Albany Student Press, Volume 57, Number 12, 1970 March 20

Vol. LVII No. 12

State University of New York

Y STUDENT
ESS

at

Albany

Spring

yourself

Friday, March 20, 1970

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Students make constructive use of the two-day moratorium on classes by participating
dialogues aimed at improving education and meeting problems of this University.

‘Dialogue
University Change

in various

~-rosenberg

Arrest of Freshman Student
Questioned by Central Council

Central Council and about 300
students cross-examined President,
Kuusisto and Vice-Presidents
Olson and Thorne last night over
the arrest of Frank Borzilleri, a
freshman from Van Cortlandt Hall
who was charged with ‘criminal
trespass’ for his actions last Friday
night. The students and their stu-
dent goverfiment continually
questioned these three men for
more than two hours.

Dick Wesley opened up the
dialogue by inquiring about the
status of present arrests and asked
about any future arrests. Thorne
replied, ‘There has been one ar-
rest the investigation is con-
tinuing and no other arrests have
been made.’ Dr. Thorne also ad-
mitted that it was Mr. Henighan
who had made the arrest.

Dave Neufeld asked why
Henighan didn’t refer the case to
student judicial as he had done in
the past with cases of theft, drugs,
criminal trespass, and forgery. The
reply was that they were not cases

that clearly warranted the use of .

external court system.

A case was mentioned in which
$40,000 worth of tax cards were
stolen from the University, and
yet the accused offender was tried
internally. The case pointed out
inconsistencies of the administra-
tion’s values, a major theme of the
meeting.

Another major point brought
up by Dick Wesley was that the
arrested student seems to be a
‘saerificial lamb’ so that the Al-
bany community might be paci-
fied. Thus Wesley was accusing
the administration of letting itself
be pressured by people who were
not members of the University
community into doing what was
not probably in the best interest
of this institution. Olson answer-
ed, ‘We can’t let things go
by. Lenny Kopp asked if the
administration sanctioned the
arrst and if it will prosecute. Even
though Inspector Henighan was
the complaint signer it was SUNY
at Albany who was the pro-

Another problem confronting
administration and students was
one of bad faith and mistrust
between both. The Administra-
tion, represented by Kuusisto,
Olson, and Thorne, said that if
students would pay for the
twenty-five windows broken on
Friday night, the Administration
would consider dropping charges.
The students however were not
assured of this. Some thought it
was a breech of faith, because
the Administration called for stu-
dents to pay, yet it would not be
obliged to take a stance in favor
of Borzilleri.

To further the student’s sus-
Picion of the Administration’s
Poor faith the students cited a few
contradictory statements on the
part of the Administration. Also
the Administration ‘backed the
arrest’? said Olson, and he will
subsequently “‘take full responsi-
bility.”

Lenny Kopp asked whether any
more undercover agents were on
the case, to which Olson said
“Not at this point.” And, in op-
position to an earlier statement by
Olson, who said he was not under
pressure to arrest, he admitted
that he was influenced by “con-
servative friends” who called for
an all-out attempt to arrest all of
the offenders.

‘The final statement that gave
evidence of poor faith on the part
of the Administration was made
by Neufeld, who asked “who the
hell Henighan is to make value
judgments”(as to which cases re-
main within the jurisdiction of the
University).

Probably the most complicated
and controversial topic discussed
was ethical values. The Admini-
stration and the Albany Com-
munity seem to hold dearly the
rule of law; therefore the breaking
of windows and unlawful trespass
are morally and legally wrong
because they might lead to dis-
order. They believe the law must
be upheld because the legal code
is sacred, because if broken, can
only invite instability and possibly
anarchy.

Many students, however
seemed to hold the freedom of
Frank Borzilleri above that of the
$1000 property damage. As
Lenny Kopp said, “Is entering a
building such a great crime?”
Wasn’t there a reason for his
action, and that the offense
should not be taken at face value?

es

by J. Stephen Flavin

and Martha Nathanson

Billed and sanctioned by the
University community as two
days of*meaningful dialogue” in-
terpreted as a condoned strike by
some or a legal holiday by others,
hundreds of students, faculty, a
few brave administrators and
‘outside agitators” met in work-
shops of discuss the eyents of the
past few weeks and alternatives
available in light of those events.

The topics of discussion includ-
ed “Legal Procedure--Amnesty for
Students,” “Elimination of Uni-
versity Requirements,” “Experi-
mental Colleges and Programs,”
“Save Your Environment,”
“Gerry Wagner Controversy,”
“Student as Nigger,” “Racism on
Campus,” and “Anarchy.” No
room was scheduled for the dia-
logue on anarchy and people were
discouraged from attending.

CURE (Committee for Under-
graduate Requirement Elimin-
ation) “officiated” at their res-
pective workshop. They explained
that a bill was pending before the
University Senate to eliminate
“general requirements” and one
year of Physical Education.De-
partmental requirements would
not be affected. “If this bill is
passed, a department can still re-
quire a foreign language, but it
must be included in the number
of credits toward a major. Once
this bill is approved by the Univer-
sity Senate, the decision is final
and does not have to be approved
by the administration.”

Discuss

CURE is sponsoring an opinion
poll from April 15-17 to estimate
student-faculty support. “The aim
of abolishing requirements would
be to lift artificial restrictions.”
After general requirements were
abolished at some schools, their
ratings declined. It was noted that
this has not yet happened at the
University of Buffalo.

The “Dialogue for Amnesty”

needed officiation. Most of the
students, 300 in steady attend-
ance, 200 drop-ins, drop-outs ob-
served a polarized shouting match
replete with outside agitators-
from U.B. and the administration!
The majority-though most remain-
ed silent- were in harmonious
accord, feeling that a change in
the University, society, and our
priorities were needed. However,
the means to produce desired
change met discord. “We need a
referendum to poll student opin-
ion and strength. We will follow
the will of the majority! We want
change without the means em-
ployed at U.B.”

“Does the administration run
around with a referendum every-
time before they act? Refer-
endums at Buffalo went 4:1 to
eliminate ROTC, 2:1 for open
admissions--the administration dis-
regarded all referendums.” An-
other student question “means to
the end” but expressed frustration
and vented anger resulting from
Peaceful attempts at “going
through channels.” “Look at the
results of our trying to save Gerry
Wagner through channels.

Continued on page 10

Arrest in Campus Violence,

Security

by Al Senia

“I (my office) would do all I
could to have the charges dropped
if the $1,000 were raised.”

--Dr. Clifton Thorne,
Vice President for Student Affairs

“We will not be coerced into
dropping the investigation.”

--Mr. John Henighan

Investigator for Security

The first arrest arising out of
the incidents of the Administra-
tion building last Friday night
occurred Wednesday morning. At
9 A.M. security police walked into
Van Cortlandt Hall on Dutch
Quadrangle and arrested Frank
Borzilleri, a freshman.

He was charged with criminal
trespass, a misdemeanor. He was
brought before Albany Police
Court Judge Frank Tepedino for a
hearing and was later released in
the custody of his court- appoint-
ed attorney.

Inspector John Henighan of
Security informed the ASP that
‘the investigation is continuing.’
But just how the investigation
would continue remained the ma-
jor question last night following
an open meeting of Central Coun-
cil. An offer of $1000 was made
to Dr. Thorne yesterday around
noon, He accepted the pledge ‘in
good faith’ and stated:

‘I did not ask for the $1000. It
was not my idea. It is not black-

mail or extortion. I (my office)
would do all I could to have the
charges dropped if the $1000 were
raised. This is to keep the com-
munity together and treat people
like human beings,’

This apparently puts him at
odds with Security. Mr. Henighan,
who is doing the investigative
work, gave the assurance that the
case is still open. ‘We will not be
coerced into dropping the investig-
ation,’ he said.

Henighan was the Adminis-
tration Building Friday night
when the window breaking and
‘illegal entry’ occurred. It is his
eyewitness accounts that are
forming the basis of the investi-
gation. Contrary to the current
Popular paranoic belief, there no

ERROR-—

Continues Investigation

videotapes, newsreels, or pictures
being utilized to identify students.

Henighan was inside the build-
ing and saw about twenty stu-
dents as they entered the locked
building. If he is able to identify
‘them by name, they will be arres-
ted and charged with criminal
trespass.

Many of the rumors circulating
stem from the erratic performance
of our administration. Dr.
Kuusisto apparently gave the dis-
tinct impression to at least one
Central Council member that no
arrrsts would be made.

Meanwhile, the statements
issued to the media state that all
lawbreakers will. indeed be pro-
secuted.

These not official police footwear, they are

National Guard Combat boots. The Albany Student Press was in error
to imply that the wearer was a policeman and we apologize to the
doctoral student pictured in our tuesday ASP for our mistake. We
have no evidence to infer that he is in any way involved with police

work.

_ PAGE 2

ALBANY STUDENT PRESS

FRIDAY, MARCH 20, 1970

graffiti

Let your state legislators know
how you feel about conservation!
During GREEK WEEK, Monday,
March 16- Friday, March 20, there
will be a table set up in the
Campus Center lobby where any
interested stduents will have the
opportunity to write their state
legislators about the present si-
tutation of conservation. Hours
will be- Monday-Thursday 10 a.m.
to 2 p.m. and Friday from 10 a.m.
to 12 noon. Papers and envelopes
will be provided.

THE ROAR OF THE
GREASEPAINT-THE SMELL
OF THE CROWD will be per-
formed wtice this evening at 7:30
and 9:00 p.m. in the Arena Thea-
tre of the Performing Arts Center.
Directed by Ron Abel, GREASE-
PAINT is co-sponsored by Experi-
mental Theatre and Music Coun-
cil. Michael Reynolds and Mary
Eileen O'Donnell play the roles of
Cocky and Sir; the cast also in-
cludes Frances Caruso, Douglas
Saucke, Barbara Muller, and
Ralph Boone. Admission is free.

SORES Of
ENGEIND

SAVOY BROWN

THE NICE
FAMILY

UNION COLLEGE
SUN. APRIL 12TH
3:00 PM — FIELD HOUSE
— A Blanket Concert
Tickets: Only $2.50
in advance
$3.00 at door
Tickets On Sale At:
Union College
(Student Activities Office)
Albany State
(Student Activities Office)
RPI (RPI Ticket Office)
In Schenectady: Van Curler
Music, State St.

In Albany:
Van Curler Music,
State St.

FOR INFO:
(518) 346-8686

Limited Seating
Buy Tickets Early!

AN NCC PRODUCTION

A drive for the March of Dimes
will be held Tuesday, March 17
through Friday, March 20 in the
Campus Center lobby. Inter-
Sorority Council is sponsoring this
drive. Please be generous.

Mayor Corning will speak on
Air and Water Pollution in LC 21
Friday March 20 at 8 p.m. Spon-
sored by the College Young
Democrats.

Anyone interested in Czech cul-
ture and language is weleome to
the regular meeting of the Czech
Club, March 21, 2 pm, Albany
International Center.

Auditions for an Experimental
Theatre play, THE WRITE
WHORE AND THE BIT PLAY-
ER, by Tom Eyen, will be held
Monday, March 23 at 8 p.m. in
the PAC Rehearsal Hall. Directed
by William Frankonis, the play
offers two female roles. The play
is scheduled for an April 24th
production in the Arena Theatre
of the PAC. People interested in
working on the technical end of
the production are also invited to
attend.

An American Red Cross first
aid instructor training course will
be taught at the Albany Area
Chapter, American Red Cross,
Hackett Blvd. at Clara Barton Dr.,
Albany, beginning Monday, March
23, at 7 p.m. This course is open
to adults holding current current
authorization as an advanced first
aider or medical technician. It will
also involve members of the
National Ski Patrol. Enrollment in
the course can be made by calling
the Albany Red Cross at
462-7461.

TERT T TT ETAT ETT TTT TET TT ET ETT EFTTA ET ET ETE TT EET TT TATE TTT TTT TET EEE ETT PTET EET ET ETE

People, there are alternatives!
Get acquainted with the Experi-
mental and General Colleges at a
meeting for the university com-
munity on Monday, March 23, at
7:30 pm in the Campus Center
Ballroom.

The Supreme Court hearing on
MYSKANIA tapping will be held
on Tuesday, April 7th at 7:30 pm
in HU 123.

A motion picture tribute to
Martin Luther King, in 1000 thea-
ters across America. One night
only! All proceeds go to the Mar-
tin Luther King, Jr. Special Fund
for the war against poverty, illiter-
aey and social injustice. Tickets
for March 24 are available by
writing: Council of Churches,
810 Madison Ave., or Madison
‘Theater, 1032 Madison Avenue,
Albany.

All students that have not yet
paid their Student Activity Asses-
sment are urged to do so on or
before April 3. Failure to pay the
assessment will result in having
your registration, diploma or
various other pertinent data
witheld. We strongly urge you to
pay now so that you will not have
to be inconvenienced later.

Students who feel that they
qualify for a Waiver of Payment
or a refund for extremely unusual
or hardship circumstances MUST
submit their application by Wed-
nesday, April 8, 1970, in Campus
Center 346. Applications will not
be accepted after that date.

Any group planning to partici-
pate in State Fair but who has not
recieved an application please call
Pat Schumann at 457-4012.

MULTI-MEDIA

Sigma Delta Pi, the National
Spanish Honorary, is accepting
applications for Spring inductions.
Requirements are: 3.0 in Spanish,
2.75 overall cum, and completion
of at least 1 300-level literature
course (SPN 317 not accepted).
Sign up on Dr. Riggio’s office
door, HU 284, before April 11th.

