The Paper, Volume 1, Number 15 (June 1972)

Item

Title: Eng The Paper, Volume 1, Number 15 (June 1972)
Description: Eng Page 1: Front page: Images: Library lobby, and three smaller images of female staff;
Page 2: pr man feeds ulcer;
Page 3: ed students build lacey park;
Page 3: (advertisement) Adult Student Housing;
Page 4: letters to The Paper;
Page 4: housing complaints;
Page 4: 'realistic' tradition;
Page 4: student firemen;
Page 4: population radicals;
Page 5: theater is real;
Page 5: Summer insurance;
Page 5: book review;
Page 6: the Evergreen library: 'nerve center' supplies all;
Page 6: computer services;
Page 6: (advertisement) Disc n Deck;
Page 7: media loan -- focal point;
Page 7: (advertisement) ARA Services;
Page 8: housing;
Page 8: Financial Aid and Placement;
Page 8: (advertisement) South Sound National Bank;
Page 9: services & recreation;
Page 9: (advertisement) 107 Tavern;
Page 10-11: Shoben speaks on Nixon's plans for vietnam;
Page 10-11: (cartoon) [elections];
Page 12: Evergreen credits count!;
Page 12: film library;
Page 12: (advertisement) Olympia beer;
Page 12: (advertisement) Alcoa;
Page 12: (advertisement) Hendrick's Rexall Drugs;
Page 13: Counseling Services;
Page 13: Developmental Services;
Page 13: (cartoon) it's all over;
Page 14: Bookstore;
Page 14: (advertisement) The Pub;
Page 14: (advertisement) Evergreen State College Bookstore;
Page 15: business services increase;
Page 16: schedule posted;
Page 16: Yacht Club sails;
Page 17: hard work pays off;
Page 17: shoreline inventory;
Page 17: (advertisement) Westside Speed Wash;
Page 17: unclassifieds;
Page 18: Transportation: alternative transportation sought by Evergreen State College;
Page 18: (advertisement) Peterson's Foodtown;
Page 19: S&A spends $44,270;
Page 19: Man and Art program creates 'Dragon Stairs';
Page 19: (advertisement) Bob's Big Burgers;
Page 20: Viets revisited;
Page 20: (cartoon) [destination?];
Page 21: [photographic collage];
Page 22: Contemporary American Minorities: every picture tells a story;
Page 23: Casualty, Freedom and Chance: change is for the better;
Page 24: Communications and Intelligence: communicator scores approach;
Page 25: (advertisement) the Sea Mart Shopping Center;
Page 26: The Evergreen Environment: studies will continue;
Page 27: Environmental Design: 'strength in diversity';
Page 28: Human Development: 'interpreting one's life to one's self';
Page 29: (advertisement) Vino-Fino Wine & Brew Supplies;
Page 30: Human Behavior: program studies unique;
Page 30: Individual, Citizen and State: program examines present problems;
Page 31: Man and Art: guiding principle: freedom;
Page 32: Space, Time and Form: 'accept things as they are';
Page 33: Contracted Studies: diversified contracts;
Page 34: Cooperative Education: campus without walls;
Page 35: Internships: morning side;
Page 35: Individual in America: IIA seminar blues;
Identifier: Eng cpj0017.pdf
Creator: Eng Senn, Diane; Eng Carson, Christopher; Eng Aldridge, William; Eng Kanno, Thomas L.; Eng Denniston, George C.; Eng Balsley, Ken; Eng Oppenhimer, Marty; Eng Skrinde, Richard; Eng Vermeire, Jerry; Eng Burk, Gerald G.; Eng Steilberg, Pete; Eng Stepherson, Lem; Eng Stenberg, Larry; Eng Yowna Dan; Eng Stevens, Charles; Eng Titus, Laurie; Eng Retes, Fred; Eng Koeteeuw, Susan; Eng Sayan, Dan; Eng Holmberg, David Arthur; Eng Friedman, Dennis; Eng Andreasen, Scott
Contributor: Eng Leahy, Leaster L.; Eng Brockmann, Bruce; Eng Campo, Joesph; Eng Munsgrove, Harley C.; Eng Ness, Cristine; Eng Pagel, Kit; Eng Miller, Michael; Eng Vermeir, Jerry; Eng Balsley, Ken; Eng Jehu, Kristy
Extent: Eng 36 pages
Format: Eng application/PDF
Is Part Of: Eng The Cooper Point Journal
Publisher: Eng The Evergreen State College Board of Publications and members of the Evergreen community
Rights: Eng http://rightsstatements.org/vocab/InC/1.0/
Source: Eng US-WaOE.A.1973-01
Spatial Coverage: Eng The Evergreen State College; Eng Clair, Portland, Oregon; Eng Seattle; Eng McLane Fire Department; Eng Port Gamble Bay; Eng The Evergreen State College The Organic Farm; Eng Woodruff Playfield; Eng Hatch Cover In; Eng The United States of America; Eng Hhaiphong Harbor, North Vietnam; Eng South Vietnam; Eng China; Eng Soviet Union; Eng London; Eng Berlin; Eng Dresden; Eng Vietnam; Eng Indochina; Eng Canada; Eng Sweden; Eng France; Eng Southeast Asia; Eng Moscow; Eng Hanoi; Eng Greese; Eng Middle East; Eng Laos, Cambodia; Eng Yugoslavia; Eng Lebensraum; Eng Versailles, France; Eng Dienbienphu; Eng Switzerland; Eng Sigon; Eng Massachusettes; Eng Olympia; Eng Portland; Eng Shoreline; Eng Fox Island; Eng Pacific Northwest; Eng San Juan Islands; Eng Nisqually River; Eng Willapa Bay; Eng Lake Ozette; Eng Cape Alava; Eng Bellingham; Eng Taholah; Eng Calafornia; Eng Kiket Island; Eng Bellevue; Eng Lacey , Washington; Eng Mexico; Eng Japan; Eng Europe; Eng england; Eng Columbia River; Eng St. Louis Ghetto; Eng San Fransisco; Eng Downey Creek
Subject: Eng Housing Complaints; Eng Student Firemen; Eng Theatre; Eng Insurence; Eng Media Loan; Eng Housing; Eng Finacial Aid; Eng Nixions Plans for Vietnam; Eng Counseling Services; Eng Buisness Sevaces; Eng Transportation; Eng Geodome; Eng Seminar; Eng Student Paper; Eng Internships; Eng Hoover, J. Edgar; Eng Dziedzic, Gene; Eng Eickstaedt, Larry; Eng Hall, Larry; Eng Taschner, Tom; Eng Messer, Bob; Eng Senn, Diane; Eng Thomas, Ty; Eng Meyer, Di; Eng Zito, Jim; Eng Savage, Carolyn; Eng O'Gorman, Mary; Eng Bevis, Mike; Eng Slate, Dwayne; Eng Wingar, Greg; Eng Grochow, Bob; Eng Bridges, Phil; Eng Herbert, George; Eng Burke, Gerald; Eng Allison C.; Eng Balsley, Ken; Eng Ryals, Sharon; Eng Kahn, Doug; Eng Esvelt, kristi; Eng Chappell, Doug; Eng Williams, Tennessee; Eng Burns, Keith; Eng Wett, Ruth; Eng McNally, Terrence; Eng Bialock, Lary; Eng Feiffer, Jules; Eng Teske, Charles; Eng Steilberg, Pete; Eng Shyre, Paul; Eng Dos Passos, John; Eng Schillinger, Jerry; Eng Poc, Joe; Eng Holly, Jim; Eng Matheny-White, Pat; Eng Tabbutt, Fred; Eng Langston, Peter; Eng Milne, Dave; Eng Thomsen, Bob; Eng Page, Paul; Eng Spear, Rick; Eng Pero, Lou; Eng Goldsmith, Tim; Eng Reier, Jack; Eng Bergstedt, Gar; Eng Carnahan, Dave; Eng Hubbard, Connie; Eng Saari, Al; Eng Hirzel, Woody; Eng Eldrdge, Les; Eng Fairchild, Karen; Eng Knudson, Lois; Eng Park, S.M.; Eng Newell, Perry; Eng Basedon, Kathy; Eng Shoben, Ann; Eng Schillinger, Joan; Eng Music, Lani; Eng Snyder, Dora; Eng Walker, bob; Eng Stamey, Thelma; Eng Wood, Nora; Eng Barber, Renee; Eng Sheridan, Jane; Eng Rayner, Charlie; Eng Doane, Ed; Eng Parker, Juliet; Eng Lente, Perry; Eng Habbick, Frida, Kagan, James; Eng Garcia, Cip; Eng Roberts, Paul; Eng Dill, Chere; Eng Allen, Tom; Eng Duverglas, Yves; Eng Snyder, Gary; Eng Richardson, Paul; Eng Irwin, Meg; Eng Shoben, Edward Joseph Jr.; Eng Nixion, Richard; Eng MaNamara, Robert; Eng Rusk, Dean; Eng Ho Chi Minh; Eng Disenhower, Dwight D.; Eng Bao Dai; Eng Dulles, John Foster; Eng Finkey, John; Eng Dorsey, Edwina; Eng Kent, Sousia; Eng Eldridge, Lester; Eng Stepherson, Lem; Eng Peffler, Lou ellen; Eng McCarty, Doris; Eng Spivey, Jim; Eng Smullin, Dave; Eng Whyte, William; Eng Robinson, Tyler; Eng Lev, Debbie; Eng Sweeney, Hollis; Eng Sweeney, Marilyn; Eng Steinberg, Larry; Eng Biddle, Lauren "Boo"; Eng Arguelles, Jose; Eng Arguelles, Miriam; Eng Elicker, Drew; Eng Erickson, Olaf; Eng Funk, Lydia; Eng Hendler, Nancy; Eng Huber, Anne; Eng Jones, Crol; Eng Messenger, Nancy; Eng Norman, Nancy; Eng Reeves, Mark; Eng Shaw, Eve; Eng Cate, Jay; Eng Frye, Mary; Eng Thompson, Wanda; Eng Phare, Darrell; Eng Ecquivel, Cruz; Eng Delgado, Medard; Eng Martin, S. R. (Sennie Rudolph), 1935-2016; Eng Portnoff, Gregg; Eng Humphreys, Will; Eng Fuller, Herbert; Eng Fuller, Carol; Eng Buzzard, Jerome; Eng Dolliver, James; Eng Hemstad, Richard; Eng Allen, Wendell; Eng Drummond, William; Eng Ward, Dan; Eng Jenkinson, Tom; Eng Lastrapes, James; Eng Schmidt, Ted; Eng Graham, Conrad; Eng Howell, Reginald; Eng Webster, Dave; Eng Heyns, Garrett; Eng Brown, Rodney; Eng Pust, Dick; Eng Jones, Don; Eng Fry, Eugene; Eng McGee, Ernest; Eng Shoben, Joeseph; Eng Thompsen, John; Eng Olsen, Cindy; Eng Gustafson, Richard; Eng Stevens, Charles; Eng Jones, Richard M.; Eng Taylor, Nancy; Eng Marsh, Paul; Eng Blake, William; Eng Robinson, Peter; Eng Smith, Charlotte; Eng Mahal, Taj; Eng Lee, Eleanor; Eng Briggs, Elizabeth; Eng Skrinde, Richard; Eng Piccoli, Nick; Eng Weaver, Erich; Eng Hakan, Linda; Eng Palmer, Tyrone; Eng Benecke, Frank; Eng Dickinson, Peggy; Eng Cabe, Charley; Eng Shakespear, William; Eng Barclay, Ester; Eng chang, Dan; Eng Martin, Gail; Eng Riggins Steve; Eng Lacey Park Project; Eng Hood Canal Study; Eng Sickle Cell Test Prograk; Eng Cooper Point Association; Eng Chamber Singers; Eng Jazz Band; Eng Asphodel Feilds Theatre Peopole; Eng Organic Farm; Eng Kent State University; Eng Lacy Park Board; Eng Bel-Air-Brentwood Apartments; Eng Lacey City Council; Eng Lacey High School; Eng Committie on outdoor recreation; Eng The Paper; Eng McLane Fire Department; Eng United Pacific Insurance Company; Eng Office of Cooperative Education and internship; Eng The Evergreen State College; Eng Olympia Charter Y of the PEO Sisterhood; Eng The Library Group; Eng Steinway; Eng Hewlett-Packard; Eng Disc n deck; Eng Seattle Opera; Eng Hibberd & Cole; Eng BankAmerica; Eng Mastercharge; Eng Social and Health Services; Eng Washington State Film Library; Eng South Sound National Bank; Eng Evergreen State College The Organic Farm; Eng 107 Tavern; Eng St. Martins; Eng Radio Cairo; Eng chinese Military; Eng The Pub; Eng Evergreen State College Bookstore; Eng U.S. Post Office; Eng Evergreen Yacht Club; Eng Northwest Marine industries; Eng Thurstpon Regional Planning Office; Eng Westside Speed Wash; Eng Petersons Foodtown; Eng Service and Activites Board; Eng Bob's Big Burgers; Eng Ujamaa Society; Eng Randall; Eng Screen Gems; Eng Sea Mart; Eng Lummi Tribe; Eng Quinault Tribe; Eng Washington State Parks Commission; Eng Point Reyes Bird Observatory; Eng University of Washington; Eng Vino-Fino; Eng Evergreen Chamber Singers; Eng Highline School District Alternative School Committee; Eng Highline School District; Eng Highline Valley View school; Eng Richland; Eng Battelle Norrthwest Laboratories; Eng Thurston County Bank; Eng Evergreen Office of Cooperative Education; Eng State Capitol Museum; Eng The Third Eye; Eng The Council of Churches; Eng Lacey Park; Eng Tumwater Park; Eng American Banking Association; Eng Morning Side; Eng Group home Committiee; Eng Camp Long; Eng Green Mountan Hourse Pasture; Eng Learning Resource Center
Temporal Coverage: Eng 1770/1973/1972
Type: Eng text; Eng images
extracted text: PR man feeds ulcer
"Goop grief", or words to that general
effect, danced through the PR Man's by now
mushy brain when those people from "The
Paper" asked for a contribution to this
year-end edition. "An annual report?".
"Arghhh!"
"What to say?" "Who's interested except
my wife, kids and latent ulcer?"
"After all, everyone knows that all a PR
Man--that's a classification like student,
teacher or species--does is play word games
with people, justify things, cover up bad stuff,
tell the outside world that everything's going
to be (or is) all right, and become a paranoid.
Everyone knows that, so why tell them?"
"Because," the PR Man said to himself,
"You know that your job is to help make this
place work and people should know that.
Because part, but not all, of that
responsibility is to interpret what's going on
to a lot of people who are bound and
determined not to understand this little facet
of a life that isn't as simple as they think-or
wish--it is. Because their understanding, which
is not a synonym for love, is important if this
place is going to V\Klrk. Because helping get them
together is really what you're about here."
"Fine," continued the PR Man to himself
in this rather heavy moment of introspection,
"How's it been going?"
"Really well when it isn't really lousy. You
know, agony and ecstasy. Th ri II of victory,
heartbreak of defeat. Up and down.
Exhilirating and depressing."
"How so?," pressed the PR Man, a natural
born inquisitor or reporter or both.
"Legislative budget cuts feelings are lousy,
agony, defeat, down, depressing. Lacey Park
project, Hood Canal Study, Sickle Cell Test
Program, Cooper Point Association, Chamber
Singers, Jazz Band, Dragon Mural, Rite of
Spring, Asphodel Fields Theater People,
Internship
Programs,
Movie
Project,
Dedication/Inauguration,
Organic
Farm,
Experimental Structures--feelings all (and
more) ecstasy, thrill, up, exhilirating. Letters
to editors, editorials, angry phone calls,
hassles inside, hassles outside, seeing good and
dedicated people hurt, seeing some people
ripping off the place--all agony, defeat, down,
depressing. Evergreen's promise and its
people--ecstasy, thrill, up, exhilirating. All in
all, there's more of this feeling, much more."
Turning philosophical, which even his
species can do in a weak moment, the PR Man
pushed further with himself, asking: "Do you
ever have something to say you wish could get
heard on the inside and on the outside of the
place?"

"Only about 24 hours a day," was the
eager response.
"Well, lay on," came the inviting reply.
''This is your chance."
"OK. In the first place, it seems like an
awful lot of people on both sides of a lot of
fences, are satisfied with pat answers to
complex problems, kind of like they've all
been given THE WORD. I want to say they're
all out to lunch. That closed-mindedness
produces a sickness that ravages but
perpetuates itself. Second, people want to
classify everything--black and white, long and
short, moral and immoral, good and bad, right
and wrong, young and old--and then behave as
though those extremeties of category were
the only options open in human relations. It
may be the easy, emotional way out but it
doesn't accomplish much, unless unreasoning
anger and hatred have suddenly become
virtues. Frankly, the results of anger,
frustration and hatred can turn one's
stomach. Like in 1970 when some people
openly cheered when four lives ended in
violence at Kent State University. Like in
1972 when some openly rejoiced at the death
of J. Edgar Hoover. What in hell is happening
to us?
"I guess," the PR Man continued wistfully,

"One can only hope that reason will energy
from the darkness that now covers it and that
people--inside our place and outside it--wi II
find ways of talking with each other and
finding out that the perspective from which
one might view life has a diameter larger than
a pinpoint."
"That's about enough of that," the PR Man
said to himself as he cast aside the soap box.
"Cast aside the rhetoric and tell the readers
what you've been doing this year. After all,
this story has to have some purpose."
"Easy," he replied to himself. "Writing
zillions of words. Giving speeches. Arranging
speeches.
Honchoing tours.
Going to
meetings.
Worrying.
Crying.
Laughing.
Celebrating. Mourning. Reading. Thinking.
Needling.
Defending. Cajoling. Griping.
Sweating. Running. Playing. Encouraging.
Discouraging. Joking. Fussing. Getting tired.
Recovering. Answering the phone. Begging.
Refusing. Helping. Hindering. Trembling.
Cursing. Mumbling. Praying."
"Sure would be nice if things would come
easier, wouldn't it?", the PR Man sighed as he
neared the end of his self interview.
"Nope," he rep I ied, trying to understand
the irony of it all.

•.WUIIIIUIIIHJIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIUIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIHIJWI

111
______
11'111'•1• •,.,
••

THE MINOTAUR
Deep within the labyrinth the monster lurks.
He pervades the heart, the soul of the maze.
He lingers unperceived behind every door.
Within the cells of the comb
The gnomes suffocated by paper cry out,
"I'm too busy."
Busy... busy... busy...
"60 or 70 hours a week!"
Busy... busy... busy... busy...
Dare we speak of it?
Dare we criticize what they proclaim a virtue?
Dare we accuse them of that affliction?
The affliction of work.
Yes, we dare.
For they are guilty.
Insidiously guilty.
These workers of learning.
Outside the doors,
Plastered to walls,
PAGE TWO the evergreen state college THE PAPER June, 1972

Draped on furniture,
Clinging to the floor,
The drones of learning hum ceaselessly.
A flute echos in the sterile well of a staircase.
Computers click out endless snoopies.
Here the cry of 'busy' falls on deaf ears.
Fed~ these drones remain parasites.
Will they ever rise up and proclaim,

"You need not feed us.
"Give us the scent, the taste.
"Aid us with your books,
"But do not do the work for us.
'We will/earn
"For we have teeth of our own.
"For us, books will be a part, not all, of learning.
"For us, there will be experience.
'There will be living.
'These also are learning.
"For us learning will not be work.
"For us the Minotaur is dead."
-Anonymous

ED students build lacey Park _
By DIANE SENN
During fall quarter 1971 Gene Dziedzic of
the Lacey Park Board approached Larry
Eickstaedt, faculty member at TESC, with the
idea that the Environmental Design program
bid for the designing of Lacey's new 20-acre
community park. The park is located in the
Bei -Air-Brentwood residential complex.
Larry presented the idea to a group of
interested students. The students wrote the
design proposal and submitted it to the Lacey
Park Board December 21, 1971. After it had
been modified and resubmitted, the park
board accepted the plan January 6, 1972.
The proposal was approved by the Lacey
City Council January 27, 1972, and $2,970
was awarded for cost of equipment, supplies
and transportation of designing the park.
The 20-acre park site was designed to
preserve much of the park's natural state. The
characteristics of the land were considered,
and various activities were planned to suit
each area. Large areas of trees were retained
to preserve the natural beauty of the park.

~-.o~-

The first major project of the park group
was to send an opinion survey to 300 adult
c1t1zens
of
Lacey.
Two
hundred
questionnaires were completed by Lacey's
high school students and 50 were were
returned by Lacey's middle school students.
Grade school students were interviewed.
They expressed what they wanted the park to
contain. Lacey police and fire departments
were contacted to obtain their suggestions for
designing a safe park. Facilities for the
handicapped and elderly were researched and
included in the park design.
Further research involved the mail ing of 70
lett ers to playground equipment companies,
architects, city planners, park equipment
companies, and to state and fe er I
organizations. This information was used to
det ermine what types of ma nufactured
playground equipment, picnic tables, and
other
park
equipment
was available.
Professional planners provided valuable
suggestions.
Students read a variety of books and
magazine articles to increase their knowledge
about, for example, planning a park design,
meeting ch i ldren's play needs through play
equipment, building playground equipment,
and writing effective opinion surveys.
The physical and topographical survey of
the
park
provided
information
that
determined which facilities would be located
in certain areas. A scale model was made of
the topography of the park, which included
sketching of the trail system which is now in
the park before any clearing or construction.
Present recreational facilities in Lacey were
studied. Lacey had no public parks until the

new Lacey park was purchased. School ·
playfields and state lake accesses were
numerous in the Lacey area.
Various guest speakers throughout the ·
project presented their views on topics such as ,
playground equipment, opinion surveys, park
design, and soil studies.
A second opinion survey was mailed to 400
adult Lacey residents. Surveys were again
completed by Lacey's high school and middle
school students. This survey was used to
clarify the specific facilities that the people
wanted in the new park.
Students
also
researched
various
alternatives for the placement of parking lots
in the park. Various problems considered
were: park users leaving their cars on the
residential streets and walking into the park,
various access routes through the residential
areas, retaining trees within the parking lot,
and, the requirements for parking lots as set
by the City of Lacey.
Throughout the project, Lacey Park
Development members attended Lacey Park
Board meetings. These meetings were held to

inform the park board of LPD' s progress, and ·
to answer any questions the park board might
have had about LPD's work. At the meetings
LPD members discussed project problems
with the park board.
A group of students studied cost estimates
with the Interagency Committee on Outdoor
Recreation. The lAC helped fund Lacey's
acquisition of the park site.
Students submitted designs for playground
equipment, stages, benches, picnic tables,
shelters, restrooms, parking lots, and cooking
facilities. The final park design was drawn and
was presented to the park board May 23.
The final park design, including summaries
of research done was printed and presented to
the park board early in June.
Environmental Design students working on
the project are:
Larry Hall, Tom Taschner, Bob Messer,
Diane Senn, Ty Thomas, Di Meyer, Jim Zito,
Carolyn Savage, Mary O'Gorman, Mike Bevis,
Dwayne Slate, Greg Winegar, Bob Grochow
and Phil Bridges, with Larry Eickstaedt as
faculty sponsor.

Flowers and Renaissance motif add color to The Evergreen State College dedication day ceremony.
Daffodils were handed out to all who came as a peaceful gesture.

ADULT STUDENT HOUSING

BA

LA

LA

BA
1

DR

Bedroom

480 •q

ft;

TWO or THREE
PERSON
APARTMENT
(furnished, all
utilities paid)
$210 PER
QUARTER
(equivalent to
$70 a month)

2

Bedroom

720 •q

ft;

CONTACT: Gerald Burke, Housing Officer
A3114 Evans Library, TESC
753-3129
OR WRITE: Adult Student Housing,
834 SW St. Clair, Portland, OR 97205
AR T ICL E II The purpose or pu rposes for wh•ch th e eo rporatton •s organtz ed a re :
Sol ely to promote, bu il d and acQu•re for the bene f •t of cot-

leges a nd un• vers •t•es, a nd manage, hous •n g fac il•t• es fo r st u·
den ts a nd facu lty members thereo f w•tho u t regard to race,

creed, color or nat •onal or•gm, and wtthout regard to assoc•a-

G:t
-

-

t•on w11h soc•al , fraternal, or h onorary soc•et•es or organtzat•ons,and , solply tn furtherance of such
1nv lawful act•v•tv. not for prof•t

purpo~es,

to engaqe

1n

the evergreen state college THE PAPER June, 1972 PAGE THREE

Letters
to
The
Paper
.
.

HOUSI ng

comp Ia I nts

have someone else do it. Also Burke's idea of
spraying repeatedly as long as students keep
their pets probably has more damaging effects
than any possible fleas. The students living in
that apartment run the risk of having their
food accidentally poisoned and/or of

To The Paper:
"Housing is one of the most important
parts of our lives and to have it handled by
breathing insecticide plus whatever may come
such incompetent people ... "
out of repeated usage.
So spoke one Evergreen student living on
And lastly, whatever the reform of the pet
campus. What about it? Everyone complains
policy that is being withheld seems to be for
but no one puts it down on paper for the
the negative. I for one speculate that as soon
housing office to see. So despite what looks
as
summer arrives a policy will be put into
like a crusade against the housing office and
effect
and that next year people will be told
no matter how it may reflect on my
before
they arrive not to bring their pets.
character, I shall expound on the topics that
Though
not favoring pets in dorms, I would
bring about the opening exclamation.
venture
to
say that such a move would greatly
Of course it wouldn't be fair if I didn't
contradict
Evergreen's so-c a II ed
mention that many things have improved as
"decision-making"
process.
Evergreen moves along and that . some
Christopher Carson
problems have been resolved.
Individual,
Citizen and State
With the sudden appearance of
P.S. Writers like me operate on hearsay;
"flak-catcher" George Herbert, many of the
but that is no justification for the housing
pressures have been removed from Gerald
office to. As of June First, I've learned a few
Burke's shoulders. Now Burke has much more
new things.
time to work on the administrative end of
George wants to make next year's floor
housing. And with George, we now have
managers
policemen of their floors; he said
someone who makes up for Gerald's past
he'd
write
it out for next year, if necessary.
non-availability. But the exact relationship
One
floor
manager
talked of the fear that no
between George Herbert and Gerald Burke
one
knew
who
their
friends were and the
has not quite been explained. Was Burke hired
of
knowing
that
someone is secretly
paranoia
mainly as a budgetary head or not?
And now routine room inspections are well
working for the housing office spying even on
you, the floor manager.
announced in advance, as they were supposed
to be in the beginning. But there are still
One student reported that he received a
phone call from George telling him to pay the
complaints about maintenance coming at odd,
fumigation fee for his dog. The student asked
unannounced hours, to fix items that were
how George knew about his dog. George
announced defective weeks ago.
replied
that he was touring the building with a
Earlier in the year, inspections and repairs
repairman
from Seattle to check certain
were conducted by a maintenance personnel
systems.
being let into the room by a student
The students asked when the inspection
employee of the housing office. These student
took
place and why he wasn't notified ahead
employees are not to be confused with floor
of
time.
George replied that there was no time
managers who came later, the student
since
the
repairman arrived without notice.
employee's job being to maintain the security
But,
quote
"You have nothing to worry
01 the renter's room.
So far, I've seen no list
about;
I
was
with him." The student then
of the names of these student employees
called
maintenance,
who told him that they
("spies," as some students call them); the
had
no
record
of
a
repairman from Seattle
only way you would happen to know of them
ever
coming
that
week.
would be to have met one. I've only met two
It seems George doesn't care how he gets
so far.
his
information
and is determined to make
One student employee announced, at a
those
he
catches
pay for the rest that get
floor meeting held in the lobby of Bldg. A,
has been held off until
away.
The
fumigation
that earlier in the in the year, all he had to do
summer,
thanks
to
student
protesting. All I
to get a master key to the dorms was to go to
can
say
is
that
I
hope
someone
checks to see
security and sign for it. He was sure that
that
they
use
the
money
for
fumigation.
security was quite lax.
But security is making up for it with their
own student employees. This time it is those
I
night-time good guys, the "Campus Pigs."
Their job, which is not spying, is to go around
An Open Letter to the
and check for fire-alarm-pullers, rip-offs, or
Evergreen Community:
O.D.'s, etc. Their trip, seriously, is a good
It is with immense pleasure that I note ol'
one.
Evergreen is finally getting realistic. It is
At last the block buster that has in the past
difficult for me to convey my delight at
spun this campus sideways: Pets!
discovering --much to my surprise-- that next
Despite George Herbert's unswavering
year we will have students called FRESHMEN
belief that the pet policy was once and always
here. (An enclosure in the packet to new
"no," some people had received other
students was addressed"to Freshmen only").
impressions from talking with staff personnel
To the casual observer this may appear an
that comprised the post-housing office, they
insignificant event (as might the directive on
initially heard that pets were allowed. As a
the same sheet that Freshmen should enroll
result, some came with pets and found the big
only in coordinated studies groups), but to an
"NO." It was this discrepancy that started
ol' veteran like me, this is the sound of
much of our present problem.
beautiful music. Now, at last, the future holds
Conducting farcial voting decisions on pets
the promise for Evergreen to become a real
and leveling supposedly unlimited fines on pet
college.
owners h.ave also helped convert many people
To facilitate our becoming a real college, 1
to favoring pets. Still it seems a shakey
urge several activities involving DTF's:
majority favors no pets rather than
1. A beanie DTF to: a. Select the style of
co-existence. Frankly, the conditions in the
beanies Freshmen must wear; b. Select the
dorms are no better than those for a pet in a
color scheme for the beanies (I suggest a new
New York apartment -- with no opportunity
color each year to facilitate class reunions -for freedom. Of course some dogs experience
see No. 2 below); c. Determine appropriate
an "open home" freedom, and are accepted
penalties for those foolish Freshmen caught
more as members of the community than as
without the sacred beanie.
pets. Thus owners having to give them up for
2. A DTF to begin arranging class reunions.
fear of a multiple charge of $25 suffer quite a
(A class may be identified by the color of its
blow. The $25 fumigation fee seems highly
beanie, thus making reunions possible even
padded and obviously would be less if the
when vision grows dim with age.)
college bought its own equipment.
3. A DTF to begin developing a suitable
Students could learn to operate the
alma mater (which may be easily taught by
equipment, and either do it themselves or
Upper Classmen to all Freshmen, since
PAGE FOUR the evergreen state college THE PAPER June, 1972

Realistic' tradition

F

·

res~men will be
Stud1es Groups.)

.
.
accessible In Coordinated

4. A DTF to begin immediately planting ivy
all around ol' Evergreen.
Even as I write this, I find my spirit soaring.
More creative minds will no doubt find even
greater possibilities in our new-found realistic
approach to innovation in the class structure
of higher education.
Very Sincerely,
Professor William Aldridge
P.S. Needless to say, I also strongly applaud
the rise in standards implicit in changing
group contracts to "Advanced Group
Research Contracts" as was done in the
Catalog Supplement.

Student firemen
To The Paper:
The Mclane Fire Department furnishes
fire protection for the campus and the
surrounding area, and at this time employs
ten students in its "Student Firefighting
Program". All indications show that these
same ten students will be returning to the
program next year.
However, the department will have
available, this coming Fall quarter, four (4)
resident firefighter positions for our stations
situated off campus.
Students selected for these positions will
be quartered off campus in Mclane Fire
Department stations. Students interested
should contact Fire Chief C. Allison, by
phoning 352-5200 for an appointment as
soon as possible.
Thomas L. Kanno, Captain
Mclane Fire Department
Route 14, Box 44 (Old Shelton Highway
and Overhulse Road).

Population radicals
To The Paper:
Thanks to Ken Balsley for representing our
point of view so accurately in his article,
"Population Dynamics bombs," in the April
28 issue of "The Paper."
But who is radical? Aren't the true
conservators those who advocate no more
than the delightful two child family? Aren't
the real radicals those who propose to
increase pollution and speed up depletion of
non-renewable
resources
by permitting
population growth?
From now on, everyone who has three
children is contributing knowingly to this
disaster.
Consistent with our goals, we perform
vasectomies and tubal ligations for those with
none or one or two, as well as for those wit.h
more.
George C. Denniston M.D., M.P.H.
Medical Director
Population Dynamics
3829 Aurora Avenue N., Seattle
This publication is brought to you by The Paper
Co-operative, The Evergreen State College, Olympia,
Washington 98505.

THE STAFF:
Lester L. Leahy
Bruce Brockmann
Joesph Campo
Harley C. Musgrove
Christine Ness
Kit Pagel
Michael Miller
Jerry Vermeire
Ken Balsley
Kristy Jehu
and the many community members whose journalistic talents
have finally blossomed through contributions to this
end-of-year "gala" issue of "The Paper." We would like to
those Evergreen members who provided material for this
"annual" publication. Adu-ledgements also go to "The
Lacey Leader" composing staff: Sidney R. Morrell, publisher,
Maureen Green, Robert Schlegel and Greta Wigren.

Book RevieVI

Theater
By MARTY OPPENHEIMER
AFTP has just completed a disappointingly
unsuccessfu I year.
In a roaring beginning with 30 members
and no funds, we produced An Evening of
Four Short Plays on December 14. We
involved 40 people in the production and
played to an audience of about 300.
Sharon Ryals and Doug Kahn directed
"Anthropos" by e.e. cummings; Kristi Esvelt
and Doug Chappell directed "This Property is
Condemned" by Tenne~see Williams; Keith
Burns and Ruth Wett directed "Botticelli" by
Terrence McNally; and Larry B ialock directed
"Dick and Jane" by Jules Feiffer. Charles
Teske and Pete Steilberg provided the
minimal financing.
Exuberant ·. from our first success, we
submitted a budget to the S and A Fees Board
during the first week in January and waited.
Five weeks later, when we were finally
funded, 2 attempts at casting a production
failed. Many people claimed they wanted to
act, but few auditioned, and fewer were
willing to devote the 2 hours, 5 nights a week
necessary for rehearsal.
In mid-March, we formulated plans for the
remainder of the year. We would produce
selections from Shakespeare for the April 21
Dedication and would present our major
production - "USA" by Paul Shyre and John
Dos Passos - May 24 - 27.
The Shakespeare was cast by hook and
crook before Spring break but was not
finalized until a week before the Dedication.

•

IS

real

Our attempts at casting "USA" during the
first
week in April
were altogether
unsuccessful. Due to this, plans were for
AFTP to fold about May 1, but just before
then some interest grew and 4 short plays
were planned to take the place of "USA".
One by one these fell apart.
Our year of optimism is at a pessimistic
close, but while productions have had
problems, other areas have blossomed. We
haveacqu!reda faculty member whose primary
area is theatre and another will be here in
September who is into theatre and music.
I have spent several months working with
Charlie Teske, Jerry Schillinger, and Joe Poe,
a theatre consultant from Seattle. The result
of this is that a stage is presently being
constructed in Lecture Hall No. 1, lighting
instruments and a dimmer board are now
being shipped to TESC, and plans call for
completion of a theatre in Lecture Hall No. 1
by October 1, 1972. This will serve as our
interim facility until the Drama, Dance, Music
Building is constructed.
With a larger student body, more faculty,
earlier financing, and better organization
Asphodel Fields Theatre People is looking
forward to a full second year. The current
hope is for one major and several minor
productions each term. This will take student
interest and faculty cooperation to permit
evening rehearsals without seminar conflicts.
Dedication makes theatre a reality; without it
no amount of faculty or facilities or funding
can help.

