The Cooper Point Journal Volume 3, Issue 9 (November 21, 1974)

Item

Identifier: Eng cpj0067.pdf
Title: Eng The Cooper Point Journal Volume 3, Issue 9 (November 21, 1974)
Date: 21 November 1974
Evergreen Subject: Student Organizing and Activism; Curriculum; Faculty Hiring and Governance; Racial Justice
Description: Eng Page 1: Cooper Point Journal (front page) -- special Issue: goals and realities (Image of campus entry);
Page 2: (advertisement) Hendrick's Rexall Drugs;
Page 2: (advertisement) Looking Glass Gardens;
Page 2: (advertisement) Academic Research Library (Los Angeles, Ca);
Page 2: (advertisement) Evergreen Villages;
Page 2: (advertisement) South Sound National Bank;
Page 3: A Journal Essay - page 12 (feature story) (image of clock tower);
Page 3: Table of Contents;
Page 3: Staff Credits;
Page 4: (photograph) [tree by water (by Overland)];
Page 4-5: Letters: A plea for solidarity;
Page 5: Letters: Right on, Raymond;
Page 5: Letters: Deans should resign;
Page 5-6: Letters: Not very happy;
Page 5: (advertisement) Olympia Brewing Company;
Page 6: (advertisement) Pant Stop;
Page 6: (advertisement) Colony Inn;
Page 6-7: Letters: a union of energy;
Page 7-8: Letters: Gay studies planned;
Page 7: (advertisement) Captain Coyote's;
Page 7: (advertisement) Word of Mouth Books;
Page 7: (advertisement) Dirty Dave's Gay 90's;
Page 8: (advertisement) [want to rent 3 bedroom home];
Page 8: (advertisement) Raudenbush Motor Supply;
Page 8: (advertisement) Adult Student Housing (ASH);
Page 8-9: Letters: Minority aid;
Page 9: (advertisement) Shakey's Pizza Parlor and Public House;
Page 9: (advertisement) The Original The Original Better Days;
Page 9: (advertisement) Olympia Brewing Company;
Page 10: Campus News in Brief: Rape awareness week seeks solutions;
Page 10: Campus News in Brief: Attempted assault near campus;
Page 10: Campus News in Brief: Flaming zucchini eats fire on campus;
Page 10: Campus News in Brief: Image: Flaming Zucchini fire eating;
Page 10: Campus News in Brief: new system for overdue bills;
Page 10: Campus News in Brief: Group proposes changes for cafeteria;
Page 11: Announcements;
Page 11: (advertisement) KAOS 89.3 fm;
Page 12-15: Evergreen: goals and realities : a journal essay (drawing of person holding mirror to face);
Page 13: Issues: Jobs combined under Moss;
Page 14-15: Issues: Harbaugh settled in mediation (includes image of faculty Ron Woodbury and student Marcel Hatch);
Page 15: Issues: Curriculum (includes image, student Geoff Rothwell);
Page 16-20: Round Table: Evergreen's Goals (includeds image: Knute Berger, Sallie Hancock and faculty Bill Aldridge);
Page 18: (advertisement) Import Parts;
Page 18: (advertisement) The Music Bar;
Page 19: (advertisement) Bob's Big Burgers;
Page 19: (advertisement) Peterson's Foodtown;
Page 19: (advertisement) Olympia Brewing Company;
Page 19-20: Issues: Plans for Student Union progressing (includes image: Ned Swift);
Page 21-22: Issues: Campus thefts on the rise (includes image: library exit - checkout reminder sign);
Page 22: (advertisement) The 4 Seasons Boutique;
Page 22: (advertisement) the Sitzmark;
Page 22: (advertisement) The Guardsman;
Page 22: (advertisement) Rainbow Grocery & deli;
Page 22: (advertisement) European Motors;
Page 23: Northwest Culture;
Page 23: (advertisement) Willie's Sports Enterprises;
Page 23: (advertisement) Capital Theater;
Page 24: (advertisement) Evergreen State College Housing
Creator: Eng Salcer, Angela; Eng Riback, Lee; Eng Guttman, Guttman; Eng Unsoeld, Regon; Eng Hatch, Marcel; Eng Barnett, Eunice; Eng Kramer, Wendy; Eng Goodman, Kim; Eng Pepka, Vince; Eng Feyk, Jim
Contributor: Eng Hirshman, William P.; Eng Allison, Nicholas H.; Eng Hucks, Diane; Eng Solomon, Sam; Eng Berger, Knute Olsson H.G.S.; Eng Praggastis, John; Eng Posthumus, Ingrid; Eng Orred, Liz; Eng Hester, Mary; Eng Foster, John; Eng Peterson, Gary; Eng Shore, Stan; Eng Barnett, Cecelia; Eng Cook, Carl; Eng Daly, Andrew; Eng Ellis, Doug; Eng Feyk, Jim; Eng Foster, Frankie; Eng Goodman, Kim; Eng Groening, Matthew; Eng Henault, Cecile; Eng Kramer, Wendy; Eng Madsen, Barbara I.; Eng Majdali, Kameel; Eng Peck, Kraig; Eng Robb, Lynn; Eng Rousso, Rachel; Eng Seeley, Ralph; Eng Unsoeld, Regon; Eng Usadi, Eva; Eng Vachuda, Jaroslav; Eng Wallick, Len; Eng Westerman, Nanette; Eng Faculty Adviser: Gribskov, Margaret
Subject: Eng Evergreen State College; Eng Letters; Eng Announcements; Eng Northwest Culture; Eng Third World; Eng Solidarity; Eng Marxism; Eng Wonder, Stevie; Eng Dean Resignation; Eng Student Union; Eng Gay Studdies; Eng Minority Aid; Eng Student Aid; Eng Financial Aid; Eng Rape Awareness; Eng Fire-Eating; Eng Assault; Eng Billing; Eng Curriculum Planning; Eng Library Policy; Eng Theft; Eng Harbaugh, Charles; Eng Turner, Raymond; Eng Keeler, Christine; Eng Smith, Bill; Eng Barcliff, Paul; Eng Roberts, Oral; Eng McCarty, Craig; Eng Foster, Larry; Eng Ota, Atsumi; Eng Webb, Glen; Eng Guru Ji, Maharaj; Eng Crowdog, Leonard; Eng Rainey, Tom; Eng White, Sid; Eng Clabaugh, Dean; Eng Moss, John; Eng Martin, Don; Eng Freund, Hap; Eng Youngquist, Diann; Eng Stenberg, Larry; Eng Jones, Rindy; Eng Woodberry Ron; Eng Hatch, Marcel; Eng Patterson, Lynn; Eng Martin, S. R. (Sennie Rudolph), 1935-2016; Eng Parson, Wiilie; Eng Teske, Charles; Eng Feuer, Bev; Eng Ryan, Andy; Eng Rothwell, geoffry; Eng Coonor, Craig; Eng Martin, Dean; Eng Aldridge, Bill; Eng Woodbury, LeRoy, Eric; Eng Hancock, Sallie; Eng Nichols, Dick; Eng Knapp, Helen; Eng Berger, Knute; Eng Swift, Ned; Eng Hoffman, Abbie; Eng Brown, Jovanna; Eng Holly, Jim; Eng Disney; Eng Willie's Sports Enterprises; Eng BMW, SAAB; Eng European Motors; Eng Rainbow Grocery and Deli; Eng The Gaurdsman; Eng The Sitzmark; Eng The $ Seasons Butique; Eng Olympia Brewing Company; Eng Petersons Food Town; Eng Westside Shopping Center; Eng Bob's Big burgers; Eng The music bar; Eng KAOS Radio; Eng Better Days; Eng Shakey's Pizza; Eng Adult Student Housing; Eng Raudenbush Motors; Eng Dirty Dave's Gay 90's; Eng Word of mouth Books; Eng U.S. Army; Eng The Eveergreen State College Emergency Services; Eng Thurston County Sheriff; Eng The Evergreen State College Womens Center; Eng The Evergreen State College Gay Resouce Center; Eng Universiity of california; Eng University of Washington
Place: Eng Olympia; Eng Wshington State; Eng Portland; Eng Oregon; Eng Seattle; Eng Tacoma; Eng England; Eng United States
Extent: Eng 24 pages
Temporal Coverage: Eng 1973/1974/1975
extracted text: au rna
The Evergreen State College

Olympia , Washington

.

'

Vol. 3 No. 9

November 21, 1974

Special Issue

Goals and ·Realities

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Cooper Point Journal

Cooper Point
Journal ·
The Evergreen State College

.Olympia, Washington

A Journal Essay

Vol. 3 No.9

November 21, 1974

Page 12

You 've heard it all before - the refrain is a familiar part bf Evergreen by
now . It can be heard in the seminars , in the drop-in centers, in the offices,
and in the hallways. The students, the fa c ulty, and the staff alike all seem to
be uttering it. It goes something like, " Evergreen wasn't supposed to be like
this," or, " I thought Evergreen was an experimental, progressive school. How
can this (or that or the other) have _ _ _......._ _ _ _ _ _ _ _ _ _ __,
happened? "
"This (or that or the other) " usually refers to some action of the administration , or some attitude or behavior of ·a student, facLi lty or staff
member, that runs contrary to the
stated purpose of Evergreen , or the
" Evergreen dream ."
The rejection of Chuck Harbaugh ,
the situation with the Public Information and Minority Affairs contract ' s use of Evergreen ' s v ideo
equipment , the increasing trend
towards factionali zation via fa culty
and student unions, the increasing
theft rate in the library, the lack of
student input into curriculum planning; and many other symptoms all
stand as evidence of a change that seems to be taking place.
As those trusted with the task of chroni c ling th e daily life of a college, we
at the Journal have seen and heard the many troubled expressions of disillusionment, perhaps even outright alienation , among the various members of
the Evergreen community .
In this special issue of the journal , th e problem , its background, symptoms,
and possible solutions will be dealt with in depth . Hopefully, this study can
serve to focus and put our views in perspective, so that we may go forward
with the proper insight to make this school into the kind of a place we want
it to be and t rul y cause the " Evergreen dream " to become a reality .

ROUND TABLE : EVER GREEN GOALS

· · · · · · · · · · . ... . ...... . .... .. ... PAGE 16

.Departments
Letters . .
Ne ws Briefs . .

ovember 21, 1974

. . . . . . . . . . . . . .4

.........

. . 10

A nno uncements .. .
N. W. Cult ure . . . .. . ... . . . . . ... .