Hitchhiking travelers Doris
Brunner (Switzerland), Tina Per-
son (U.S.A.) and Mina Mauerstein
(U.S.A.) describe the delights and
difficulties of ‘thumbing”
through Europe March 20, 8pm,
Albany International Center.

State University Theatre's
fourth major production, ALA-
ED-DIN, directed by Patricia B.
Snyder is readying for its Wednes-
day, April 15 opening for a five-
day run. Costumes are being de-
signed by Arlene DuMond for the
cast which includes over thirty
characters. ALA-ED-DIN, is being
produced in the Lab 2 Experi-
mental Theatre. The sets for the
production are being designed by
Robert J. Donnelly. Jerome
Hanley is designing lighting and
special effects.

There will be Hobbit Happiness
in May. Elves and Leprechauns
may also participate. WATCH
here for further developments.
Firiel

¢lassified ads

Typing- the professional way-
fast- accurate- call 869-3353

For sale: 1962 Rambler, R&H,
very clean interior, excellent
condition, $175. call 692-4520

For sale- 1964 Chevy SS Im-
pala- 409 engine, all extras. Call
434-4358

Vote Hirschenson & Page Uni-
versity Senate

Dave Kopilow and Steve Morris
are running for Senate. So
what! So is Mitch Liberman.
Driver needed for mother and
children. Free vacation in At-
lantic City. Leave Saturday
April 18, return Tuesday, April
21. Use my car. call evenings
489-6993

Pooh,
Happy Birthday,
Love Rabbit

Keep Cousins!

Two gay roommates seek gay or
bisexual roommate, quiet and
considerate, for established six-
room apartment. Private room,
$50. 436-4108.

JOBS! JOBS! and more
JOBS! Students, Teachers.
Stateside and International
Jobs. Recreational Jobs; Year-
round Jobs; Summer Jobs. All
occupations and trades. Enjoy a
@ vacation while you earn. Hur-
ry! The best jobs are taken
early. Write: “JOBS” P.O. Box
475, Dept. CP 196-1, Lodi,

Calif. 65240

PROTESTANT CATHOLIC COMMUNITIES

PALM SUNDAY

CELEBRATION

on Sunday, March 22

Campus Center
Ball Room 4 pm

Protestant Worship Service at 7:00 pm

Campus Center

(All Regular Newman Masses Cancelled)

Jerri iHtrtTH ETE EH TEN

ALBANY STUDENT PRESS

PAGE 3

oo

Demonstrators were forcibly removed from the steps of the Albany Induction Center yesterday as they
attempted to stop the normal business of the office.

--rosenberg

Demonstrators Arrested at
Induction Center Sit—In

by Neill Shanahan

Twenty-nine people, young and
elderly, sat in front of the Albany
Induction Center yesterday to
stop the everyday business of
sending men to Viet Nam. After
sitting for four and a half hours
on the cold, windy street, fifteen
were arrested.

Some taken into custody for
“disorderly conduct” were Al-
bany State students.

The arrests, many forcible in
the face of passive resistance, were
made during the busy downtown
lunch hour and consequently were
witnessed by many hundreds of
office workers.

The War Resisters League, “‘a
group which opposes all war and
violence and seeks to remove the
causes of war”’ organized the sit-in
in concert with Anti-Draft Week
protests throughout the nation.

Under the direction of In-
spector Mahar of the Albany po-
lice, some of the protestors were
carried bodily to paddy-wagons.
While some went peaceably under
their own power, it was the con-
viction of the others not to co-
operate in any way with the po-
lice.

Inspector Mahar said that a
corridor had to be maintained for
free entrance to the building. Of
those carried bodily, one woman
was included.

One of those arrested was Mrs.
Theodore Adams, whose husband
is a professor in the English De-
partment here.

Another protestor was a 53
year old Quaker, Mr. John Dunier.
“Non-violence is the only thing
which makes sense,” he said. “It is
the only realistic way of ap-
proaching relations among people
and among nations in this nuclear
age.”

Another taken into custody
was Simon Burrows, just returned
from Viet Nam and now a student
at Union College. He said he had
gone to Viet Nam with an “open
mind”, thinking the U.S. presence
there might have some purpose,
but found instead that we are
engaged in “simply a nationalistic
war.”

At first the demonstrators sat
in on the steps to the Federal
Building. In order to remove
them, Federal marshalls deputized
fifteen maintenance employees of
the center. At approximately
10:30 A.M. the demonstrators
were dragged one by one to the
street below where they con-
tinued to sit. The arrests came at
12:30 P.M. and even afterwards
these deputies were seen pushing
and shoving the protestors, par-
ticularly the women.

“T have a son in Viet Nam,”
one deputy said. “These here are
the enemy—anything which
helps the Vietcong which does not
cooperate in any way with the
army and navy.”

While a few onlookers were
vocal in open disapproval, many
were sympathetic. “I wish I had
the courage to do what they are
doing” one said.

Another passer-by was Mrs. Jo-
sephine Ross, 62 years old. She
strongly approved. “We can’t run
our own country so how can we
expect to run the world.” she
said.

Across the street about 50 stu-
dents chanted, sang and held ban-
ners throughout the morning. A
few also passed out leaflets to the
slowly passing cars.

Many of those who came to the
center to be inducted either
pushed their way through or hur-
dled the group. A police captain
trying to gain entry could not

ACADEMIC REGALIA FOR GRADUATION
Orders will be taken at the Bookstore for the rental
of caps, gowns, and hoods between MARCH 16 and

jump so stepped across shoulders
and arms of the protestors.

Nevertheless, abut six or seven
refused to enter when they saw
the demonstrators. One was a
black ex-Marine, Howard
Johnson, 19 years old, who was to
report his discharge to the re-
cruiter. ‘Personally, I’m for the
war, but I don’t think it would be
right to break up their demonstra-
tion. I'm for what they’re doing,
too.”

Of those who did enter, Father
PaulSmith, chaplain here at Al-
bany State said,‘I feel they have
to be respected. I’m sorry they
have made this particular choice,
however, when so many of the
practical implications of the war
lie in the hands of the inductees.”
Father Smith was present “in a
supportive way.”

The mood was conviction, not
force. Said one onlooker: “This is
a serious indictment of America.”

NOTICE

On Monday, March 2, a sub-
ject non-student was arrested in
the University library on a
charge of public lewdness fol-
lowing complaint made by a
female student.

Students are strongly urged
to report such incidents to the
Security Office to further ex-
pedite investigation.

EUROPE BY CAR

af

Pluralism - Theme
of 1967 Study

A study of the needs of under-
graduate education in a “world of
accelerating change” was the task
undertaken by a special commit-
tee of the Undergraduate Academ-
ic Council appointed in January
1967. The result was an innovat-
ive report dealing with the entire
process of education, emphasising
the importance of educational
pluralism. This report was approv-
ed by University Senate two years
ago.

The report was intended to be a
broad, general guideline for the
future development of undergrad-
uate education at the State Uni-
versity of New York at Albany.
The report stated that the univer-
sity should “provide at least two
or more paths for every major
educational goal’

The Albany Student Press is
reprinting excerpts from this
report in this issue in the hope
that it will be of*use to students
during our two days of “Dia-
logue.” Since this report has al-
ready been accepted by the Uni-
versity, plans for its specific im-
plementation could be a fruitful
discussion topic.

The organization of curriculum
is one of the primary concerns of
the special report. One proposal is
the institution of a three years
Masters program. This means a

student could unify his upper two
years of college with an additional
study in a single program.

Among the more unusual pro-
posals of the committee was the
“institution of an ‘Experimental
College’ ” which would integrate
the last years of high school
with the first two years of college.
In this plan, students would be
admitted in the tenth grade.

The recurring theme of the
report is an emphasis on “inde-
pendent study.” The report states
that “In the last analysis only
independent study is effective
study...we strongly recommend
that all necessary steps be taken
to make independent study a
dominant factor on the Albany
Campus.”

Another proposal deals with a
new type of program— le Gen-
eral College. This would specialize
in general, liberal arts education.

Also endorsed is the concept of
the “departmental program.” This
would allow a student to enter
directly into the department of
his major and follow the suggest-
ions and recommendations of his
department in planning his pro-
gram. So far three departments
~—English, Classics, and German
——have had departmental major
programs, Romance Language and
Comparative Literature now have
programs awaiting final approval.

Housing Contract
Information

Applications for on-campus
housing for the 1970-71 academic
year will be available in all resi-
dence halls and in the Housing
Office (Fulton Hall, State Quad,

Suite 103) as of Monday, March
23,1970.

Completed applications and the
$25 are to be returned to the
State Quadrangle Flag Room be-
tween 9:00 to 12:00 a.m. and
1:00 to 5:00 p.m, April 6
through April 10 and April 13-17.
Applications will also be accepted
on April 16 and 17 unitl 8:00

p.m. (Please note the schedule
below.) Students planning to live
together in a room or a suite must
turn in their completed contract
cards together. Although one stu-
dent may tum in all applications
for those planning to live in one
suite, ALL STUDENTS must
come at the time the applications
are turned in in order to have a
picture taken for their permanent
meal card. No applications will be
accepted unless all students in the
group are present to have their
Food Service picture taken.

if you want a
summer job, call
Manpower’.

© The pay is good.
© You can work when you pleas
© The experience will help you later on.

That sound you hear is Opportunity, knocking.

If you’re a gal—and you have some secretarial
skills—we'll put you to work. If you can type,
operate various office machines or handle some
stenography...knock knock knock.

If you're a guy, you might want factory or ware-
house work—indoors or out. We've got both...
and both can help you build up your experience
..-and your bankroll. But we can't call you...
so call us, Knock knock knock.

In 400 offices throughout the United States
Manpower specializes in finding the right peo-
ple to do the temporary jobs that have to be
done. We've been at it for 21 years, so we know
what you're looking for. Why not deal with the
best. When you're home on vacation come on in.

APRIL 17, 1970 ONLY! The Bookstore WILL NOT
HANDLE any orders after April 17.
INFORMATION REQUIRED
The following information is essentiat:
1. Name (first and last) 4. Total height (in heels)
2. Permanent address 5. Chest size (or weight)
3. Degree being received
6. Cap size (or head circumference taken level’1” above the ears)
Bachelor candidates wear only a cap and gown; Europe? The total cost for the use of
Master and Doctoral candidates wear a cap, gown, and this car in Europe is much less than

nood. trains, buses, or taxis. Travel at your
Regalia will be distributed during the week of June 2, isure aud save yourself luggage

1970. Regalia can be picked up at the Bowling lanes. problems, aggravation, and money.
Regalia must be returned to the pick up site before 1:30 Contact: Greear Wasson
p.m. Sunday, June 7, 1970. Regalia must be returned in Waterbury Hall rm. 155

the rental box or there will be a $1 charge. eaeeee

Knock knock knock knock.

Planning to spend the summer in MANP@®WER’

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‘An Equal Opportunity Employer

PAGE 4

ALBANY STUDENT PRESS

FRIDAY, MARCH 20, 1970

THE ASP SPORTS

Power to the Jocks

Juniors Jack Jordan of Green
Island and Alan Reid of Bingham-
ton were elected co-captains of
the 1970-71 State University at
Albany varsity basketball team at
a recent post-season banquet, Jor-
dan also was named this year’s
Most Valuable Player and Reid
received a trophy. as the free
throw accuracy champion.

Outgoing captain Jach Adams
of Voorheesville was presented
with coach Dick Sauers*‘100%
Award.” The award is given to the
player who earns the most points
during the season based on a
system devised by Sauers to honor
“my type of ballplayer.” Taken
into consideration are such things
as defense, play execution. loose-

ball reconveries, and other
aspects of what often is called the
floor game. Adams averaged 11.9
points a game in this, his third
varsity season.

Jim Masterson, a junior from
Albany, was chosen Most Im-
proved Player and will receive an
award at the university’s All
Sports Banquet in May. He aver-
aged 11.8 points a game and
excelled on defense. Jim is a
transfer from Ithaca College.

Jordan led the 13-9 Great
Danes in scoring (16.5) and re-
bounding(255). He was the high
scorer in 12 games and the leading
rebounder in 18 despite standing
just six-feet. The LaSalle of Troy
graduate scored 364 points, 17th

TH

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best in Albany history, and now
has a two-year total of 664. Only
eight men at the university ave
scored over 800 points in a three-
year- career, a mark Jordan should
reach next winter.

Reid, a Broome Tech transfer,
made 74.3% of his free throws
(52-70), while averaging 10.0
points a game and grabbing 159
rebounds. The 6-2 blond cager
also led the Danes with 56 assists.

Freshman Post season honors
went to Werner Kolin of Kingston
who was named Most Valuable
Player on the 1969-70 State Uni-
versity at Albany freshman bas-
ketball team. The 6-4 forward led
the team in scoring (12.6) and
rebounding (153), as the Dane
Pups recorded a 13-5 mark, se-
cond best in Albany frosh basket-
ball history.

Koln is a 1969 graduate of

_ JORDAN AND REID ELECTED CO-CAPTAINS

Kingston High, where he lettered
in basketball, golf, and cross-
country.

The well-balanced Danes had a
strong, deep bench and coach Bob
Lewis substituted freely. Al-
though there was no one big
scorer seven men averaged be-
tween 6.3 and 12.6 points a game.
Ten players and the team manager
qualified for “1973” numerals,
while five others received certi-
ficates of participation.

