zhe Cadre, TUes. Feb. 15,1975, page 6

PROFESSORS: Must

Education for the masses has created many problems for the various levels of .government. The government has created many plans to absorb and to integrate the hordes of secondary students into the working labour -force. Since these plans met with dismal failure and student opposition, a public commission was formed to pin—point the problem and resolve the issue with equ— ity. A

The recommendation of this commission was immediately adopted as government policy without opposition and amendment. The electorate applauded this legislation

as being original and crea— ‘

tive, and most important of all, it resolved the labour question for which the government had no conc— rete policy. An excessive surplus of high school students glutted the labour market the same time each year and caused many local and domestic disputes. Higher institutions of learning was the cry from the parliamentary pedestal. And this people scheme will be called "University at Sea". While the students

pondered over the idea, the ‘ populace praised the govern—»

ment measure with gestures of a standing ovation. The local shipyards would be saved from a recession.

The man-of-war Spanish galleons, would be refitted and designed as the physical plants for an environment

of higher learning.

The rules were simple. If you were not successful in locating a permanent job after finishing high school, you were compelled by law to write an examination.

If you failed to reach a level of competence — 40% is the lowest level for a pass, your actions conducted you into the shipbuilding industry. All that remained- for the privileged group was to determine the source of funds for the admissions fee. They could earn the fee, borrow the money, or beg it from a selected relative, and failing with‘ these sources, they could resort to touching the gol— den hand of the government or even use a little fraud to have this hand extend itself in good faith. The opportunity of passing

over the gunwhales of a galleon for eight months

of intrigue and the experi- ence of the ship's resources for greater learning, comp- elled these students to manipulate the sources for funding this adventure.

On September 5th, the st— udents rallied to the shores of the Charlottetown Harbour to embark on the flotilla which graced the local were 4 ers. The Registrar received the students. His main worry was how to explain that late registrations could not be accepted. The Purser smiled incessantly as he reached out for their admi—; ssion fees. The Professors W looked over the motley drer ssed subjects with distain and reserved themselves from making verbal comments.

The " Universitv at Sea- Prince Edward Islan " with its subjects as a crew, in training, set sail at sun rise and set an easterly course to the Cabot Strait. When the programs commenced, the students inquired as to their destination. The official reply ffom the off— ice of the President was that a full disclosure of the master plan would be

‘ made once international

waters were reached. In the mean time, all students were instructed in the ways

of properiseamanship—an‘in- ' awe sis TOT vino days 03 jasw

tegral part of this univer— sal program.

On the morning of Septem- ber 7th, the students were

.summoned to the decks of

the floating campus. At this time the president could speak with confidence to the students under the imp- lied protection given to ' him by international law in open waters. With the ringing of eight bells,‘the mystery of the ship's dest- ination was disclosed by

'the President in a Master Plan. He speaks these words.

"This is a resourceful voy- age which will combine eduv

cational endeavours with the'»

search for lost Spanish

coins (student bewilderment).“

Our ship's course will take. us to the Islands in the Carribean (applause) to furtile grounds fOr lost treasures. The students will share in this found treasure. You, the students, will‘ have claim to the first til“ ches (complete havoc on ' the decks) on this basis. Each student can claim th— rough his or her efforts a

,-y,' 4

arslrof SpoliiSh Gallows "

of their five courSes. Your' Masters will have claim to

,the reidual and youerrovi— .nCial Government will be

donated with the "leftdvers".

.As you can see‘your evalua4

tion will be in termsiof-a hundred gold coins, for each subjects. That is all. Dismissed." ' . f

The deckhands converged - into cliques and discussed this progressive’plan. The». idea of a monetary reward for developing their minds a natural habit, very inst- inctive to the human creat- ure, seemed to have spaced out their minds. Within days, student controversy erupted. ,

rMany of the students rea— _1ized that each major gove- rnment plan has/loopholes. ‘It‘became known that the coins represented marks, and, it was a fact that

.the_registrar's office doesy

not,record monetary denomi- nations on transcripts, . Some students questioned the granting of final marks in their high school days and, then realized that Itheir new masters were ass-

.essing their internship

with a "golden return". The students hypothesized that

mark giVing was an easy" :* task because their teacher

merely had to give from

“their good nature others

call it integrity, at reco- mmendation time. In this new situation, our masters are reaching into a finacial pocket and ditributing their evaluations. The students recognized the impass of this very situation. But

in short time, their decis- ionémaking criteria for selecting a Master would include his family status. Should they be single, marr-

nied with no children, or_

married with many children? 'On April 30th the univers— ity year came to an end with returning of the.flotilla to the clam waters of Char- lottetown. The parents cror wded the shores to greet their children. After the usual family salutations, the students tOld their '.

glparents of their new "riches" 'Fbr once? theoparents under-

Stood their studentlSEEvalj_ uatidn by an institution.} The parents emphasized their sunburned_complexions.but“3 neglected to inquire about any change in the "complete person" of these students. The hassles of pro-September days.continued,daS"iffwith— out interruption, Once.the family reached the domestic homefront.' ‘ . ‘

For feedback purposes, I

hundred gold “coins for5""i=.ach . .réinaini-‘P‘étgr iﬁéiﬁblair’

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xzcon sH .iismeas Iﬁﬁggﬁq hiss mam stiisda .sarssoax; 5&4