—THE CADRE, TUES., OCT. 30/73

con'f from pg. 9

capacity. At least accord- ing to liberal doctrine. But are we?

Modern liberal thinking in the educational field seems to say that people need no exams, no tasks, no responsibilities, nor any assignments (compulsory): tonly motivation. Once we are "motivated" we will then, in our undying thirst for knowledge, take on by ourselves the responsibil- ities, tasks and commit- ments that will lead to creative papers or informa- tion assimilation. Of course liberals (and these are the people who brought you laissez—faire capital- ism) believe that man is intrinsically good. When given the freedom to do whatever he/she pleases, the result will always be for the good of all. Sure. Do you believe that?

Modern liberals admit that some institutions and order is necessary in life but they persist in retaining an-unrealistic assumption about man's (womans?) character: that he is basic ally "good" when given ult- imate freedom. Does this conform with your observ— ation of people? Be honest. Do not the strong take ad- vantage of the weak? Do not people work in their own interests? Do not peo- ple become lazier when given nothing to do and no reason to do it? Man's

character is not "bad" but neither is it "good".

Now back to school. How can one expect people to . "educate" themselves if you give them nothing-to do and no reason to do it. Motivation is fine but the

Students

Today, the Chartered Accountant plays one of the most exciting roles in business management. He tackles complex and fascinating problems. For the professionally-trained ‘man

the scope is limitless.

Discuss career opportunities with Clarkson, Gordon

representatives, on campus

Nov' 9

Appointments should be made through the

Student Placement Office.

If this time is not convenient, please contact us directly:

Phone:429—408O

Page 10

0 Final Year

flesh is weak. Compulsion is not the answer, obvious- ly, but certainly students must have stated or implied commitments to give them the deternimation to im- prove their performance. The Setting of concrete goals (i.e. completing a competent essay on a chal— lenging topic) surely moves us all to put out greater efforts. kanow myself that the difficult essay, semin— ar and examination courses have taught me more and has been of greater value in the long run than any self-evaluation or do— nothing (i.e. "bird") courses. Perhaps I did spend time on difficult courses that would have been spent doing other in— teresting and creative things but there is no per- son living who has not made sacrifices. In the end, hard work (even when com— pelled) pays off. ‘ Much of Professor Cregiers article concerns abuses of the current "system". I fully agree that students now use tactics such as "note memorizing of text- books and lecture notes, pre—examination craming, copying and cribbing dur— ing exams, plagiarizing term papers, flattering susceptible professors" etc A lot, Dr. Cregier, also sweat their butts off. There will always be some among us who will always take the easiest way out for that is human nature. This is neither good nor bad for this would be a mighty poor society if we didn't have people who did- n't play the game their own way. .Those above actions may not be entirely negative ,either for if universities

- starve the purpose' of pre-

paring as all to better face current society then these people will be well prepared. For instance

the business world abounds with "craming" for compil- ing reports, addressing meetings, facing deadlines etc. It would be benefic- ial, on the whole however, to cut down on such pract— ices but let us remember that the liberal solution. can create new and danger- ous abuses. To my way of thinking we would be spend- ingour time more construct— ively by cutting down on examinations (especially - in arts subjects), by encouraging research thro— ugh having students do a number of papers, multi— media presentations or

their enthusiasm for cert- .ain courses again by using flexible grading (grades are much more meaningful 31 arts than are marks) sys- _tem. As for the business world judging students by their academic performance that is a matter for the business world to decide in cnjunction with the university.

Pardon me for having written this much and ’* - wearing out my welcome (not to mention the typist). Despite my crit~ icism of the four articles may I conclude that I am not trying to be entirely negative. Indeed, I feel that it is a good sign t that four such controver- sial items can appear in one issue of a student neWspaper. I may even find the next issue to be even more controversial as ygg cut me to shreds.

- Don Pridmore

U.P.E.l. Pige'n'WhisHe

Pig pork is found not at the Barn, ‘ " Nor Whistle noise at the Barn?

But Thursday fun to scholars The meaning of pig and whistle.

Are there others for fun, Others tobacco bite their teeth.

Many, feet they stOmp for fun ‘

In response to tune they en—

joy-

Several openings off the seals, ” From little bottles'come the seals.

Alcohol forty and ten cents at the Barn

Are sold to scholars.

Madam, away with me tonight To pig and whistle this night Refuse not a Thursday offer For myself to you I offer

Midnight will order our re— turn

At eight 'morrow to school a cros' ‘ All scholars must return Madam to me you'll return tonite

For truth my heart is cros- ed. '

' FJoseph Ajayi King Fashagba’

oral commentaries, by in— creased contact of teacher and student, by making our grading system more flex- ible so as to accomodate it more to the student and by rewarding students who ‘may go "overboard" in

..CIarkson, Gordon & co.

CHARTERED ACCOUNTANTS

. St. John's - Halifax - Saint John - Quebec Montreal - Ottawa - Toronto - Hamilton - Kitchener London - Windsor - Thunder Bay - Winnipeg Regina - Calgary - Edmonton - Vancoiiver - Victoria

38 University Avenue ROWSERS WELCOME