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     'Ihursday, January 22, 1981, page 7 
     
    
   
   
    
       
     
    
   
   
    
       
     
    
   
   
    
       
     
    
   
   
    
     ‘   THE UP E l’ 3 3 UN 
     
    
   
   
    
       
     
    
   
   
    
     avenues , and the ‘old ’ lectgr 
     
    
   
   
    
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     7 VIK 
     
    
   
   
    
     ING EDITION " 
     
    
   
   
    
       
     
    
   
   
    
       
     
    
   
   
    
     ' GRINDINGGEARS  
     
    
   
   
    
     Of the people who come 
     
     to universities like U.P.B.I. 
     
     there those who feel that 
     
     the academic machine which 
     
     Qobbles precious scholar 
     
     {ollars is beginning to 
     
     run down. Everyone wonders 
     
     why the machine doesnlt fix 
     
     itself by remote control. 
     
     HCwever, saying that the 
     
     problems of the university 
     
     should be solved by the 
     
     institution-itself is a 
     
     very vague answer. 
     
     'Whatiislthe'university? 
     
     Do the facilities and 
     
     location_make the school? 
     
     QErtainly'the bold stone 
     
     buildings, the oak shaded 
     
    
   
   
    
     O 
     
    
   
   
    
       
     
    
   
   
    
     .l,, \ 
     
     Si", 
     
    
   
   
    
     halls all add to the academic 
     
    
   
   
    
     'atmosphere, as do the pyrex 
     
    
   
   
    
     potted'laboratories,the 
     
     hum [and click computer term— 
     
     inals, and the stacks and 
     
    
   
   
    
     -shelves, abstracts and en— 
     
    
   
   
    
     cyclopedias. But are the 
     
     classroom and cafeteria 
     
     what make the univerisity? 
     
    

    
     As we build more buildings 
     
     and catalog more equipment, 
     
     will the university continue 
     
     to improve? If we renove 
     
     all these things, is it 
     
     doomed to die? " 
     
    

    
     A true academic instit— 
     
     ution is not only what is 
     
     sealed in brick and mortar. 
     
     hhen we enter its door, 
     
    
   
   
    
     ’v§%%fi&..mfigfi99,.-us. and.  , . u, 
     
    
   
   
    
     tell us something before 
     
     we breeze out the exit. 
     
    

    
     .Eormal education should 
     
     not be defined by mere . 
     
     physical buildings of high 
     
     schools or universities. 
     
     Its true definition must 
     
     rest with people: the pupil 
     
     and his teacher. Without 
     
     a co—operative relationship 
     
     no education exists and 
     
     what we call."educatiqn" 
     
     is a farce. 
     
    

    
     In the high schools, 
     
     teachers will always have 
     
     an audience because our 
     
     social laws coupel everyone 
     
     to take a basic course of 
     
     study. Although this fonn 
     
    
   
   
    
     cf" e‘mcation‘ji’s‘“ truiv-"a'-“““ ‘frca‘fitihuéafifihafié ‘9’)"‘""'"“‘ 
     
    
   
   
    
     [as such, Thus, some students 
     
    
   
   
    
     privilege, few-regard it 
     
    
   
   
    
     become interested; sOme do 
     
     not, but all must attend 
     
     class. Some teachers inspire; 
     
     some do not, but all are 
     
     given equal tine. 
     
    

    
     The university relation- 
     
     ship is a little different, 
     
     however. It is assumed that 
     
     students are here because 
     
     they want to be here. The 
     
     students choose and pay for 
     
     the courses the wish to 
     
     take and therefore wield 
     
     a certain control over the 
     
     quality of education they 
     
     receiVe. 
     
    

    
     For example, a professor ,