. 11

.23

EDITOR
William P. Hirshman
MANAGING EDITOR
Nicholas H. Allison
NEWS EDITOR
Diane Hucks
SPECIAL EDITOR
Sam Solomon
ASSOCIATE EDITOR
Knute Olsson H.G.S . Berger
PHOTO EDITOR
Mark Ove_rland
PRODUCTION MANAGER
Ingrid Posthumus
ADVERTISING DESIGN
Liz Orred
BUSINESS MANAGER
John Foster
ADVERTISING MANAGER
Gary Peterson
SECRETARY
Stan Shore

GENERAL STAFF .
Carl Cook, Andrew Daly, Jim Feyk,
Erankie Foster , Kim Goodman, Matt
Groening , Cecile Henault, Wendy
Kramer, Barbara I. Madsen, Kameel
Majdali , Kraig Peck, Vince Pepka, Lynn
Robb, Rachel Rousso, RaiJJh Seeley, Erik
W. Thomas, Regon Unsoeid, Eva Usadi,
Jaroslav Vachuda, Len Wallick, Nanette
Westerman .
. Faculty Adviser: Margaret Gribskov

The Cooper Point Journal is published
hebdomadally by the Evergreen State College Board of Publications and members
of the Evergreen community. It is funded,
in part , by student services and activities
fees. VieV:..s expressed are not necessarily
•hose of the editorial staff or The Evergreen State College. The Joumal news and
business rooms are located on the third
floor of the college Activities bldg. rm .
306. Phone : 866-6213 . For advertising
and business information: 866-6080 .
The Journal is free to all students of
The Evergreen .State College and is distributed on campus without charge. Evergreen students may receive, by mail, subscriptions to the Journal without charge.
For non-Evergreen students, a nine month
subscription may be obtained at the price
of four dolla~s. For information: 86p-6080.
Page 3

A plea
for solidarity
To the Editor:

I app reciated Raymond Turner's criticism of my November 7 Journal guest
commentary entitled " Not Exempt From
Change."
He is quite correct in concluding that I
was primarily addressing the "2, 201 non
Third -Wo rld stude nts" at Evergreen;
given the circumstance that I am a whi~e
student amongst 2,201 white students,
there is no reason why this should not be
the case . My article was an attempt to
convince those students who are passively,
witnessing tl-}eir pro letarianization and
growing oppression that it is in their best ·
interests to take control of their lives by
joining the struggle for socialism . By
showing that many students were becoming politically active, and by offering a
~imp l e analysis as to the reasons for this,
Page 4

I hoped to show my less politic2lly aware
brothers and sisters that people like them
are attempting to change their situation,
and that if we joined together we can
create a human -social order.
As for his second criticism, that my use
of the word "resurgence" was inapplicable
to "non-white involvement on campus,"
my reply is that the concern of my article
was those students who had been relatively inactive. Eviden tl y , I did not make
myself clear. '
Turner's affirmative response to his
question , " ... If social being determines
consciousness ... is it not likely then that
being denied, oppressed and exploited day
in and day out . . . would foster acute
and end uring social consciousness? " is a
misinterpretation of Marxist methodology.
Simply because non-whites have been
brutally oppressed does not mean that
they are th erefore socially conscious . This
fo rmul a ignores entirely the question of
class and ruling ideology. Our experience
at Evergreen shows this quite cle~rly.
While few Third Worlders are attempting
to "escape from the madness," some seem
to be perpetuating this madness as petty

capitalists or · as oppressive bureaucrats .
Also , affirmative action - while progressive - may be nothing more than a
liberal co-option campaign unless it soon
takes a class stand on the issue of hiring
non-whites an d women . A university
staffed by bourgeois Blacks and women is
a bourgeois institution nonetheless, anp
acts contrary to the interests of most of
us. Turner's racial formula falls prey to
the same shortcoming: by ignoring the
issue of class he accepts the divisi ve arguments of the ruling class.
His third point , concerning the issue of
high prices and unemployment, is actually
moot as a criticism of my article. I was
not attempting to ''re~ ind" anyone of this
situation. Rather my comments were derived from my own daily experiences
which are common to both Third World
a nd (a prepondera nt majority of) white
students-. My intention was to place these
developments within th e COlltext of the
ever-increasing preletarianization of the
entire society. Turner's critique on this
p oi nt ignores class di ffere nces among
whites, not to mentio n the class conflict
wit hin n o n-wh it e communities. Once
Cooper !'oint journal

again, he rejects a class analysis of his fellow students, and instead imposes a simplistic racial formula that directs the anger
of proletarian non-whites away from their
oppressors and onto their light-skinned
brothers and sisters. I reject his subtle implications that because I am white, I am a
ruling class ideologist who hopes to convi nce non-whites that times are really not
too bad. The fact is that most white stude~ts , like non-whites, are forced t~ eat
staple foods and have no choice about
working or trying to find work.
In his next paragraph , Turner argues
that for Third World students public and
private "bureaucracy is defined by its inaccessab ilit y." Here, he completely ignores
the contemporary realities of a class society and once again spins his dogmatic
racia l formula . As rising Third World militancy became threatening to the ruling
class, these enlightened liberals decided to
open bureaucratic positions to Third
.W orlders who are willing to sell their
class comrades for a respectable position
and a fair price. There is little problem
fnr these people to find jobs in the bureaucracy. In fact, because they are so
few in number (as the masses of
non-whites continue to be discriminated
against and brutalized) , Third World students can sometimes· find these jobs easier
than ' white st udents. Those non-whites
with a college degree are less and less excluded from employment, but are instead
so ught out as palliative examples to the
w retchedl y oppressed non-white masses.
Turner 's fifth and fin al point that
" those of us victimized incessantly by this
system" recognize possessive indi v idualism as "saran-wrapped dung" is also untrue. Once again he draws the reductionis! n>nc lu sio n that because a person is vici"u~ l v oppressed , he therefore rejects the
idea s ot the rulin g class. Why, then , the
mn ve ment for " Black Capitalism ," or Rastatari my sticism in Jamaica , or Black police ri<>ts in Atlanta , or Blacks in the Portuguese army. o r in the U .S. Arm y for
that matter? Wh y does Stevie Wonder
himself vvrite idealistic and individualistic
1,)\'l' <.,c> ng<, that make millions off Black
l'''''l'lc ~
,\c. f,n Tu rner 's sarcasm , I can find no
t.lti,•n,ll rc·asc>n for it . While he raises
'"nw g<H>d points . nothing he says conI rad icl s m y ideas , but in stead a re w o rthy
c1dditinns tc> them ex pressing the perspective (lf a 131a ck pers(ln. It is unfortunate
that his criticism w,1 s in th e style of an attack, for l firml y believe that the interests
ot pro letarian Third Wnrlders and proletari;m whites are om· and the same . By
fnrmul,1ti ng his ideas in suc h a divisive
'> ly le ,1nd by analyz ing m y ideas throug h
d dngmdtic t·acial formula with no class
a n;1lysis , he seems tc> have forgotten th a t
Wl' c.1n c h.1nge the suc ia l order only by
unitin g c>ut· fnru• s and perfecting our
pt .lxis thr,,ugh Cll tnradel y criticis m. VVilh
, , -li d,>rily
! ~ovember 21 . I "" ·f

Right on, Raymond
To the Editor:
After reading the letter "Third Worlders
Ignored" (Journal , Vol. 3, No. 8) I felt
very touched and felt the need to express
my agreement with Mr. Raymond Turner.
The arguments he brought out were of
true value and needed to be expressed.
Right on, Raymond.
Angela Salcer

Deans
should resign
It seems that the controversy over the
non-hiring of Chuck Harbaugh has not
sti rred the reaction of the McMillan
administration in England over the Keeler
scandal. In that situation, the government
was forced to step down over a scandal
involving a prostitute, Christine Keeler,
who happened to be sleeping with
sensitive members of both McMillan's
government and the Russian consulate.
Moral indignation swept the UK and
swept McMillan out of office. So far, the
deans here at Evergreen have neither
resigned or even hidden from the general
public out of a sense of moral shame. It
seems that either course would be
preferable to being obvious bigots .
If, on the other hand, these same deans
were try ing to make .a point (whatever

that might be) they should have made the
point. In other words, they should have
stated what
that point was in
communications to the community. Machin.velli died several centuries ago; his
premises are outmoded with his age .
We have three out of four deans who
represent officially recognized minorities.
If they are insensitive tci issues not
affecting their own minorities then no
gain has . been made by having minority
deans. What if a " political " chicken
rancher wanted to be on the faculty, was
highly recommended, program bonified,
then turned down due to his / her political
beliefs ; where are we then? Do the
ingrained political, social, and moral
stigmas of chicken ranching rate as
reasons for non-participation in education? Are we as a community ready to
reject a competent faculty prospect
because there's chickenshit on his / her
boots, or is that stuff to be found higher
up?
Lee Riback

Not very happy
To the Editor:
I'm not very happy with you! I leave
the campus · for one day, turn my back
thinking I can trust you and Wendy
Kramer, and look what you do! Oy, mein
kinder - why you want to do this to
your papa? I was one of the most minor
ch'<lracters in the whole Harbaugh affair,
and you make me look like a major one.
And you don't even represent my opinions well!
First, you had to go and use a picture

Your tnother \Vants
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You owe yourself an Oly.
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Page 5

of me, a picture of me with a nasty look
on my face, a picture you took just as I
was telling you that there was no damn
reason in the world for you to use a picture of me in the paper. Is that nice? If
you had to use a picture of some minor
character, you could have used Peggy
Qickinson, who is much prettier, or Leo
Daugherty, who's more articulate. I wonder about your sense of values.
Then you used two quotations from me
that were accurate in themselves, but
taken out of context no one could understand my opinions . Wendy quoted me as
saying that I thought Harbaugh could be

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a useful member of the faculty under
some circumstances ; she didn't add my
principal reservation: "BUT I think we
have enough people on the faculty now
with his talents and I think our immediate
priorities should be in other fields. " Remember that I didn't know Chuck was being considered for the special position
with Developmental Learning ; that knowledge probably would have influenced my
conversation with him and might have influenced my opinion . My written opinion
about Chuck was also quoted in such a
way that no one could really understand
it. In our conversation, Chuck raised the
issue of his being a gay white male rather than just a white male - and was
arguing that that made him a member of
a special minority that should be represented. I was specificall y responding to
that argument and insisting that one's sexual proclivities have no bearing on teaching ability and should not be in any way
a criterion for employment here.
I hope this whole sorry mess will soon
be forgotten ; I object to your making it
appear that I had much of a role in it.
Burton S . Guttman