By KEN BALSLEY
It must be remembered that a year has gone
by since the publishing of the evergreen state
college bulletin 1971-72. Experience and hard
knocks has created a profound change within
The Evergreen State College Bulletin 1972-73.
The covers of the two do much to reflect this
change. The first has sma II case printing on
white, outlined in gray and green. It tried to
emphasize the difference by being different.
The second appears to have been lifted
straight off a "Wishbone Ash" album cover, a
more standard format of colleges trying to be
different. But it's inside where the changes
become readily apparent.
It was found necessary to include a section
concerning Governance and Decision-Making
and a copy of The Social Contract in the
second bulletin. Granted neither of these two
documents existed when the first was printed
but throughout the second bulletin they are
constantly referred to. This is due probably to
the lack of control some Evergreen students
exhibited during the first year.
Less emphasis is placed on housing in the
second. There is no longer an attempt to get
students into on-campus housing as demand
exceeds supply.
All of the new facilities have been stressed
due to the fact that they didn't exist prior to
the publishing of the first.
High hopes are still held out for Science
and the Arts although neither building is
finished nor will be completely available next
year.
The Office of Cooperative Education and
Internship section has been enlarged upon.
This is likely due to the fact that that office
has been extremely busy this year trying to
get students out of programs they dislike and
into an internship where the pressure is less.
A greater attempt has been made in the
second bulletin to emphasize the fact that
Evergreen isn't for everyone, probably
because by trial and error it was discovered
that all students weren't ready for an
unstructured learning environment.
Supporting services, most of which have
come into existence this first year, take up a
good portion of space.
There is almost no difference between the
two bulletins concerning food services. No
one holds any great hope in that area for the
future.
Pictures in the second bulletin are
interesting and it is easy to see that a lot of
effort has gone into matching them up with
appropriate areas.
The Evergreen State College Bulletin
1972-73 greatly reflects the changes that have
occurred this last year. It attempts to
strengthen weak areas and emphasize new
services. If, in the future it continues to
reflect the changes that must occur, then it
will continue to do its job well.

Summer insurance
Students who wish to continue their
Medical Insurance coverage through the
summer months now have that option. As a
result of student interest Evergreen's Student
Accounts Office has worked out a procedure
for summer coverage with United Pacific
Insurance Company.
Insured students may continue their
policies from June through September simply
by signing a request and paying the regular
quarterly premium. Further information, and
the Summer Medical Insurance Request form,
may be obtained at the Student Accounts
Office, first floor Library "A" wing in the
business office.

the evergreen state college THE PAPER June, 1972 PAGE FIVE

The Evergreen Library

'Nerve center' supplies

all

By RICHARD SKRINDE

Concerning TESC's The Library Group
I am a film student and spend 100 per
cent of my work time, and 90 per cent of my
life, in the Media Production area of the
TESC Library.
The Library staff are as fine and
intelligent a group of people as any people 1
have ever met. They willingly gave their time
and talent when the chips were down, and I
needed the help-days, evenings or weekends.
The psychic walls between people, that
make most institutions so creepy, don't exist
here-at least not yet. The physical resources
these people have been able to assemble in
their first year of operation may be an
example of this.
Professional level eight-track sound
recording and color multi-camera television
studios; musical instruments-Steinway grand
piano, electronic music synthesizer, nice
organ; complete 35mm camera and darkroom
faci I ities; 16mm cameras, editing, sound
m i king; and sophisticated tape format
transferring equipment.
Also a media loan center where any
student can cneck out tape recorders of all
kinds, slide and movie cameras and projectors,
portable video tape equipment, record
players, microphones, P.A. systems, etc.
This just starts off a list of tools
available, not to mention the table saw, drill
press and metal lathe in the basement. All of
this comes before you get to the collection of
books, which is where most libraries leave off.
I never liked to go to school until I came
t o TESC , and my change in attitude is due
almost entire ly to t he Library .

Jim Holly, Dean of Library Services and Pat Matheny-White, head of college technical services, received
$75 check from two members of the Olympia Charter Y of the PEO Sisterhood. The money is to go
toward purchase of books in memorial.

Com
After various delays, installation of the
Evergreen campus computer, a
Hewlett-Packard 2000C took place December
15. "Hewpy" was enthusiastically received
and has been used heavily by students, faculty
and staff.
Despite the late start, Comp ut er Services
has provided a wide range of services, such as
workshops on "How to Use the Computer",
consulting services and programming help .
Tailored to needs of the individual
coordinated studies program, the workshops
have emphasized learning by doing.
Taking advantage of "How to Use the
Computer" Workshops were The Evergreen
Environment, Environmental Design,
Contemporary American Minorities and
Individual!, Citizen and State, plus other
faculty and staff.
In addition, many students learned how to
use the computer on their own or through an
interested faculty member, or other students.
Many community members have been
ex posed to "Hewpy" through computer
games such as golf, football or blackjack.
Many students have actually programmed
their own games.
Another resource available to the Evergreen
Community is the hybrid computer lab,
featuring faculty member Fred Tabbutt's
analog-digital computer. Tabbutt and Peter
Langston have provided a unique option in
computing, for students who are interested in

PHONE
352-9655

PAGE SIX the evergreen state college THE PAPER June, 1972

computer graphics as well as computer-aided
instruction.
It is rewarding to the Computer Servi ces
staff to see students and faculty apply their
computer knowledge to specific problems.
Several notab le projects have been completed
this year, including :
- Computer Simulation of Port Gamb le
Bay (winter quarter analysis): Dave Milne,
Bob Thomsen , Paul Page, Rick Spear
- Lacey Park Planning Questionnaire : Lou
Pero, Bob Messer
- Computer Aided Instruction Material in
Trigonometry: Tim Goldsmith
-Avalanche Control Study: Jack Reier,
Gar Bergstedt
Those interested in computing, but with no
previous background,
shouldn't!
inexperience stop them from getting involved
in computing at Evergreen. All it takes is a
reasonable commitment of time and energy.
Those who fancy themselves computer
enthusiasts (nuts or "Hewpy freaks") should
give Computer Services the change to
challenge "The pros" among Evergreen
community members with its computing
resources.
Anyone turned off by present-day
technological society, desirious of chang1ng 1t,
please contact Computer Services for a
background in computing. It is difficult to
change something about which a person
knows nothing.

111 West 5th
Just West of Capitol Way
(Three doors down from Hibberd & Cole)
Open 6 days a week, lOam to 5:30pm Mon thru Sat.

Media Loan -focal point
By JERRY VERMEIRE

equipment has totalled $52,000 to serve 1100
students. Next year, $29,000 will be added to
serve an additional 750 students. One-third of
this latter money was derived from yet
another federal funding project in order to
purchase high use items such as cameras,
recorders and slide projectors. Inevitable
expansion will necessarily lead to media being
combined with the second floor circulation
function.
Evaluation is currently being conducted to
learn if media loan services were worthwhile
where people had problems and how t~
improve service. Undeniably, many users were
disappointed when equipment malfunctioned
or was loaned incomplete. A small percentage
of next year's budget will go toward
replacement of parts. A more efficient
method of circulation will be researched and
incorporated. Ideas anyone may have to
faci I itate lending procedures would be
definitely appreciated by Dave Carnahan and
his staff.
Because media loan equipment has often
been either misused or abused by students
u n knowledgable of its proper operation,
greater emphasis will be placed on media
workshops next year. Perhaps a type of
licensing will be required for anyone checking
out highly technical or expensive equipment.
Skills needed to obtain an operator's license
could be earned through attending these
voluntary workshops. Besides learning what
skills are needed, the student would also
benefit simply by knowing what equipment is
most useful in various applications.
The remaining three production areas of

Bustling with activity throughout its first
year, media services has been a frequented
focal point for numerous students and staff.
Whether merely checking out one of over 100
cassette recorders or conducting a year-long
media production project, students have
utilized media services more than any other
single resource on campus. Besides media
loan, this first floor section of the library also
houses graphics, photo and audio-visual
production areas.
Media services provides three main
functions. Primarily, it offers one of the best
lab facilities in the Northwest for students to
work in and learn use of equipment. It
produces instructional and informational
material for use of the college. Finally, it
furnishes a quality product to fulfill
contractual agreements with the Department
of Social and Health Services. Why this
connection with a government agency? By
agreeing to provide production services for
this department's training division for two
years, Evergreen receives $3 in government
matching funds for every one dollar it spends
on media equipment. The college will retain
Dave Carnahan, Associate Dean of Library
title over a II its equipment purchases.
Services.
Likewise, Social and Health Services will
for at least another year.
acquire its share of purchases as well as all
instructiona I materia I purchased and
AI Saari's audio and visual production area
produced during this two year period. After
also engaged in a heavy instructional function.
that .time, media co-ordinator Dave Carnahan
Communications and Intelligence program
students as well as a number of qualified
expects that portions of this agreement will
be renewed.
contract students have made extensive use of
The benefits are obvious. Not only does
t~o . TV and audio production studios, a
Evergreen boost its buying power b a factor --::.~~~~h~i~c~s~~h~o~~~~~l'l!~~~·~~~~!!!!!!!!!!r~~~--:'....~....-.-~~-.........-.....~~~~
of four but also professional people such as a
sound tracks, an editing room and a high
photographer, an artist, and an audio
speed duplicating facility. The two TV studios
specialist are to work on college needs when
are intended primarily for clo§ed circuit
not spending time producing materials for the
on-campus instructional and informational
department. Moreover, students are to be
purposes, but may also be linked with cable
hired to gain experience in these fields, and
areas.
TV as a service to the community. Through
the resulting self-paced learning packages will
Through this final quarter, Connie Hubbard
the master control area -- the major switching
help insure proper use of media equipment.
has managed to squeeze enough time out
center -- various visual and sound linkable
Initial year purchases of media services
from her busy production schedule to
potentials from films to computers to
conduct graphics workshops twice weekly.
tele-lectures can be achieved on and off
The response of students was phenomenal:
campus. The whole operation is a unique,
sign-up sheets were filled within minutes after
unprecedented service for any campus
environment.
posting. Within the four-week course, twice
A final resource in this media services area
repeated, Connie taught students the basics of
printing, mechanical drawing, layout and
is the Washington State Film Library. In
matting as well as facility on graphic
exchange for lending out 4,000 square feet of
production equipment. With the expected aid
space, this state organization provides our
of additional resource people derived from
school with the invaluable service of a
our presently talented faculty, this
$500,000 film collection. A great saving
instructional capacity in graphics and art
(nearly $20,000) is moreover realized by their
work will possibly become a full time
maintaining films we own and by allowing
function.
Evergreen personnel to utilize their microfilm
Photographic services under Woody Hirzel
equipment.
has become another area with few inactive
In summary, an overall perspective shows
moments. While it has served as a laboratory
that media services have provided the school
for advanced photography students,
invaluable assistance in technical and resource
compactness of space did not allow facilities
requirements. Much of this success is due to
for beginning work. The 211 Darkroom and
original planning by library people to find a
different approach to library services.
Marine Lab house will continue to serve that
need. Additional money is being sought to
Through combining the conventionally two
expand photo services into the present area
major divisions of reader services and
technical processes, more efficient
occupied by graphics. Meanwhile, the new
science building has projected photo lab
acq u is it ion, processing, production and
spaces for beginners. However, because
distribution functions are becoming a reality.
preliminary planning had not predicted the
With a year's experience behind them, media
overwhelming demand for photography by
services expects to even further improve
'Woody Hirzel, " Photo-media Specialist .
providing for students' needs in the future.
students, these projects may not materialize

LET US SHOW YOU NEXT YEAR THAT IT WAS WORTH THE WAIT!

PERMANENT
FOOD SERVICES
LOCATION

First
Floor
Activities

(We Will Oose For
The Year, Friday Night,
June 9, At 6:30 P.M.)

Building

the evergreen state college THE PAPER June, 1972 PAGE SEVEN

Housing
During the first year of operation, the
Housing Office experiences a mixture of
successes and failures, some of which are
described below.
On the negative side, we opened with a
number of incomplete buildings, and
insufficient furniture. Accentuating these
conditions was the need for contractors to
literally finish constructing the buildings with
the students living in them, and the need for
the furniture company to enter apartments to
put additional furniture in place as required
by their contract. Even these invasions of
privacy wouldn't have been too bad--but
contractors found it difficult, if not
impossible, to schedule themselves in advance
so that students would have some idea when
to expect them.
Other negative forces that militated against
an overall successful first year were
interpretations of the Standard Operating
Policies and Procedures, inadequate personnel
in the Housing Office--and quite candidly--my

perspective of some Situations.
In spite of the adversities mentioned above,
there are a number of things we can proudly
reflect upon. I am especially pleased that
some of the Resident Managers proved--via
their performance during our most difficult
times--that students can set aside time to TCB
(taking care of business), when necessary; I
am happy that this year proved that staff,
faculty, and students can work in harmony to
coordinate desired changes and accomplish
objectives; and most of all, I am elated that all
segments of the Evergreen Community have
demonstrated their desrre to learn from one
another.
In closing, our first year will be
remembered with both pain and pleasure, but
mostly as the experimenting and learning
stage that every Housing Office must go
through to build a solid base for success in its
later years.
Gerald G. Burke
Director of Housing

GERALD G. BURKE

Financial Aid and Placement
If you read between the lines of the dry
statistics
which
usually
characterize
summaries of office operations, you find that
the Office of Financial Aid and Placement is
involved with people and their problems; large
or small; individually or in large numbers.
For instance, the 242 students who
borrowed in excess of $26,000 from the
Emergency Loan Fund this year did so to
meet emergencies ranging from no food for
the weekend to serious iII ness in the family.
The staff consisted of only two full-time
employees, but volunteers, part-time help,
and a dedicatetl
rp o student employees

helped reduce some of the anxieties and
frustrations suffered by the 334 students
receiving long-term federal assistance and the
570 students seeking part-time employment.
Next year, with an expanded staff, the
Office of Financial Aid and Placement will
offer a complete career placement service and
double its available federal and state aid
funds. The Personal Money Management and
Nutrition counseling service will also expand
its services. The single most important factor
in the success of next year's venture is the
continued patience and understanding of the
students whom the Office serves.

Financial Aid & Placement 1971- 1972
The Cast (in order of appearance):
Perry Lente
Les Eldridge
Karen Fairchild
Juliet Parker
Lois Knudson
Ed Doane
S.M. Park
Charlie Rayner
Perry Newell
Jane Sheridan
Kathy Baseden
Renee' Barber
Ann Shoben
Nyla Wood
Joan Schi /linger
Thelma Stamey
Lani Musick
Bob Walker
Dora Snyder

See You In September

- -

-

- - - ·-- - - · . - -

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SOUTH SOUND NATIONAL BANK
EVERGREEN BRANCH
Room 205, Activities Building
PAGE EIGHT the evergreen state college THE PAPER June, 1972

Services
&

Recreation
Activities at Evergreen's Organic Farm,
organized earlier in the year by students and
faculty
in the
Environmental Design
Coordinated Studies Program, will continue
during the summer months and on into the
next academic year, according to students
Frida Habbick and James Kagan, who will
serve as caretakers while doing study
contracts June-September.
"There's a lot of work to do on the farm
(located at the corner of Lewis and Simmons
Roads on the western portion of the campus)
and we need all the help we can get," the
students reported. "We've already begun
remodeling the old house and have planted
crops on about a quarter of the one-acre field
at the farm, but we've got a long way to go.
The house needs more repairs and needs to be
painted, the farm needs a lot of clean-up
work, more crops should be planted,
composting must be done, and we need to do
additional planning for activities next fall.
And, of course, there's going to be harvesting
of the crops we've already planted."
There's something special in it for those
who
help at the farm during the
summer--produce will be divided between
those who work on the various projects. Any
interested person--on or off campus--may

participate. Small individual plots also can be
made available to persons interested in doing
special farming projects.
"We hope that we're able to get a pretty
substantial work force at the farm this
summer," the students reported. "Interested

persons should just drop in at the farm or call
943-9656 for further information."
Meanwhile, the students hope the farm
project can be perpetuated through Group
Contracted Studies during the 1972-73
academic year.

107

TAVERN
BEER
WINE
POOL

Hot Popcorn
Machine
Good Music
Latest LP
System
(Rather than
jukebox)
Pool
Pinball
Machines
Sandwiches
Refreshments

107 N. Capitol Way
Olympia, Wa.

Here's how it went for me - a recreation
administrator from a very structured school
who came here to be a recreation
administrator of a loosely structured school.
My
responsibilities to the
Evergreen
community have included the development of
an
intramural
sports
program,
the
development
of
activities
clubs, the
development of campus-wide programs for
entertainment, and the development of
policies and provisions for the Campus
Recreation Center, a share of the College
Activities Building, and the Recreation
Pavilion--all recreation facilities.
In reviewing my achievements publicly,
have to admit to being frustrated most of the
time throughout the year due to lack of
facilities after what I Cip Garcia, Paul

Roberts, and Chere Dill, the recreation
program hasn't been a total failure. Tom
Allen,
our
student
coordinator
for
competitive
sports,
supervised
and
participated in at least three weeks of flag
football last autumn. That activity attracted a
half dozen women and about four six-man
teams regularly. Yves Duverglas started our
soccer interests with about the same number
of bodies playing on Saturday only at
Woodruff Playfield. Four men's basketball
teams entered St. Martins intramural
basketball tournament and this proved to be a
mistake for a variety of reasons, but some of
our men had a good time most of the time.
Evergreen's sports clubs spent the y~ar
developing with the following results:
S.C.U.B.A., skiing, sailing, kayaking, karate,
survived in strong fashion, relatively speaking.