First Varsity Lacrosse Season Scheduled
After ‘Unbelievable’ 14-1-1 Club Record

This Spring will mark the first
time that lacrosse will be played
on a varsity level at Albany State.
After compiling an unbelievable
two year club record of 14-1-1,
coaches John Ocorgan and Bill
Muse feel that this year’s team
will be stronger than ever.
Returning from last year’s
team, which was ranked as the
nation’s number one college la-
crosse club, are attachmen Steve
Jakway, Larry Smith, Mike Bar-
lotta, Andy Egol, and Bruce Sand.

Back from the first two mid-
fields are Kevin Sheehan, Mark
Werder Tom Mullin, Marshall
Winkler, Mike Jolub and Bernard
McGuerty IIT

On defense, George Turo, Tom
Osterman, Curt Smith and Barry
Kelstein are all battling for the
three defense positions.

Goal tending should be strong
with both Bob Cole and Tom
Gicauinto back in the nets.

The lacrosse team will remaia
at Albany over most of Easter

recess, Scrimmages have been
scheduled with the Mohawk La-
crosse Club and RPI and a tenta-
tive scrimmage with U.Mass, the
fifth ranked team in the nation
last year.

Lacrosse has been billed as the
fastest sport on two feet- as well
as the most exciting. With the
season beginning shortly after
Easter and with the high caliber
of the Atbany State stickmen, all
sports fans will have a good
chance to see why in just a few
weeks.

Garver, Hatkoff Pace Bowlers

Last Saturday eleven State
bowlers traveled to Utica to com-
pete in a college tourna-
ment at Pin-o-rama Bowl. There
were 25 teams, representing about
14 different colleges throughout
the state; Albany sent two 5-man
squads. The eleven keglers in-
cluded ten of the highest
average bowlers from League I
and a 177 averagee bowler from
League II, Joe Kannar.

The first three games bowled m
counted toward a team trophy.
The five-man squad from Delhi
captured first place with a total of
2786. With over 60 teams battling
it out in the second set of three

games for the doubles trophies,
State finished both first and
second. The duo of Bruce Hatkoff
and Glenn Garver were number
one finishers in this event for the
day with scores of 596 and 564
respectively. Placing second over
the field of over 60 squads, just 3
pins less in total than the first
place team, was the combo of
Larry MacDowell and Nick Meis-
ter. All four bowlers received
trophies for their efforts. One
additional trophy was awarded to
Nick Meister for having the fourth
highest singles series in the second
set of games. His smashing total of
596 tied that of Bruce Hatkoff,

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but because Nick had scored
better in the first series, he was
given the trophy . Albany also
placed sixth in the doubles event,
but no trophies were awarded past
fourth place. Paul Haas and Rich
Friedlander took sixth.

Now there remains a Syracuse
Invitation Bowling match to be
played sometime next month. The
boys are preparing to compete
and and bring home some more
trophies.

HHH

AMIA Softball Leagues will be
organized Tuesday, March 24.
Meetings are scheduled for League
I—3:30 p.m., League II—4:00
p.m., League III—4:30 p.m, in
P.E. Center 125. Team Rosters
(minimum 12 players) must be
turned in at the meeting. Two
copies are required. Forms are
available in the AMIA office and
the Men’s Cage.

Synchronized Swim Club will
accept new members. starting
Tuesday, April 7 from 8-9. pm.
Beginners are especially urged to
attend.

Bob,
The cowardly number is not
known yet!
Two for the Road?
Nance

20TH CENTURY-FOX PRESENTS

CHARLTON HESTON

in an ARTHUR P. JACOBS preducton

‘AN UNUSUA!
FROM‘

ND IMPORTANT

AUTHOR OF “BRIDGE ON

pLANET.< APES

TOWER EAST CINEMA

MOTION PICTURE

ARE BOULLE,
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the
FIRST WEEKEND
BACK

FRIDAY, MARCH 20, 1970

ALBANY STUDENT PRESS

CURE Schedules
Open Hearings,Poll

Last spring, a proposal to eli-
| minate the general undergraduate
i degree requirements at SUNYA
was presented to Faculty Senate,
after having been reviewed and
approved by the Curriculum Com-
mittee and Undergraduate Aca-
demic Council of the Senate. The
proposal was tabled, primarily be-
| cause it lacked a plan of imple-
mentation and needed proof of
significant support throughout the
University community. As mem-
bers of CURE, the Committee for
Undergraduate Requirement Eli-
mination, we have undertaken to
supply the implementation plan
which was called for, and we are
circulating this plan, along with
the original proposal, to guage the
degree of support which exists for
our program.

To further educate the Univer-
sity community about our plan,
CURE has scheduled a series of
open hearings throughout the Uni-
versity for the week of April 6-10.
CURE will also conduct an open
opinion poll on April 15, 16, 17
in the Campus Center Main
Lounge to discern student support
for the proposal.

At the April 20, 1970 meeting
of the University Senate the issue
of undergraduate requirement eli-
mination will be brought before
the members of the Senate. At
that time, we will be able to
present University Senate with
evidence of support for the plan
of elimintaing general degree re-
quirements.

The text of the proposal and
implementation amendment fol-
lows.

NEW STATEMENT
OF THE
UNDERGRADUATE
DEGREE PATTERN
PROPOSED BY
THE UNDERGRADUATE
CURRICULUM COMMITTEE
MAR. 17, 1969

The Curriculum Committee rec-
ommends that the undergraduate
degree requirements approved by
the faculty of this University in
the 1961-62 academic year be
withdrawn and that the following
statement become the statement
of the University degree require-
ments:

a. Requirements for the Bache-
lor of Arts degree:

1) The Bachelor of Arts de-
gree requires a minimum of 120
semester hours.

2) The B.A. degree is the
liberal-arts degree, and stresses
general preperation in prefer-
ence to specialization. in the
liberal arts and sciences. In ad-
dition, the physical education
requirement as approved by the
faculty is retained for the next
two-year period, and re-
viewed thereafter.

3) Of the semester hours in
this degree, at léast 75% must
be in the liberal arts and sci-
ences.

Nina Simone

in Concert

Sat., April 11
9:30 p.m.
SUNYA Gym
Donation:

$3.50 advance sale
$5.00 at door

b. Requirements for the Bache-
lor of Science degree:

1) The Bachelor of Science
degree requires a minimum of
120 semester hours.

2) The B.S. degree is the
degree permitting specialization
and/or stress on preparation for
a specific vocational objective.

3) Of the semester hours in
this degree, at least 50% must
be in the liberal arts and sci-
ences.

In addition, the Physical Edu-
cation requirement as approved
by the faculty is retained for
the next two-year period, and
reviewed thereaftar.

The Committee recommends
further that this new degree pat-
tern be implemented immediately
upon approval by the Faculty
Senate of this University, so that
the individual faculties awarding
the degree may use the flexibility
provided to them.

IMPLEMENTATION AMENDMENT

Requirements for the Bachelor’s
Degree

The college awards the degree
of Bachelor of Arts (B.A.) or
Bachelor of Science (B.S.) to
those candidates who have com-
pleted an approved sequence of
courses and study totaling a mini-
mum of 120 semester hours and
who, by vote of the faculty, are
certified as having fulfilled all
degree requirements. (The re-
quired semester hours exclude
courses failed or not completed and
the physical education require-
ment.) See section of the Bulletin
titled “Undergraduate Academic
Regulations” for specific informa-
tion concerning the residence re-
quirement and other regulations.
The authority to establish require-
ments other than those listed be-
low remains solely in the Univer-
sity Senate.

Required of all B.A. Candidates

A. A major in one of the
following, (36 semester-hours
maximum) General Program:
American Studies, Afro-American
Studies Anthropology, Art Biol-
ogy, Economics, English, French,
Geography, German, Greek, His-
tory, Inter-American Language
and Area Studies, Italian, Latin,
Mathematics, Music, Philosophy,
Political Science, Pshychology,
Rhetoric and Public Address, Rus-
sian, Sociology, Spanish, Theatre.

Teacher Education: English,
French, German, History, Latin,
Mathematics, Russian, Social
Studies, Spanish, Speech (gener-
al).

ye A Second Field sequence,
(18 semester-hours minimum) In
addition to those subjects listed
under Major, sequences are avail-

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other approved sequences, as ad-
vised by the chairman of the
major department in which the
candidate is enrolled.

C. Special Requirements Teach-
er Education: Professional re-
quirements in education. (22 sem-
ester-hours)

D(Depending on
major, and second field.)

TOTAL: 120 semester-hours

E, Physical Education require-
ment :Above the required hours of
academic study necessary for
graduation.

Required of all B.S. Candidates

A. A major in one of the
following: General Program, (42
semester-hours maximum) College
of Arts and Sciences: Astronomy
and Space Science, Atmospheric
Science, Biology, Chemistry,
Economics, Geology, Math-
ematics, Physics, Science, Science
-Medical Technology, Speech
Pathology and Audiology. Teach-
er Education Program, (36 semes-
ter-hours, maximum) College of
Arts and Sciences: Biology, Chem-
istry, Mathematics, Physics, Sci-
ence, Speech Pathology and Audi-
ology.

B. A Second Field sequence,
(18 semester-hours minimum)
General Program: To be determin-
ed upon advisement with chair-
man of major department. Teach-
er Education: The major and sec-
ond field are combined for those
majoring in the sciences. Majors in
Mathematics must select a
sequence in one of the natural
sciences Computer Science, or
Business.

C. Special Requirements Teach-
er Education: Professional
requirements in education. (22
semester-hours)

Continued on page 10

LMAN

program,

Senate Repeals

Abortion

by Donna Santora

After an emotional 5-hour de-
bate, the State Senate voted Wed-
nesday to repeal practically all
restrictions on abortion. The new
reform measure, passed by a vote
of 31-26 and sent to the As-
sembly, would make abortion sim-
ply a matter between a woman
and her doctor.

The bill doesn’t enumerate the
grounds for legal abortion. Instead
it abolishes all criminal penalties
for licensed physicians who per-
form abortions. Still illegal will be
abortions performed by persons
who aren't doctors.

The measure, unlike a similar
Jaw recently passed in Hawaii con-
tained no residency requirements,
no time | limit on when an abor-
tion can be performed during
pregnancy or how many times a
woman could obtain an abortion.

The bill was also written in
such a way that if a pill were to be
developed that could induce abor-
tion, its use would be legal if
prescribed by a licensed physician.

Because the Senate is usually
considered the more conservative
house in the legislature, its action
enhanced the prospects for the
bill’s passage in the Assembly.

--hochberg

Penalties

Governor Rockefeller has re-
peatedly called for a reform of the
current 87 year old law which
now permits abortions only when
necessary to save the life of the
woman, Thus his approval is con-
sidered likely should the measure
reach his desk.

The reform measure was draft-
ed by Senate Majority leader Earl
Brydges and his staff as a com-
promise between other proposals
sponsored by Assemblywoman
Constance Cook of Ithaca and
Assemblyman Albert Blumenthal.
Mrs. Cook’s bill repealed all pen-
alties for abortions and allowed
abortion on demand. Blumen-
thal’s bill added several new con-
ditions permitting abortions.

Most of the legislative leaders,
both Republicans and Democrats,
have made it clear that they did
not consider the abortion issue as
a partisan measure. They also felt
that the vote crossed religious
affiliation as well. They termed
the measure as a personal con-
sideration for each individual
legislator to decide as he saw fit
and that the moral dicision in-
volved should be left up to the
pregnant mother.

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national Studies, Social Science 111.

PAGE 6

ALBANY STUDENT PRESS

Editors’ note:

The following is taken from the New Patterns of
Education, a report prepared by a special commitiee
of the Undergraduate Academic Affairs Council
during the fall of 1967. In spring 1968 it was
accepted by Senate. The Excerpts below are pub-
lished in the hope that they might provide some
useful information for students participating in to-
day:s Dialogues. (See the article on page 3).

SUMMARY OF PURPOSES AND GOALS

The university is of course, dedicated to the
historic mission of discovering and transmitting
knowledge and ideas. The modern university must
give great attention to the development of new
knowledge and to the reinterpretation of old truths.

‘At Albany we agreed that we should take a broad
view of our mission and make the search for new
knowledge and understanding a joint venture for
students and faculty. But fram whatever field know-
ledge is to be transmitted, the student should not be
deprived of the joy of rediscovery. In the social
sciences and the humanities the study of the past may
often give us more questions than answers, but we
still face the problem of determining which are the
best questions. One meaning of being civilized is the
quality of questions with which one faces existence.
Old insights and ideas give us a kind of agenda with
which to face life. Old ideas tend to retain their
vitality if they address themselves to some fundamen-
tal aspect of existence which does not become
outmoded under new historical conditions. Yet it is
not enough to merely transmit ideas since their form
and substance are usually limited by the objective
conditions under which they arose. They need to
reformulated and modified in the light of new
circumstances and new ways in which the perennial
problems present themselves.

We were convinced from the very beginning that
the tone and style of the Albany University should
play down the mere transmission of knowledge as in
an intellectual cafeteria. Where transmission can be
achieved by educational technologies, it should be
done. We should not use faculty time in doing things
for students that they can do for themselves or which
can be accomplished with machines.

The student-faculty relationship should be focused
on the intellectual process by which new knowledge
is discovered, the interpretation of the meaning and
significance of that knowledge and the analysis of
those fundamental questions of human existence
which confront the world. The themes of inquiry,
creativity, relevance, and involvement were basic to
all our considerations.