Colony
:g1nn

25.98

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A union of
energy
To the Editor :
A "student union" ... hmmmm? An interesting question . One characterized recently by confusion, determination, anger,
satisfaction, and an assortment of other
emotional-type reactions by people here
at Evergreen.
Commen ts such as "divisive," "muchneeded," "destructive, " and "constructive," have been directed toward the loose
collection of student-types (a collection of
loose students?) who have been participating in, facilitating, conducting, or just
plain bemused by the recent no on
"student union" meetings in the Board
Room. "What noon meetings?" I hear
many of you cry.)
,
I have been present at those meetings
and I have been confused and pleased,
puzzled and excited by the things I've
seen. I'm now going to try to explain the
gist of what I think I have observed at
these sessions, and then invite you all to

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Page 6

Friday 10-9
Cooper Point Journ a l

the "town meeting all-campus-type get
together" we are instigating tomorrow
(Friday) at 1 p.m . in CAB rm. 110.
First of all, who are these student-types
- that have been showing up at these noon
" think" sessions? Well, we can perhaps be
safely characterized as being flesh and
blood individuals concerned with, among
other things, the pervasive atmosphere of
passivism that seems to exist here at
Evergreen, i.e . and absence of energy in
the direc fi o n of a healthy, growi ng ,
self-critically developing ·community.
(Talk about value judgments .. . )
Many of us are presently engaged in
various interest areas-confidentiality vs.
openness at Evergreen, c~ntrol of S&A
funds, student labor, etc. A lot of us feel
a certain fragmentation in our approach,
where we have individually become
spread out among too many areas and
have thereby lost the effectiveness we
might have if we concentra ted on just one
or two.
It is here that I return to those scarey
words- "student union. " A union to me is
any collection of folks who happen to be
working with o·ne another for their
mutual benefit and development through
critical self-examination and an awareness

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of their collective needs and interests.
Hmmmm, clarification is needed . OK,
people are now working on their own
different areas of concern, right? To maximize effectiveness, people must devote
their energies to no more than they can
handle without going berserk. I, and
others, would like to see regular
get-togethers among these folks, where
they can provide critical insight into each
other's problems and positive support
where strength is needed. The camaraderie that may grow in such comingtogethers, in such a union, could do
much to counter the burnout that we see
reflected in so many Evergreen eyes.
Well , for not being sure of what I had
to say, I guess I've spoken long enough to
cover it. You see, I don't have the
answers, and neither does our collection
of loose individuals. We are simply
raising questions, questions we feel are of
great importance to Evergreen as a
potentially living, breathing , dynamic
community . If you have any, how about
bringing them to CAB rm. 110 tomorrow
at 1 p .m .?

Gay studies

planned
To the Editor:

I a m in the process of designing a Gay
Studies Program at Evergreen for the year
of '75 - '76, fa ll, winter, and spring.
Gay Studies represent the seriousness
on the part of gay and other students to
explore academically the needs and history of Gay People.
My dilemma at this point upon reading

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November 21, 1974

the dean's " Cookbook" for curriculum design and planning is, that it 'quotes under
the Student section, item 4 : "Submit proposals to the Deans according to the published timetable and guidelines, fully recognizing that such proposals cannot be selected for offering unless members of the
current facult y are willing to work in
them. Students should negotiate faculty
su pport for proposals. "
This means there absolutely has to be
fac ulty stating they would be in terested in
teaching in this program in order for it to
even be submitted to or considered by the
deans.
Any facu lty wanting or willing to support this program please contact me at
Lib . 3219, tel. 6544, before Thanksgiving .

I'm coming to Evergreen and I want to rent a 3 bedroom house
anywhere in the Tumwater/Lacey/Oiy area.* I want basement,
fenced backyard, oil heat, and rent hopefully not over $160. Have
two children, one pet, and a lot of plants. Contact Anka Andrews
-

58 Willowood, Pocatello, Idaho 83201/(208)232-5684 or Jon-

athan Lee at ASH

L110 I 866-6140 to leave message.
*by Jan. '75.

Reduc.e Gas Consumption.Tune-Up!

I

Marcel Hatch

;:~~~~~~~······ 9 5 (

Minority aid

::::.~~~~········ $264
~?.~~!............. 85'
:-:!'~............... $150

To the Editor :
It is with grave disgust I write this letter
in rega rds to the Financial Aid process at
Evergreen. However, I feel the content of
the let te r will better justify .my need analysis and the continuation of Financial Aid
for Winter and Spring Quarters . This is
an attempt to bring to the light racial and
political discrimination and dissemination
of Financial Aid to Non-white students on
this campus.
On November 6, 1974 at approximately

:·:~~.~~~.~......$11 60
~~=~.~~~~~ $795

....

412 South Cherry
Olympia 943-3650

ASK
Openings For Winter (tuarter
2 or 3 Bedroom Apts
Furnished or Unfurnished
Carpets, Drapes, Appliances

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Close to Campus
Natural Setting
Privacy

Reserve Your Apartment

\VINTER IS
3138 Overhalse Rd

~OLD
866-8181

10:00 a .m. I called student accounts in
regards to State Need Grant Checks arriving . I was among the list but the receptionist informed me that Bill Smith, the
newly appointed' Director of Financial Aid
would like to see me before picking up
my check. Despairingly I went to Bill's
office only to be met with statements of
my ineligibility for further financial assistance for · the year. Before I go on here are
the reasons given by Bill.
1. My need analysis for 1974-75 is
$2,452.
2. My present internship / job which
pays $300 monthly for 9 months
totals $2, 7oo:
3. The salary I receive as a student intern exceeds the need tletermined by
Federal Government regulations,
State rules and Financial Aid rules at
The Evergreen State College.
4. Ineligibility for State Need Grant.
5. Winter and Spring Quarter Grants
and Aid would be cancelled.
6 . I was awarded by letter on September 1, 1974 of what I would receive
and that I qualified .
7. My need analysis was $2,452. I was
awarded $1,852 for the · year.
·As a student , a Non-whi te student, as a
woman and most importantly . as a junior
at Evergreen, the above should be carefully looked at legally .
tleing that I'm considered a double
minority I am subject to all aspects of discrimination in any institution of education. Surely, when Evergreen's Financial
Aid office applies for special aid from the
Legislators, The Federal Government, the
State and the Council on Higher
Education they should also include the
needs of their minorities enrolled . If not
some (onsideration should be made into
researching the Financial Aid process .
Since I am considered a double minority, here are th e necessary expenses listed
for a decent survival and education at
Evergreen.
1. Rent
$139.00
2. Gas (car)
200.00
3. Food
100.00
4. Books and
300.00
materials
5 . Tuition
169.00 (per qtr. )
6. Doctor bills
100.00
7. Clothes
100 .00
8. Light bill
20 .00 (every two
months)
Although Evergreen says it is committed to an Affirmative Action Policy , I
doubt very much that N on-white students
are affected by it. I'm not degrading the
Affirmative Action plan ; all I'm saying is
· most of the policies in it are token for
Non-white people at Evergreen .
The above items are only the basic
necessities which most students must have
in order to survive, but if the Financial
Aid I was awarded (State ami Federal) are
taken from me, I will be' forc ed to withdraw from school on account of Evergreen and start all over a!{ain. As far as

my family goes, they do not have the resources to put their first generation college daughter through school. If they did,
I sure as hell wouldn't be at Evergreen .
I'm an independent student and have been
for a year ar:td a half.
·
I am probably the first student who has
complained bitterly for all Non-white students here. I also know for a fact that
two-thirds of the Non-white population
here don't know their rights in accordance
with jobs, two-thirds don't receive ample
Financial Aid, and two-thirds aren't considered work-study qualified.

SBAEBT'S

Yes, I work and receive $300 monthly
from my internship at Co oper:ative
Education and will probably be working
until the school year ends. I hope this can
make you understand that my Financial
need is greater than the $2,700 for the.
year which I make at my job. I cannot
survive on it alone and more Bank Loans
are not the answer.
Let's not let this be another memo or
.letter fi led away. I would really appreciate replies and help .
Eunice Barnett

EAT IN OR TAKE OUT

·sBAIB!'S

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All Olym p ia empt ies are re cycl able

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Campus News
In Brief

./

RAPE AWARENESS WEEK
SEEKS SOLUTIONS

FLAMING ZUCCHINI EATS
FIRE ON CAMPUS

Rape is the most rapidly increasing
violent crime in this country . There is one
rape committed in the United States every
one and one half minutes. For every rape
that is reported, there are at least fifty
committed but unreported .
The problem of rape has been of
increasing concern to people at Evergreen ,
due to the rise in rapes and attempted
rapes of students in the area . The
Women ' s Center and the Evergreen
Securi~· Office working with R_a pe ,~elief
in Olympia has been sponsonng Rape
Awareness Week " on campus from
- Monday, November 18, through Friday,
November 22.
The conference has included panel
discussions ranging from the ethical
implications of rape to its medical aspects.
There have been a series of workshops
dealing with such things as self-defense
and women's role in society. A number of
films have been shown, all dealing in one
way or another with the problems and
trauma of rape
Organizers hope the · outcome of the
week will be that people not only at
Evergreen but all over will begin to deal
with the problem of rape so that
beneficial solutions can be found.

The "F lamin g Z ucc hini ," a fir~
ea ter living on Stewart Island , appeared
in the Activities Building second floor
lobby on Tuesday, November 19, before
two awe-s truck after lunch crowds . To
the constant amazement of the crowds,
"Zucchini" ate one, two and three flaming
fire-wands while providing a running
commentary on the history of the
Reverend Chumley Miraculous Church of

D -. .... -

1n

NEW SYSTEM FOR OVERDUE BILLS
Student Accounts has announced that it
will begin a new system of co'IIecting
unpaid bills soon. Bills from such services
as media loan, housing, library services
and food services will by incorporated
into a centralized system under Student
Accounts instead of through the separate
services. The services of a collection
agency have been contracted . Any discrepancies or problems should be straightened out with the individual services
before the December billings are sent out,
because December's billings will include a
letter from the Business Office describing
the new procedures .
'
GROUP PROPOSES CHANGES
FOR CAFETERIA

ATTEMPTED ASSAULT
NEAR CAMPUS
At 3 p.m. on Monday, November 18,
an Evergreen student was walking towards her home near Sunset Beach Road
when a man jumped out of the bushes
and grabbed her.
The two struggled, and the man, wearing a ski mask over his face, pulled out a
gun and tried to force her down the road.
The woman continued to struggle, and
the man ran off.
The assailant was described as being a
male Caucasia~, between 25 and 30 years
old. He had a heavy build and was wearing a brown corduroy jacket and blue
jeans. Persons with information about this
man are urged to call Detective Paul Barclift at the Thurston County Sheriff's department , 753-8100. All information will
be held strictly confidential.

mysterious clear liquid .
"Zucchini," known by his friends as
Michael, learned the art of fire-eating in
San Fransisco about 3 1/ z years ago while
he was a starving actor. He did this when
the thea trical troupe he was travelling
with needed ten minutes of -filler time for
their show. After his initial attempts at
fire eating , " Zucchini " entered the
hospi tal , but decided to try again as soon
as he got out.
Upon performing the techniques of
fire-eating, "Zucchini" performed in the
streets of San Fransisco, where some
Evergreen people experienced his presentation two years ago. The Evergreen
people then urged "Zucchini" to perform
at Evergreen and spread the word of the
Reverend Chumley Faith. This ·invitation
resulted in Tuesday's exceptional performance by "Zucchini ."