Soccer, judo, fencing, climbing, rugby, and
crew started or are starting and in all
probability will materialize next autumn.
Campus wide entertainment in the form of
dances and concerts were practically
nonexistent autumn and during early winter,
but since them, we have been saturated with
both. Gary Snyder's poetry, the Paul
Richardson Trio, and Meg Irwin's harpsichord
concert were highlights of professional
performances.
The opening of the Steam Plant Gym, the
Hatch Cover Inn and the "Pool Hall" and the
development of sand playfields helped ease
the genuine need for facilities for recreation
this spring.
Coming next year--all good things ...
· Pete Steilberg

the evergreen state college THE PAPER June, 1972 PAGE NIN/3

Shoben speaks on Ni
Note: Speech on Vietnam given May 13,
1972 by Evergreen's Executive Vice-president
Edward Joseph Shoben, Jr.

American purpose was to blunt and to repel
this thrust from international communism.

achieve our military objectives nor force the
North Vietnamese to negotiate. Somehow,
that courageous open acknowledgment went
unheeded and has been forgotten. If there is
any evidence that the mining and blockading
of ports will prove more successful, it has not
been shared with the American people.

It helps to remind ourselves here of what
we were not attempting. We were not
attempting, for instance, to defend personal
liberty and parliamentary government; neither
has had a striking history in Vietnam, and we
certainly would not have chosen Indochina
for such a mission over, say, Greece. Nor were
we trying to protect a stable government
against insurrectionary forces; were we
inclined to such goals, we would have made
much of the Middle East, where Radio Cairo
has long incited revolt in many countries, a
U.S. garrison. Still further, we were not
seizing the opportunity for a bit of imperial
exploitation western--style. The argument here
rests less on considerations of virtue than of
economics. In 1970, available data indicated
that the gross national product of a combined
Vietnam amounted to $2.4 billion dollars.
The gross national product of all of

May 8, 1972 the President of the United
States asked our support for four actions that
he had already set in motion:
--the mining of Haiphong harbor and all
This kind of heedlessness and forgetfulness
other North Vietnamese ports
appears to underlie the substance of the
--the interdiction within North Vietnamese
second point that is relevant here. Ever since
territorial waters of all supplies delivered by
the first major escalation of the bombing in
sea (in other words, a blockade)
February, 1965, each time that the United
--the cutting, presumably by bombing and
States has made a dramatic military move, the
other forms of aerial assault, of rail and all
American public has generally, in a painful
other communications in North Vietnam,
surge of loyalty, registered its support. Each
and,
time, without exception, the supported move
--the continuation of air and naval strikes
has been accompanied by a report of
against the targets in North Vietnam. These
substantial progress in the field and the
actions, the Preside-nt reported, constituted a
prediction of the early achievement of
response to a "massive invasion of South
something close to a settlement of the war.
Vietnam" by the "communist armies of
And each time, within a few weeks, we have
North Vietnam," and the justification of that
learned that nothing has changed in any
response
lay
in three considerations:
significant fashion in Indochina. Changes have
protecting the lives of 60,000 Americans in
occurred only at home: Our nation becomes
South
Vietnam,
preventing
the
increasingly polarized; larger numbers of our
"imposition ... of a communist regime on 17
young people become radicalized or go, as
million people in South Vietnam, who do not
over a quarter of a million of them have done,
want a communist government," and
into self-imposed exile in Canada or Sweden
defending "our interests." Those interests
or France; and our taxes grow increasingly
include the damping of "aggression in which
burdensome while the money that they
smaller nations, armed by their major allies,
generate is consistently diverted from such
could be tempted to attack neighboring
crucial issues as environmental improvement
nations at will."
and the reconstruction of our cities to
But the President said more; he made an
support this unsuccessful adventure in
offer. If the "international outlaws of North
Southeast Asia. The whole scene seems
Vietnam" will return all American prisoners
shockingly lacking in American ingenuity and
of war, and if they :ovi II agree to an
pragmatic know-how, in Yankee thrift and
internationally
supervised
ceasefire
the cultivated eye for a good investment,
throughout Indochina, then the United States
and--overwhelmingly--in that sense of national
wi II "stop all acts of force throughout
priorities that is fundamental to the country's
Indochina" and will withdraw "all American
health and integrity.
forces from Vietnam within four months."
The intent here is not to charge deliberate
When we look seriously and closely, as we
deception in high places. Rather, it is simply
always should at the public statements of any
to call to consciousness the cycles of
President, at the text of the May 8 speech, a
optimistic
promises
and
tragically
number of points seem cruelly obvious. The
disappointing results that have occurred
actions that Mr. Nixon had ordered before
repeatedly over the past seven years and
going on the air are, of course, deliberately
more, and to ask why it continues. For the
extreme and risky ones. According to news
war in Vietnam has taken on in many ways
reports, we are now bombing within 60 miles
the character of an old family feud in which
of the Chinese border. For those of us who
Hatfields murder McCoys and vice versa with
remember Korea, the recollection of the
neither understanding the roots of their
Chinese onslaught at the moment that the
hatred nor questioning the justification for
Yalu was reached and Chinese territory
their blighted lives under the rule of vendetta.
violated evokes a twinge of anxiety. Ships
from many nations crowd the harbor at
Why are we involved in Vietnam? The
President emphasized two themes in reporting
Haiphong and other ports along the North
Vietnamese coast. Some of them are Russian,
the attacks on the harbors and railheads of
and it appears unlikely that the Soviet Union
North Vietnam that are now under way. One
was the notion of a massive invasion of one
would take kindly to even inadvertent damage
to its vessels. A military confrontation with
nation by another; the other was the
communist nature of the invader. Both must
China hardly seems in keeping with our
recently and happily developed policies of
be examined. The second puts first claim on
ping-pong diplomacy, and a collision with the
our attention. Its importance lies in its
Russians at this juncture lacks entirely the
reaffirmation of the original motive and
self-evident rationale that would be its only
rationale for our entry into Southeast Asia.
acceptable justification.
As Secretary of State Dean Rusk put it in
But these considerations are far less
1962, the cns1s of our time was
important than two others. One is that we
straightforwardly, in his widely supported
have had seven years to learn that
official view,
interdiction, saturation bombing, and similar
...the announced determination to impose a
tactics simply do not work. This observation
world of coercion upon those not already
(A
is consistent with analyses of the ways in
subject to it ... it is (an issue) posed between
which the Nazi bombing of London during
the Sino-Soviet empire and all the rest, ~
World War II strengthened rather than
whether allied or neutral; and it is posed on
·
weakened British resistance. It follows the
every continent. Our concern, in other words,
findings of our own Strategic Bombing Survey
was with what we understood to be a test in
/ t/
with respect to the essential military
Vietnam of a centrally directed communist
uselessness of the saturation bombing of parts
conspiracy headed by a unified Moscow and
of
of Berlin and Dresden. Most of all, it has been
Peking. Even in 1966, Secretary Rush could
our consistent experience in Vietnam since
describe China, for example, as "a colonial
1965. This point has nowhere been made
Russian government-a Slavic Manchuko" ~
more authoritatively than by the then
that was subject to "direct subservience to the
Secretary of Defense in 1967; working with
policies ... conceived in Moscow." Hanoi and
the kinds of data for which he was famous,
the Viet Cong represented extensions of this
Robert McNamara publicly concluded at that
centrally controlled, internationalist, imperial
time that intensive bombing would neither
force bent on world domination. The
PAGE TEN the evergreen state college THE PAPER June, 1972

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n's plans for Vietnam
Indochina-North and South Vietnam, Laos,
Cambodia, and Thailand--came to $10.2
billion.
With
our
own
GNP
now
approximating that astronomical figure of a
trillion dollars, such Southeast Asian peanuts
hardly warrant the expense of crossing the
Pacific to pick them up.
But what is really important in this list is
that we were not challenging nationalism,
including national communism. We have not
only
lived
comfortably
with
Tito's
Yugoslavia; we have actively supported it and
taken encouragement from
its having
successfully spat in the Soviet eye; yet there is
no doubt of Tito's or Yugoslavia's identity as
communist. What frightened us were the
strongly suspected connections between
Vietnam and the Sino-Soviety conspiracy to
impose its Stalinist-Maoist will on the rest of
the world.
It was worth fearing, and history must
judge whether there was at the time any

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energy along the Atlantic seaboard on our
own continent in the 1770s.
In 1954, the impulse to independence
culminated in the defeat of the French
colonialists in Dienbienphu. The agreements,
signed by the Vietnamese and the French in
Switzerland, which issued from that war by
independence, are often referred to but
seldom read as the Geneva Accords. The
United States did not sign that document, and
American awareness of its provisions is
remarkably low. The most crucial provision of
the Accords was the establishment of the
17th parallel as a line that "should not in any
way be interpreted as constituting a political
or territorial boundary." It simply was to
serve as a border below which the French
could regroup preparatory to leaving the
country-the one country-within two years.
General elections were to be held to
determine the government of that single,
unitary nation in 1956. As ex-President
The problem was apparent in a State
Eisenhower wrote in his Mandate for Change,
Department pamphlet issued in 1967 under
I have never talked or corresponded with a
the title of Viet-Nam in Brief. It identified
person knowledgeable in Indochinese affairs
Vietnam as "the principal testing ground
who did not agree that had elections been
chosen by today's aggressors to try out the
held ... possibly 80 percent of the populace
new strategy of aggression: so-called 'wars of
would have voted for the Communist Ho Chi
national liberation." But who are the
Minh as their leader rather than Chief of State
aggressors? Because no evidence of Chinese
Bao Dai. Because we misread Ho as a puppet
military power or Chinese financial support
of the Sino-Soviet bloc instead of an Asian
has been found in Vietnam, Peking could not
analogue to Tito, the United States, working
be named. And although the Soviet Union has
with F.rance and England, developed a policy
provided massive help to Hanoi, it has
of intervention. The elections scheduled in
furnished weapons and material to other
the Geneva Accords were rejected in Saigon at
nations without our finding it necessary to go
the instigation of Western powers; the Diem
to war; so Moscow could not be named either.
government was established; and at that
Thus, the State Department's publication had
moment and for the first time, there were two
to remain mute about the foreign aggressors
nations in Vietnam. One of them was the
in Indochina; and to its peculiar credit, it did.
artificial creation of European and North
But it also represented and still represents a
American interests, profoundly worried about
process that must be almost unique in human
international communism, in coalition with a
history-a major government's justifying a war
very small minority of Vietnamese nationals,
in which it cannot name its enemy.
many of whose leaders had prospered under
So much, then, for President Nixon's
French rule.
'reference to the communist nature of North
If the President of the United- States
Vietnam: No foreign aggressor exists; the idea
speaks, then, of a "massive invasion of South
o~ an international communist conspiracy
Vietnam" by the "communist armies of
:d1rected from a monolithically fused Moscow
North Vietnam," it helps to be clear about his
and Peking has collapsed into a tragically
meaning. A translation might read this way: A
outdated and invalidated myth that flies in
massive military action has been launched by
'the face of all fact, and our basic reason for
a
popularly
supported
government
involvement has long since disappeared in
(Remember the 80 percent plurality probably
everything except the rhetoric of the
for Ho Chi Minh?) established, like the
American party to this ten-year feud.
American government, through revolution
and
recognized
by
iinternational
What about the theme of a "massive
agreements-the Geneva Accords-against a
.invasion" by one nation of another? Here too
foreign-supported government to the south,
we find a strange and fatal forgetfulness of
established in violation of the Geneva pact,
fact. As a culture and as a people, Vietnam
unrepresentative of
overall Vietnamese
dates from the mists of Asian antiquity. It has
political preferences and cultural values, and
a single language, shares a common tradition
dangerously armed by the United States.
of Buddhist religion, revolves around an
Read this way, Mr. Nixon's request for
agricultural economy, and is based on the
support takes on a somewhat different cast.
profound conventions of predominantly
John Foster Dulles was undoubtedly
village life. Its relationship with China to its
sincere when he interpreted the choice of the
north has for centuries been uneasy and
Vietnamese people for Ho Chi Minh and a
hostile, and its western contacts have been
communist form of nationalism as simply a
largely through France, who established
function of their having no better option
colonial hegemony in Indochina in 1880's.
'available. The alternatives for eighteen years,
\however-from
Diem
to
Thieu-have
Since the 1880s, there has been a consistent
;and mounting movement for independence
repeatedly proved that Mr. Dulles was simply
,among the Vietnamese. In 1920, they sent a
wrong. Hanoi enjoys extensive public and
,deputation to Versailles, pleading for relief
popular support; and the failure of
ifrom the weight of French interests on their
Vietnamization as a policy represents one
Oriental homeland. The plea was rejected; and
more sorry facet of this sad and incredibly
,only after that rejection did the leader of the
destructive error. If the people of South
.Vietnamese delegation, Ho Chi Minh, join the
Vietnam were fighting for their most
fundamental beliefs, one would expect that
new Communist Party-the date was 1922-in
France, where he learned the political ideas
their army, as our military advisers and
observers have repeatedly promised, would
and the strategy of revolution that he used in
throwing
off
the
yoke
of overseas
become a first-class battle force. And yet the
record continues to accumulate that the
domination. One need not corrupt mere
similarities into identities to perceive in this
morale and efficiency of ARVN are somewhat
below Italian or Egyptian standards; whereas
process something very much like the growth
of nationalism and the yearning for
the North Vietnamese, in spite of the
(See VIETS REVISITED, Page Twenty)
independence that acquired such creative
the evergreen state college THE PAPER June, 1972 PAGE ELEVEN
realistic basis for our fears. Since we made the
decision to move militarily into Southeast
Asia, however, it is clear that the whole
foundation of our anxieties has fallen.
Relations between China and Russia have
broken apart. Their diplomatic contacts are
tenuous, and the day is rare when Soviety and
Chinese troops do not clash along the long
border that these nations share. The doctrinal
difference between the Russian reliance on
the proletariat and the Chinese emphasis on
the peasantry as the basis for "true"
communism is ideologically divisive; and the
central interests of the two countries-the rate
of industrialization and the need for
Lebensraum, for example-seldom overlap
and not infrequently conflict with each other.
To insist that they are now in imperialist
concert has about the same validity as
insisting that the United States acts in
conspiratorial partnership with Honduras.

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Counseling
Services

Developmental Services
a model followed by most facu ltv and staff.
Two significant events recently occurred
in the Developmental Services area Lou Ellen
Peffer in a newly created position of director
of Resident Activity and plans to move our
services to the space presently housing the
bookstore.
In creating the position of Resident
Activity director, we desire to increase our
services by trying to anticipate and respond to
resident students' personal needs, while
attempting to com lement the D"recto of
Housin 's operation. Althou'gh this program is
new, we are already seeing some positive
results.
Based on the need for approximately 40
offices for' new faculty, the dominoes recently
began to tumple. We grasped the moment to
develop a scheme for moving student support
offices to the bookstore area. Besides the
natural tie-in several of our services have with
functions ·located on the first floor, like
Student Accounts, our program areas are all
interrelated.
With Health Services in a remote corner
of the first floor, the director of Resident
Activity on the second floor, Financial
Aid/Placement and Counseling outgrowing
their allocated space and me around the
corner, the present bookstore location looks
mighty good. If we are able to move to this
highly visible and locatable area, it will
improve our ability to serve the community.
Most of Pete Steilberg's area will move
into the College Activities Building during the
fall, then the Recreation Building during
Winter quarter (if we are lucky).
As for me, the move will be a cinch. I am
still looking at four blank walls and five boxes
waiting to be unpacked. I could ramble on,
but enough said.
A toast to your summer! If you have
thoughts on any of our services, student
activities, orientation or the like, we would
greatly appreciate receiving them.
Larry Stenberg
Dean of Humanity

I remember a stark new office containing
five boxes of books and other personal
belongings, a desk and a few chairs. The date
was January 3, 1972.
John Finley had left, and I had found a
replacement for the Director of Counseling
Services. That was my first full day as Dean of
Developmental Services.
Since that time, it has remained very
busy. Most of the time has been spent playing
"catch up," a game not foreign to most
Evergreeners. Several new ideas and plans
have been moderately to highly successful,
while others have bombed out.
Offering support, advice (fortunately,
sometimes they don't accept it) and, in rare
cases, a few funds to members of the
Developmental Services staff has been an
extremely rewarding and educational
experience. What makes it so worthwhile is
their support, and high level of skill and
dedication.
I cannot take credit for Pete Steilberg or
Edwina Dorsey being on campus, but my
direct involvement in the hiring of Susie Kent,
Les Eldridge, Lem Stepherson, and Lou Ellen
Peffer are first on an all too short list of
accomplishments. The time and energy this
team gives to serving folks with our
community is something to behold.
If we can be fortunate enough to
continue bringing this kind of talent into the
Developmental Services area, we will become
a better place.
A random view of program development
shows involvement in the creation of our first
floor library lobby coffee shop and recreation
area, Day Care Center project, a
transportation proposal, Racism Workshop,
and Drug Awareness Seminars, plus
continuous involvement with individual
students and student groups and
organizations, an endless list of DTF's and
mountains of other stuff.
This pace means interacting with good
people during the day and working (at least
the reading and paperwork) at night, which is

LooK AT

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LINE.