The university should be characterized by the joint
venture of students and faculty in perceiving under-
standing, and improving the world. The adventurous
search in the ‘realms of thought and sensibility will
give meaning and significance to human activity. The
University must do more than train people to perform
the sophistocated functions of modern society; it
must critically examine the way in which those
functions are performed and constantly re-examine
their relevance and significance to improving the
quality of human existence.

The university must also discover, define and assess
the problems that confront society. It is simulta-
neously engaged in conserving and transmitting the
values of the past and acting as critic and also as agent
for the generation of new values. Its capacity to
conserve the past depends on its ability: to make
constructive contribution to the future depends on its
ability to link new knowledge to historic human
purposes.

In the broadest possible terms, the primary func-
tion of the university is to prepare the student to
meet an unknown future. The university must pro-
vide the student with knowledge relevent to his
personal, professional, and social roles. More import-
anct than the knowledge itself are the habits and
skills for acquiring new knowledge and confronting
new situations. Perhaps most important are the ideas
attitudes and questions with which members of the
academic communtity will face the future. The
university is the place to develop what Alfred North
Whitehead has beautifully called an “adventure of
ideas.” It is here that one learns that the adventure
can be joyous even playful, that it is one of the most
rewarding of human activities, and that the game is
for the highest stakes, since the quality of life itself is
at issue.

One of the distinctive characteristics of the Albany
campus should be its concern for study on an
interdisciplinary level, and should be a characteristic
of both graduate andundergraduatespf both graduate
and undergraduate work. ‘heorganizational structure
of the university should stimulate andfacilitate con-
tacts among the disciplines.

Further the university should seek to bring about
a fruitful relationship between those
involved in the education of man as man, and the
programs which man must muster in his role as a
member of a professional guild. Many constructive
relationships are possible between purely academic
studies and professional programs. Worn out dogmas
about the distinction between pure and applied
research, between general and specialized study
should be discarded.

The concerns for interdisciplinary work, the associa-
tionof professional and academic studies and the
relationship between pure and applied research, sug-
gests that a central concern of the university should
be the broad issues of social and political policy at
whatever level. Our assessment of the human con-
dition in our times indicated that the university
should encourage involvement, both of students and
faculty, in the basic problems corifronting society
One of the clearest statements of our purposes and

NEW PATTERNS FOR UND!

goals was provided by Professor Audrey Kouval, and
is reproduced here with only slight modification:

The university is the human institution designed to
serve human needs, and in each age the great
universities have influenced not only their own
society but the development of manknind to the
extent in which they have been sensitive to the needs
of their historic place and moment.”

At several sessions, particularly in the beginning
and at the end, the committee tried to formulate and
make explicit the fundamental principles underlying
this report. Each of these could easily be treated in a
separate essay, and they are enumeratedhere'in only
summary fashion, and not even in order of import-
ance.

SOME GUIDING PRINCIPLES

1. Balance

The university is not only committed to providing
“trained personnel,” but it is also under great
pressure to provide the research and development
neecessary in the arts, sciences, technology, and
administration. Even those institutions which in the
past were primarily concerned with the quality of
human life and existence, are now inundated by
practical demands which they have come to serve
with remarkable success. It is a long way from the
Whiffenpoof Song to the Manhattan project. The
Undergraduate Committee was wholeheartedly agreed
on the principle that the university must not only
meet these demands but must also find a way of
balancing individual, private, humane needs, It must
also assist students in finding ways of deriving
personal satisfaction and a meaningful private exist
ence within the requirements of a mass media
-technologically orientated society. In a sense, the
university has the enormous task of serving’ two
masters. It was our view that we should not sacrifice
one set of demands for the other, and that while we
advance specialized study and research at the highest
professional level in the arts and sciences, that we also
advance general education in the liberal arts and take
seriously the art of living well and the purposes for
which men live and die. Although this problem is
ancient, it has never been felt with greater urgency
that at this time in human evolution.

2. Transnationalism

The university is an international, or, as we prefer
to say, a transnationalinstitution. Teaching in the
disciplines should transcend national boundaries both
as to content and method. Students should be
enabled to live in a world which is “rapidly becoming
a village.” The international dimension of academic
activity was stressed at nearly every major point in
our deliberations.

It is hoped that by 1970, five per cent of our
student body will be international and that by 1975
it might rise to ten per cent. This would call for a
substantial expansion in the office of the internation-
al student advisor and other supporting offices.

International education programs should be greatly
expanded and four types are suggested.

A. Programs of study abroad for those directly
involved in language-based disciplines.

B. Study and research abroad for those in a
non-language based discipline but which necessitates
going abroad to study particular problems.

C. Service programs abroad.

D. Internation general education.

The Committee urges the establishment of a
research center for area studies at Albany which
would lend support to these international activities.
We should also take advantage of the regional offices
of SUNY which are being established in different
parts of the world.

The Committee also supports the idea of establish-
ing an international residence quadrangle to house
students who are primarily involved in the study of
languages and language-based disciplines. Apartments
should also be made available for visiting internation-
al professors.

(The above recommendations were drawn from the
deliberations of the Area Studies Advisement Com-
mittee of the College of Arts and Sciences, minutes of
meeting of December 12, 1967.)

3. Flexibility

We postulated that society would continue to
undergo rapid changes, and that the university must
therefore be able to accomodate itself to new
developments often with inadequate lead time, as in
the early Peace Corps programs; that it be open to
innovation and experiment, not only in curriculum
and program of studies, but also in the administration
and management of its own affairs.

4. Centrality of the Student

The central focus in undergraduate education is
still the student and we agreed that we should
attempt to maximize the area of student choice
within a broad academic framework and to regard the
student as an adult with the primary responsibility
for his own development. One consequence of this
principle is a great emphasis upon independent study,
as will become evident elsewhere in this report.
5. Inquiry

‘The various programs of study as well as teaching
methods should stress discovery and re-discovery, the
broadening and heightening of curiosity and the
active pursit of knowledge no matter where it may
lead. Even in our secondary function as a transmitter
of accumulated knowledge, we should organize the
learning experience so as to stress the spirit and
requirements of the process of inquiry.

6. Creativity
Although this notion has been overworked in

recent educational literature, it is nonetheless rele-
vant. It is especially pertinent to the question “who is
a good student?” Our own response is not formulated
in terms of grades credits and examinations but
through creative activity whether in the arts, sciences,
or the affairs of man. How original, inventive,
independent is the student in using, applying, dis
covering making, and doing

7. Relevance

Although the university should continue to provide
some ivory towers and make provision for study and
research at a given time, the bulk of the university’s
undergraduate activity should relate directly to the
existential world. It should assess and define the
needs of society, and relate its activity to the market
place, to questions of political ideologies and religion,
to government, and to voluntary organizations of all
descriptions. In short, the relevance of the university
is not only to the needs of the “techno-structure ”
but also to all aspects of human existence.

In the same way, we feel that the University at
Albany should meet and develop the challenge of new
and essentially unique conditions rather than attempt
to imitate models from the past, however, successful.
Our broad obligations may be broken down into four
areas, the demands of which may sometimes appear
to be conflicting:

1. The need of human society as a whole.

2. The requirements of the community in which
we find ourselves

3. The capacities and goals of the students who
come to us

4. The commitment we set ourselves to pure
investigation and inquiry as an end in itself. This is
not to say that we should incorporate nothing from
the past, nor learn anything from contempory experi-
ment it is simply to state that our prime task is to
discover our identity and reformmulate the purposes of
the university.

8. Educational Technology

We agreed that the new media and educational
technologies should be used freely and with fre-
quency, but always in the best interest of the student
and not the business office. We took a positive
approach to the new educational technologies which
we see primarily as a means of enhancing and
maximizing professorial talents’ and improving in-
struction. Without question, we rank at the top of
instructional methodology the personal contact be-
tween professor and student; however, we must also
take into account that there is and will be a shortage
of professors for the forseeable future. It is important
that we do not waste the professor by using him to
perform inferior tasks which can be adequately
achieved through mechanical innovation. Our guiding
principle here is that we do not mechanize the
teacher when a gadget is available, and that we take
care to use the human teacher where only a human
contact can do the job. We recognize that many
functions can be performed adequately and often
better by modern technology.

9 Educational Pluralism

In order to increase the student’s freedom and his
range of choices, we agreed that we would provide at
least two or more paths for every major educational
goal. If the student is to be regarded as an adult, then
he should have the opportunity to make his own at
the undergraduate level. The principle of educational
Pluralism is analogous to the concept of consumer
choice in classical economic theory.

10. Separation of Evaluation from Instruction

Closely related to the ideas of flexibility and
independent study is the conviction that the system
of evaluation, course credits, grades and other related
matters need to be raised to a higher plane. In broad
outline, the views of the Committee are as follows:

1. Evaluation of student achievement through a
variety of devices in addition to conventional exami-
nations, creative works, performances, disserta-
tions, original papers et cetera.

2. Evaluation of student achievement by larger
units or fields of study.

3. De-emphasis of courses and course credits

4. An external system of evaluation, not neces-
sarily course by course, in which. the evaluation
would be made by qualified persons who did not
actually teach the student.

5. Credit by examination, whether through the
agency of established organizations, such as ETS or a
SUNYA office of evaluation.

11. The Academic Calendar

The perfect calendar may exist as a platonic ideal,
but we doubt it. We examined various alternatives
and found that each had its special imperfections.
The ultimate choice is an exercise in the reconcilia-
tion and compromise the Committee was pleasantly
surprised to find that it could agree and reach
unanimity with a minimum of debate.

In our judgment the most significant priority in
choosing a calendar is to find one which would
maximize our flexibility so that the various patterns
suggested in this study could be more readily imple-
mented. When looked at in this perspective, the
semester system seems to be the most rigid.

The committee, therefore, recommends that we
investigate the adoption of a three-quarter system or
some variation such as the three-three. In effect, this
means retaining the academic year as we have it at
present, dividing it, however, into three parts instead
of two. We leave open the question of establishing a
full summer quarter which remains as a possibility.

The three-quarter system enables us to provide
courses both of shorter and longer duration. It makes
it possible for students to take a quarter off for work,
other types of experience, internships, et. cetera. It is
FRIDAY, MARCH 20, 1970

PAGE 7

also of great utility in increasing the mobility of
faculty so that they may do research, travel, consult,
or engage in field work. The three-three system would
relieve the students of considerable pressure while
also freeing them for independent study. The latter
could be structured and put on a credit basis if and
when we consider it desirable.

The detailed disposition of this question is deferred
to the next phase of discussion and implementation.

NEW AND OLD PATTERNS

The Committee discussed a vast variety of special-
ized topics but it devoted: the largest part of its
efforts to new and’ old patterns of undergraduate
education. The heart of our report is to be. found in
this section.

After a brief flight of fantasy during which time
the Committee almost succumbed to the malaise of
most curriculum reformers, namely to seize upon a
single monolithic plan, we recovered quickly and
returned to our basic idea of educational pluralism;
there is not one pattern of undergraduate education,
but many. Students and faculty should have a broad
range of choice. Educational pluralism and flexibility
emerged as firm operational principles.

Inducing ‘educational change is a delicate matter ,
and we sought to find a balance between tradition
and innovation. We agreed that there is much to be
said in justification of the existing pattern of under-
graduate education at SUNYA and that it should not
be scuttled. On the other hand, it should not be
rigidified and thus constitute a barrier to additional
innovations and experiments. At one of our student-
faculty seminars, the question was raised, “What's
wrong with our present system?” Our reply was
simple. It is good, but does not go far enough.

Our idea of educational pluralism seeks to bring
about a harmonious relationship among a limited
humber of academic subcultures. In a real sense,
choice ultimately left to the student, and the univer-
sity serves as an educational “‘market-place” in which
various patterns of undergraduate education may
compete for the enlightened commitment of both
students and faculty. It is the recommendation of the
Committee that the educational programs of the
university be deliberately structured to maximize the
student's freedom of academic action within the
university. We do not expect young students to know
precisely what pattern is best for them. But since we
are encouraging the sstudent to experiment, to
choose among a variety of choices, we must also
make it possible for him to alter his decision from
time to time, without prejudice and with a minimum
loss in time, money, credit, or esteem.

The patterns that we are recommending at this
juncture will undoubtedly have to be modified, or
even abandoned at a later date. We are, therefore,
urging an administrative style or posture which will
accommodate smoothly to major social changes and
facilitate readjustments of the internal structure of
the university to meet new needs.

Through the centuries, the administration of high-
ter education has been among the most conservative
in the western world. Despite the fact that in
academia we are supposed to live on the intellectual
frontier to face new ideas constantly, it remains that
in educational administration there is a strange desire
to live with and maintain antiquated procedures No
institution has retained more medieval and renais-
sance forms than the university, not even the Roman
Catholic Church. We seem to be tethered to atrophied
monastic and agrarian traditions. The Committee is
not advocating the abandonment of the old forms
simply because they are old; it is merely reeommend-
ing that we be prepared to make changes regularly,
systematically, to greet all new conditions, welcome
some, and adjust to the inevitable without despair.

The report of the Committee is not intended as a
critique of the prevailing system; we were asked to
suggest new and to revise old patterns in order to
cope more successfully with our enlarged scope of
activity. We are, indeed, recommending that the
present pattern of undergraduate education can be
retained, i.e., the continuance of University College
with its present requirements and administrative
structure, and also the system of upperlevel depart-
mental major, and second field sequences both in the
General and Teacher Education Programs. Students
and faculty presently committed to the existing
Pattern can continue “business as normal.” But while
We recommend retaining University College, we also
wish to use it as a foundation upon which to build.
We are, therefore, recommending five additional
patterns, several of which can be regarded as innova-
tions or experimental programs.