The flaming Zucchini spews fire into the
air in the Activities building.
the Inc.a ndescent Resurrection .
.
Amid ·assorted " oohs ," " ahhs " and
sporadic laughter from the crowd,
"Zucchini" recounted tkle daring exploits
and pseudo-religiosity of Reverend Chumley in a highly humorous manner, ·au the
while expounding on jagged rocks ,
crocodillians, Republicans and numerous
other subjects. As a final master stroke,
Zucchini, in the fashion of Oral Roberts,
transmitted power directly from his body
to that of sitting bystanders in the
audience, inducing them · to stand .
Ending his performance, "Zucchini"
blew a giant ball of flame out of his
mouth into mid-air after swallowing a

Proposals for improved cafeteria design
were submitted to Saga manager Craig
McCarty and Director of Auxiliary
Services John Moss on Wednesday,
November 13 by a study group from the
T owa rd Humane Technospheres coordinated studies program. Design changes
discussed involved the aesthetic environment of the cafeteria , traffic flow
problems, and the Board Plans and Food
Cards.
Implementation of the proposals represe nts the culmination of a two-week
assignment. given to the group, a study
dealing with making human technological
environments more humane.
M.oss and McCarty said they would
give serious consideration to the proposals
involving time and money .while not
making any definite commitments. McCarty has already implemented one proposal that sugar be dispensed in jars in
the beverage area instead of paper
packages which are too easily wasted . .
Of the most apparent changes that may
occur are student art hangings put on the
walls and the addition of piped-in music.
Other changes will include less time
waiting in lines, prefabricated sandwiches
fo r cash !=UStomers, and wide-mouth trash
cans.

Announcements
• O r~ Saturday, November 23, Evergreen
and the Olympia Parks and Recreational
Department is sponsoring the Third Annual Turkey Trot races, with first prize
being "your own turkey. "
The races will begin a't 10 a .m . in front
of the Library building, with four divisions of races for each sex. More information can be obtained from the Evergreen
Office of Recreation and Campus Activities at 866-6530 .

• Evergreen student Atsumi Ota will be
giving lessons in Japanese two nights a
week on KAOS radio, 89 .3 FM . The first
lesson will be November 24 from 7 :30 to
8:00 p.m., and will be repeated
Thursday, November 28 at 8:00 p.m.
Each Sunday a new lesson will be
·introdu ced and repeated the ne xt
Thursday.

• On Saturday, November 23 a conference entit led "Paracon-ll Alternative
Health" wi ll be held at the San Juan Complex of the Seattle Center. There will be
workshops, speakers and panel discussions dealing with different ideas in health
care. The final results of the conference

will be a new book on a lternative health
care.

• The Chinese Civilization Program is
hosting two speakers at Evergreen. On
Thursday, November 21, in Lee. Hall #1,
Glenn Webb of the University of
Washington Art History Department will
speak on Chinese art from noon to 1: 30
p.m.
Larry Foster, a teacher at Western
Washington State College in the Eastern
Asian Studies Program will speak about
Chinese Romantic Literature . This will be
held on Friday, November 22, 9:30 to
11:00 a.m., in the 2100 lounge of the
Library.

e Flu shots wil l be given on Tuesday, November 26 , from 10 a.m. until noon at
Health Services, Lib. rm. 1205.
There will be a charge of two dollars
payable to Student Accounts. Payment
must be made and a receipt presented before the injection can be administered.
• November 27 is the deadline to submit

design ideas for the parkway to the
Journal office, CAB rm . 306. The
selection will be made by a campus-wide
vote through the Input Resource Senter
the week after Thanksgiving.

• At 3 p.m. Thursday, November 21, in
Lee. Hall 3, the film "Satguru Has Come"
will be shown. This is a thirty-minute film
about Guru Maharaj Ji. There is no
charge.

• Sue Smith of the library reminds the
community that it is near the end of the
quarter and it's time to return library
books. Anyone not using them is requested to bring them back before the
overdue date of December 13. The date
for renewals is December 2.

• Medicine man Leonard Crowdog, a
member of the Sioux tribe from Rosebud
South Dakota, will be on campu~
November 22 at 9:30a .m. in Lecture Hall
3. Preceeding the movie " The Ghost
Dance, " Crowdog will lead in a traditional pipe ceremony and discussion.

89.3 fm
Program Guides
Available Toes Nov. 26
At Information ~enter
And throughout the
community

Presently On The Air!
7-IOam Weekdays 4pm- 2am ALL WEEKEND ·
Page 11

November 21, 1974

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Evergreen: Goals and Realities
A Journal Essay
A little over four years ago when this
college first opened up the "Evergreen
Dream" began. But at this point,
following a number of administrative
decisions which have come "from the top"
with little support "from the bottom" we,
the editors of the Journal, have taken on
the task of trying ·to interpret, analyze,
and define the meanings and problems
behind that dream.
The words "Omnia Extares" appeared
on E'{ergreen sweatshirts with stenciled
geoducks, the college mascot, during the
first year. Roughly translated from the
Latin it meant "let it all hang out."
However , recently new phrases have
ejilerged, phrases which when translated.
depict a serious problem at Evergreen -frustration.
"The Social Contract has been torn
up .
So stated faculty-member Tom
Rainey at last Thursday's (November 14)
Page 12

all-campus meeting regarding the academic deans ' rejection of gay faculty
candidate Chuck Harbaugh, characterized
in a memo from the deans as an "avowed
liberationist. " (See box page 14.)
The Social Contract, which we all
" sign " by bec oming members of the
Evergreen commun ity, assures among
other things that there will be "no
discrimination at Evergreen with respect
to race, sex, religious belief, or national
origin with respect to . .. employment. " The
Harbaugh situation, one in a string of
recent controversial decisions by the
deans and other top administr(!tors ,
seemed to be a blatant violation of the
Contract.
Rainey's statement was indicative of a
mood of frustration that has begun to
permeate the college community in recent
weeks. Thursday's meeting was one of the
largest public displays of this frustration ,

)

this sense of powerlessness and alarm in
the face of decisions over which many
students, staff and faculty feel they have
no control.
React·i on t o the Harb aug h rejection
surfaced in many forms , from student
meetings to petitions to cafeteria debates.
But whatever forms it took, two basic
attitudes became evident: shock that such
a thing could happen at Evergreen, and a
cynical attitude that these kinds of
decisions are business as usual.
Another difficulty which became the
focal point of a lot of hard feelings was
the student access to media equipment.
When some students working independently and as members of a group called
Cometronics, found that they could not
use the school's portable video equipment
because the Public Information and
Minority Affairs (PIMA) group contract
had gained sole access to it, it seemed
Cooper Point Jo~~nal

to indicate to them an untair, ··unEvergreen" situation . Wide access to
' resources is a key facet of what makes
Evergreen work, they said.
Sid White, the faculty member for
PIMA, asked in a letter to the Journal
"how anyone could seriously claim that a
last minute money generating pop music
taping project should have priority equal
to the PIMA group contract." What
frustrated the Cometronics students was
that an administrative decision, made by
the deans, did not take unto account the
needs of students outside the PIMA
contract.
The recent staff re-organization by Administrative Vice-President Dean Clabaugh that merged the position of
Director of Auxilliary Services and
Director of Personnel has also drawn fire
.from the community (see box page 20).
John Moss, who will now fulfill the
position, is not a popular choice ..Beyone
that, the process by which this decision
was reached has incurred the near wrath
of some members of the community. The
process by which Moss assumed his new
duties has seemingly ignored established
hiring procedure.
Frustration with these decisons, with
these events, has not only become a
problem in itself , but has led to a
discussion and a re-evaluation of the roles
of the campus's four main constituencies: students, staff, faculty, and administrators .
Plans are currently underway for a
"student union" at Evergreen (see box
page 13) which is how some students have
reacted to their frustrations and re-evaluations. Don Martin, one of the union's
proponents, wants the organization to be
a forum for the systematic and effective
presentation of the wishes of the students,
since he feels that administrators at
Evergree n make too many decisions
without really weighing the student input
that they are expected to solicit according
to the Committe on Governance (COG)
Document.
However, as yet there is. no general
agreement as to how the student union
will work if ·it continues to evolve, but no
matter how it manifests itself under the
present structure there will be difficulties.
A student union will have all the powers
implicit in any organized effort : students
will be able to present their viewpoints,
their grievances in a unified manner;
students can be more efficiently mobilized ; there will be an active forum for
planning strategy and stance. But as of
now, the COG document still stands, and
as long as · it does, vesting the final
. decision-making power in the administration, any union of students will be
weakened, having no distinct and defined
powers in and of itself.
It appears, then, that the decision-making process at the college is at the root of
Ihe unrest. It is tne way that important

continued on next page
November 21, 1974

ISSUes-----------...;..