The ultimate success of Counseling
Services may be predicted on what we
achieved in the area of career exploration for
students. The focus here is upon the
relationship between man ·and his
environment, as it relates to the derivation of
life-sustaining resources and upon that aspect
of self-fulfillment that derives from elementa I
activities relating to simple human
surviva I.
First, it is important that we dea I
with the issue of man's attitude towards his
work. We must address the question of how
man interacts with his environment in dealing
with problems of biological survival as well as
the psychic fulfillment that would also be
derived.
The nature of our work roles, as well as
their relationship to our form of technology,
are based on a set of cultural values that have
been derived from philosophic assumptions,
religious values, economics, and our view of
what man is.
These assumptions need to be
illuminated and understood in terms of their
source, as well as their future implications.
Second, the concept of property, or
more generally "how man views his
inclination to possess and share goods and
what form this expression might take in
different cultures, deserves special attention
as a continuous human problem.
Third, the structures of technology as
the most advanced appropriate system devised
by man with all of its benefits as well as its
attendent hazards, in addition to the
implication this holds for the future
development of human society, would remain
a foca I aspect of this kind of career
exploration.
All of these notions in some sense relate
to the problem of economy or the
-·~---~
resource-deriv1ng aspect of the b
spectrum of human existence.
-Lem Stepherson
Counseling Services

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the evergreen state college THE PAPER June, 1972 PAGE THIRTEEN

I

Bookstore

This has been a year of transition and
growth for the TESC bookstore. In August
1971 the first bookstore operation in the
shops building, working out of a "shoe box",
according to Doris McCarty, Bookstore
Manager.
The initial sale of books to students,
scattered throughout the country, was
handled by mail order.
October 29 was the big day for the
bookstore opening in its second temporary
location in the Library building. For the fall
opening the store had 15,000 program books,
2,000 general trade book titles, program
supplies, sundry items and sweatshirts. More
than 106,000 titles are now available in
oaperback and the tendency is to suggest
them
in rapidly increasing quantities.
Additional titles have been incorporated into
the programs and general trade book sections
throughout the year.
Input from students and faculty has given
the bookstore the information needed for the
magazine selections. In this area they will add
or delete as interest dictates.
By bringing the best of new and time-tried
selections to the store shelves, the bookstore
has a constructive influence on student
interest in books. The goal has been to make
available a complete selection of books for
each field of study.
Sales figures indicate students at Evergreen
are interested in books. Percentage of sales by
department, as compared to total sales, show

50% of total sales in program books, 20% of
sales in general trade books, the balance of
30% divided between program supplies, and
related items.
Input from students wi II continue to be the
dominating factor in the selection of new
lines of merchandise. With the athletic
building nearing completion, they have had
numerous inquiries on stocking athletic
supplies. This would include such equipment
as handball gloves, handballs, squash, tennis
. and other equipment. TESC's bookstore will
I include these items in our fall inventory.
Student feedback concerning bookstore
operation has been generally favorable. There
is always the concern of the high cost of
••' books. Students question why discount
houses are able to sell their books at less than

\

1

list price. First, books are only a sma II part o1
the total volume of a discount house. The
bulk of sales is made up of merchandise witt
a much greater operating margin. Discoun·
houses generally stock only current bes·
sellers and/or mass market paperbacks for the
fast turnover. Whereas, the College Bookston
must serve the total needs of the college
student. This means stocking a complete lim
of quality paperbacks to provide the broac
range of titles desired to support academic
programs.
During July of this year the bookstore will
move into its permanent location in the
activities building. We are very excited about
our new expanded facility. Our bright, nell\
home has warmth and appeal for the serious
reader or casual browser.

OVING
Take Advantage Of Our Special
Clearance Before The Summer's Move To Our
Permanent Activities Building Location!

All Records
REGULAR MONO & STEREO STOCK
"EVERYTHING ON THE RACK"

lO'Yo off

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Posters
Stationery
Candles

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I

Pub

Live Entertainment Fridav and Saturdav Nights

PUB TIME 4:30 to 6:30pm
7 Days a Week
123 West 5th

15• SCOOnerS

at Columbia Street

PAGE FOURTEEN the eve11 reen state colle e THE PAPER June 1972

Tape Recorders
Attathe Cases
Straw Tote Bags

15«yo off

TESC

BOO I( STORE
Room 207, Activities Building

..

Business Services Increase
BUSINESS SERVICES
"Business Services" at Evergreen refers to
the many functional areas which are necessary
to support the academic programs. These
Services include: Telephones, Mail Service,
Purchasing, Central Stores, Delivery Services,
Central Receiving, Stenographic Services and
The Print Shop.
Each area has been designed to fill a
need thus allowing the individual programs to
be completed in the most efficient manner
possible.
PURCHASING
The Purchasing Office, in discharging its
responsibilities for the procurement of all
supplies and equipment used at the college
during this past academic year, processed
approximately 2,600 purchase requisitions
accounting for the expenditure of nearly 1.4
million.
In compliance with the legal requirements
for obtaining competition the purchasing
office mailed approximately 1,500 formal
bids and performed 290 bid openings since
the beginning of this academic year.

We are extremely appreciative of the
technical support, and cooperation received
from all areas of the campus community. This
has enabled the College to obtain many
outstanding values stretching the procurement
dollar to the farthest extent possible.
CAMPUS STORES
The Campus Stores function at TESC is to
provide supplies and materials to the
Academic, Administrative and Maintenance
areas of campus.
As the physical size and the increase of
enrollment continues on a steady incline the
support required by Campus Stores also
increases at the same rate.
Campus Stores has in inventory items
ranging from office supplies, which include all
general office supplies that are used in the
day-to-day paper work jungle, to the
maintenance suppJies which include nuts,
bolts, plywood, and other material required
to maintain the campus facilities. We have an
inventory at the present time approximately
950 different line items and process on an
average of 300
Inter-budgetary transfers
per month.

PRINT SHOP
The opening of the print shop filled a vital
need in the Business Services area. The shop
currently is operating as a "quick print"
center and can handle many of your printing
requirements. Orders can be fi lied on a cash
basis to fill your personal needs.
The shop is currently operating with a
2650 Addressograph - Multilith offsett press,
a Bruning, 2,000 plate maker, a 1218 ltek
photo direct process camera, a Xerox 7,000
duplicator plus miscellaneous items.
On a typical day we make about 20,000
impressions which calculates out to be
400,000 impressions per month.
The main warehouse for Campus Stores is
located in a 3800 square foot warehouse
adjacent to the Shops and Garages. An Office
Supply Self-Service Store is located in room
1411 in the Library Building, and film stock
is located in the Media-Loan area.
We are always at the disposal of all
budgetary units to place in inventory any
items that will be of general use and, through
quanity purchases, arrive at the lowest price
possible.
The future goals of Campus Stores is that
of providing all general use supplies as
required by our customers, with continual
growth in the number of stock items and the
opening of a Sub Store in the Science
Building to provide technical supplies for the
upcoming Science programs.

CAMPUS MAlL SERVICES
At the beginning of the 71-72 school year,
STENOGRAPHIC SERVICES CENTER
For the period July 1 through April 25, the
Campus Mail Service was located in a
Stenographic Services Center received 1,208
temporary facility, commonly known as the
requests for work to be performed from
"Probst House". Campus Mail Service was the
members of the Evergreen community.
last operation to move into a permanent
Although the number of Work Orders
location in the Library Building. During this
equates to approximately 5 per day, the totals
period it was necessary for students to call for
of the different kinds of requests conveys
their personal mail at the campus mail room
another picture. During this 10-month period
until individuals mail boxes were installed in
a total of 6,145 original letters were
the resident buildings. At this time agreement
completed; 63 statistical reports were
was reached with the U.S. Post Ofrice to
produced--each one averaging 27 pages;
furnish direct delivery to the resident
almost 100 belts were transcribed; and there
buildings on a six day week schedule.
were 293 various requests for other types of
The average mail handled during the 71-72
work. From July to the end of January
school year has been approximately 52,000
Stenographic Services provided the campus
pieces per month, which does not include
with mimeographing--our "Print Shop". We
intra-campus mail, at an average cost of
received 285 requests for mimeographing
$1,500 per month. After all staff and faculty
during this period--some jobs were only 1
moved to the Library Building and settled in a
page, others as large as 25 pages. At the end
permanent location, mail service went from
of January our most warm welcome went to
approximately ten mail delivery stops daily to
Jim Spivey and his operation.
thirty-four stops daily.
From the period Feb. 10 to April 30,
In order to provide the best and most
110,090 lines of copy were produced on the
complete personal postal service possible an
power keyboard equipment in a total of 888
agreement was reached with the U.S. Post
machine hours (actual time machines were
Office to install a self-service postal unit in
used). This equals 124 lines of copy per hour
the Activities Building. This facility will be
per machine or 2.06 lines per minute.
operational with the 72-73 school year.
the evergreen state college THE PAPER June, 1972 PAGE FIFTEE/1

Schedule posted
THE EVERGREEN STATE COLLEGE
SCHEDULE OF ACTIVITY
.PERTAINING TO 1972-73 ACADEMIC YEAR
1972
May 22-Program selection questionnaires
returned to Deans.
June 9-Last day of Exit Interview wherein
current student registers decision not to
return fall quarter.
July 1-Deadline for students to make
application for Financial Aid.
July 17-21-Financial Aid Award packages
and acceptance forms mailed to students.
July 31-Deadline for return of signed
financial aid acceptance letters to Financial
Aid Office.
August 4-Program
assignments
to
coordinator to the Registrar; Financial Aid
Awards to the Students Accounts Office.
August 11-Deadline for address changes at
the Registrar's Office.
August 16-Last day for students, seeking
assistance in locating fall quarter internships,
to file internship request cards with the Office
of Cooperative Education.
August 18-Mail registration packets to all
eligible students. Packet will include: Program

Selection Card, Student Records Audit,
Billing Statement, Billing Card, Return
Envelope, General Instructions and Schedule .
September 1-Deadline for payment of full
fees and return of the Program Selection
Card. Return in orange envelope to the
Student Accounts Office. Only fully paid
Program Selection Cards will be forwarded to
the Registrar. When payments are mailed, the
envelope must be postmarked by this date.
September 7-Drop all students not paid,
and replace the no-shows from the
Admissions waiting list.
September 24-Deadline for students
accepted from the waiting list to fully pay
fees, and return the signed Program Selection
Card.
September 25-29~Check-ln
and
Orientation Week. A period for students to
check into housing, have I.D. photos taken,
complete Insurance decisions, sign NDSL
notes and conduct such other transactions as
may be appropriate. This orientation is not
specifically an academic orientation and in
fact, should not drain the faculty' of time
needed for their own orientation; however,
faculty may be available for two hours daily
for conferences and advising.
October 2-First day of Fall quarter
instruction.
October 6-Contracts due in Registrar's
office from the respective faculty sponsor.
Internship Agreements (signed by faculty
sponsor and field supervisor) due in Office of
Cooperative Education.
October 13 or 16-(Depending on whether
October 9 is class day) Tenth Class Day,
formal Enrollment Reports for the Office of
Program Planning and Fiscal Management
(OPP&FM).
December 1-Bills delivered for Winter
quarter.
December 13-Last day for students
seeking assistance in locating winter quarter
internships to file internship request cards
with the Office of Cooperative Education.
December 15-Last day of Fall quarter;
deadline for payment of Winter quarter
tuition or Exit Interviews.
December 18-Drop all students not paid,
and replace no-shows from Admissions
waiting list.
December
31-Deadline for student~
accepted fro'm waiting list to fully pay fees
and return the signed program selection card.

Mad Hatter and/or Napoleon???
1973
January 2-First day o( Winter quarter
instruction.
January 9-Tenth Class Day, formal
Enrollment Reports for OPP&FM.
February 19-Last day for students,
seeking assistance in locating spring quarter
internships, to file internship request cards
with the Office of Cooperative Education.
March 1-Bills delivered for Spring quarter.
March 16-Last day of Winter quarter;
deadline for payment of Spring quarter
tuition or Exit Interview.
March 18-Drop all students not paid and
replace no-shows from Admissions waiting
list.
March 20-Deadline for students accepted
from the waiting list to fully pay fees and
return the signed Program Selection Card.
March 26-First day of Spring quarter
instruction.
April
9-Tenth
Class
Day,
formal
Enrollment Reports for OPP&FM.
June 8-Last day of Spring quarter.

Yacht club sails
What is a yacht club without boats? That
question will no longer be asked. Evergreen's
Geoduck Yacht Club now has their boats.
Thanks to $1400 from the Services and
Activities Fund and a donation of $750 from
the Northwest Marine Industries the club was
able to purchase two 14' C-Larks. Thanks to
another donner a 15%' Snipe is also available.
These boats will be undergoing testing
for seaworthyness all summer and will be
ready for use by club members at the
beginning of the fall term.
All persons planning on being around
next year and interested in yachting are urged
to contact Dave Smullin in room 3228A or
call him at 943-2980. But hurry1 Dave will be
gone all summer to Massachusettes·
sailing?
'

Return all Library Materials by Friday, June 9. Return all Library Materials by Friday, June 9. Return all Library Materials by Friday, June 9. Return all Library Materials by F
riday, June 9. Return all Library Materials by Friday, June 9. Return aU Library Materials by Friday, June 9. Return aU Library Materials by Friday June. 9. Return all Library Mat
erials by Friday, June 9. Return all Library Materials by Friday, June 8. Return aU Library Materials by Friday, June 9. Return all Library Materials by Friday, June 9. Return aU Li
brary Materials by Friday, June 9. Return all Library Materials by Friday, June 9. Return aU Library Materials by Friday, June 9. Return all Library Materials by Friday, June 9. Re
turn all Library Materials by Friday, June 9. Return aU Library Materials by Friday, June 9. Return all Library Materials by Friday, June 9. Return all Library Materials by Friday, J
And Come See Us Again Some Time.

PAGE SIXTEEN the evergreen state college THE PAPER June, 1972

2nd In a series of paid political advertisements

Hard work pays off
By CHARLES STEVENS
Evergreen Environment
From its inception in December, 1971 the
Cooper Point Association's immediate general
goal has been to "assure that the future
growth of Cooper Point is compatable with its
existing natural beauty and with the desires of
its residents." This is a fairly innocuous
sounding (though worthwhile) purpose. But
underlying this theme is perhaps a unique
attempt to formulate a new land-use
philosophy, or "land ethic" if you will.
Alternatives to the American gridded suburb
will have to be chosen soon.
As William Whyte, author of "The Last
Landscape" notes, "We have been the most
prodigal of people with land, and for years we
wasted it with impunity. There was so much
of it, and no matter how much we fouled it
there was always more over the next hill, o;
so it seemed." But Cooper Point is one of the
last hills. Many residents realize this and we
are striving hard to preserve its integrity,
rather than moving on to the next frontier. It
does seem a shame that so much land in our
country must be ill-used before people are
ready to plan wisely for its use.
It has come to the point where strict
adherence to the "frontier ethic" will not
work if we are to provide ourselves with a
livable
environment.
Included
in
this
out-dated philosophy is the idea that a man
has the right to do anything with his land that
he desires. This is the type of pioneer spirit
that has created the strip commercial
development with four gas stations at every
intersection. How to prepare for a wise
development pattern and yet allow for a
maximum of individual property freedom is
but one of the conflicts that the Cooper Point
Association finds itself entangled in.
To realize the goal of a thoughtfully
designed Cooper Point requires, above all else,
a perserverance and total dedication to a
vision that has never before been made
tangible. So many of the traditional land-use
strategies have been rejected by the
Association because they have failed in the
past. These include the techniques of zoning
and of using projected population figures as
planning references. But this means that the
Association is sailing relatively uncharted
waters, with few lights to guide it.
One thing is certain, though, and that is

that the pressures to develop Cooper Point
will increase as time goes on. It is of no use to
build an exclusionary fence around the
Point-the market demands make this an
unrealistic alternative. The Association has
chosen the tack of compromising the dreams
for an untouched Point with the impending
figure growth of the area.
In fact, much of the influence of the
Association lies in the ability to compromise,
for without compromise there is no
community support. And without the support
of the community the efforts of the
Association will be worth nothing. The
hard-core preservationists must be reconciled
to the large land owners who wish to develop
their holdings to the maximum. Concessions
must also be made to the existing legal
structure, much of which is still geared to the
antiquated frontier philosophy. For example,
it is impossible to designate particularly
beautiful or geologically sensitive areas as
open space, for that would be denying the
owner of those lands the right to do as he
pleases with them.
Perhaps the biggest compromise of all
comes in compromising the tactics without

compromising the ideals underlying those
tactics.
There is hope for the future of Cooper
Point. Once people come together and begin
to discuss their differences they discover that
their goals are really very much the same.
There is not really such a great chasm
between
residents,
developers,
and
government officials as there might appear at
first. What is a genuine asset to one party is
likely to be an asset to the others, as well, if it
well thought out.
Perhaps the Association's greatest plus is
the diverse mix of people it has attracted, and
the resources each of these groups have
contributed. There are the numerous state
employees with expertise in planning, law,
engineering, and other fields. There are the
many concerned residents who contribute
their time and efforts towards realizing a
common goal. And there are the students,
who provide much of the legwork and some
of the idealism necessary to the Association's
functioning.
One gets the feeling that, with all of these
avenues open to planning for a wise growth of
Cooper Point, if we fail here ... where can we
possibly succeed?

Shoreline inventory
Three students from Evergreen, one of
them a graduating senior will spend the
summer months helping the Thurston
Regional Planning Office conduct a shoreline
management inventory of the county. All
three
students
are
from
Evergreen's
Environmental Design Coordinated Studies
Program.
The senior, Tyler Robinson of Olympia,
will be a full-time summer employee and,
under supervision of a regional planning staff
member, will carry primary responsibility for
the inventory work. The others--Debbie Lev
of Portland and Phil Bridges of Olympia--will
work with Robinson as summer Contracted
Studies interns through the college's Office of
Cooperative Education and wi II receive fu II
academic credit for their work.
The inventory--scheduled to be completed
by November--is the first phase of the
collection of data required by state law for
establishment of a shore I ine master plan for
Thurston County. The plan, which probably
will be completed during 1973, will cover all

county shorelines, including salt water, lakes
and rivers in incorporated and unincorporated
areas alike.
Work this summer will include collection of
data about physical features of the various
shorelines--soils, slopes, vegetation, beach
characteristics, etc.; man-made shoreline
alterations--docks,
bulkheads,
residences,
roads, utilities, parks, agricultural and
commercial uses; and information about
existing plans and ordinances that apply
controls over land use in shoreline areas.
Officials in the Regional Planning Office
say they hope to continue utilizing Evergreen
interns during the 1972-73 school year, not
only in terms of the shoreline study but in
various other phases of county planning.
Robinson, Ms. Lev and Bridges all
participated in the Cooper Point Association
land use study project during the last several
months, giving them the kind of background
and skills that made their work on the
shoreline management inventory possible.

