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PAGE 8, CADRE, mac. 1

Brain-Washing pro

I wish to present my personal view as a student on the relationship betwe- en teachers and students in the classroom. Faculty must remember that by the time a student reaches uné iversity he has gone thro— ugh twelve years of social condintionning in school. Perhaps brainrwashing is a better term because many' students do't realize what grade school has done to their minds. Some'student

FACT OR ' FICTION.

You should avoid exercise during your period.

Fiction! The simple rules of good health are always im- portant, especially during your period. Exercise, a proper diet and a good night’s sleep go a long way toward relieving menstrual cramps orprevenﬁngthenlaho- gether. And remember, you’re not “sick.” So there’s no reason not to follow your nonnalrouune.

Therdsnoodorwhenyouuse Tampax tampons.

Fact. With Tampax tampons, odorcanlfonn.()dorisno— ticeable only when the ﬂuid is exposed to aiL Vth Tampax tampons, ﬂuid is ab- sorbed before it comes in contactvvhiiair;therefore, odorcannotfonn.~

You should not bathe during yourpéﬁod.

Fiction! Contrary to super- stition, water :an’t hurt you. Daily baths or showers are a nnmtﬂnoughoutyourpedod. Shampoo your hair, too. And don% deny yourselfthe chance to go swimming. Tampax tampons are worn internally, so you can swim anytime.

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Single girls can use Tampax tampons.

Fact. Any girl of‘ menstrual age who can insert them easily and without discom- forL can use Tampax tampons with complete con- ﬁdence. Follow the easy di- rections in every package.

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are also convinced that the lessons they learned have some personal value.

.Reading and writing do

have some value but what good is it to know what a gerund is? Dr who Bishop Strachon was? Or what the five mountain ranges of Australia are?

My personal memory of school includes staying up half the night before an exam, cramming in such use less facts. I'm not saying I didn't learn anything, because I did. I learned that people who stand in straight lines get the gold and silver stars; I learned to laugh when the teacher made a joke; I la- arned to pack away stuff I didn't give a damn abOut; I learned to say and write what the teacher wanted to hear; I learned to deny my feelings; I learned to play dumb and follow ord- ers. I learned to boot- lick, and if I did it well I got those gold stars and high marks. Somehow, it made the game seem worth- while and I didn't realize what was really happening until my high school years. I left behind in high sch: 001 some good friends who wouldn't play the game and flunked out or quit. Is it any wonder, then, that th— ere is the feeling of anti intellectualism on campus?

Until you allow a st— udent's heart and mind to flourish freely in the cla ssrooms of grade schools,' you will have college stu— dents more interested in the thrills of parties and gettingdrunk and stoned than in the heartfelt enj- oyment of intellectual di- scovery. Indeed, I imagine 'the majority of the stud- ents don't believe there is such a thing and probably think I'm off my rocker. But I bet they remember the fun they had in learn— ing to drive a car or lea- rning about kissing and sex or learning to play

.monopoly. It seems that in

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terest is the best educa— . tor. "History is so engr- ossing. Literature is so beautiful. And school is

_likely to turn them dull

or Even ugly. Can you ima— gine what would happen if they graded you on sex? The race wOuld die out."

To anyone who doesn't believe they're brain—was~ hed and to anyone who is;' very concerned about it, I heartily reccommend a very entertaining book 'The St— udent as Nigger" by James Barber (available at the bookstore and library). In fact I really wish that the Student Union would give out a copy to incom‘ ing freshman instead of the silly things they do give, though I don't supp- ose there is much chance of that.

’ Stan Dalton was right on target when he said,"0ur society at present is abso- lutely incapable of choos- ing an intellectual alter- native to what now preva— ils." I"

Most of the people presently in power who co— uld do something about so— ciety and the educational system prefer instead to ignore the problem or ret- ain or innovate standardi- zing procedures for better "efficiency". Certainly it is more efficient to turn out assembly-line B.A. and B.Ed. students than indiv— idual creative men and wo— men but it benefits neither the individual nor society as a whole.

Some of the suggestie ons of our own university president, R.J. Baker, con cerning improvements in learning (Nov. 18 Cadre) would serve only to worsen the sterile situation many students and faculty feel exists today. The stateme—

'nts concerning faculty ev—

aluation by peers and sup— eriors, and the use of st- andardized national and i- nternational tests wouldbe repressive acts which wou—

ld freeze changes and fr—.

eeze revolutionary ideas to conform to the status quo. This, in essence, is against the very ideals of

democracy. Anyway, the men presently in power certain

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ly aren't going to critic- ize a system that put them there.

Next in the line of people who could do some- thing about the educatione a1 system is Joe Average Citizen. In general, he is hooked into the work syst- em trying to get to the top. He conforms to the status quo and anyway,he has very little power ind- ividually. Persons or gr-

‘oups earnestly desiring

change must~be sensitive to his feelings or the su- bject and try to get his support. Although an admi— nistrator may ignore coll- ege radicals as being you— ng and unlearned,he cert- ainly can't ignore their parents.

And so it comes down to the college students an and faculty to provide the incentive for change and to play the role of critic in society. I feel that this rele along with the job training role must ex— ist on campus. Perhaps a course could be offered educating the students and faculty in the means of communicating their ideas to the public (Saul Alins- ky,"Rules for Radicals") and serving as a nucleus through which many discip— lines on campus could pre— sent their reforms and re— search findings.

The revqlution must come, not through direct confrontation with those' in power, but through edu— cating the people who put them there and providing a fertile ground forﬂthe man many social ills of socie— ty-to be examined and for feasible alternatives to be presented. If the gene- ral public knew of the gr— eat work done by A.S. Neil at his school in Summerhil England, then the educat- ional system certainly wo— uldn't be the mess that it is now. And then, Messieurs Dalton and O'Brien, we would be able to talk and argue and learn because we want to.

In closing, I again urge faculty and administ- ration to consider establs ishing such a course. We gotta ,start somewhere.

Arthur Reddin

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