Jobs

Co~nbined

Under Moss

BY DIANE HUCKS
"We request that you overrule and
rescind Dean Clabaugh ' s deci sio n to
combine the po sition s of Auxilliary
Services and Personnel under the directorship of John Moss ." Thus states a petition
drafted by faculty member Hap Freund
regarding Administrative Vice-president
Dean Clabaugh' s surprise memo of
November 13 announcing that the
vacancy left by the resignation of Diann
Youngquist become part of Moss's job as
Director of Auxiliary Services.
Although interrelated, three basic issues
have been taken by members of the
community against Clabaugh's decision.
They include a lack of community input,
inadequate consideration of affirmative
action , and that the personnel position is
too demanding and important to combine
with another job.
Clabaugh explained that the reason the
position was not opened to hiring a new
person was based on the goal · of a
" sleeker , more efficient, productivity
oriented management at Evergreen."
Very much related was his opinion that
because of the legislature, "we are anticipating an austere budget for the next
biennium."
President Charles McCann agreed
saying, "When the idea was broached it
made a lot of sense because we have to
bring administrative costs down ."
Dean of Student Development Programs Larry Stenberg disagreed with the
intent of Clabaugh 's decision, saying,
"Part of what Dean was saying was really
caring about the community, but it's vital
to fill the position on a full time basis . It
should have been filled by an open hiring
process supporting the spirit and intent of
the Affirmative Action policy. "
"If we were opening up the position
and slipped someone in," said McCann,
"that would be contrary to policy . But if
we're trying to cut down on administrative costs, then it becomes a choice of the
people who ;:~re here. "
But the petition replies, "Vague illusions
to prospective budget cuts permeate the
air. No budget cuts have been announced.
To act in anticipation of one violates the
college's Reduction In Force policy, and
fosters a serious moral problem ... We will
not allow a reorganization rumor to
excuse open violation of our Affirmative
Action, hiring, and RIF policies. "
When asked if he considered affirmative
action in making his decision, Clabaugh
replied, "It was a matter for some worry,
some consternation . Some people are
going to view this as anti-affirmative
action. Had I my druthers, with the
proper people, proper time, I would have
been happier ; it would have been easier,"
that is, had that person been female or

John Moss -- "M y commitment to
affirmative action .. . is the same as
Diann 's. "

------------------

non-white.
Larry Stenberg stated, "The irony of
the situation is how important the
position is to affirmative action in the
community, and then not giving adequate
attention to affirmative action in filling
the position, by not making it an open
process. "
'There's a necessity for the offices to
work closely for the welfare of the entire
Evergreen work force ," Rindy Jones,
director of the Affirmative Action Office
pointed out.
Faculty member Hap Freund stated, "If
Moss were really committed to Affirmative Action he wouldn't have accepted the
job under such suspect ci:-cumstanceswhich is that the job was not opened up ."
Moss stated his attitude toward
affirmative action by saying, "My
committment to aHirmative action, I
assume, is the same as Diann's . I think it's
a good plan ; we have an obligation to it.'
I want to do it."
Formerly , Recreation and Campus
Activities reported directly to Moss, as
director of Auxiliary Services. Because
Clabaugh simultaneously announced that
the Activities office will now report
directly to his office, this will give Moss
more time to devote to the new position .
The resigned Director of Personnel,
Diann Youngquist, said, "Perhaps ·we'll
find that it isn't humanly possible to
combine the two jobs. Maybe it will
require some organizational or functional
changes ."
·
"I could be defeated if the people we
work with want it to be a failure," said
Moss.
Page 13

cn fitinued from preceding page
decisions are made, and hence what those
decisions are, that frustrates those who
~ ant a greater voice. As students
particularly perceive their lack of control,
they begin to feel less and less that the
school is theirs, less and less that they are
i!Jlportant.
One effect this sense of alienation, of
separateness, has apparently had is in the
n,ew pattern of losses at the library (see
b ox page 21). It appears that this year
students are walking off with library
n) aterials at a far greater rate than ever
b~fore. Of course, it is common at most
schools for this problem to occur, and
most colleges have an elaborate security
system to prevent it.
: The fact that Evergreen is now
beginning to h,ave this problem can be
taken as evidence that somehow we are
becoming more like other schools, where

it is common for the student body to
regard the institution as an adversary.
People steal only that which is not their
own, and there must be some feeling that
the library's books do not belong to us
all. It is not a change in library access
policy that has caused this ; it is a subtle
change · in tone that affects the entire
school.
This change -- symptoms of which are
frustration, a sense of impotence, dissatisfaction with administrative decisions
rising campus-wide theft, a breakdown of
dialogue -- is important to understand.
Some sense of the school and the
community's perception of it is either
evolving or breaking down
How Different Are We?
Probably the onf! perception of Evergreen which everyone on campus would
agree upon is that this school is in some

way different. That is wh¥ we are here.
Students came here to try something
different that a standard college education. Faculty came to teach in a different
format. The founders and administra tors
set it up as an al ternative to wha t was
already available.
A part of this perception is of course
that, hopefully, Evergreen is not only
different from but better than its
alternatives : otherwise there would be not
reason to be here. The frustration and
dissatisfaction of the past two weeks, then
is the result of a disappointment of this
belief, a realization that · things are not
working right: We don't seem to be living
up to our own expectations.
At the round table discussion held last
Monday night (see pages 16-20 for an
edited transcript), three main explanations
of our current troubles emerged: first,
·that maybe Evergreen does not differ
from more conventional institu tions after

ISSUeS----------- - - - - - -

Harbaugh· Issue Settled in Mediation
BY WENDY KRAMER

On Tuesday, November 5, the academic deans sent a memo to the faculty of
Developmental Learning stating six reas ons why faculty candidate Chuck
:Harbaugh was denied a position in their
:program. That memo caused a furor on
:Campus and led to an informal mediation
:Session held Tuesday , November 19, in an
:attempt to clarify the decision and deal
with the complaints brought by the
Om buds I Advocate Office on be halt of
.the Gay Resource Center.
Immediately after the decision was

~ Faculty member Ron
~ all-camp!ls meeting on

Page 14

made by the deans, a group called the
"Interim Steering Committee" formed to
c o ordinate actions t o deal with the
memo's conclusions . On Thursday , November 14, an all-campus meeting was
held to acquaint people with the issue and
to discuss its implicatio.ns. More than one
h-undred students , fac u lty and staff
attended . Many people expressed their
frustrations with the decision and spoke
about the possible repercussions the
decision might have in terms of future
hirings.
The mediation session convened in the
morning, with Larry Stenberg, dean of
Student Services, as the mutually selected
mediator. Also present at the meeting

Woodbury and student Marcel Hatch appear at last Thursday's
the Harbaugh issue.

were deans Lynn Patterson, Rudy Martin,
Willie Parson , and Charles Teske ,
Advocates Andy Ryan and Bev Feuer,
and members of the Gay Resource Ce nter
with student Geoffrey' Rothwe ll as
spokesperson .
The meeting was closed to visitors and
the press by the mutual agreement of all
after a moderate discussion on the topic.
The mediation lasted all day and broke
up in the early evening. Later that same
night , various people from both sides met
to draw up a stateme-nt to be agreed upon
the following morning.
Wednesday, November 20, a statement
was issued outlining the original demands
presented by the Gay Resource Center
(see last week's issue, November 14) and
the agreements on those demands.
On the issue of Harbaugh's hiring, the
decision reached was to request him to
return to Evergreen for a "follow -up
interview with the deans ." Two representatives each from the Gay Resource
Center and the Developmental Learning
program would be selected by their own
groups to be present at the interview . The
interview will be closed to the rest nf thP
community .
It was agreed that the interview would
be concluded by 5:00 p.m. on Friday ,
November 22, and the deans would issue
a written statement in support of their
decision to hire or not to hire by 5:00
p.m. on Monday, November 25.
The Gay Resource Center, in their
demands, wanted a public apology from
the deans and the repudiation of each of
th e six po ints of the deans's memo . The
reply from the deans is as follows:
"We repudiate those items in our
No vember 5, 1974 , memorandum that are
discriminator y as written; i.e . , those
Looper Point journal

all. Second, that Evergreen is different,
but not in its basic structure. Third, that
all the division and frustration we've been
feeling is a sign of health -- "growing
pains," as President Charles McCann put
it -- and is actually a good thing.
Certainly the nature of decisons such as
those rejecting Harbaugh, limiting access
to the video equipment, or promoting
Moss are more what could be expected
from a traditional school that lacks the
special awareness Evergreen professes to
have. This could be either because the
decision-making process i~ different but
just isn't working, or because the whole
decision-m1fi"ng and appeal process has
not yet been fully tested. To determine
which of these is the case requires a
further exploration of governance documents , especiaily COG , to determine
what their possibilities are .
The second point -- th~t Evergreen is

indeed different but not in its basic
structure -- rests on the assumption that,
while Evergreen's documents do not
define its uniqueness, that quality lies
instead in people's assumption that it is
unique. Members of the community are
here because they think it offers them an
altern~tive. However, all the differing
expectations lead to conflict and lack of
communication, and so the frustration
stems from this.
The third view could be described as
"naive realism." It holds that compared to
other institutions Evergreen is well off,
and that all the current strife is just a
healty turmoil as we search for an
identity. In this view it is enough, really,
for Evergreen to be doing all right, and
that our present turmoil is just a process
from which, somehow, our identity will
emerge.
McCann expressed the view during the

continued on page 20
items that deal specifically with sexual
orientation or political ideology rather
than with issues of educational obligations
and services expected of Evergreen faculty
members. They do not represent a
position we believe in . We are aware of
the pain and confusion they may have
caused, and we apologize for them."
The last agreement reached is four-fold:
"a)The Academic Deans interpret current hiring policy to prohibit discrimina"tion on the basis of sexual orientation or
political ideology.
"b)Dean Rudy Martin will initiate discussion to develop a "Faculty Handbo-ok"
statement aimed at prohibiting discrimination based on sexual orientation or
political ideology .
"c)Dean of Student Development
Programs Larry Stenberg and Academic
Dean Willie Parso n will initiate .discussion
to develop a Social Contract statement
aimed at prohibiting discrimination at
Evergreen based on sexual orientation or
political ideology.
"d)Dean Lynn Patterson, Larry Stenberg and Gay Resource Center representative Craig Conner will initiate discussion
to develope an Affirmative Action / Equal
Opportunity policy statement to prohibit
discrimination at Evergreen based on
sexual orientation or political ideology.
Dean Teske said, "Given the problems,
painful feelings and sorrow involved, I
just hadn't realized how much our memo
had hurt people . He continued, "But
despite the emotional context of the issue,
I was really proud in the way the Gay
Resource Center ·and the Advocates were
able to conduct the mediation , " he
continued.
Andy Ryan of the Advocates office
said, "They (the agreements) are weaker
of course than we had hoped for when we
went in, but for the time being we're
satisfied." This was echoed by members
of the Gay Resource Center saying,
"We're pretty satisfied with the results.
November 21 . 1974.

The deans made a real effort in the
mediation. "
Craig Conner of tlie Gay Resource
Center spoke to the issues that had been
raised in the original memo saying, "All
parties made a concerted effort, but it was
still a case of blatant discrimination. But
that's not to say I didn't appreciate the
efforts made by all. "
Although the deans will interview
Harbaugh again, there is no guarantee he
will be hired. "It is possible to conceive
that Chuck could be rejected again," said
Dean Teske. "But the reasons would be
strictly educational. "
Dean Martin agreed with this, "We're
still not convinced we made the ,wrong
decision, · but Chuck will be evaluated on
his abilities as a teacher, and his
understanding of the Evergreen concept."
There is a tendency by many to see a
decision such as this as proof that the
system is working . "This reaffirms my
faith in Evergreen," said Larry Stenberg.
''I've never really lost it, although it gets
questionable at times." Dean Martin also
felt this way, saying, "This part of the
mediation ought to reinforce the validity
of the process as it works here. My hope
is that this will help re-unite, smooth out
or eliminate the conflicts that arise at
Evergreen."
Several students of the Gay Resource
Center disagreed with the contention that
it was proof of the process working.
" Organized students making unified
demands do have an effect on the
Evergreen process. We went in with
strong demands and a unified front to
present our position," said Geoff Rothwell. Marcel Hatch gave his reasoning on
the outcome of the mediation session by
saying, "The results we got occurred
because we had the masses of the stud~nts
behind us. This represents the students
reaching out for their need for power
h~re. It doesn't mean that the Evergreen
system works."