WESTSIDE SPEED WASH
1214 West Harrison

Open Daily 8 a.m. to 10 p.m.

UNCLASSIFIED&
FREE: 20 ton Rock. Haul away and
its yours. 352-5353.

FOR 5A LE: Portable Adler
Typerwriter, Good condition, Best
offer, See Susan in RM 3122 or call
753
3340

WANTED: 6 week old Siamese kitten
as birthday gift for 3 year old.
352-5353.

SPACE BELOW DONA TED FOR PERSONAL ADS
FOR THE TESC STUDENT COMMUNITY BY
WESTSIDE SPEED WASH
FOR SALE: Roll..a -way bed.
Bigger than most - 48" wide.
Clean and In excellent condition.
$40.00, 943-7579.

FOR SALE: Maytag WaSher and
Dryer, Good condition for older set.
Make offer 352-5353.

Seven months ago, over Thanksgiving weekend, the birth of Evergreen's The Paper (after an
extremely difficult gestration period) came about primarily through the advance advertising
commitment of Hollis and Marilyn Sweeney of Westside speedwash. Community members
of this calibre we can always accept as business accounts.
The Paper Co-operative
the evergreen state college THE PAPER June, 1972 PAGE SEVENTEEN

Transportation
Alternate
transportation
sought

by TESC

The need for a good transportation system
to and from campus other than by personal
automobiles has been apparent all year long.
But the solution to the problem is obviously
not the system initiated by the student DTF
on alternate transportation and Olympia
Transit available this quarter. Presumably
because of limited scheduling (three round
trips per day between TESC and the west
side), the service has failed to receive the
response from students and staff necessary to
warrant its continuation next year without
major changes. This is in spite of the fact that
the fare is only ten cents, with free transfer
privileges to anywhere on the regular Olympia
Transit system. The average daily passenger
load has been approximately eight to ten
people. The Student Services and Activities
Fees Board which funded the project for
$1050 this quarter, would find it difficult to
continue funding such a little used service
next year.
So where do we go from here? Students,
working with Dean of Developmental Services
Larry Stenberg, are looking at the possibilities
of the institution purchasing sma II mini-bus
type vehicles to operate a frequently
scheduled shuttle bus service between
Evergreen and the city. Perhaps the biggest
expense, that of paying the drivers, could be
lessened by employing work -study students to
drive the buses.
Or perhaps a truly community-based

system can be organized, with community
members who own their own sma II busses and
vans offering to make their vehicles and
driving services available for a few hours a
week, in exchange for extra cash.
Whatever the strategy chosen, it will
require money to implement. One source is
the S & A fund, but the resources available
there may be too meager to fund a year-long
comprehensive system. Another possibility is
an additional student fee, much the same as
the school insurance program is funded. A
student automatically is billed for transit
service along with the tuition bill. If he/she
does not desire to help fund transit service
he/she returns a waiver card and is not
required to pay the extra fee (and, naturally,

rei inqu ishes the right to use the service).
Official permission to use this method
raising funds must be given by the Board
Trustees, and (after more study) a
presentation at the regular June meeting
the board is planned.
There is a great deal of work to be
yet, and it is certain that Evergreen will aga
be without an efficient alternative
automobile transportation next year unl
students pitch in and begin to lay
groundwork now. If you have ideas of y
own to contribute, or just a healthy i
in helping out, contact Larry Stenberg
make your presence (and ideas) known.
Charles ...:..-~...... h.~ -'

''Man Does Not Llive By Bread Alone . ..

Congratulates .the "pioneer" graduates of
The Evergreen State College's first year
.. .and invites all of our "new'' neighbors
to stop by this summer and into the new
academic year(s) . ..
HOURS: Monday -Saturday 9am to 9pm
Sunday 11am to 7 pm

PETERSON$

WESTSIDE SHOPPING CENTER
Harrison Street at Division Avenue

WESTSIDE CENTER "Q"
OLYMPIA, WASHINGTON
Telephone 352-4868

PAGE EIGHTEEN the evergreen state college THE PAPER June, 1972

5 & A spends $44,270

Lauren "Boo" Biddle becomes engrossed in the latest
edition of The Paper', rushed fresh off the presses to
TESC, preserving a perfect deadline record-late.

By LAURIE TITUS
The Service and Activity Board was set up
to handle money making decisions for the
students here at Evergreen. The board consists
of eight students, the Dean of Developmental
Services, the Director of Recreation and
Campus Activities, and the Vice President of
Business or a representative. The students are
selected through a computer list designed for
random selection and serve from a one- to
three-month
period. The other board
members are considered resource people with
no voting power except the Dean of
Developmental Services who has veto power
over any decisions of the board.
The board began this academic year with
$37,270 in funds with another $7,000 being
added later on, making a total of $44,270 in
the Service and Activities Fund. As this was
Evergreen's first year, the board did not "get
on its feet" until January. This resulted in
some very trying and hectic meetings and
many long hours of hearings and deliberations
for the board members. Following is a list of
allocations that were made this year.
1. Indian Center .................$3,000;
2. Organic Farm .................$1 ,000;
3. Utility Gym ..................$2,200;
4. FM Radio ....................$4,675;
5. Faith Center ................... $750;
6. Asphodel Fields Theater .........$3,400;
7. Yacht Club ...................$1 ,400;
8. Entertainment ................$3,225;

9. Optical Printer ................. $150;
10. Mecha .................... . . $3,000;
11. Internship Program ..............$119;
12. Judo Club .................... $466;
13. Ujamaa .....................$3, 135;
14. Community paper ............$2,500;
15. Jazz Ensemble ................ $500;
16. Chamber Singers ............... $300;
17. Don Heard Award ....... . ...... $25;
18. Poetry Anthology .............. $850;
19. Visiting Photographers ........... $700;
20. Outdoor Activities ............ $2,000;
21. Evergreen Film ................ $327;
22. Communications Network ........ $29;
23. Day Care Center ..............$4,290;
24. Rowing Club ................. $340;
25. Bus ........................$1 ,050;
26. Dark Room .................. $773;
27. Stair Mural ................... $204;
28. Newspaper No. 2 ............. $2,700.
Despite frequent criticism and complaints
concerning some decisions of the board,
attendance at meetings was very low.
The board is now beginning to review all
decisions that were made this year in an effort
to help make better decisions for the
upcoming year. They also plan on making a
majority of their decisions by the beginning
of fall quarter. This will better enable the
various clubs and individuals to begin their
activities at the beginning of next year, not
late into the quarter.

Man and Art program
' agon stair,s'
A winding four-story stairwell adjacent
to the Library's busy bank of elevators has
become a virtual classroom during Spring
quarter as art students and faculty press
toward completion of a most unique
academic team project.
Conceived three months ago by Man and
Art coordinator Jose Arguelles, the project
involves painting a dragon mural all the way
up the stairwell. Painting, begun late in
March, will be completed this month.
Evergreen's stairway mural, decidedly an
interesting and creative experience, has
aroused considerable curiosity on the part of
community members as well as campus
visitors. It also has increased use of the
elevators, when sections of the stairwell were
c lased periodically to allow painting to
proceed without hindrance.
"This project was intended as a means of
gathering together and focusing the energy of
students interested in painting," Arguelles
said. "It was intended to give them a
constructive goal to work toward, a sense of
achievement, and to indicate that the building
is theirs to respect and enjoy. We have hoped
all along that completion of this work will
lead to similar opportunities for students and
that other paintings may be done in
prominent public areas on the campus."
"The winding stairwell suggested the

dragon motif for our work," he continued.
"The dragon is a prominent symbol in many
cultures-European, Native America, Chinese,
Japanese, African and Indian-expressing a
variety of qualities, ranging from the most
ferocious to the most sublime. The initial plan
suggested that the dragon pass through four
elements-earth, water, air and fire, sort of an
open-ended symbol through which various
ideas could be reflected and expressed
simultaneously."
Execution of the plan fell upon the
shoulders of Arguelles' wife, Miriam, and a
platoom of Evergreen painters, most of them
members of the Man and Art program.
Following three weeks of planning
sessions-each involving discussion of
preliminary drawings-the painting project
was launched as Spring Quarter opened.
Community participants in the mural
painting project include Drew Elicker, Olaf
Erickson, Lydia Funk, Nancy Hendler, Anne
Huber, Carol Jones, Nancy Messenger, Nancy
Norman, Mark Reeves and Eve Shaw, all of
Man and Art; Jay Cate of Communications
and Intelligence; Mary Frye of Causality,
Freedom and Chance; and Wanda Thompson
of Space, Time and Form.
Also contributing their time and talent
were faculty members Darrell Phare and Cruz
Esquivel.

...

\fi

I

Evergreeners, Have a Good Vacation

~~de~;~ ~:: ~~~h~se~~~;a~~

~:1707 West Harrison at N. Decatur

Phone 352-4751'

Man and Art students rush to finish the Dragon
Mural on the staircase of the Library Building.

io''•·

......

1l~f

lfrsers I
.~

·:;:::::::~=~=~=~=~=~=~=~=~=~===~:::::::::::::::::::::::~:::::::::::::::::::::~~~=~=::::::~~;~~===~~:::::::::::::::::::::~====~~:::::::::::::::::::::::::::::::::::::::::::::::;:::·:·:·:·:·:·:·:·:·:·:::·:·:::::::·::::::::::::::::::::::::::::::::::::::::::: ·

the evergreen state college THE PAPER June, 1972 PAGE NINETEEN

Viets revisited
(CONTINUED FROM PAGE ELEVEN)
explosives concentrated on their bases and
unfailingly defy the efforts of the strongest
nation on earth to bring them to heel and
show no persuasive signs of exhaustion in
doing so.
Just as there is no foreign power behind the
North Vietnamese, and just as Hanoi cannot
be sensibly considered an arm of a
conspiratorial Sino-Soviet bloc of imperial
communists exploring methods of planetary
subjugation, so there are not two bona fide
nations in Vietnam or a popular will in the
south being crushed under the iron boot of
some sma II but powerfu I group of northern
insurrectionists. Neither the nature of Hanoi's
communism nor the concept of an invasion of
one sovereign nation by another holds the
water that would warrant the billions of
dollars or the thousands of lives that we have
already spent in Indochina and that we are
now asked to invest in still greater numbers.

America has no serious or compelling interests
in Vietnam.
But what about the 60,000 Americans
whose safety is at issue and the 17 million
South Vietnamese threatened with a form of
government that they don't want? If the
protection of the 60,000 Americans is of real
concern, the answer is quite uncomplicated:
Bring them home. Whatever the state of crime
on our city streets, the United States will
prove far safer for them than the civil war
battlefields of Southeast Asia. And as for the
17 million South Vietnamese in peril of what
is called communism, two considerations
seem paramount: One is that we have been
tragically in error in our understanding both
of what "communism" means in Indochina
and of the kind of popular support that
Indochinese
nationalist
communism
commands. It is high time that we withdrew
that kind of mistake from the context within
which the Vietnamese people must settle in

THEY SAib

THE.YlJERE.

WlfUVDU ..

I
•

TrfATS

IAJHY

You'RE.
NoT
WfTH

ME-

PAGE TWENTY the evergreen state college THE PAPER June, 1972

their own way whatever differences may exis·
among themselves. Second, the extent tc
which our presence is genuinely desired ever
below the 17th parallel seems at best to be
moot. Are we really responding to pleas frorr
17 million people for help, or are we merel~
pursuing that ancient ogre of the internationa
communism conspiracy, unable to awake
from our nightmare although remarkabl)
adept at rationalizing it?
Finally, there are those offers by Presiden
Nixon. One cannot quarrel with the imposec
condition of the return of American prisoner.
of war. One can ask, however, if the return o
these men cannot be expected or agreed upor
as a result of American withdrawal of military
forces. As for the internationally supervise
ceasefire, it defines a highly desirable state o
affairs, but it entails two questions: Would i
not constitute a more acceptable arrangemen
if it were made contingent on U.
withdrawal? From the point of view of th
Vietnamese, both North and South,
ceasefire would gyarantee a degree of highl
beneficial security as the foundation fo
internal political settlements once foreig
powers were removed from the scene. T
insist on the ceasefi re as a condition of ou
leaving Indochina is to insist on our retainin
the role of righteous policeman in an Asiati
precinct, and it is no surprise that thi
insistence has been rejected by the Nort
Vietnamese negotiators in Paris. Second, wha
nations would be acceptable as th
international supervisors? One fears that thi
inevitable query could become the center of
haggle between Washington and Hanoi tha
could last literally for years-years durin
which the fighting would continue. On th
other hand, the appointment of internationa
supervisors by the Vietnamese, once th
American presence no longer lies o
Southeast Asia, might be achieved wit
reasonable comfort and rapidity with fe
more restrictions than, say, the elimination o
the Soviet Union, China, and France from the
list of nations to be considered.
But central in the President's offers is the
promise to withdraw "all American force
from Vietnam within four months" of
ceasefire. If such a promise can be mad
against such a date, why can not th
withdrawal be begun immediately? If th
North Vietnamese can be trusted to honor
ceasefire without the American air force an
navy to enforce it at that future time, wh
can they not be trusted to behave in
similarly expected fashion if the conditions o
a ceasefire are almost by definition, institute
at once by our leaving Indochina now? AI
that is required is an inversion of the sequence
that the President has articulated: Instead o
making the return of the POWs and th
institution of an internationally supervise
ceasefire the conditions of our withdrawal, w
offer our immediate withdrawal as the
condition for the return of the prisoners an
the establishment of the ceasefire.
Although it is not entirely clear from his
speech, one suspects that President Nixon's
reluctance on this score stems from his desire
for "peace with honor." The history of the
American involvement in Vietnam is a history
of tragic error and misunderstanding. Erron
and misunderstanding are part of the human
condition; and no nation, like no individual,
can be properly or decently fau Ited for long
because of serious and even tragic mistakes.
But the perpetuation of error in the face of
opportunities to correct it, the insistence on
rightness after one's misreadings and
misunderstandings have been thoroughly
exposed, can only be named as dishonorable,
humiliating, and shameful. The road to
American honor and the path back to
American
pride
lie
through
the
acknowledgement of error, an immediate
withdrawal from Indochina, and the closing
of the curtain on this tragedy that we have so
destructively and unnecessarily produced and
prolonged.

Note: This statement represents my own
views, and in no way reflects a position taken
by The Evergreen State College, which has no
institutional stance toward the war in
Southeast Asia. -EJS

Contemporary American Minorities

Every picture tells a story

A seminar in progress.
One of the many ways of learning at Evergreen is by computer.

Medard Delgado, faculty member, speaks as Rudy Martin,
C.A.M. oro.Qram coordinator listens.

Participation in discussion brings understanding.

0

Include among the many extra curricular involvement of C.A.M. women was participation in various
student organizations. Students pictured above have actively worked for the Ujamaa Society and
Mecha, organizations set up to promote better understan,ding among people of different races.
PAGE TWENTY-TWO the evergreen state college THE PAPER June, 1972

C.A.M. students question a society, seeking
solutions to the problems that have troubled many
for ages.

Causality, Freedom and Chance

Change

•

IS

for the better

By KEN BALSLEY
The Causality, Freedom, and Chance
program, in the third quarter, has undergone a
change in direction as well as in format, from
that which was originally conceived.
According to Will Humphreys, the
coordinator, it has proved to be exciting and
has had a profound effect for all involved.
In the third quarter, members of the
program were to have studied non-scientic
and anti-scientific views of human freedom
and causality with emphasis on philosophic
theories outside of science. Instead, students
in the Causality program are attempting to
design "The Perfect Society." The reasons for
the change in direction were many. Students
as well as the faculty were very disappointed
in the success of the required reading list. Its
pattern of cohesiveness wasn't clear and it was
felt that more could have been gained from
the material. Interest on the part of some
students in the program
was
lacking. A number of students had asked for
more participation in the planning of the last
quarter, and it became necessary to break the
log jams in the form and content. "It was a
good move," said Humphreys.
In order to facilitate the designing of the
perfect society, the Causality program was
broken down into a number of seminar
groups consisting of: Science and Society,
Pnilosophy, Religion and the Arts, Politics,
Government and law, Family Structure and
Social Norms, Physical Environment,
Education and Psychology,Communications,
and Control of Technology. Each student in
the program is to belong to two of the
seminar groups. There is also a Biology and
Mathematics worksho
ffered for those
interes ea.
e seminar groups mee
separately and once each week representatives
from each group meet to keep each other
informed and to maintain a sense of direction.

Students sit enthralled as Gregg Portnoff conducts leisurely seminar.

In the final weeks all groups meet together to
try and tie all findings together in a cohesive
document.
In order to gain more information and to
test the validity of their findings, experts in
the various fields, from outside the Evergreen
Community have been invited to part icipate.

