s Home, and the V. A. Hospital.
At least eight hours of volunteered services
are needed to pass the course. Another
basis for gra^ng will be an evaluation of
each students work at the end of the
semester.
On Monday, October 11, at 6:00 P.M.,
a meeting was conducted for the students
in the program. It was a “coming
together,” so to speak, where they were
able to share their ideas and experiences
with each other.
Perhaps, in the near future, they can
share their experieftces with others who
are interested in the course. In the
meantime, one gets involved with the
Social Action Committee, which is a part
of the Community Council. The only
difference there is that the volunteer work
is done not in class time, but in one’s free
time — something that is, lately, very hard
to come by.
student NYSTA Recalls Origins
by Mary Ann DelGallo
In October 1967 the education dub on
the College of Saint Rose campus, the
Calasanction Qub, was for elementary
education majors only. Hie secondary
education majors at Saint Rose did not
belong to an education club.
At this time Nancy Drew, president of
the Calasanction Club attended the annual
Fall Leadership Conference of the Student
Education Association of New York State
(SEANYS). It was here that Nancy
realized a need for an active, mature, and
more professional education organization
on our CAMPUS. Nancy reported that
our membership into SEANYS could help
promote a more positive instead of
negative attitude toward the Education
Department on our campus.
Soon after this report, steps were taken
under the guidance of Doctor Ruth B.
Johnson to make our membership into
SEANYS secure. By 1969 the Saint Rose
Chapter of the Student Education
Association of New'York State was in the
files at the New York State Teachers
Association. SEANYS was a nationwide -
organization of college students who were
planning to enter the field of eilucation at
any level.
In the present year of 1971 SEANYS
has changed the name to Student-NYSTA.
Due to many successful conventions,
proposals, and debates, students now have
a greater voice in the dealings with
education and their parent organization-
NYSTA (New York State Teachers
Association). Together Student-NYSTA
and NYSTA form a team to help improve
education for future generations.
The purposes of the Student - NYSTA
are many: to promote the continuous
improvement of teacher education
programs; to work with professional,
political, and community forces to
promote the improvement of public
education; to develop an understanding of
the purposes, activities and programs of
the New York State Teachers Association;
to develop leadership through
participation in the activities of NYSTA,
NEA, and Student-NEA; to promote an
understanding of the professional, ethical,
and legal responsibilities and rights of
teachers; to cooperate with the Future
Teachers of America.
Membership into Student-NYSTA is
open to all students in a duly accredited
teacher preparation program and to all
students interested in education.
Undergraduates and graduate students are
eligible for membership unless the student
is employed as a teacher.
Active members of an officially
cchartered chapter are entitled to .^11 rights
and privileges provided by NYSTA and
NEA, and Student-NEA;. the right to hold
office and serve as delegates to the annual
Delegate Assembly.
A fee of $4.50 is required of each
member with $2.00 being forwarded to
Student NEA; $2.00 to NYSTA, and 50c
to the special Student NYSTA Account
#159 for special projects. This fee includes
magazines and newsletters from NEA and
NYSTA such as The NEA Journal, New
York State Education, STUDENT-NYSTA
Newsletter, and MYSTA News
Trends, Student Impact, and Today’s
Education.
While the member may derive, many
concrete benefits and advantages from
membership, the association also helps
him in less tangible ways - through
research, dissemination of ideas,
legislation, and representation of his
interests with other groups.
Many projects are underway for the
1971-1972 Student-NYSTA year on the St.
Rose campus. Please be on the lookout for
signs and posters announcing our meetings
and activities and see what Student -
NYSTA has to offer you.
Applications for membership may be
made at any time during the year from:
Maryann DelGallo ‘72
Anne Shwartz *73 PhyUis Rucereto ‘72
Mary Shwartz ‘73 Noreen Forlani ‘73
Pages INSCAPE Octobcr 15,1971
Letters To The Editor
Photo by Lee Fields
Manager Lennon contemplates the team’s next play.