...------ issues - - - - - .

Curriculu01
BY KIM GOODMAN

Curriculum planning, which has been
embroiled in controversy since early this
academic year, is flowing into a process
which appears to give interested students
more direct input into the deans'
decisions. Yet many details within the
planning process still need to be looked at
in depth and with a critical eye.
Student efforts to understand and work
with curriculum planning have been
spearheaded by Geoff Rothwell, who
arranged a series of workshops to deal
with the mechanics and issues of
curriculum planning.
The deans have provided a booklet
outlining program proposal planning, the
"Geoduck Cookbook or Program Planning Among the Evergreens" for individuals interested in actively participating in
curriculum planning . It includes proposal
submission procedures, criteria for proposals, timetables for planning, and other
information to aid in planning .

Student Geoff Rothwell is one of the
prime movers of the curriculum planning
Even though an air of cooperation
permeates the atmosphere, all still is not.
right in the curriculum planning arena.
Rothwell indicated that the question now
is "what is to be done?" now that the
workshop phase wilL ~oon be over.
Other questions which have been raised
in the workshops have been how to get a
group of students together to critique the
planning in progress rather than after it
has taken place, and how to involve .
incomi~g students in the planning process
~Y.~r:t. If the)! have not yet attended
Evergreen. Some suggestions have arisen
which in effecf would change the program
proposal deadlines so that students will
have tim.e to formulate their proposals
more thoroughly. Another is to have
student review of the deans' criteria for
program proposals.
Pa~e

15

Rourid Table:

1

Over the past few weeks there has been
an increasing concern on the part of many
members of the Evergreen community
about some administrative decisions particularly in the areas of curriculum planning, faculty hiring, media access, and
staff re:organization . The concern generated has caused a great deal of frustration among students, staff, and faculty at
the college, and this frustration and concern have caused some responses which
are in themselves controversial : moves toward student and faculty unions for example .
·
On Monday, November 18 the Journal
asked nine individuals to participate in a
round-table discussion dealing with current community frustration and the causes
of and responses to that frustration . What
follows is an excerpted transcript of that
discussion .
The participants were : Bill Aldridge,
faculty member in the Developmental
Learning coordinated studies program;
Charles McCann, presider\t of the college ;
Andy Ryan, contract student and coordinator of the new Ombuds-Advocate Office; Don Martin, student in the Marx
and the Third World group contract and
an organizer of the student union ; Lynn
Patterson, academic dean ; Ron Woodbury, faculty member ; Sallie Hancock,
contract student and coordinator of the
Information Center ; Erik LeRoy, student
in the On Knowing program ; and Dick
Nichols, Director of College Relations, Evergreen's public relations office.

·.

JOURNAL: Do any of you have a general
feeling, a sense, that the Evergreen community is at this time in a time of crisis
due to an apparent general frustration
arising out of some of the recent decisions
that have been made, and some of the
community's reactions to those decisions
such as factionalization 1
MARTIN: My feeling is that by looking
at it, the problems that are going on right
now, as a crisis is a little bit misleading .
The idea of community has always been
just an idea of community and in structure the school has always encouraged ·
factionalism,' in reality maybe not in rhetoric.
I don't see the kind of decisions that are
being made as particularly against what's
written down as a sense of community in
Evergreen documents. The import of at
·least the COG document and the Social
Contract· are that we want to facilitate
learning, and everyone who is here to
.,....... 1~

Evergreen's Goals

learn should be on ly concerned with
learn ing and not with admi nistrative decisions that have to be made. I think that is
clearly a sta tem ent of factionalism. I think
what 's probably h appe nin g is very
hea lth y. People are starting to organize .
JOURNAL: What abo ut the stude nt
union? Why do yo u feel there is a need
for such a group?
MARTIN: Students are not in any posi,
tion to make any decisions at this school.
All the documents that we have in a sense
leave students out of all decision making,
the COG document particularly . The fee ling that you ge t from reading the COG
document is that students' interests are in
learning a nd that learning does not overlap with adm inistrative decisions about
how learning is set up. The only form
that student involvement in decision making can take is through input and whether
that's listened to or not is not important.
Decisions are not made necessarily on the
kind of input that comes in -from students.
Students have no direct involvement in
decisions about curriculum and hiring and 1
student labor, I think, can be termed ex- '
ploitative . Lots of students are working
20-25 hours a week and getting paid for
15. It might be misleading to refer to the
group as a student union. We're not a student union yet and there's a whole lot of
sentiment against starting a union in the
traditional sense. I think it's probably
healthy . I think what we're addressing
ourselves to is the fact that the people in
this community do not make de.c isions
about th is community . I mean the people
that are actually here for the purpose of
learning . Increasingly decisions are being
made which they do not see in their interest.
HANCOCK: ( think that the OmbudsAdvocate Office was formed to handle
complaints, such as the one you (Martin)
and the student union have brought.
RYAN : I really disagree with the idea · of
a student union. I don' t like to see this
kind of factionalization . That was one of
the original findings of the Advocates' Office - that the campus was factionalizing
as a result of a lack of information sharing, and definition of social documents .
The Ombuds-Advocate Office is just to
facilitate the processes we already have.
The kind of thing Don (Martin) is talking
about, while I'm not sure it wouldn't be
effective, is I think a clear m9ve towards
factionalization.
HANCOCK: I think that last spring was
maybe the· crisis. The parkway lights, and

the Helena Knapp controve,rsy that was
going on - people were writing letters to
the Journal saying things like "this place
just isn' t like it used to be" - that was
powerlessness . That was fatalism . I think
that this· year the crisis is passed. I think
that now the sense of powerlessness is just
a sense 9f powerlessness, n ot actual powerlessness. We may have \he power to reverse decisions that weren' t made with
our ·input. That's not powerlessness. But I
think that to say that it's powerlessness
until this goes through the Hearing Board
and until we exhaust our resources, then . .
MARTIN: But how do people make a
change in a decision that's been ·made?
They have to get together and decide that
theY're going to change it. But the original
situat ion is the powerlessness. It's really ' a
problem of conflict and confrontation being avoided before the decision has been
made .
ALDRIDGE: I think you'll fee l better having whatever your conception of a student
union is. But it still won' t change. You
may not feel so powerless with eight hundred or a th ousand of you engaging in
whatever sort of organization you engage
in, but it won't change any thing. The constitution is still clear . You'll have no more
power than you have right now.
JOURNAL: Sallie, )'Ou said -that last
spring was the crisis, and that now we're
essentially testing some of the kinds of
things laid down in COG . What -if the
test fails? What if, on every issue that is
contested, no policy or decision is reversed?
HANCOCK: Then I'd start clucking my
tongue, and shaking my head and saying,
"You're right, this place has changed, " or,
"You're right, this place has fallen short. "

• • •

MCCANN: Crisis? Maybe, I tend to
agree that it's probably not a crisis, it's
more a matter of growing pains, maturation, something like that. We'll just have
to work our way through. Whatever hap- ·
pens, with the kind of people we've got
around this place it's bound not to be all
bad. No one way of doing anything is all
good either. I've tried not to use the word
community very often because so many
people put so very highly charged emotional valences on it that are personal to
themselves. I know that and it's good that
people are concerned about building and
maintaining community. I saw somewhere
though lately, (I've forgotten where it
was) , that you don't create them but they
grow, and I guess I've maybe even had a
r ,...- -....... .. b- '- '" •- ··-"" -·t

little internal uneasiness at the thought of
building community because that implies
building a community for its own sake. It
seemed to me that that's not what we're
all here for, that this is an academic
place. Yeah, I would hope that next year,
five years from now, ten years from now,
we'd really naturally think of this as an
academic community , a s opp o sed to
blank community.
Looked at from a certain point of view,
maybe it can be argued that students are
not involved in decision making, although
that was qualified by saying that students
do have input, but it seems to me that
students have a tremendous influence in
decision making at Evergreen. Of t)le
places that I have visited lately or heard
about, I can't honestly think of another
place that comes close to the kind of influence that students either started with or
have acquired through a kind of activism
here at Evergreen . For example, not
enough influence in curriculum building .
Okay . After a couple of years of backing
and filling and understandable crossing of
wires, deans get the message. That Geoduck Cookbook . . . I'd like to see another place that has that kind of student
influence in curriculum. Not enough student influence on hiring. Well it was
hassled out for a while last year as being
hassled out now by a DTF, and I woufd
think that when it's through, Evergreen's
students would have at least as much influence in faculty hiring as most places if
not all .
LEROY: It seems to me that there's always been a concern versus the spring of
our first year at Evergreen with decision

making . It seems to me that there's always been a kind of idealism, a belief in
equalitarianism when it comes to power.
It's taken a bit of time to understand. I
tend to agree with Ron in a lot of ways
- it's taken me a while to understand
what accountability means, to understand
that maybe this institution isn't a democratic institution .
Before Evergreen ever opened students
would talk about being able to walk in on
the deans a nd help them make a decision
about what's going to happen next year.
What disturbs me about Evergreen is that
we always tend to try to solve those concerns about power about impotence at Evergreen in terms of factional organization,
in terms of unionization, in terms of faculty organization . I think that's an unoriginal way . There's more spark in the
people that live in this place than we have
to fall back on tribal truths that are used
at the U. of W . It seems to me that there
are other possibilities. The faculty is ·concerned ab out their pay. While the faculty
isn't concerned about S&A funding, it's
still in their interest. It's something that if
I were a faculty here I would dislike being
excluded from . I dislike that sort of thing .
I agree with Biii (Aldridge) when he
says that what's important here now is
the people . I think that the people here
have too much ability to fail back upon
crutches. I ·think there are other more inventive, lively, humane ways of dealing
with impotence, and feelings of lack of
power .
MARTIN: I reaiiy have to strongly disagree with you on this . The only organized constituency in the school is the administration. The other constituencies

which I see as constituencies - the faculty, the students and the staff, are discouraged from organizing. But on the
other hand it's fine for the admin ...
MCCANN: Who is the administration?
MARTIN : It's pretty clear who the administration is . It's the president ...
MCCANN: Every time someone is confronted with a state of affairs that is not
satisfactory to them personally, it's their
fault , a whole bunch of people. You're
trying to present the picture of some kind
of monolithic administration and I .. .
MARTIN: I don' t think that's true . .. .
MCCANN: The administration at Ever-·
green is less monolithic - I'd like you to
find me an administration that is less•
monolithic than Evergreen.
ALDRIDGE: That's still not to deny the
feeling of impotence.
MCCANN: All I'm trying to do is clarify
the term so that we can get at the prob-'
!em. That term of "they" just doesn't
wash .
ALDRIDGE: Well it does in a way. When
you look at it fr om the bottom of the
stack, when you see people who go to the
Provost Council Meeting and you're not
aiiowed to , or to the Directors' Meeting,
and you're not aiiowed to, and it's just
" they ." It's " they" to me, and I'm closer
to "they" than, say, Don (Martin ) is, and
Don's probably closer to it, at least perceptive-wise, than some staff members. It
becomes a "they."
PATTERSON : The problem is: Bill (Aldridge) is right. It doesn' t matter what the
facts are if your perception of your powerlessness is real to you , and other people
have that perception. That's what we

continued on next page

ute member
[left]
·
5aII're Hancock of the Information Center is at center; at right is
faculty
Billrepresents
Aldridge. the Journal at the ro un d t abl e d'rscussron.
Page l7

