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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 COLLBOS or SA2MT K08B ALBANY. If. IT. 13303 NoivPrelil Org. U. S POSTAGE Paid Albaay.NX. P n a iU No. 1S7
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Title | Inscape, Vol. XXXV, Issue 2 |
Date, Original | 1971-10-15 |
Type | Text |
Format, Original | Monograph: 7 pages, b&w, 15 x 11.5 in. |
Format, Digital | application/pdf |
Identifier | Inscape_ 1971-10-15 |
Source | Student Newspaper Collection |
Language | eng |
Rights | This digital file may be used for educational purposes only. Prior written permission is required for any other use. |
Transcript | 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 COLLBOS or SA2MT K08B ALBANY. If. IT. 13303 NoivPrelil Org. U. S POSTAGE Paid Albaay.NX. P n a iU No. 1S7 |
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