The Three-Year Master’s

We share the premise, held by many
educators and students of contemporary American
society, that the goal of universal high school
education is in process of being replaced by two years
of junior and community college, or equivalent. We
therefore recommend that serious students be give
the opportunity to integrate what is now conven-
tionally known as the junior and senior year with the
one year master’s into a unified and coherent
three-year program, cluminating in a master’s degree.
We urge that the State University at Albany provide
the opportunity to large numbers of students to work
straight through to a master’s degree by three years of
study beyond the sophomore level. The faculty
should examine during the next decades the possi-
bility of eventually phasing out the bachelor’s degree
in selected areas. However, the eventual status of the
bachelor’s degree should not influence our evaluation
of the proposed three year master’s.

The three-year master’s has numerous advantages,

JERGRADUATE EDUCATION

and has already been adopted by scores of universities
in the United States. It makes possible more system-
atic planning of the student’s program, assists in the
clarification of individual student goals, and in the
identification of academically talented students. It
also helps avoid the overlap between conventional
undergraduate education and the first year of grad-
uate study (at another institution).

The General College. Much time was given to the
discussion of the General College, which is to be
conceived on a strikingly different model from the
existing University College. The General College
should have its own faculty and administration, be
given maximum autonomy to determine its own
curriculum and to provide for its own self-governance
with respect to faculty recruitment, promotions,
tenure and salaries.

We see its faculty as consisting of scholars who are
great teachers, who aim at wisdom rather than, but
not opposed to, specialized knowledge. The General
College should have a dean who is distinguished for
his broad general learning and humane aspirations as
an educator. The faculty should draw men and
women of wide experience and diverse intellectual
preparations.

It may very well include specialists who have
deliberately withdrawn from further specialized inves-
tigations in order to devote themselves to the more
general but philosophical and humanistic approaches
to inquiry. We recommend that several distinguished
professorships be assigned to this faculty to give it
tone and a proper ambience. Only those professors
who are outstanding teachers should be eligible for
the faculty.

Administratively, the General College should re-
port directly to the senior academic official below the
president. or, indeed, to the president. It should
formulate its own standards for tenure and promo-
tion, independent of the separate departments It
should also control its won salary schedules, overall
budget and enjoy equal material support.

The curriculum and program of studies should be
largely determined by its own faculty, but in a
continuous forum or dialogue with the university
faculty. Although the Committee did not extend
itself to a detailed consideration of program, it does,
in the case of the General College, recommend that
the pattern of numerous discrete courses be aban-
doned for other approaches which would be largely
interdisciplinary in character, stressing larger units of
study rather than the individual courses. While we see
the entire process of higher education as attempting a
reconciliation between personal and professional
needs the General College would stress the more
general human and personal aspirations of the stu-
dent.

The Departmental Program. The Committee recom-
mends that students be given the option of placing
their total education within the hands of a single
department. In practice, this would mean that a
freshman enrolling for a four-year bachelor’s degree
could select a departmental major upon acceptance
into the university, and that his program would then
be completely under the jurisdiction of a single
department. We propose that each department set up
its own system of counseling and academic advise-
ment, and establish its own procedures. Some may
want to tailor programs to individual students. Others
may turn the students lose, and still others may set
up a well-defined pattern (or patterns) to which
students must conform, e.g., it might simply require
the present patterof University College prior to
declaring a major at the junior level. In any event, we
would leave the decision to the departments and
recommend that the university legislate only the bare
minimum standards, and thus maximize departmental
freedom at the undergraduate level for the entire
four-year period. A student with a passion for music,
or physics, or English, or whatever, would commence
his study under the auspices of masters in that field
and receive not only guidance for his-her specialized
work, but also for general and leberal arts education.

One important stipulation which applies to the
departmental program, as it does, indeed, to all the
programs suggested in this report, is that adequate
provision be made to assure students of the possi-
bility of “swapping horses midstream,” to change
from one program to another with some ease and no
prejudice. We insist, rather strongly, that students be
given academic mobility within the university, and
that they be free to move from one program to
another with a minimum of administrative and
faculty restraint.

Independent Study. Independent study is a means of
learning, but as a goal of education it far transcends
in importance any issue of method alone. Inde-
pendent study should not be considered apart from
the total aims of higher education. In relation to
these aims, it involves both the form and the content
of the educational process. It is, in fact, both a
philosophy and a method, and above all, a spirit or
atmosphere in which this process can develop. If we
conceive the process of independent study as the
maturing of the individual's learning capacity, then it
is education itself. In other words, in the last analysis,
only independent study is effective study, since the
implied contrary, “dependent study,” is by definition
not a self-generating process and connot form a valid
educational concept.

We strongly recommend that all necessary steps be
taken to make independent study a dominant factor
on the Albany Campus.

Specifics
1) Cooperation with existing plans. to grant
credit by examination, eg., ETS, New York State

Department of Education College Proficiency Pro-
gram, et cetera.

2) Elaboration and extension of SUNYA pro-
grams for credit by examination.

3) Inerease support of students engaged in inde-
pendent study by liberalizing access to laboratories
libraries and instructional resources (including the
most recent and advanced educational technologies
and media).

4) Widespread publication and dissemination of

syllabi, bibliographies, examinations and other ma-
terials.

__ 5) Establishment of an administrative office for
independent study at the level of either the deans

or academic vice-president to guide and encourage
this activity.

6) The use of independent study as a technique
within within the structure of courses, e.g., reading

Periods, in addition to the broader devices suggest:
ed above.

7) Provision for a structured independent study
Program in the event a three-three calendar is
adopted. In addition to the normal three course
load per quarter, students could be given the
opportunity of pursuing a parallel independent
study project. The amount of supervision, in such
cases, could vary from complete independence to
relatively close close collaboration with a single
professor or a faculty group. (‘This recom-
mendation in no way replaces the unstructured uses
of independent study).

The Experimental College The State University of
New York at Albany should create an experimental
college designed to develop a program of liberal
education by integrating the last three years of high
school and the first two years of college. Students
would be admitted at the beginning of the tenth
grade and prepared for admission to the larger
university community at the junior year.

This kind of institution may replace, or at least
provide an alternative to, the traditional liberal arts
college. These years appear to provide a superb
opportunity for an institution devoted to liberal
studies within the American system of higher educa-
tion. The Experimental College should have an
autonomous status within the university with its own
faculty and with ample authority to experiment This
Proposal is also premised on the likelihood that
increasing numbers of American families not only will
be able, but willing to send their children away to
school at age fifteen.

It is important that the College, while autonomous,
should be associated with the university. Individual
students should, under certain conditions, be permit-
ted to take courses in the university when their own
development requires it. It also should be possible for
faculty of the Experimental College to offer
courses in the university, but their primary allegiance
should be to the College. The College administration
should also be enabled to use the services of
professors in the university for special courses and
lectures. The College faculty will, however, govern
itself, especially with respect to salaries, promotions,
tenure and program of studies.

Although we propose to cover the traditional three
years of high shcool and the two years of the lower
division in four years, acceleration is not the purpose
of the College. An integrated plan should economize
some of the student:s time.

We also propose to use up to three summers for
educational experiences (which in effect is the fifth
academic year). One summer should be an intensive
study of a second language. Ideally, this would
include living and studying abroad, and might include
one regular semester as well as the summer. Another
summer should be devoted to an offcampus experi-
ence with art or science, such as those provided now
by Professor Vincent Schaefer for high school seniors
at Whiteface Mountain and other locations. The third
summer should be spent in direct contact with some
important social problem.

We believe that the Experimental College is the
creative response to the educational, demographic
and economic fo forces presently confronting us. It
attempts a new kind of resolution of the present
tensions between liberal education and specialization
which now exist in American higher education. The
College should provide a model for other institutions
to emulate when the objective forces in our society
create a special opportunity, about 1980. The con-
version of some existing liberal arts institutions to the
pattern of the Experimental College may provide
their salvation. However, in the long run, such
colleges ought to be clustered about university
centers. The superiority of the Experimental College
resides in the fact that it proposes a separate faculty
with great autonomy, and does not depend upon
professors with dual responsibilities At the same time,
it enables the-students to take advantage of the
university.

The proposal does suggest the desirability of a new
kind of faculty. It should be better than the present
high school faculty, but not as specialized as the staff
of a good many liberal arts colleges. The Experiment-
al College should be attractive to scholar-teachers
who have broad interests and who are person—
rather than research—oriented. We propose the
establishment of several distinguished professorships
to attract such faculty. We recognize that, in a sense,
we are creating the need for a new kind of teacher,
but such persons exist, and even before any of our
deliberations were discussed in public, one member of
the Committee was approached by several persons
interested in exploring the possibility of teaching in
such a College.

PAGE 8

ALBANY STUDENT PRESS

FRIDAY, MARCH 20, 1970

communi

Another Loss?

To the Editors and the Student
Body:

As a reporter for the ASP I
have tried to remain as objective
as possible when covering the
events of the past week and one-
half. I guess that I managed to
keep this “objectivity” because I
didn’t feel that I was being direct-
ly affected by what the other
students were complaining about.
I understood the concepts behind
the Gerry Wagner controversy.
Since I did not know Wagner as a
teacher, I did not feel the same
emotions as did his students over
the issue of his reinstatement.
Now, however these very same
emotions have “been brought
home” to me.

My English instructor, Peter
Cousins, will not have his contract
renewed next year. When I saw
the posters containing this infor-
mation, and when it was verified
by Mr. Cousins I guess I felt the
same disbelief and anger as did
those students who had been sup-
porting Gerry Wagner.

How can an instructor whose
class is closed by the beginning of
the second week of registration,
who must tum away students who
are trying to be signed in, whose
class is always filled to the extent
that students must sit on the
windowsills, who is an excellent,
knowledgeable instructor, be dis-
missed?

All right, now everyone answer
my question in unison, “It is
because he doesn’t have his PhD.”
Well who gives a damn? This is
my second semester with Peter
Cousins, and hopefully I will have
another semester with him. In my
short stay here at SUNY Albany
he has been my best instructor.
Almost everyone who has had Mr.
Cousins will tell you that he is an
excellent teacher. Just ask them.
Someone please ask them!

cations

I do not favor the 50-50 pro-
posal but I feel that it is a must
that students be involved in de-
ciding which teachers stay and
which do not. When an instructor
is brought up for tenure or term
renewal all his students should be
polled. Perhaps a questionnaire
precedure along the lines of SECT
should be implemented. Perhaps
also the method of speaking with
an instructor's students, as Dean
Perlmutter employed when
evaluating Gerry Wagner, should
be used.

Peter Cousins has completed all
the courses necessary towards his
PhD. He has not however taken
his Comprehensive Exams nor has
he written his thesis. Since it is
stipulated in his contract that he
would get his PhD., Mr. Cousins
feels that there isn’t much of a
chance to reverse the non-renewal
decision. Peter Cousins wants to
stay at SUNY Albany. If by
changing the wording of his con-
tract he will be allowed to stay,
then let’s change that wording. If
changing the balance of decision
making power within the depart-
ment, will facilitate his remaining
here, then let’s change the balance
of power. :

Peter Cousins must remain
here. He is much too valuable to
lose.

Sincerely,
Vicki Zeldin

Responsibility
To the Editors:

The Tuesday, March 17 edition
of the ASP carried a front page
picture of a fellow graduate stu-
dent with a caption implying a
relationship between him and the
police, or at least that the police
supply him with official footwear.
The misuse of his picture is an

insidious attempt to malign the
character of a fellow student and
to make indictment, albeit im-
plied, against an individual with-
out cause or justification.

The classification of individuals
on the basis of dress, I thought,
was a tactic reserved for those
opposing the ideals of individual
freedom and free expression. It is
apparent that the irresponsibility
of such an act is not solely re-
served for the forces of repression.

I believe that the ASP has
perpetrated an injustice and
should be made aware of the need
for responsibility on its part.

The cause of student rights will
not be furthered through the
singling out of individuals for pub-
lic ridicule on the front pages of
your paper. You have acted with-
out thought to his individual
rights nor concern for his indi-
vidual welfare and safety.

The Chicago Seven stood trial
to defend their right to take con-
trol over their own lives. Are you
going to deny the right of a fellow
student to wear shoes of his own
choosing? Are you going to deny
his-right of free passage through-
out the school community?

In a sense you already have and
you should do all in your power
to rectify this injustice.

Freedom and Responsibility .
Robert I. Schwartz

Sir:
It would be good if you
could more accurately identify
the contributors to the “Com-
munications” section of the ASP.
I should not like to take the
credit (or blame) for the views
expressed by the Charles Sullivan
(72 perhaps?) whose feelings on
student power appeared on March
he

Charles Sullivan
English Department

REWARD: for information feading

to the capture of one
Jesus Christ

Wanted For: acts of sedition, criminal
anarchy, practising medicine without a
license, vagraney, and conspiring fo over-
throw the established government, Known
to be a professional agitator.

Alias: “Prince o§ Peace’, “Son of Man",
“Ligh. of the World”, and ef cetera,

We need Him urgently, dead and/or alive.

AND THEN A POEM...

by William Rohde

Magenta sunset. 5 p.m, The
ballroom. Gerry Wagner,

“T came here to make a few
things clear.”