SPORTIN’ LEE
Adirondack Downs Rosebuddies
by Lee Fields
On a dark overcast day, the
Rosebuddies journeyed to the North
Country to entertain the Adirondack
Community College Mountaineers. St.
Rose proved to be no thorn in the
Mountaineers’ side, as they were
overwhelmed by the Mountaineers to the
tune of 26-1. Sloppy fielding proved to be
the downfall of CSR starter Bob
Hermann. Senior John Davidson, left-fielder,
was the only Rose that blossomed
in defeat.
Movie Review
Eleanor Lennon (see photo), the only
female manager in the state on a college
level, stated that the pitching and defense
must improve in order for the
Rosebuddies to make a creditable showing
in the Herkimer tournament to be held the
weekend of October 16-18. Manager
Lennon stresses the need for the men to
become mentally alert to what is
happening on the playing field at all times.
She also feels that the addition of players
(Rosebuddies, where are you?) to give the
team depth will enable her to bring a
victorious season to the College of St.
Rose.
Films Suffer Cinematic Famine
by Mike O’Farrell
At the moment, it looks as though 1971
will not be a banner year for films. Several
films which seemed promising because
they were projects of highly acclaimed
directors have failed artistically if not
financially. Two in particular have caused
quite a bit of controversy. Mike Nichol’s
“Carnal Knowledge,” which is essentially a
Jules Feiffer cartoon transformed to film,
is a dreadfully pretentious slice of
melodrama that purports to be a
puritanical indictment against mens’
attitude towards women. “McCabe and
Mrs. Miller,” Robert Altman’s latest effort
is a hodge-podge of showy techniques that
do absolutely nothing for the film except
rob it of any dramatic potential it may
have had.
On the positive side there are two
American films which were released early
this past summer and have been playing to
capacity audiences ever since. They are
“Summer of ’42,” a sentimental yet
remarkably acted story of innocence lost,
directed with utmost care by Robert
Mulligan, and “Klute” starring Jane
Fonda as a high class call girl whose life is
endangered by a mad killer. Alan Pakula,
whose first directorial effort was “The
Sterile Cuckoo,” does a highly
commendable job in getting from Miss
Fonda a truly memorable performance.
More recently there is Luchino
Visconti’s film version of the Thomas
Mann novella “Death in Venice.” General
audience reaction to this film has been
poor, unfortunately. It seems that movie
audiences in general demand that there be
some kind of action on the screen every
minute, otherwise they say the movie does
nothing for them. This two hour plus film
has a slow, rhythmic pace that may
require a certain amount of patience on
the part of some viewers. Those who read
Mann’s book are more apt to appreciate
the film than those unfamiliar with his
work. Dirk Bogard’s portrayal of
Ashenbach is superb, indeed one of the
acting highlights of the year. Newcomer
Bjorn Andressen is a perfect Tadzio,
exactly as Mann envisioned him in the
book. Pasqual de Santis’ cinematography
is extremely sensitive yet richly textured
and the costumes by Piero Tosi are a
tribute to craft. Basically this film is a
visual experience. It is a fascinating study
of Victorian society, although most talk
concerning the picture will center on
whether Ashenbach’s obsession with
Tadzio is of a homosexual or intellectual
nature. 1 recommend “Death in Venice” to
anyone interested in the art of film. It is an
exquisite work of art, flawed perhaps, but
nonetheless beautiful to behold.
Not much can be said of Ken Russell’s
“The Devils” except that technically it is
impressive, but one comes to expect that
from Russell by now. Based on a play by
John Whiting and Aldous Huxley’s book
The Devils of Loudun, this film is the true
story of a Catholic priest in 17th century
France falsely accused by a demented nun
of having raped her. What goes on during
the course of this film would take too long
to relate and it doesn’t deserve to be
written about anyway. I haven’t seen so
much uncontrollable violence in a sin^e
film since Sam Pekinpah’s “The Wild
Bunch,” which can’t begin to compare
with Russell’s totally hysterical use of
blood and gore. Russell is undoubtedly a
highly gifted craftsman whose “Women in
Love” was one of last year’s major
triumphs. His next film, “The Boyfriend’^
starring Twiggyj,will be released in a few
months. Whatever the outcome of that
film may be, one thing is certain: Mr.