Services Reginald Howell, Legal Offender
Program, Dave Webster, Balif State Supreme
Court, Mrs. Garret Heyns on prison reform,
Dr. Rodney Brown, St. Peter's Hospital, Dick
Pust and Don Jones, KGY radio, and Eugene
Fry and Ernest McGee, Olympia Telecable.
This list is not inclusive and other participants

part icipate, include : Her ert and arol Fu er,
lawyers, Jerome Buzzard, past Thurston
County Prosecutor, James Do II iver,
administrative assistant to the governor,
Richard Hemstad from the governor's office,
Wendell Allen and William Drummond,
Department of Public Instruction, Dan Ward,
director of Commerce and Economic
Development, Tom Jenkinson, city planner,
Vancouver, Washington, James Lastrapes,
Highway Department, Ted Schmidt, Olympia
Brewing Company, Conrad Graham, Director
of Training Department of Social and Health

Joseph Shoben as well as members of the
Causality program.
What has been the result of the change?
Humphrey says, "People are getting involved
in the activities. They see how their reading
this quarter relates to last qu~~er.
Participation has been better. More grat1fymg
things have happened this quarter than
before.''
The Causa I ity, Freedom, and Chance
program took a chance, and the change of
direction seems to have been for the better.

are the result of hard effort on the part of

Will Humphreys does his tour of duty

John Thompson, Cindy Olsen, Mary Frye and Richard Gustafson take part in seminar on Fox Island.

in Fox Island kitchen.

Friendship continued through entire year.
the evergreen state college THE PAPER June, 1972 PAGE TWENTY-THREE

Communications and· Intelligence

Communicator scores approac
By FRED RETES
The Communications program at
Evergreen last Fall quarter was parochial and
unrealistic.
My experience with the program leads
me to believe that the program was more
occupied in maintaining its own peculiar
notions of "integrity" than in educating
students.
That in itself is not unusual for schools
or Universities which make no claim at being
"forward-looking" or "revolutionary," but at
Evergreen it is disappointing, frustrating and
hypocritical.
I will clarify what I mean by "peculiar
notions of integrity." The following is an

choosing only to recognize 'certain' of these
Articles as being valid in my case.
When I spoke to my advisor about my
credit standing, he referred to Article I as a
basis for denying credit. On this basis, he
decided that I am to get 0 credit for last
quarter.
Under Article I there are eight items, and
he insisted that only two were the real criteria
for his decision.
Those two were Itern B: "To attend and
participate in seminars" and Item F:
"Participate in evaluation procedures."
I pointed out that I had completed the
other six items, which were: to read materials
on the reading list, attend and participate in
film sessions, participate in specific
seminar-designated functions, accept
production team assignments and to maintain
a portfolio.
I asked why these other items were
included if they were not to be considered in
granting credit. His response was that he
considered Items B and F to be the most
important and, in the final analysis, the only
variables to be considered.
In other words, attendance and
participation are more important than any
work or assignments one might complete. As
though, be some mysterious process of
osmosis, students would absorb the
knowledge presented at seminars, regardless
of how repetitious or tedious those seminars
may be.
I can think of only one other example of
that kind of educational Weltanschaung-the
high school shop class, where "tardies" and
"absences" affect academic standing.
No credit at all is totally unjustifiable to
me and indicates the real nature of this

were selected, and partly because in the
Communications Program there is no
communication.
I attended seminars frequently under the
wrong advisor until I was informed much later
as to which seminar group I was really in.
Obviously "adherence" to shooting
ratios is not as important as stressed in the
Article VII' "Failure to submit an up-dated
portfolio at the end of the quarter wi II
constitute a "no credit" situation."
I do have an "up-dated portfolio!" It
contains the sti 11-photo assignment with the
comments below each picture, the picture
storyboard or scenario, an analysis of a film,
"L'Aventurra," an editing footage of 12
scenes and a three minute 8mm film.
I would like to relate here, the double
standard involved in this "ethical"
community . I worked an entire day, about
nine hours, picking over old work-prints from
a movie to complete the editing exercise, so
that I could finish it "on time."
I personally handed it to the advisor
involved, in his office, into his hands. It was
in a film can with my name emblazoned
across in felt-pen, in block letters no less!
I haven't seen it since I gave it to him.
I have repeatedly gone to his office and
requested the footage. Apparently it has been
misplaced.
The 8mm film I shot seems to have been
misplaced also. I can understand that, since it
must be sent to a processing house and may
have been 'lost' en route, but the editing
footage could have been lost only through
negligence or incompetence.
I was under the impression that these
materials were for a portfolio, and that it was
necessary to have them in by a certain time.

program. "Failure to attend the evaluation

Obviously this is only important when it

sessions will constitute a non-fulfi llrnent of
the portfolio obligation. Adherence to
published shooting ratios is a part of the
evaluation scheme."
One of the first assignments in the
program was to shoot a roll of film with
captions under each picture, a dull and rather
harmless project given at Randall where the
Communications program first met for a
week. I was unable to attend that week but
finished the assignment within days after I
became aware of it.
I have finished several other of the
projects, all on time, although I never knew
who my advisor was until halfway through
the quarter. This I believe was partly because
I missed Randall, where the seminar groups

serves the advisor's needs.
It is interesting that the "obligations"
between the student and faculty do not
extend to the faculty being responsible for
the materials which are submitted to them.
Again, the determination of my credit
standing rests upon the idea that attendance is
of sole importance and projects completed,
on time or not, have no bearing. Yet in the
"Agreement" under Article VII the only
mention of a "no credit" situation involves
failure to submit an up-dated portfolio.
Consistency is not one of this program's
virtues.
It is considered a "non-fulfillment of the
portfolio obligation" (again there is that word
"obligation") to not attend the evaluation

excerpt from "A Working Agreement for
Faculty and Students in the Coordinated
Studies in Communications and Intelligence."
The doing of important things together
and the sharing of ideas will develop a sense
of community and insight into the kind of
knowledge which is of most worth and which
enhances the mutuality of human beings.
Membership in our ethical community speaks
to an accepted commitment and the
development of members who feel a
responsibility for the community that extends
beyond persona I interest, taste, · and
idiosyncrasies.
The community seems to be that of a
bee-hive or any colony. What responsibility
requires that an individual relinquish personal
taste? Is a person's self-interest a delusion that
impedes the more important service towards
some pretentious ideology as put forth in the
"Agreement?"
I can only see in the-communication's
Program's little "manifesto" an attitude of
autocracy and exclusiveness. What is desired is
a c Iosed group of technicians with no
"idiosyncrasies" (some may wish to call that
'personality') or aesthetic sensibilities to get
in the way of "media production."
If the "media" is a creative force, the
Communications program exists to smother
those realities from which creativity
springs ... personal taste, interest and
idiosyncrasies.
I would leave this "Agreement" as an
ignorant attempt at some kind of
manifest-institutional-document, except that
its very purpose has been thwarted. In it's
constitutional form it contains Articles which
have been established to provide guidelines
for the program and for awarding credit. I felt
that my advisor was highly selective, and even
prejudicial, in judging my credit standing and
PAGE TWENTY-FOUR the evergreen state college THE PAPER June, 1972

sessions. Does this mean that lack of
attendance itself negates the meaning of any
progress on projects or assignments?
If this is so, and in my case it seems to
be that way, then the Communications
program is only interested in a head count
and could care less whether an individual
accomplishes anything, as long as he
"punches" in every day.
This is one of the problems that I have
discussed with my advisor, at what I thought
was the equivalent to an evaluation
session-since I could see no real difference
between an "evaluation session" and simply
going in and talking with the advisor, which I
did quite often.
At these 'pseudo" evaluation sessions, I
explained that the prohibitive cost of
out-of-state tuition, and the cost of Irving
itself in Washington, made it necessary for me
to work as often as possible. That it was
extremely difficult for me to attend every
day, morning and afternoon.
I believe that it must be taken into
consideration that there are students who
receive no money from home, who must put
themselves into debt to attend college, and
for whom a schedule that means attendance
everyday or no credit is unfair. I suppose that
attendance everyday, regardless of other
realities, aligns with a dedication that
"extends beyond personal interests, taste and
idiosyncrasies."
The most sympathetic response
concerning my particular position, as far as
my financial status and my attitude towards
the program, that I got from my advisor was
this ana logy: that the Communications
program is not unlike Screen Gems or Kl RO
~

radio .. "and one would not dream of not
showing up there!"
Beautiful. You know, it is fine to play
games in an educative process, but there is a
limit as to what a student can swallow.
At least at Screen Gems I could expect
to be paid for my attendance and punctuality.
At Evergreen, I have paid an outrageous sum,
close to five hundred dollars, and have had to
spend most of my time working at other jobs
just to keep myself financially secure. As it is,
I am in debt.
That is the Communications program,
advisors who play at being studio heads.
I have talked with other students and
was surprised that many of them had not
completed much of anything in their
portfolios. I was told by my advisor that no
one in the program has received any credit as
yet, only an "in progress" report. This means
that, because I am transferring, I get "graded"
right now, and my grade is F!
Because other students are remaining in
the program, and whether or not they have
finished their "shooting ratio" or their
assignments for the quarter, they are granted
the special compensation of having their
credits suspended for awhile until they can
complete their assignments.
That hardly seems fair to me. I am in the
program one quarter, I finish several projects
and receive a 0. The standard of an "up-dated
portfolio at the end of the quarter", which is
necessary for credit if you are going to go on
in the Communications program, is
hypocritical.
It makes it appear as though the program
is simply interested in its success and its
perpetuation as a program than anything else.
One of the items my portfolio lacks, as it
was outlined in my particular seminar group,
are reviews of books and films.
Although I have read most of the texts
and have seen almost all of the movies, I was
confused as to the importance of these
reviews.
I went to my advisor and found that he
felt them to be important. I suggested that I
might go aflead an
rite about some of the
books and films.
His response was short and negative,
"That's not how it's done here! One cannot
just come up at the end of the quarter and
turn in work!"
Which meant, I gathered, that no matter ·
what I tried, I would not be able to satisfy the
requirement.
This only deepened my apathy and
strengthened my conviction that this "work"
was superfluous and only an arbitrary line
drawn by the advisor for some reason.
In the beginning of the quarter, I looked
forward with pleasure at the resources of the
Communications program. I felt that the texts
and films planned were excellent.

The most redeeming qualities of the
·program were the textbooks, which were
concise and easily understood, and the
movies, which were well-chosen for laying a
background in cinema and a knowledge of
film as art.
I thought that the editing exercise
assigned by my advisor was an excellent
learning experience into a crucial aspect of
film-making, all the more frustrating for me
since I have yet to see that footage on screen.
The basic idea of th program, a
comprehensive study of media, is an
important one. Not many schools offer the
opportunity on the undergraduate level to
explore media and communications alone.
It is unfortunate, though, that a more
creative emphasis is not stressed. The program
still languishes under the shadow of the "old
academy", where technique and critique hold
sway over creativity and spontaneity.
It is also unfortuante that my experience
with the program is one that leaves me
haggling over credits.
My intention in going to Evergreen was
to learn about film, and I have learned a great
deal.
It never occurred to me, until I was told
almost at the end of the quarter, that I would
have trouble over accreditation and that I
would spend a great portion of my time
trying to retrieve what I feel I am entitled to,
full academic credit, and possession of my
own work.

-DISCOUNT PRICES Seven Days A Week!

._~
. -

Congratulations, Evergreen - (That
insidious first year is now behind you)

SEA MART
SttOPPif\IG ~~

Monday - Saturday 10 am to 9 pm, Sunday
THE PAPER June, 1972 PAGE TWENTY-FIVE

The Evergreen Environment

Studies will continue
This program is designed to serve the
learning experiences of students (and faculty)
in two ways. The most important of these
ways are the problem oriented field projects
which emphasize the study of the natural
environment of the Evergreen campus. These
projects provide practical experience for the
individual, while the second method of
learning-workshops, field trips, internships
and other studies-provide skills, background
and extension of knowledge. Within the
framework of the program, students a Iso
pursue work that is not field and campus
~riented. Examples of some of these include:
plant and animal anatomy and physiology,
fish pathology, tissue culture, folk nature
lore, language study, counseling and housing
management.
The main focus of the program has been
the various studies of the natural features of
the campus. An extensive project has been the
study of the campus forest communities.
Sampling over the entire campus has provided
information for the classification of the forest
vegetation into a number of different types
ddetermined by qualitative and quantitative
species
composition
data. An equally
extensive task was undertaken in the
biological survey of the beach inter-tidal zone.
Transects laid out at intervals along the beach
were used to determine the variety and
amount of animal life in the area between
high and low water. More general surveys have
initiated
checklists
of
more
specific
organisms: shrubs and herbaceous plants,
fungi, insects, and birds. One of the most
interesting (and perhaps most difficult) has
been a small mammal live trapping program to
determine species present and also to begin a
study of their distribution and territorial
habits. None of these studies are complete
and it is anticipated that they will be
continued in future years.
In order to do work of this kind, one must
have a good backround in some basic
principles of biology and ecology. Much of
this comes in working with faculty (and other
professional people) who have extensive
training and experience in these areas. A
number of workshops also helped to develop
skills in a number of areas. Each one involved
about a day a week over a quarter's time. The
computer workshop was mainly concerned
with developing basic proficiency in the use
of the school's computer and in writing
programs in the BASIC language. Studying

EVERGREEN environmentalist Charles Stevens mans the telescope during an EE field trip.

and identifying the inter-tidal animals was the
main focus of the marine invertebrate
wo hop; while he plant ecology workshop
was
concerned
with
collection
and
identification of plants found on the campus.
an
The surveying workshop provided
introduction to the use ot tapes, levels,
compasses and transits in working out basic
surveying problems.
To help tie together the reading and
studying on campus, biological field trips are
taken to various areas in the Pacific
Northwest. During the course of this year,
there were five such trips. The year started
with a long venture that included the San
Juan Islands, the Nisqually River drainage
basin and the Willapa Bay area of extreme
southwestern Washington. Shorter journies
took in Lake Ozette and ocean beaches at
Cape Alava; the Lummi Tribe aqualcultural
project near Bellingham; and forestry
practices on the lands of the Quinault Tribe
on the coast at Taholah. The year ended with
another long trip, this time to the central
Oregon coast, to study the sand dunes and the
rocky inter-tidal zone.
However, not all the off-campus activity
occurred as field trips. Internships of various
kinds became a very important part of the
program, and should continue to do so. These
usually developed once the individual became
interested in a specific area of environmental
science and wanted to see and work in the
more practical aspects of everyday life. These
have turned out to be as diverse as the
interests of the people in the program. A list
of some of these follows:
1. Forest management with the Washington
Department of Natural Resources.
2. Deer and vegetation studies with the
Washington Department of Game at Scatter
Creek
Wildlife
Recreation
Area
in
Washington.
3 .. Nematode research with the Washington
State University Agricultural Experiment
Station in Prosser.
4. Natural history inventory at the
Everglades National Park in Florida.

PAGE TWENTY-SIX the evergreen state college THE PAPER June, 1972

5. Development of interpretive material
for the Washington State Parks Commission
6. Natural resource inventory of sho
with
the
Washington
Planning
Community Affairs Agency.
7. Field research, banding and census at
Point Reyes Bird Observatory in California.
8. Participation in field and labor
research on Kiket Island with the Fis
Research Institute of the Univerity
Washington.
9. Study of salmon aquaculture on centra
Puget
Sound
with
the
Washingto
Department of Fisheries.
10. Research on forest tree diseases at t
of
Natura
Washington
Department
Resources.
Other significant work by individuals in the
program includes an ethnobotanical study oi
campus plant species, involvement in the
formation of the Cooper Point Association,~
survey of vegetation on the site of a loca l
private development, and cooperation with
the Environmental Design program in their
waterfront survey.
Students and faculty in the program were
leaders
in the establishment of the
Environmental Advisory Committee. The
future work on this group will be important
to development of the campus. It has already
influenced decisions and policy with respect
to the use of the land.
The need for the continuation of the
Evergreen Environment program is obvious.
Much yet needs to be learned. Much data
must be collected while the campus is still in a
relatively undisturbed state. (Although it may
already be too late for some things-the small
herd of deer which inhabited the campus
forest has not been seen since late summer of
1971). Many studies must go on over long
periods of time. Some of these have been
started: climatic data, stream flow, stream
and inlet· quality, seasonal changes in plant
and animal life, records of plant and animal
life known to occur. Others must be started.
Continuity of these must be assured and their
scope expanded.

Environmental Design

'Strength
Together with the accompanying student
and faculty individual evaluations, this
program
description
provides a clear
statement of the program's content. It is to be
used by other institutions for translation and
evaluation.
The E.D. program content has evolved in
response to the change-dynamic of individual
student interest and/or felt needs irrespective
of previous college exposure and could
therefore be considered semi-advanced in
divisional status. The unifying interests of the
program participants were:
A. Flashing on the synergetic integration of
the multi-diverse components of the (our)
contemporary life and support systems, and
B.
Generation
of
approaches and
comprehensive eco-logistic strategies for
orchestrating life contexts, and
C. Application of A and B (actualization).
The program was composed of four faculty
with special qualifications and experience in
the above. The 75-odd students represented a
full range of background and interest.
"Strength in Diversity" proved to be the
ecological guideline which dominated the
assemblage and structuring of this group.
The academic year naturally fell into
approximately three pieces: 1) Utopian

•

Diversity'

Environmental Design's activities included a field trip to 'The Fall" in Portland.
speculation of 'what ought to be,' 2) focus on
what actually 'is', as reflected in the daily
newspaper, and 3) what to do about it

Students cover a geodesic dome for a community presentation at a local school.

all?--what we, in our diversified strength can
do to span the ever-widening gulf between the
two.
The first two pieces of the year were spent
articulating interests A and B, with the final
piece given over rather entirely to C. Intensive
"book seminars" were held as required. These
were supplemented by a rich and diverse
visiting lecture program during the second
week of the first learning module.
Interspersed appropriately over modules C
and D were highly intensive "workshops" in
such problem areas as were deemed essential
to giving the students and faculty --sufficient
competence to address objective C. The
critical peak of academic, climax was
collectively realized in learning module No.4,
were it was gotten on and together
environmentally. "Learning modules" proved
a most effective mode of experiential
modulation-structure. In the final piece of the
academic year( 28), individualized and group
"projects" were undertaken. These touched
base with all the areas previously noted and
more. They struck a responsive chord in the
action-oriented students and the reflective
faculty and proved, in retrospect, to have
been, along with 'learning modules', the
unifying agent, or agents, as the individualized
case(s) may have proven to have been.