Brown corduroy coat. Thick
brown beard. Blue pullover. Un-
combed hair.

“There were two reasons for
my dismissal: The first was my
lack of a PhD and the other was
my so-called ‘failure’ to advance
communications within my de-
partment.”

Big Dan hiking boots. Blue
socks. Dirty white jeans. Vinyl
clipboard.Large bronze hands.

“J don’t think a Ph.D. indicates
a man’s competence. Henry Kis-
senger has a Ph.D. Dean Rusk has
a Ph.D.”

Admirers chuckle. McNally
looks at the floor. Rice blows
smoke at the ceiling.

“When I came to Albany I
really believed I wanted a Ph.D.
Today I’m not so sure. That’s a
personal thing.””

More students walk in, Bell
bottom pants. Steel-rimmed
glasses, Beards.

“But the facts are clear. For the
past two years I’ve been doing
extensive research towards that
degree. I've xeroxed over 800
pages of reference material; that’s
over $80 I charged to the Depart-
ment. Check the records. It’s all
there.”

Faces blank. Fingers clench.
MeNally tucks up his knees. Rice
bows her head. Norton slaps the
floor.

“Nobody in the Department
has ever asked me what I’ve been
doing.”

Silence.

“They say I haven’t furthered
communications. Last year I off-
ered five courses for consideration
by the Curriculum Committee.
My chairman personally rejected
four of those. When the Depart
ment submitted course recom-
mendations again, the following
semester, all five of those were
there in modified form.

Dismay. Disinterest. Rawson
shakes his head. Burger watches
faces. Wagner continues... .
Then a poem.

“I call it ‘S. I Hayakawa is
Dead.”

Silence.

“If you will sit now/ and listen/
mr. bigshot/ dean and manager/
we will try to penetrate your
fossil brain.”

Yes! Yes! that’s it. Old men.
Fossil brains.

“Shackled by your credit cards/
and your frigid wives/ you have
sold/ your spirit/ and your
dreams/ for a necktie/ a bulging
briefease/ a little round pork-pie
hat/ two research assistants/ a
secretary/ and membership in the
club.”

Credit cards! Streaming from
billfolds. Frigid wives. Status.
Dead men. Cold men. Not all, But
some.

“You have gone and become/ a
tinker/ and a peddler of/ threats
and certificate/ grants and grades
and invidious competitions/ com-
parisons and qualifications/ evalu-
ations examinations/ and other
constipations . . .””

Constipation! High School. Col-
lege. Learning equals grade. Learn-
ing equal grade. Learning equals
grade. Grade equals teacher.
Grade equals teacher Grade equals

teacher. TEACHER EQUALS
DEGREE.
“For us joyce said it all . . .‘I

will not serve that in/ which I no
longer believe/ whether it call
itself/ my home, my fatherland or
my church’ Or my university . . .”

Repressive. Suppressive. Skull
search less fruitful. And only
twenty-three! .

“€an’t you, don’t you,/ won’t
you understand?/s. i. hayakawa is
dead/ he never lived.”

He never lived! High School.
College. No one ever said it. Get
that degree boy. Get that degree
boy. Job, Job. Get that degree
boy...

“Sired by ronald reagan/ his
still born fetus/ the issue of the
exhausted loins/ of christian cap-
italism,”

Christ! Memories. Memories. Be
good or you'll make God cry.
Money. You've got to be careful.
Play it smart. Watch the other
guy. Bootstraps. Remember your
bootstraps!
“Hayakawa is dead

motherfucker/ he never lived.”

He never lived. What a meta-
phor! Standing ovation. Applause.
V sign. Door. No renewal.

asp staff

The Albany Student Press is published twice a week by the
Student Association of the State University of New York at
Albany. The ASP editorial office is located in room 334 of the
Campus Center building. This newspaper was founded by the
Class of 1918 and is funded by student tax. ASP phones are
457-2190 and 457-2194. If no answer, messages may be left at
457-3430.

Editors-in-Chief
Gary Gelt and Anita Thayer

Managing Edi Or oh eae ses oe aS Pat O’Hern
NewaBditorg ss 772 ee Se oh arene ieee Nancy Durish
Be ay ge ie, 9) ell Sede EBON e ga ais SS eRa OR ONG Carol Hughes

Cie On te ae an Oe in ae el Linda Waters

ie wh raha ta eran Robert Familant
om Ne RB Bea) | bo Be Wan Ager eh LEE ae 8 Dave Fink
Seles: Sune at Sar Tom Clingan
oe SN cuan aR ee aay  Ralees Linda Staszak

City Mediton ise 20 eet as ire ye Barry Kirschner
News Reatures Rditar .. Se soni sic gs ease Al Senia
Business Manager 0-652 es ah Chuck Ribak
Production Manager <=.) LER Gloria Hollister
Advertising Manager... 02... 441+ 0 ss Jeff Rodgers

National Ad Manager
Photography Editor

Tac peas ae ase ene Phil Franchini
Andy Hochberg

All communications should be addressed to the editors and must be
signed. Names are witheld on request. Letters are limited to 300 words
and are subject to editing. Editorial policy of the Albany Student Press
is determined by the Editor-in-Chief.

FRIDAY, MARCH 20, 1970

ALBANY STUDENT PRESS

Communications

Error
To the Editor:

Last Thursday an ASP photo-
grapher saw me, wearing black
boots among the students pro-
testing in front of the Administra-
tion Building. The photographer
jumped to the conclusion that
police wear boots, therefore, I was
a policeman. There was no legiti-
mate evidence to support the
photographer’s notion that I was a
policeman, yet this picture was
published on the front page with
the caption, “...a casually interest-
ed bystander and his official Po-
lice Department footwear.” This
accusation is slanderous.

The footwear in the picture is
not that of “official police,” but
Army combat boots (all that re-
mains of my time in the Pennsyi-
vania National Guard). I am a full
time doctoral student and have
never been involved in any kind of
policework.

To me it is unbelievable, at this
time of heightened student ten-
sion, that anyone would publish
my picture as a policeman survey-
ing a student demonstration. It is
upsetting that students have con-
fronted me and demanded that I
prove that I am not a cop.

You have used your right of
free speech to make slanderous
statements based on my shoes.

(name witheld)

Not on campus

To the editors:

This is in response to Jack
Schwartz’s letter that appeared on
Tuesday. Schwartz claims he relies
on the opinions of students living
in residence to form his judgment
that RA’s and directors are pigs. I
wonder which students Mr.
Schwartz asked. I seriously doubt
if he consulted anyone who was
not paranoid about the use of
drugs in the dorms; I also doubt if
he consulted any reasonable, non-
radical students.

I wonder where . Schwartz’s
“personal experience” with RA’s
comes from, It doesn’t come from
living in a dorm at Albany State.
(A simple check of the phone
books for the last two years re-
veals that.)

Schwartz accuses me of bas-
tardizing the term “one dimen-
sional.” A little thought about the
phrase reveals that it can be used
in more ways than Marcuse sug-
gests. One of the more useful ones
is to describe a condition similar
to Mr. Schwartz’s. Anyone who
can see only one side of a person
or situation (including RA’s and
their jobs) is living in a kind of
one dimensional reality of his own

creation.
I suggest that Mr. Schwartz

consider some of the practical
consequences of encouraging the
use of illegal drugs on campus.
These include: 1. an’ increase in
the number of narcotics agents on
campus 2. an increase in busts,
particularly busts by outside po-
lice forces, and 3. a rapid decline
in the size of the University’s
budget. (In case Mr. Schwartz
didn’t know it, the legislature,
which controls our budget,knows
what’s going on up here.)

With the exception of fresh-
men, anyone who doesn’t want to
live in a residence hall doesn’t
have to. The quads are State
property, where State laws, whe-
ther we like it or not, will be
enforced. People who want to
break the laws have an obligation
to themselves and the the Univer-
sity not to do so on campus.

Michael Gilbertson

You Won’t Get It

Dear Editors:
In response to Therese Mer-
curio’s letter which ends by

asking “Will we get it?”, the
answer is quite simply, you won’t.
Not as long as you think that we
are “first and foremost students.”

Perhaps you have concluded
that the University is where our
lives have begun and will end.
Perhaps you are unaware that we
are people which is of far greater
significance than being a student.
Perhaps you think you can say “I
want,” and the power hungry pigs
will relinquish their power.

To ask the administration for
what you want is to confirm their
power, the power of the pigs.

When you and all of us stop
saying “I want,” and start saying
“It is ours, we shall take it,” then,
and only then, will we get it. All
for it, for all the people.

Barry Alper

by Joel Carp

visitations

New Left Organizing Committee

Right now on this campus there exists a clear example of the socio-
economic and political system’s irrelevant attitude towards this
campus, and in a broader view, the population’s true concerns. With
overcrowded classes, understaffed faculty, rising tuitions etc., sunken
gardens are being built in order to’ provide us with a greater sense of
technological advance. The issues of education and ecology evidently
were not taken into consederation, or did not carry much weight.

Each of the two gardens will cost many thousands of dollars, and
what the University can expect in return for this expenditure is a
useless, and probably ugly array of flower pots and tiles. What we
need desperately instead, is the construction of classrooms, expanded
departments, funds for work-study programs and numerous other
pressing demands. Someone’s “priorities” seemed to have placed the
need for sunken gardens above everything else. Although the money
has already been legislated for this purpose, construction can be

stopped and the money reallocated.

Lately, there has been much talk about ecology, but talking isn’t
stopping the destruction of our trees and the covering of the earth
with cement. The land by the social science building could easily be
transformed into a people’s park with a little work by an interested
community and very little money. A bag of grass seeds would provide
a more aesthetic and human landscape than bulldozers and cenent

mixers can.

It is intuitively clear that something beyond the surface must be
controlling the construction of these gardens and of all pollution.
What we face is a system of values that places technology and industry
above human life. These values have long dominated the lives of the
members of society and now threaten to destroy them also. Before it’s
too late, we must stand up and let the controlling forces, a consumer
orientated industry and its political power structure, know that we
cannot accept their values. We must show that we will not be the tools
of an elite who couldn’t care less about us, and begin to have human
values replace those that have been imposed upon us. We must get
together and create not a showplace, but a park for the people.

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Editorial

Comment

Amnesty
We call for the

prosection proceedures and investigations arising
from Friday night’s activities. We find the decision
to prosecute a hypocritical act by an administration
which is simultaneously endorsing a ‘dialogue’ to

improve intra-university

amazing that after a week of seemingly contradict-
ory statements only 19 windows have been broken.
We have been frustrated and misled and, until this

point, patient.
Monday is a new day.

immediate cessation

communications.
wants to play when the game is fixed?
The administration should realize

Pluralism Now

of all

Who

that it is

If the events of the last few days mean anything,
they mean that people are looking for something
Whatever it is that exists here now is in need of
drastic change if the’ educational process is to
proceed. Hopefully, we will procede to change the
university to our satisfaction. Inspite of limitations
imposed by society much can be done to radically
change the university.

The university should be multi-faceted enough to
serve all our needs and interests. Two years ago,
with the acceptance of the report on ‘New Patterns
of Education’, the university committed itself to a

concept of educational pluralism

AT.

Too much time has elapsed and too little has
been done. Now is the time for change.

AT.

Speech Pathology Problems

The faculty and the students of
the Speech Pathology and Audio-
logy Department met supposedly
to discuss the incendiary issue of
departmental advisory screening
on St. Patrick’s Day. What it was,
in actuality, was a performance
well worthy of “Barnum &
Bailey”. (But we understand that
their standards run high and
screening would undoubtedly oc-
cur.)

For those of you reading this
who don’t understand what hap-
pened - don’t worry, you’ are far
from alone. But now, out of that
heated environment, let’s ask
some of the questions that were
ignored - let’s cut the proverbial
crap and get to the mucky bottom
of this deplorable affair.

SOPHOMORES - How can you
sit there and soak up idiotic pro-
paganda worthy of a two week
old orangatang? Why can’t you
see what’s going on? Why can’t
these questions be answered:

1. What does advisory mean?

2. What will it achieve?

3. What was the faculty vote in
regard to instituting screnning?

4. Why is there a shift of
meaning now?

5. What are the real intentions
of the screening?

6. How can you compare it to
Pre-professional Seminar?

7. Will the faculty be willing to
be screened?

8. Who on the faculty is
equipped to play God and decide
how a person will perform in the’
future.

9. Which members of the facul-
ty will be on the Student Faculty
Committee?

The screening process was origi-
nally established to assist in re-
stricting the size of enrollment in
this department. Do you sopho-
mores believe the intention is now
different - and now it’s only to see
if you'll be good therapists, which
anyone with brains can realize is
impossible to predetermine. Such
a drastic change in thought is
highly indicative of emotional
problems - isn’t that right, Profes-
sors?

One more obnoxious activity
must be discussed - that of faculty
behavior. You speak to us of
professional ethics which sound
more like the Girl Scout code
every day - and you yourselves
prostitute it. The’ entire staff of
the department was on state last
night and your performance was
smashing.

SOPHOMORES -- These are the
people who will decide if you're
people or not - did you take a
good look?! Whether you can
eloquently create a reply to that

assinine question about Peanuts is
part of the issue. What’s more
relevant, is the person with the
mentality to write such a ques-
tion, will be grading, evaluating,
screening and deciding if you are
fit to enter into the same profes-
sion as he is in.