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10

have to deaL with. I can talk about the
deans' rotation system, and why I feel
~hat that, at least on the academic side, is
good . It includes two issues that you
(Martin) are speaking of : curriculum
planning and faculty recruiting. It would
seem to me that the faculty would not feel
powerless with regard to the deans, because we're in there for three years, each
one of us , and each year a new person
comes in. There's certainly a sense that
we're · not "they," we're part of the faculty . But that doesn't meet whatever sense
of powerlessness one may have nevertheless . No matter how open we may think
that system is, if you perceive it as one
that's closed then that's what we've got to
dea l with. I'm not sure how to deal with
this .
RYAN : I think that the students can be
faulted as much as anyone . And I think
the fac t that the situation (at Evergreen)
has been deteriorating, as Ron says it has,
is really the result of a lack of definition
of some of the vaguer documents, like
COG and the Social Contract , The reason
that they've remained vague is that no
one has really worked on defining them.
Most people aren' t familiar with the ' documents that run this school , and most of
the people who think they are familiar .
_V\,'ith them may realize, when they look at
them really ciosely, that they're. not, because there are contradictions all throughout them which haven' t been defined.
Since the school opened there have been
only two all-campus hearing boards
which dealt with matters other than credit
hassles. One of those dealt with a case of
name-calling in the personnel department
and the other one dealt with 'what someone perceived to be· obscene pictures in
the library . And that's it. There hasn't
been any testing of this documen t to find
out exactly how this place is run . I think
perhaps it will work, but it requires an
awful lot of work a nd a real examination
of it to find out where the areas of discrepancy are, and some sort of process to
bring them out in the open, get them
nailed down .

WOODBURY: I think the difference
between Evergreen and other institutions is that Evergreen, at least as I saw it
before I came, one of its attractions was
that it was open and openly not democratic. It said so . I mean your reading of
it is correct. It isn't. It's not a democratic
decision making institution. And it made
no bones about it.
The only difference between Evergreen
and the University of California, where I
was before, is that the University of California pretended to be democratic but
when the crunch came the administration
always made the decisions . They let the
Cooper Point Journal

students do all the dirty work but then if
they reall y did something that the administration didn't like, the administration always had that reserve power. I think
that's a place to start and to recognize
that. And I think what's happening now
is that people are perceiving decisions that
are. being made that they don' t like and
that's usually the source of democratic
movements in all campuses. My experience is that they want power when they
don' t like the decisions that are being
made.
MARTIN: I don't agree with your statement totally that we're openly not democratic. I think that there is a real cult of
rhetoric at this school which mystifies the
idea of community and leads people to
believe that they are coming to a community that's democratic - where there
aren't oligarchies, where you can have influence in decision making.
WOODBURY: You see, community is
not democracy . Democracy is a system of
decision ·making and I think Evergreen's
dre~m was that decision making would be
clea rly hierarchical ; certain people responsible, accountable - that's a word we like
- for those decisions. In my view the
only way that this system could possibly
work is if that decision making took place
in extremely open , give-and-take, acceptance-of-c onflict atmosphere. That seems
to me is what Evergreen does not have . I
think Charlie (McCann ) doesn't like it, I
think Ed (Kormond y) doesn' t like it. I
think these people are uncomfortable with
open conflict. I really think that personalit y-wise our two head administrators are
un comfo rtable with that style and I think
tha t that has increasingly permeated the
institution. I think th a t's the only way Evergreen could function: with incredible
openness and that's w hat we've lost.
· ALDRIDGE: We never had it.
JOURNAL: Do you then perceive it as a
problem of personnel and who is holding
th e decision making positions rather than
a problem of the system?
WOODBURY : The system has everything
going against it in a sense. You have a
legisla ture out there that fund s the place
and I can understand Charlie's (McCann's)
concern about that. He doesn't want it to
be closed d own . There are all so rts of instituti onal pressures and the institution is
not a system of democratic decision making, it does not have that. I'm saying the
histo ry of American society , everything
y ou want to think of that nature, the
w ho le history of American education,
wo rked against it . The one hope, it seems
to me, was extremely hard work at really
wide open kinds of decision making, a
great willingness to have messes, to make
lous y decisions, to foul things up, you
kn ow a great openness abou~ that I could
point to a lot of things that I perceive as
a n increasin g fea r of the results of that
kind of o penn<'ss.

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Page 19

Essay
continued from page 15
round table discussion that Evergreen is
J?rimarily an academic enterprise, and that
the much-talked-about sense of "community" will hopefully -- though not
essentially -- grow as a natural product of
€hat. Basically he is right, in that the
primary purpose of a college is academic.
Why, then, is so much attention and
energy being directed into the social and
political side of Evergreen, its administrative procedure?
It is because governance at this school,
as at any school , exists for the primary
p'urpose of facilitating the ·]earning
process. When governal)Ce procedure is
vio lated our academic quality is in
d anger:
the same is true when
the spirit of the Social Contract is
violated. The administrative decisions
curr'e ntly under fire betray an attitude
cont rary to the one we expect and

demand from everyone in the community,
administrators as well as everyone else,
which is an attitude of tolerance, on
non-discrimination, of cooperation and
consultation. The rejection of Chuck
Harbaugh, the promotion of John Moss
without opening up the position, the
narrow accessibili ty of video equipment -all of these decisions reflect the introducti on of extraneous factors into the making
of policy here. It is this introduction of
these extraneous elements that threatens
our academic integrity.
Evergreen 's Documents
The real question which all these
different v iews present is this: what are
Evergreen's goals? And , once that is
answered, the ana lysis of the problems
the school is facing breaks down into this
question: are the frustration and difficulty
that members of the community are
feeling a result of a departure from those
goals, or are they a natural result of them

(!0-------------------ISS~es

(either their proper working-out or an
evidence of their impossibility)?
The place where Evergreen's goals have
been put down on paper is in its
documents : the COG document, the
Social Contract , the yearly college
cata logue, and informally in a series of
position papers by faculty, staff and
students during 1973 in a magazine called
"Evergreen Symposium."
An editorial in Evergreen Symposiu~:
May 1973, states that the "fundamental
principle of governance at Evergreen" is
that "each person in this c0mmunity
performs tasks for which he is deemed
accountable and therefore responsible. "
The editorial goes on, _"You cannot say
that so and so is responsible for such and
such a task and then, in a crunch,
legitimately act as though he were not.
This principle of governance applies to
everyone in the community and ... corresponds directly to Evergreen's unique style
of learning. " The unification of learning
and governance principles under a single

--------------------,

Plans for -Student Union Progressing
BY VINCE PEPKA
A meeting of s tudents to discuss the
; prospects of forming a student union at
: Evergreen took place on November 18 in
• the Board Room on the third floor of the
; Library building. The purpose of the
, meeting wa~ to discuss what requirements
~ are necessary to justify the formation of a
: unified student organization.
The meeting lasted several hours and
began with a lecture by Ned Swift, a
' fourth year student, which briefly out. lined the history of Evergreen, including
an explanation of the purpose and phil, osophy of the college and community,
• how the administrative staff was selected,
· and a flow chart analysis of the administrative hierarchy .
Swift also listed and described the
pol icy and social contract documents , including the organizational chart, the
Committee on Governance (C OG ) document, the Social Contract, the Faculty
Handbook, and the Business Policies and
Procedures manual.
The lecture resulted from the discussion
at a meeting held on November 13 at
wh ich it was decided that a clear under. standin g of the way Evergreen functions is
necessary for establishing a framework on
wh ich to build an all-student organizati o n.
The COG document was used to ·
introduce the concept of community.
Section D states, "Decisions should be
made only after consultation and coordin<~tion with students, faculty, and staff
1\-ht' are affected and interested in the
i~~ues . 1\'hile recognizing that administra. t<'r" ma\· be affected by various account.1blt• restraint~ ...