Russell will have to scrape beyond the
bottom of the barrel to achieve the new
low he has created with “The Devils.”
Dear Editor:
Last Spring, the Community Council
sent a letter to President Nixon concerniftg -
American policies in Southeast Asia. Over
the summer we received the following
reply.
if anyone is interested in reading the
Council letter or the enclosed statements
that the letter mentions, they will be
avaihible in the Council ofHce, room B in
the Campus Center.
Sincerely,
Kathleen CucineD
Chairman
The received text follows:
Dear Miss Cucinell:
President Nixon has asked me to reply
to your comments on bringing the war in
Southeast Asia to an early end. I share the
President’s pleasure that you have given us
the benefit of your thinking.
Many Americans want the United
states to withdraw from Viet-Nam, and
President Nixon has stated that total
withdrawal is our goal. But real peace
cannot be had by US withdrawal unless
there is a reciprocal withdrawal by North
Viet-Nam. That is why we want to leave
the South Vietnamese in a position to
resist aggression, and that is why we are
working for a durable peace.
There is an obvious inconsistency in the
demand voiced by some that the United
States withdraw immediately and thus
supposedly end the killing. There is
likewise an inconsistency in the suggestion
that the United States cease its
involvement so that Asians will stop
killing Asians. Those who express these
sentiments apparently do not understand
why the United States is in Viet-Nam in
the first place. They do not realize the
extent to which Asians were killing
Asians, before 1965 and since, as the
North Vietnamese directed a campaign of
brutal terror in the South. A unilateral US
withdrawal before the South Vietnamese
are fully able to defend themselves would
permit the terror to continue. The
enclosed statements describe this terror
and what we have done to help the South
Vietnamese people protect themselves and
thereby reduce the amount of Asian blood
that is being spilled as the North
Vietnamese persist in their aggression.
Asian lives are as important as
American lives. We do not agree with
those who say we should get out of Viet-
Nam at any price, with no concern for the
Asian lives that would be lost as a result.
The only derant and moral thing for our
nation to do is leave the South Vietnamese
with the means to decide their own future
free from the threat of communist
coercion through terror.
Sincerely yours,
WilUam D. Blair, Jr.
Acting Assistant Secretary
for Public Affairs
Dear Editor:,
I would like to comment on an
annoying situation I have encountered in
the library several times (and no doubt
fellow students have experienced it too).
In several classes of mine, books have
been placed on reserve in the library so
that students would have equal
opportunity and equal time to use them.
However, some students do not
understand what the reserved shelf means,
nor do theyknow the proper procedure for
taking out reserved books. Some reserved
books cannot be signed out, others are
overnight books, and still others can be
signed out for three days.'
The sad part is some students detour the
reserved books around the sign out desk
and out the door for as long as they need
them! In result other students, who need
to refer to the reserved books, are left
hanging — no books on the reserve shelf,
no evidence of the books being signed out
and no other class member in the library
using them. What does one do when his
assignment for the next day is due from
those reserved books?
Another example is when reserved
books are left in the library, BUT placed
very neatly on other shelves on other
floors, so only the student who put them
there can have access to them when he
desires it.
This is extremely childish and selfish,
especially when the library has only one
copy of the book. As I said before the
reserved shelf is supposed to give equal
opportunity and equal time for use of the
book. I hope that those students who are
depriving others of their opportunity to
use the reserved books will realize it and
give up their selfishness.
Also, I would like to note that books
not put on reserve are “lifted” from the
library — and these books are on two
week loan.
An irate Student
m a cAP s
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