Kinesis is far from dead es-
teemed faculty, far from dead,
and you exhibited so much that
verbalization was practically un-
necessary. What you think of
yourselves is often displayed in
class much to the disgust of the
students. But what you think of
others should not (according to
one of our distinguished faculty)
ever be voiced or exhibited in
public; it’s highly unprofessional.

The vision of lambs being led to
slaughter cannot be dismissed;
The old cliche, ‘a wolf in sheep’s
clothing” cannot be disregarded.
The faculty are definitely human
at best, why let them decide on
your capabilities?

REFUSE SCREENING, REFUSE
COMPROMISE, DEMAND AN
EDUCATION IN YOUR
CHOSEN FIELD!! DEMAND AN
ALTERNATE SOLUTION BE
ESTABLISHED NOW!!

This is the last issue of the Albany Student Press before Spring Recess.
We will resume publication Friday, April 10, 1970. Take time to celebrate
the miracle of SPRING.

PAGE 10

ALBANY STUDENT PRESS

FRIDAY, MARCH 20, 1970

Mall Project Discrimination

Charged by Walinsky and Eve

by Julian Mathias
Adam Walinsky, candidate for
New York Attorney General and
former Kennedy aide, and As-
semblyman Arthur Eve accused
the state of allowing dis-
crimination against minorities in
the construction of the Albany
mall project at the Unitarian

Church Monday, March 16.
Walinsky and Eve contended
that an opportunity to alleviate
the financial burden of poverty-
stricken families and lighten wel-
fare rolls has been missed because

of the failure to involve sufficient
numbers of workers from ghetto
communities. Jobs in the con-
struction field offer high salaries
despite requiring little education.

According to Eve the tradition-
ally illiberal attitudes of the con-
struction unions have succeeded
in keeping the mall work-force
predominantly white. He accused
the union of importing its own
kind of help from Canada, Maine
and California, while an abun-
dance of impoverished workers
are on the local scene.

Special Events Board

Applications for membership
on Special Events Board will open
today and close on Wednesday,
April 15. Special Events Board
coordinates 12 special events on
campus, including Holiday Sing
State Fair, Homecomming and
Wild, Wild Weekend. The Board
plans long-range events, evaluates
past events, attempts to formulate
new events and acts as a ‘sounding
board’ which reacts to the desires
of the students regarding pro-
gramming.

The Board is composed of:
a)two co-chairmen for each event,
b)atlarge members who function

as recruiters, public relations and
publicity experts; c)officers; and
d)apprentices who do not yet
have enough experience to chair
an event.

Applications can be picked up
at the Campus Center Information
Desk.

‘The members of the Board are
expected to plan and execute
their event, help others with their
events, attend Board meetings and
perform other duties as necessary.
The time committment depends
on which event the member is
assigned, but all events involye a
great deal of time right before the
event takes place.

CURE Hearings

Continued from page 5

D. Free Electives (Depending
on program, major and second
field.)

TOTAL: 120 semester-hours

E. Physical Education require-
ment Above the required hours of
academic study necessary for
graduation.

IMPORTANT

For the School of Business and
the School of Nursing, the general
university-wide requirements are
eliminated as in the School of
Arts and Sciences. All professional
and departmental program re-
quirements are to remain intact.

The following, formerly re-
quirements, is a recommended
course distribution of general Lib-
eral Arts and Sciences for’ those
students who are unsure or unde-
cided as to a field of study.

1. English Composition, (3 sem-
ester-hours)

2. Art Literature, Music, Phil-

osophy, (9 semester-hours) Three
semester courses including one
course in Literature; one course in
Art or Music or Philosophy; and
at least one additional course
from Archaeology, Art, Litera-
ture, Music, or Philosophy. Litera-
ture courses include those litera-
ture courses in a foreign language
not used to fulfill the foreign
language requirement.

3. Foreign Language, (6 semes-
ter-hours) One year of advanced
study of a foreign language.

4. Social Sciences (12 semes-
ter-hours) Six semester-hours in
any one of the following: Ameri-
can Studies, Anthropology, Econ-
omics Geography, History, Politi-
cal Science, Psychology or Sociol-
ogy; and an additional six hours
from the remaining areas.

5. Natural Sciences and Math-
ematics, (12 semester-hours) Must
include one laboratory course in a
science and one course in Math-
ematices or Phi 210 or Csi 201.

Jo Earl

and

Pat Campbell
for University Senate

Walinsky asked for a halt to
construction until an agreement
concerning a work force with a
proper ratio could be reached.
What could be an opportunity to
help alleviate the financial handi-
caps of the ghetto was not being
exploited to the fullest according
to Walinsky.

Following Walinsky‘s com-
ments, Assemblyman MacFarland
criticized the findings already dis-
cussed. His solution to a possible
discrimination problem within
unions was the enforcement of
existing laws dealing with an
“overseer.”

Another Assemblyman from
the audience accused Walinsky
and Eve of using meaningless rhe-
toric. At this point communi-
cations broke down as parti-
cipants in discussions insisted on
being heard without returning the
courtesy of listening.

Dialogues

Continued from page 1

O'Reilly went over Perlmutter’s
head and our petitions and fired
Gerry.”

The referendum to determine
general policies is slated for Mon-
day. Talk of continuing the strike
is rampant and until all peaceful
channels are exhausted, there is
hope “coolness” will prevail.

“This is Albany-not Buffalo.”
But brothers from U.B. noted that
they had an ovation in response to
our take over of the administra-
tion building and when challenged
from the floor regarding our feel-
ings of their strike, they got an
ovation from the placid silent
majority of students present.

Monday’s referendum will de-
cide the means of obtaining them.

University Senate
Candidates List

The following are the undergraduate candidates for University
Senate. Elections will be held on Monday, Tuesday and Wednesday,

March 23, 24, 25.

Richard Aiken, Richard Ariza,
Leonard (the Beek) Beekman,
Mike Bendzel, Howard Berke;

Lawrence (larry) Bernstein,
Christina (Chris) Binder, Jan
Blumenstalk, Bernard (Bernie)

Bourdeau, Bruce Brigell;

Mel Brosterman, Patricia
Campbell, Phil Cantor, Cary
Carnal;

Tony Cheh, Robert Cohn, E.
Trelease (Cinderella) Collins,
Lorraine Collotta, Mitchell Cooke,
Barry (Ho) Davis;

Gary Deutsch, Michael
Dickman, Patrick Downing
(Morgan), Daniel (Dunk) Duncan,
Joanne Dutcher;

Joanne Earl, Gary (Ike)
Eichenbaum, Kenny Eiges, Susan
Elberger, James Fichthorn;

Brian Formoe, Eleanor
Freeman, Richard Friedlander,
Jay (Jason Mason) Friedman,
Claire Fritz;

Steven Gerson, Michael
Gilbertson, Ricky Ginsberg, Jay
Glasser, Harry Goldberg;

Steven Goldfinger, Jay
Goldman, Paul Goldstein, Robert
Gottfried, Joseph (Joe) Green;

William (Bill) Green, Bruce
Guttenplan, Andrew Haber, Peter
Hackman, Jay Handelman;

Mike Helfer, Mare Heppen
(Phantom), Michael Hersher
(Crow), Mat Heyman, Cheryl
Hirschenson;

Ronald Ingber, Ken Jacobs,
Lowell Jacobs, Eric Joss, Richard
(Rich ) Kamp;

Warren Kaufman, George
Keleshian, Howard King, Barry

Kirschner, Anthony (Tony)
Kiselis;
Peter KleinJohn Koethen,

Kenneth Kohlhof, Elisabeth

The Philosophy
of Student Power

Continued from page 12

‘The department chairmen have
chosen now to consolidate their
power before the new President
Benezet can arrive on campus:
they fear that Benezet may be
actively sympatheric to the just
demands of the student power
movement. Unfortunately,
Kuusisto, Thorne, and the present
acting Vice-president for Aca-
demic Affairs O'Reilly, the cur-
rent members of the upper-
echelon administration, have a
misguided sense of loyalty to
these new chairmen and have in-
dicated a naivewillingness to per-
mit these lower-echelon adminis-
trators to continue their unlawful
disfranchisement of the students.

The faculty will no longer ac-
cept this, they are sick and tired
of being manipulated and control-
led by the dictarorial whims of a
chairman whose appointment

they haveno real power to deter-
mine. The students have warned
Kuusisto and his Vice-presidents
against the naive understanding
that the students will not oust
them (the administration) if the
student demands are not met
now. As the faculty realize that
now is the time to press their
demands for academic freedom
upon the administration, so do
the students realize that now is
the time to enforce the admin-
istration to acknowledge the invi-
olable right of the students under
the system of “natural” laws
which operate in the political po-
wer structure of this university, to
use their power at all the deci-
sion-making levels.

If the administration refuses to
accept the reality of this
philosophy, the students have
committed themselves to a revolu-
tion which will forever remove the
administration from the govern-

Lodging

TAKE AN EDUCATIONAL BREAK
BETWEEN SCHOOL AND WORK!

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Orientation tours
Admissions to museums
Breakfast and dinner

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(elisa) Kolibash, Allan Kolonny;

Dave Kopilow, Leonard
(Lenny) Kopp, Wendy Kotler,
Gail Krause, Thomas (tom)
LaBarbera;

Michael (Mike) Lampert, Aline
Lepkin, Gail Leyonmark, Mitch

Liberman, Robert (Tif) Lifson;
Karen Loveless, Patricia
Luludis, Rubin Magit, Patrick
(Pat) Mahoney, Carlo Marano Jr.
Gregg Maynard, William
McCann, Mark Metzger, Larry
Meyers, Drake Michno;

Candy Mirrer, Tom(Tommy)
Moore, Stephen (Habeeb) Morris,
Lenny Moss, Barry Nathanson;

Barry Nelson, David Neufeld,
Michael Neymann, Tom Nixon,
‘Theodore (Ted) Orosz;

James O'Sullivan, Claudette
Ouimet Sylvia Page, Tim Palmer,
David Peck;

Larry Pfeffer, Michael
Piechowicz,Steve Poyta (Little
Bolshevik), Frank Putorti,

Sheridan Race;
Allen Reiter, Louie Ringe,

Stephen (Steve) Roizen, David

Rosenberg, Mare Rosenberg,

Mark Schwartz, Richard Sher,
Robert Sichel, Donna (Simon)
Simonetti, Richard Sims;

Lawrence (Larry) Sorgen,
Donald Stankavage, Brian
Stenson, Susan(Sue) Marie Tatro,
Ed (Tauby, Monkey’) Taubman;

Robert (Bob) Tendrich,
Gordon (Corky) Thompson,
Mitchell Toppel, Stephen (Steve)
Villano, Barbara Wallach;

Arthur (Artie) Weitz, Richard
Wesley, James (Jim) Westman,
Barbara Will, Ira Wolfman;

Donna Wright. Alan Zaback,
Jay Zuckerman, Joan Zuckerman.

ance of this
munity.

As Buffalo proves, the students
are willing to run the risk of
suspension of state monies so long
as they can obtain their practical
end: the best education the uni-
versity can possible provide them.
The administration in its totality
will be reduced to a powerless,
non-advisory body of office work-
ers, charged only with handling
the business affairs of this univer-
sity.

I tell the students this: that if
the revolution comes, the adminis-
tration heads, who have stubborn-
ly (under the intimidating threat
of resignations of a mere handful,
a loud-mouthed minority of the
faculty, who have not been joined
either actively or in sympathy by

> masses of the faculty [do you
¢: what I mean by administrative

‘pocrisy?!]) resisted the respect-
ful pleas of the overwhelming and
peaceful masses of the students,
are to be ousted from their
positions of power. Further I tell
the students this as a corollary to
the above: that if the administra-
tion is to be driven from this
University, that we rip it out at its
roots, the deans and chairmen.

RODGERS
CLINGAN
GRoss

Reminds the

Class of ’73

to VOTE
in CLASS ELECTIONS
MARCH 23, 24, 25

university com-

FRIDAY, MARCH 20, 1970

ALBANY STUDENT PRESS

PAGE 11

Fantasia

by Tom Quigley
In 1940, Walt Disney released
FANTASIA upon the pabulum
fed, pre-World War II public, that
had come to rely on him for

bland, inconsequential family
films, The reception was catas-
trophic.

The audiences could not toler-
ate large doses of classical music,
no matter how familiar or stimu-
lating the animation. Critics
buried it with remorseless criti-
cism. failing to understand the
purposes of the experiment, and
the greatest profit-oriented horror
of all the film was a financial
disaster

Having recently viewed it upon
its return from obscurity, I can
only modestly conclude that it is
the greatest animated film ever
produced by the Disney studios, a
pioneer in this field. For a change
it is satisfying to report that the
public reception of the film was
too harsh and the critics, as usual,
had the farsightedness of a group
of blind asses (which places this
reviewer in a precarious position
but the sarcasm is appropriate).

The Disney animators diligently
use total visual equivalents to il-
lustrate moods and emotions
evoked by a variety of great
musical masterpieces, ranging
from Bach to Beethoven. Using
narrative between the unrelated
episodes continuity and balance
are maintained between the real
and surreal. The culmination of
this noble experiment is a brilliant
human and emotional impression-
istic film that draws chiefly from
naturalistic and surrealistic modes
of expression. If it is not wholly
successful in interpretation, it is at
least honest in its presentation.

For thosé of you Who are not
particularly classical music buffs,
myself included, it is indeed a
pleasure to be visually introduced
and instructed to many of the
more familiar pieces through the
benefit of Disney’s entertaining
artistry. All the episodes are
charming and you are bound to
find yourself with favorites among
them.