Student Don Martin replied to COG ,
saying "The concept of community was
never a valid one. There is a separation
between the students, faculty , staff, and
administrators where the administrators
say "We will run things for you , we don ' t

proponent of a
Evergreen.
want thin gs to get in yo ur way . There is a
def in ite sp lit there , and by say in g
'community' they are jus t obscuring th e
iss ue ." Martin added, "It is importan t that
as a group we make a statement about
how we view the rhetoric that we find in
th<' doclllnt·n Ls such as t hl' s, >ei a I Contract

and the COG document ."
Several students attending the meeting
indicated that they still had many
questions concerning what a student
union should be.
One unid entified student said, "A
student union would educate students io
how the system is working. It will probably be apparent to most people that the
documents are trying to keep students
somewhat divided and therefore powerless. We can 't create unity without a
consciousness of some common interest or
goals. "
A statement by Ned Swift seemed to
reflect the sentiments of many who were
in attendance: "I am concerned right now
with getti ng more students involved in the
process of organizing a union and how to
go about getting student input. I don 't
believe we have any purpose in
establ ishing a union if it is not supported
bv at least a majority of students. " Switt
went on to say that the first document
issued by the g roup should be so mething
which would facilitate the process of organizing a union and what shape it would
take.
Other s tudent groups on campus have
exp ressed an interest in forming a student
union. In reference to the November 19
mediation of the Interim Steering Committee versus the deans ·concerni ng the
non-hirin g of Chuck Harbaugh , student
Marcel Hatch sa id , "The demands that
w e re met cou ld on ly have happened
throu g h thl' strict united action nn the
part of ~tudenh working together. "
Tht' pron•ss wi ll take furthrr lorm
LonH>rrow , Novemht'r 22. , ,lt an .Jll-camptt s stlldt·nt llll'('ting <.cht·dull'd to t,lkl'
pl. " ' " t I I' nl l ll CAll rm 110

cooperative responsibility is important.
T-he Social Contract is printed in every
catalogue and explains in its introduction
that "all persons who become affiliated
with the College as students or as
employees agree as a conditi<;>n of
acceptance or employment to conduct
themselves according to the principles
embodied in these documents ." Besides
the provisions against 'discrimination cited
earlier, the Social Contract defines the
nature of a number of processes at this
school. It describes governance procedure
as a "system .. . that encourages widespread
participation in the making of College
decisions." Every de facto signatory of the
Contract (meaning every member of the
Evergreen community) agrees to "protect
in an active, thoughtful, and concerned
way ... the right of each member of the

community to pursue different learning
objectives within the limits defined by
Evergreen's resources in people, materials,
and equipment, and money ."
Of course , the document most salien t to
Evergreen ' s governance procedure and
how it relates to the fulfillment of the
school's goals is the COG document.
In describing the general proce?ure for
making a decision , the document states:
"Those persons involved in making
decisions must be held accountable,
should be locatable, and , most importantly, need to be responsive .:·
"Decisions should be made only after
consultation and coordination with students, faculty, and staff, who are affected
by and interested in the issues, while
recognizing that administrators may pe
affected
by
various
accounta~le

restraints.:.
" The Evergreen commu nity should
avoid fractioning into decision-making
constituencies with some sort of traditional representative form of government;
e.g. , faculty senate, student c0uncil.. .
"The f-ollowing system (described in the
document) , designed to accomplish these
objectives ... allows for creative policymaking , including a policy initiation
process open to any member of the
Evergreen community .. .
"Decision-making at Evergreen will take
place at the administrative level closest to
those affected by the particular decision .
Those responsible ' for nf"aking the decisions will be locatable and accountable ;
they will be expected to obtain input an9
advice from concerned parties as a regular
part of the decision-making process."

r----------------------------------issues----------------------------------,

'.Campus Thefts on the Rise

BY JIM FEYK

Steal This Book, a paperback by Abbie
Hoffman published in 1970, "characterizes
what someone once called the 'age of the
rip-off,"' says Jovanna Brown, dean of
Library Services. In speculating about the
many causes of book loss in the library,
Brown went on to say that she thought
Hoffman's book helped to popularize institutional theft. "Library thefts have increased dramatically since 1967 and book
theft detection systems have flourished in
this time, " she added.
Although some books taken out of the
library wi thout 'being checked out · are
eventually returned, there are many that
don 't come back. And while it is true that
the percentage of books which are not returned is low compared to other college libraries in the country, the cost to replace
them is significant when added up over a
who le yea r. With books costing an average of 15 dollars each and the projected
loss rate at 2.39 percent, over 32 thousand dollars is lost in a year's time.
The result of all this costly theft could
~ean the hiring of students to check
books at the library entrance or the installation of a sophisticated book theft detection system such as the one in use at the
Undergraduate Library of the University
of Washington, said Brown. In a Soundi.ng Board meeting on . November 6, President Charles McCann said that "any necessary measures may be taken to solve
this problem."
'
However, Brown believes that the book
theft detection system would be "compl~tely against what we're all about." She
sees the library as an "open and accessible
Evergreen resource ."
Vice President and Provost Ed Kormondy agreed, saying, "We don't want a
theft detection syst.em here . There are just
a few pe~ple who steal books and make it
bad for the rest. " Kormondy , whose
·November 21, 1974

This sign has been erected over the exit doors from the library to remind patrons to check
out materials.
home has been burglarized twice in the
last month, went on to say that he didn't
think most of the book loss was intentional, but irresponsible.
Some people think, however, that the
increasing book loss rate is symptomatic
of a larger problem at Evergreen ~ the
decline of community spirit , or what former Dean of Library Services Jim Holly
once called "high tribal awareness." John
Moss, director of Auxiliary SeFvices, is
quick to show large lpss figures in the
bookstore, food service, media loan and
other places around the school, and thinks
most losses are deliberate and intentional
theft. He cites as examples, among· other
things. two stolPn pianos and the 60 dol-

Iars worth of toilet paper rolls taken each
day.
Moss theorizes that in the early yea(s of
the school when "there was so much construction and everyone was tramping
around in the mud," there was a "kindred
spirit" among the small number of faculty
and students, unified to make Evergreen
become something new and workable .
"We all had a special equity ·in Evergreen," said Moss, "but now those students and faculty are eVolving out of the
system and new people who don't have
the same feeling are taking their place ."
Moss added that he felt "this problem is
portrayed in the vandalism of the parkway signs and the graffiti on the dragon
mural in the Libra build
stairwell."

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This is really the core of the COG
document : Decision-making takes place at
the administrative level , and those who
make the decisions are expected to obtain
input and advice. There is no concealment
of the fact that Evergreen is not governed
democratically. It was intentionally se't up
to avoid that.
An example of the problem with this
mode of decision ~ making , and how the
· solutions are built in, is the Harbaugh
issue . The unanimous "input and advice"
from the students and faculty . involved
was to 'hire Harbaugh , and .it was solicited
in accordance with the COG document;
and then, also in accordance with COG
the deans made their decision . . They
decided the opp-osite of what the
consulted parties had recommended,
which was the deans' option.
Then, just as COG provides for, they
were challenged on it and mediati<;m took
place, and the upshot of that mediation
was that a compromise, a decision to start
again, and a retraction of the memo by
the deans .
The one problem this episode points up
is that the only power non-administrators
have over the decision-making process is
after the fact. In this case that delay did
not change the ·conditions, but there is a
danger that after a decision was made,
recourse would be pointless (for instance,
if Harbaugh had accepted a position at
another college after his rejection here) .
It is almost a rule of the bureaucratic
thumb that once a decision is made it is
nearly impossible to see it unmade or
reversed, although the resolution of the
Harbaugh issue is a partial exception.
Real power lies in decision-making, not
decison unmaking.
The curriculum planning dispute (see

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box page 15) brings up a deeper problem .
It may be workable to exclude student
power fro~ decision-making in most
matters, but curriculum directly affects
the student.
·
In Evergreen's "Self-Study Report" from
March of 1973, under "Institutional Goals
and Statem ~ nt of Purpose," it is stated
that "Evergreen endeavors to build a
mode of learning that starts from the
individual rather than the curriculum.
Thus, in the Evergreen learning mode the
line of development is to be ... from
individual to discipline, rather then .. .from
discipline to individual. " It is hard to read
this any other way than as stating that
students (for at least student needs) are to
originate the curriculum .
It is the growing perception of student
powerlessness over ·academic planning,
and perhaps the growing realization of the
students ' right to do that here at
Evergreen , that is beh_ind the recent surge
of prote's t.
An Appeal to the Community
The Journal has prese.n ted · here a
number of explanations for the difficulties
that the college is· encountering. It is \IP to
the community at large to decide which
one is right-that is, what are our goals,
what are we here for? And then, do our
current p.r oblems spring naturally from
the attempt to implement those current
goals , or do they result from a loss of
touch with them?
We need to talk . Everyone o.n the
Evergreen campus, be they staff, faculty,
students, or administrators, nee·ds to
crystallize (o r re-crystallize) what our
interest • is in bein g to ge ther on this
campus and how we can best serve it.
Disputes and turmoil like we are
experiencing now are not bad in and of
them ~e lves; but they are symptoms of a
deeper problem , one of cross-purposes
and lack of communica-tion and consensus.
Editor 's note: Space will be provided in
th e next issue of the Journal [December 5]
for s!Jort essays in response to tliis one.
Responses should be typed and subm itted
by noon on Monday , December 2, to be
considered for publication .

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Cinema
Friday Nite Film : Burn - An admirable
but flawed attempt at portraying the
influence of U.S . corporations on the internal politics of a South American country . Stars Marlon Brando.
Academic Film Series (Tuesday, Lee.
Hall 1, 1 :30 and 7:30p.m., free): November 26, Henry V, starring Laurence
Olivier. December 3, Sergei Eisentstein's
classic Alexander Nevsky.
Evergreen C offeehouse (AS H commons,
Sunday night ): The Point, an animated
musical narrated by Dustin Hoffman with
music by Nilsson. Screens at 7:30 and 9
p.m.
Capitol : Fantasia - The Disney classic
set to classical music.
Olympic: The Wonder of it All - The
"spectacular world of nature" held over
for another week .
State : 11 Harrowhouse - Charles Grodin , Candice Bergen, John Gielgud and
James Mason in a mildly entertaining film
about a diamond robbery . Grodin's dryly
humorous narration is sometimes funny ,
sometimes distracting . Also , 99 and
44 / 100's Percent Dead .

On Stage
Opera House: The Martha Graham
D ance Company will perform Friday and
Saturday evening, No vember 22 and 23 .
Friday, the featured work will be Cly-

temnstra, a full-length ballet. Saturday,
Diversion of Angels, Night Journey, Errand Into the Maze, and Appalachian
Spring.
The Ice Capades will open a five-da y
run on Thanksgiving Eve at the Seattle
Center Coliseum .

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In Concert
Applejam : T o n ig ht , November 21 ,
fiddler Neil Johnston presents a mini-concert and workshop. Friday, Brian Butler
plays guitar and sings blues, folk , and traditional music, and Mary Litchfield presents original country-western and folk .
Saturday, Jon Wilcox will make a special
appearance. Applejam will be closed for
Thanksgiving. On Friday, November 29,
Anna LaLande accompanies herself on
piano and Pat Gill picks ragtime. On November 30, Jody Alieson, songwriter-poet
from Seattle, and Denise Livingston of the
Co-Respondents Feminist Reader's Thea- .
ter, will perform .
Evergreen Coffeehouse (ASH commons) : Friday, November 22, Rainbow
Alley will perform . Saturday, live music
from 8:30 to midnight.
November 21, 1974

Page

23

HOUSING LICHS .EM AGAIN

BASE RENT

The Evergreen State
College Housing

Adult Student
Housing

2 bedroom witll 2
students (mod)

2 bedroom with 2
students

$87.09*

$ 87.50

Electricity

no additional charge

7.50

Phone Service

no additional charge

7.75

Total Monthly Rent

$87.50

$102.75

* Bi quarterly contract: Jan.-June

Bldg. A Rm. 220 866-6132
I
Source: Eng US-WaOE.A.1973-01

Item sets: The Evergreen State College Student Newspapers

Media: cpj0067.pdf