Unfortunately it becomes im-
possible to describe the fluidity of
color, image, and sound blended
so skillfully -in this film. It must
be seen to be experienced. Among
my own favorite episodes are
“The Sorceror’s Apprentice”
featuring the mischievous Mickey
Mouse as a novice, dabbling in the
black arts with dire results; the
incredible violent depiction of the

. A Bonanza Of
Sight And Classical Sounds

dawn of creation traced through
the voleanic and Jurassic periods;
the idyllic and amusing mytho-
logical sequence done in contrast-
ing monochromatic colors, and
the “Bald Mountain” finale with a
vision of a demonical, titanic
Satan, straight out of Milton,
reveling in the corruption of
earthly souls in an errie hellish
landscape; surly a terrigying de-
parture from the usual Disney
mode of ‘‘harmlessness.””

‘The juxtaposition and contrasts
of good and evil are in fact the
very things that distinguish this
movie above all other Disney crea-
tions. The film recognizes, but
does not overly and piously
moralize about the forces of pow-
er brutality, beatty, and peace
inherent in natural phenomena
and indeed the human condition
itself. Of course the film is a
strong statement for love but it

does not deny the considerable
power of evil and its dominion in
this world, that sometimes makes
it more powerful than good. The
final vision, of natural peace, how-
ever religious in intent, is more
Emersonion and humane than
spiritual.

FANTASIA is a fragile and
pursuasive film that understands
and uniquely illustrates, through
the media of music, color, and
animation, the art of visual com-
munication that has become the
canon of filmmakers and artists of
today. The saddest conclusion of
all is that it was produced by a
man who was pressured into sub-
merging imagination and the flair
of originality, for the financial
security of that cutsie-poo crap
that passes for family entertain.
ment. For those who scoff at the

art of Disney, this film above all
others is a must.

Spring Offerings
Theater With Music

by Mary Eileen O'Donnell

THE ROAR OF THE
GREASEPAINT—THE SMELL
OF THE CROWD will be perform-
ed twice this evening at 7:30 and
9:00 p.m. in the Arena Theatre of
the Performing Arts Center. Di-
rected by Ron Abel, GREASE-
PAINT is co-sponsored by Experi-
mental Theatre and Music Coun-
cil. Michael Reynolds and Mary
Eileen O’Donnell play the roles of
Cocky and Sir; the cast also in-
cludes Frances Caruso, D‘ouglas
Saucke, Barbara Muller, and
Ralph Boone. Admission is-free.

Auditions for an Experimental
Theatre play, THE WHITE
WHORE AND THE BIT PLAY-
ER, by Tom Eyen, will be held
Monday, March 23 at 8 p.m. in
the PAC Rehearsal Hall. Directed
by William Frankonis, the play
offers two female roles. The play
is scheduled for an April 24th
production in the Arena Theatre
of the PAC. People interested in
working on the technical end of
the production are also invited to
attend.

State University Theatre’s
fourth major production, ALA—
ED-DIN, directed by Patricia B.
Snyder, is readying for its Wednes-
day, April 15 opening for a five-
day run. Costumes are being de-
signed by Arlene Du Mond for the

Canned Heat will be appearing here tomorrow night The Rascals
concert is tonight. Meody Blues has been sold out

cast, which includes over thirty
characters, ALA—ED—DIN is
being produced in the Lab no. 2
Experimental Theatre. The sets
for the production are being de-
signed by Robert J Donnelly.

The fifth and last major pro-
duction of the season, YOUR
OWN THING, has been cast and is
in rehearsal now for its May 13-17
run. YOUR OWN THING, a musi-
cal, is directed by Joseph Balfior.

“Put it in the book!

... benjamin

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PAGE 12

ALBANY STUDENT PRESS

FRIDAY, MARCH 20, 1970

The Philosophy of Student Power

I. PHYSICS

Power is derived from the people: the people
possess the power. Therefore, the students possess
political power at the decision-making level; no one
has to give them this power because no one could
ever have taken such power from them. Therefore,
the only issue is the use of this power.

It is, quite frankly, possible that an attempt
might be made by another group within the
university structure to unlawfully prevent the stu-
dents from lawfully using the power they possess
(by automatic right as stated above) for whatever
ends this first group might have (political power
being defined as a means to an end; in the case of
the university, that end being the kind and quality
of education offered at that university).

The specific issue at this university is the problem
that has arisen by the conscious decision on the part
of one particular group within this university to
forcibly (through intimidation and lies) prevent the
students from exercising their right of a voice anda
vote at the decision making levels, the intention of
this above-mentioned, but unnamed, group to exer-
cise all power themselves, power by them being
defined as an end, the end itself to control,
manipulate, direct, and dictate the lives of students
as academic participants within the university com-
munity.

This is in specific violation of the acknowledged
right of students to have an equal say in determining
the kind and quality of education that they pay for
this acknowledged right being, of course, only one
phase of the students’ inviolable “power” as mem-
bers of the university community. As this power
cannot be taken from the students, the attempt by
the above- mentioned, but unnamed, group to
thwart them from the legitimate use of this power is
in direct violation of the “natural” laws under
which a university functions as a peaceful com-
munity.

As the above-mentioned group is the administra-
tion, and as that group has assumed, through its
illegal actions, the dominant position of power in
the university community, thereby threatening the
security and jeopardizing the rights of the students

it is entirely within the right of the students to
demand that the administration recognize the reali-

ties of student power or else suffer the con-
sequences of a political revolution that might
utterly remove the administration from all decision-
making levels (within the university) as a groups
possessing real political power of any amount
whatsoever, equal or otherwise.

Il. METAPHYSICS

The system by which the university community
allows for participation of all groups in the exercise
of political power is democracy. The specific form
of democracy might be summarized as equality of
interest. The three primary groups whose interests
are noted as equal (at the decision-making level) are
the students, the faculty, and the administration.

Under the American system, it is believed that
institutions must be run in such a manner that they
achieve the maximum efficiency . For the univer-
sity, maximum efficiency is defined as providing the
best in quality and the most stimulating in kind of
education that can possibly be provided; obviously,
it is necessary that I further extend this statement
to declare that the education is to be provided for
the students, for whom the institution of the
university was created.

The state university system is funded by the
people of the state as a whole. Therefore, the
legislature of the state has in their laws provided for
maximum efficiency by stipulating as a requirement
in the management of state universities the hiring of
a group known collectively as “the administration.”

By virtue of the law, both the students and the
faculty have acknowledged the necessity of the
administration for the purposes of co-ordinating the
managerial details of the university and, in lieu of
the demands of state law, have guaranteed the
administration the right of exercising some, possibly
an equal, share in the exercise of political power at
the decision- making level.

‘The students are one political group. The faculty
are the group who are hired specifically for the
purpose of teaching, that is, providing an education
for the students. The faculty, then, also possess a
“natural right” to exercise power in the manner
stated above. However, the administration does not

possess this natural right; it is a granted right, a
condition of the state legislature in return for state
monies to permit the state university to exist at all.

Nevertheless, it is custom and tradition that
the administration’s share of power be equal to
those shares exercised separately and independently
by the faculty and the students. A practical ration-
ale for this custom is that under such a system, the
adminstration may act as a “reasonable” check
upon the abuses of power by the faculty and-or the
students when either or both groups threaten to use
their power in a manner which would jeopardize
their financial support from the state, specifically
the legislature.

However, the administration at this university
consciously and eagerly sought to prevent the
students from using their power under the pretext
that the students lacked the proper experience
within the university to use such power (whose end,
of course, is to determine the kind and quality of
education offered at this university).

This rationalization was willingly accepted by the
so-called lower-echelon administration (the depart-
ment chairmen, deans of divisions, schools, and
colleges) who, in the manner of the theatre-absurd
dictators in Orwell’s 1984 wished to exercise power
over both the faculty and undergraduate majors
within their departments (divisions, schools, or
colleges) simply for the sake of using the power and
to no constructive or productive ends (as that end
described above towards which political power at
the decision-making level in the university is intend-
ed to lead).

It is in the interests of neither the faculty nor the
students to permit such a situation to continue any
longer. The administration must acknowledge that
their existence, despite even state law, is at the
whim of the collective desires of the two primary
groups noted above; students come to the university
for an education and, once having achieved and
received their diploma (which is the legal proof of
that fact) leave; faculty who are able to prove their
worth after an evaluation of their abilities in
teaching by their students and their capabilities in
research by their peers are granted tenure; an
administrator who fails to work lawfully within the
democratic power structure of the university com-
munity can be dismissed at any time.

If the administration naively continues to indi-
cate their unwillingness to permit the students to
exercise their equal share in the political manage-
ment (at the academic level) of the university, the
administration risks a revolution by both the faculty
(who will no longer accept as feasible restraints on
their “natural” right to the exercise of political
power, in return for which the administration has
permitted even them a token voice and vote at the
decision-making levels, primarily at the expense of
student power, thus permitting the ghastly spectacle
of seeing faculty and students in contention in the
past when their interests have always been so
mutually allied) and the students.

The unsubtle result could be the complete re-
moval of the administration from the arena of
political power, which action could lead to a
legislative halt in funds by virtue of the argument
that this revolution in the power structure of the
university community would be a violation of state
law.

The administration is not hired to destroy the
university by intimidating either the faculty or the
students to violate state law. The administration is
hired to preserve the operation of both state and
“natural” laws as both function to oversee the
peaceful and equal use of political power by all
three primary groups at all the decision-making
levels of this university’s power structure.

Ill. ETHICS

Power is not the pursuit of intellectuals, and is
too serious a game for dreamers. I have discussed
the source of student power and discovered it to lie
in certain inviolable “natural” laws which operate
within the university community. I have discussed
the system of governance on this campus and
discovered that the power structure contains equal
elements of the faculty, students, and administra-
tion at all decision-making levels. I will now become
practical: I will discuss the use of student power at
this university.

The basic issue here is the use of student power.

by Robert B. Cutty

The administration is opposed to the students
exercising their right as a political body on this
campus to share equally in the decision-making
process. Why?

One year ago, former President Collins an-
nounced to the university community that he would
no longer be president after the conclusion of the
spring semester. Within several weeks, the Board of
Trustees announced that then-Vice-President for
Academic Affairs Kuusisto, appointed to his post
just that year, would serve as the acting President
until a search committee chosen from the three
primary groups of the University could select a new
president.

Why was Kuusisto chosen? Precisely because
because he was such a new appointee to the
administration; the University Council had definite
reservations about the other leading choices (within
the University administration), among whom were
Vice-President for Student Affairs Thorne and Dean
of the College of Arts and-Sciences Perlmutter.

Why Kuusisto? Many people believe, and the
presumption is certainly a safe one to make, that
Collins himself had recommended Kuusisto before
the University Council as an excellent acting presi-
dent, Collins had guided every single “social”
reform: (as alcohol on campus, no women’s hours,
etc.) before a publicly skeptical (if not privately
hostile) body of men and women who, by virtue of
state law have final authority over all change at this
university (the only appeal being to the Board of
Trustees of SUNY, the Chancellor the Commis-
sioner of Education, and the Governor: I personally
find this list so incredible as to be side-splittingly
hilarious).

But what was the effect of Collin’s resignation
on the university community as a whole? All three
primary groups saw the appointment of Kuusisto as
acting president as a signal to them to consolidate
their political power.

It is frequently believed that Kuusisto inspired
the idea, first formulated as a working policy of the
faculty and administration last year, that students
be directly involved at the decision-making levels:
departmental, college, and school tenure commit-
tees, Faculty Senate and its committees and coun-
cils, and the Council on Student Conduct. This
presumption is also reasonable to make since as
Vice-President of Academic Affairs, Kuusisto had
been hired by Collins specifically to implement
academic reforms involving students, all “social”
reforms having been achieved under Thorne.

The main bulk of academic reforms are listed in
another article in this paper which excerpts perti-
nent sections from Dean Perlmutter’s report of
three years ago, written originally to suggest new
directions in education for this university to prog-
ress to. Both the faculty and the administration
endorsed this report as policy.

In three years, Perlmutter has seen this report
come to nothing: it has been completely ignored by
the department chairmen beneath him who see
academic reform as a threat to their exercise of
Power and not as a means to providing the best
education for students. Department chairmen are
commonly known as “lower-echelon” admini-
strators; they are not even chosen by their own
faculty: their appointments must be approved by
the upper-echelon administration.

I re-iterate that the administration consciously
chose to prevent the students from using their
lawful right of pwer. I state further that the section
of the administration who are to be singled out for
this charge are the department chairmen.

It is a frightening co-incidence that, beginning in
the academic year 1968-69 and continuing for three
years, virtually all the departments of this university
will be headed by new chairmen. I state this fact in
light of the observed political behavior of depart-
ment chairmen in interaction against (definitely not
with) both their faculty and their majors.

The department chairmen entering this university
Power structure have willfully chosen to block the
final and most important (because it will lead to all
the others in Perlmutter’s report) academic reform,
the three demands of Central Council. Because if
students can freely exercise their power of an equal
voice and vote in all university community govern-
ance decisions, they will, quite obviously, deny the
department chairmen the right to play cynical
games with their futures, lives and careers.

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Continued on page 10

UNIVERSITY SENATE and the Class of '73

ELECTIONS

March 28, 24, and 25
from 11 amto 5 pm

in Campus Center above Cafeteria

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