Geodesic dome seems to dwarf students but helped establish good relations between Evergreen and the Olympia area.
the evergreen state col/eoe THE PAPER June, 1972 PAGE TWENTY-SEVEN

Human Development

'Interpreting one'
The objective of the Human Development
Program was cultivation of the art of
interpreting one's life to one's self and others,
not as an exercise in narcissism, but in
response to readings in the humanities and
social and biological sciences, and in response
to responsible work in a local human service
agency. Accordingly, one of the more
distinctive features of the Program was our
weekly self-service seminar.
The following exerpts from the reflections
on the year by three of our students convey
some of the mood of these experiences.

··················-······························
By SUSAN KOETEEUW
This year didn't run past me; it put its arm
around my shoulder, and I walked along with
it. There are many people, many books, and
many nights alone with my thoughts at sunset
that combined to make this year.
I'm in the midst of a beginning, and I
celebrate that beginning. The powerful
current of my childhood has rushed out from
far inside; at first I was overpowered with the
impact of those forces, and now I am glad
they arose to name themselves. Now that I
know what they are I feel in true possession
of them, my hold on them is still weak, but at
least they are in my hands now.
I didn't know where the lack of structure
Evergreen promised would take me. I came
believing it allowed me room to move within
myself-without asking me to "become"
anything. I came feeling that I pretty much
"had myself together", and that there weren't
any huge problems dealing with my hold on

Nancy Taylor, Internship coordinator,
speaks to students at the state capitol.

Inside Out
Spring is come, come far away,
New lights on old reflections,
Long forgotten, gone far away,
Sad about all neglections,
No explanations, the answer's there,
Underneath the contradictions,
Out of movement, stagnant aire,
Outward bound and no direction,.
Fly by fantasy, come my way,
Love my night and give it day,
Time was wasted, .it wasted me,
There's no fruit, if there's no tree,
Was it learning, did it smolder,
Was it just growing older,
Call it peace, or call it grace,
Or call it just a dream's reflection.

Richard M. Jones, Human Development program coordinator, with seminar group.

myself that had to be overcome. I came
looking for something to do with myself, I
needed time to just live, and yet I didn't want
to waste the opportunity I had to be in
school. I still had in the back of my mind, the
expectation that I would eventually be
preparing for a career. This was definitely an
expectation my parents had, and since I was
using their money to pay my way at
Evergreen, I felt the need to in some way
fulfill their expectations for me.
Some months went by and the confidence
that I "had myself together" began to shake. I
wasn't relating at all to the books we were
reading, I rarely even finished them. When
they were discussed in the book seminars I
often got frustrated with myself. I was
virtually incapable of doing anything with the
material I was being confronted with, and I
didn't know how to begin to look at them
objectively-deal with new ideas. I found
myself to be standing on my own mountain,
and refusing to look over at the range of other
viewpoints standing like other mountains
beside my own. I also began to see old,
unpleasant patterns of relationships (which I
thought had been overcome) flaring up in
myself, and situations began to remind me of
other times in my life when I had done the
same things to people.
I thought that I enjoyed the way I was
living; often alone, and yet I found myself
depressed a lot and lonely. I went home to
my parents house in Bellevue on weekends

quite often; and more and more found myself
acting with the same insecurities that had
plagued me throughout my high school. I was
afraid of everyone - even my roommates, and
tortured myself by choosing to remain alone
with loneliness.
My seminar group was the most frightening
experience of all. The knowledge that twice a
week I had to spend over two hours with a
group of people who I was joined to in a
common cause (to gain insights into the
books, our internships, and most of all
ourselves) began to turn, twist, and wrestle
with me; when I realized that over and over I
"had" to go to that seminar room-with no
place to hide myself without it being quite
obvious to them that I was hiding. Everyone
has different techniques
of
guarding
themselves from others. I found my art to be
a clever method of appearing to share myself
with others (my fear, my doubts, my beliefs)
without remaining long enough with any one
person (or any group of people) to overcome
those fears. The seminar was there week after
week. I wanted to be able to do my old trick,
share myself quickly-then leave; but I was
unable to do that. The longer we were
together the more painful it was to continue
to go to seminars. I didn't know why I was
afraid - I just accepted it as my "way",
feeling out of control of it because I couldn 't
understand why it was so deeply imbedded in
all of my relationships. I came late to the

Selections* from the Journal.
Boring Tree (ode to a fugitive naturalist)
I saw a tree the other day that just stood
there.
I looked closely, I am certain, but there
were no thoughtfully swaying branches or
noble boughs nudging at soft white clouds.
I was taken aback.
I had to admit that in this instance I could
perceive very little of meditative value. In
fact, the tree looked fairly shoddy.
Of course I can never let this heresy slip
out.
I couldn't afford it.
I was probably only an isolated incident. I
will con~inue to move through crowds of my
romantic fellows and my glassy-eyed sighs will
be as common and empty as their own.

Spring has come, come far away,
New light on old reflections,
Long forgotten and here again,
Outward bound with new conceptions.
The concept of the 'Tree Goddess' is too
_ Dan Sayan
much to fight.
PAGE TWENTY-EIGHT the evergreen state college THE PAPER June, 1972

The few little thoughts in her are ones I am
especially fond and proud of.
They are born of good experience and of a
person who can't help but see the world
around him ... and somehow mess it up.
More likely than not they are the children
of random thoughts, quick and crazy.
Most people try to forget these things while
making a great and usually successful attempt
to re-orient their minds toward sensibility.
It's a shame.
I make no such effort, in fact, I am
thankful and amazed by the workings of my
mind.
Nevertheless, I feel a little sorry for these
thoughts,
They were so free.
Now they've been captured and confined,
but it's the only way I know to save them ... l
think they like to be saved.
So without further justification I give them
over to you ...
David Arthur Holmberg*

'
ife to ones self'
.

seminars always, and spent many hours trying
to decide if I would show up at all.
Back home in the dorm I stayed in my
room, or went on long walks, or stayed up in
the library. The sickness of my life blatantly
proclaimed its hold on me. In January and
February I wanted to run the most. The space
that people were allowing me to hide in was
growing smaller and smaller each week.
Then after a seminar at the end of
February, as the expression goes, I broke.
Perhaps only a person who has had the
experience can understand the fierceness of it.
Something I had feared greatly, and at the
same time craved for, happened. The people
in the seminar got fed up with my coming late
all the time, and they told me either to come
on time or else not come at all. That meant
that I had to either give all of me, or else none
of me. I couldn't play butterfly anymore,
alighting on budding friendships again and
again, and yet never staying. They didn't want
anything to do with a half of me; with the
person I appeared to be who seemed to not
even care enough for the seminar to come on
time. I had to either trust them or else leave.
The portion of the situation which made the
hole in the dam was their telling me that if I
didn't come on time I could leave. I looked at
only the idea that they didn't want me in the
seminar, and the sickness in me hid from me
the fact that it wasn't really me they were
· telling to leave; it was m'y fear of them they
were asking to leave.
As I said I broke. It was a rainy day and I
,poured more tears on the earth than the
clouds above. So much came out behind those
tears that it's really hard to put words to it.
The major thing was that through the
defenses I had created the fear screamed out
. to me, and I looked at it.
Many people have fathers that traveled, or
were for some reason absent from their
childhood. Many kids know what it's like to
want to sit in Daddy's protective lap and view
the world with his strong arms around you,
and his big chest protecting you from the
boogie man at your back. And I'm not along
in my memories of wanting him to be there,
and knowing he was not. But it t<_>ok some

fierce long hours to realize that I went into
every relationship of my life with that fear. It
took me some hours of uncontrollable crying
to realize that the fear that people just never
stayed with you was a fear that had been
created by the one person I learned how to
love from.
In the calm aftermath of the attack I saw
that I had been a prisoner to those memories,
and in the light of the new day, I saw that the
enemy disappeared once brought to the
sunlight, with only their shadows to remind
me of the warfare. And I was drunk with the
joy of victory.
To describe that joy is also very difficult.
Imagine yourself as a girl as she tries to
become a woman, yet looks into each new
person in her life for the father she didn't
I

even know she needed so desperately. Imagine
her certainty that people, like her father,
always would be taken away from her. By
their own will they would leave, and she
would be alone again. Imagine her as she goes
through high. school, searching for someone to
stay beside her, yet staying at a distance
from others because she knows that that
person doesn't exist. Picture her friendship
with a strong black hunting dog, who she
raises from a puppie and counts as her only
friend. See her in a field with that dog
alongside her (her father is off flying
airplanes). The dog is barking happily at her
side. Then picture her the night when the dog
runs in front of a car and rushes in shock to
her arms with a fatal would in his back. See
her three days later walking alone in a field,
reassured in her grief, that people or friends
just never stay.
Then imagine that girl one year later, all of
a sudden, in a single moment realizing that
there are people who don't always go away.
Realizing that her father was only one person ,
and her relationship with him had a unique
pattern that didn't always have to be
followed. Realizing that to become a woman ·
meant to stop searching as a child for a father.
Can you walk with her towards a group of
people that she learned to trust? And most of
all can you feel her heart surge when she all of
a sudden tells herself that she has some
friends? Can you be with her now as the
timidness falls away? Can you see her look at
you as yourself, and not as the person she
once needed for a father? Can you now
imagine what her joy consists of?
The storm is over. The downpour washed
clean my world. Surely more will come but
not today. Today she has just been born, the
search of my life continues, but not as much
under: rocks of yesterday, as towards horizons
of tomorrow.

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the evergreen state college THE PAPER June, 1972 PAGE TWENTY-NINE

Human Behavior

•

Program studies Ut:"Jique
Human Behavior Program stood out as
quite unique among the first year's
co-ordinated studies. First, it was unique in
that it was the only program offered but not
listed in the original Evergreen catalog.
Second, the people were unique in the sense
they were highly goal-orientated. And the
third unique quality of this program was its
structure, designed to fully utilize various
modes of learning which included splitting up
the year for everyone to do two months
internship or independent study.
There was the need for a program to absorb
an overload of students from Human
Development program. It also accommodated
a great number of transfer or other advanced
students whose desires for independent
contracts or internships could not be fulfilled.
This accounts for Human Behavior's creation
long after the catalog was published. Such
students were asked in late summer months
prior to school's opening if they should want
this new program as an alternative. Response
was enthusiastic, and a new program was
born.
Most students in Human Behavior showed
high career interests in fields like teaching,
counseling, social work and law. Broad areas
of humanities -- anthropology, psychology,
sociology -- were therefore synthesized
toward understanding and finding solutions to
specific problems. Seminars and workshops
carried on intensive investigations into a
myriad of topics ranging from use of a 35mm
camera to a study of future societal designs.
Workshops were either offered by instructors,
or created through student demand. These
workshops would allow students in-depth
investigation into a specialized subject or skill
that would facilitate dealing with the main
course of study. In addition, students were
encouraged to seek out what was happening
with other programs and benefit from
attending outside seminars. Much of the
success of Human Behavior is due to this
diversified format.
What was the single most successful aspect
of the whole Human Behavior? Both students
and instructors alike agreed that internships

Demonstration of proper fencing techniques captures the attention of The Evergreen Community.

proved to be the most worthwhile innovation.
During March and April, 85% of this
program's students were engaged in
mean ingfu I ' internships. Experience and
learning gained through this two-month
period made other parts of the program much
more relevant and productive. Practical
experience in the fields like teaching and
counseling contributed invaluable expertise to
seminars that followed in May. Success was so
prominent that some instructors feel future
co-ordinated studies should allot time for
internships. Inversely, many now realized that
internships also bring great experience
benefits to the academic seminars.
While the contribution of internship
experience proved indisputable, their timing
may well be criticized. Continuity was
interrupted by placing the internships toward
the end of the year. · Instead, internships
during the whole winter quarter would have
been much more opportune by allowing the

whole last quarter for students to bring back
relevant expertise to an academic framework.
Who benefited most from Human
Behavior? Undeniably the answer is those
who came into Evergreen with a preconceived
idea of direction or goals. For those lacking
direction initially, some say they gained
through "personal growth." Yet to Human
Behavior faculty, the notion of personal
growth with something tangible to show for
it in a portfolio remains nearly meaningless.
Because it was so generally successful,
Human Behavior may be expected to
continue through next year. However it was
originally intended as only a one year
program, and so the faculty by now have new
committments for fall. This is dismaying to
some instructors who would like to see it
become even more refined, as well as
disappointing to students who would like to
see future Evergreeners experience a similarly
meaningful pursuit.

Individual, Citizen and State

..

Program exam1nes present problems

-

-

ICS students take advantage of good weather to conduct outside seminars.
PAGE THIRTY the evergreen state college THE PAPER June, 1972

Paul Marsh cautions students on the necessity of clean living.

Man and Art

Guiding principle: Freedom
Ars tatum requiret hominem has been the
motto of the Man and Art Program: Art
requires the whole man. Art is the whole man.
"In the baking of bread,
the making of gifts,
the fulfillment of each
moment we affect the quality of
the day and become the artists
we truly are."
Our guiding principle has been to
explore total freedom as the only acceptable
medium for the expression of the whole man.
Our pthy has not always been easy. For the
ignorant, the weary, the confused and the
greedy total freedom is a difficult subject to
comprehend and accept.
But we work with what we are. We are
the field of our enlightenment. We have used
books as tools for cleansing the doors of
perception, for teaching us the significance of
self-knowledge. But truth must be expressed
as well as perceived; otherwise, it creates a
void--a vacuum of awareness.
The expression of truth requires a
channel-there are as many channels as there
are entities. The Man and Art Program has
been the rediscovery of William Blake's
insight:
'.'Art degraded
Imagi nation denied
War governed the nations"
Until each individual rediscovers that
self-expressive ability and growth have their
source within, and that man is the determiner
of his fate, then the present social and
political systems will continue to heedlessly

Jose Arguelles and Cruz Esquivel conduct an informal seminar for Man and Art Program.

repress the most liberating means of
creativity, and hence put an end to the
capacities for evolution within the organism
known as homosapiens.

The Chamber S1'ngers render music from the Renaissance period at TESC dedication ceremonies.
I

As Gary Snyder has pointed out, there is
a relationship between art and ecology.
The Man and Art Program has been an
attempt at experiencing the idea that the
earth can be whole when each individual
creature has realized the freedom to be whole
is his birthright-no freedom no art.
We have thought, we have discussed, we
have meditated, we have acted: the Christmas
concert and Happening of December 13; the
procurement of the 211 building and the
development of the facilities for the practice
of the arts of pottery, jewelry, photography
and related skills and crafts, the Spring
concert and Rite of Spring at the end of
winter quarter; the Dragon Stairwell; Jazz,
poetry, calligraphy, languages, bread and
wine, forest meditations, the most recent
Lord of the Dawn festival gradual
illuminations .......magic.
"We are here to learn
we sha II be tested;
Learn the science of creation
Teach the science: Love of the Creator."

The uBUBBLE"that didn't burst.

the evergreen state college THE PAPER June, 1972 PAGE THIRTY-ONE

Space, Time and Form

'Accept things as they are '
By DENNIS FRIEDMAN
As you have glanced over this issue of "The
Paper, I am sure that by now you are well
aware of the nature of its content, and
perhaps from that, its purpose.
I was offered the opportunity to present
the Space, Tim and Form program for the
community
newspaper's
final
issue.
Guidelines for such articles were flexible,
leaving room for variations or approaches
considered to be more effective in relating,!he
nature of one's program.
·~
I applaud The Paper for taking this
approach, and I further applaud those on The
Paper for undertaking this endeavor.
Wishing to convey in this article the nature
of the Space, Time and Form program-its
flavor, its effectiveness, and various responses
it has solicited through the course of a year-1
balked at writing a history.
The shortcoming of writing a history, in
attempting to relate the profile of the
program, is that such a history would be
limited to and written from a single
perspective which would convey the program
in a manner that seemed most appropriate.
A journalistic college, so to speak, of
poems, photos, drawings, dialogues, recorded
responses, written works, etc. seemed to be
the most effective way of presenting the
program, as this approach would convey the
general nature of our work and the spectrum
of responses that the program had courted
from a spectrum of people.
Being
satisfied
with
the
potential
effectiveness of this approach,
solicited
simply by each individual becoming deeply
contributions from members of the program.
involved in her or his projects and goals. In a
In reply I received a photo, an offer to print
way, community is a unison, a harmony
more photos in conjunction with the editing
between these two elements.
involved, an offer to aid in the editing, and
Community is a common fate. Community
some selected transcriptions from interviews
is an atmosphere, an attitude, a situation
taped at the end of second quarter. I thank
where that which is beneficial to the group,
these people very much.
and that which is beneficial to the individual,
And so it is: with essentially no material,
are not antonymous but rather are
there is no college. I still do not wish to write
synonymous.
a history. And I shrink from simply listing
Just as the attitudes that sustain the
books, projects, films, and events because
absence of community do not just happen, do
although
fundamental
to
the
these,
not just issue from the dust, the existence of
functioning of a program, are not even the
community does not manifest itself as an
bare mechanics of the program - let alone the
apparition.
heart of the program, the people of the
To find the possible root of this inability to
program, the individual success or failure
establish community, perhaps we would do
within the program.
well to examine the condition, or rather the
Lacking the material I wished to employ,
mental posture, that accompanied many
and yet still wishing to convey, at least to a
students to Evergreen and which seems to
certain extent, what the program has been
have presented itself as the primary obstacle
and possibly could be, I see an editorial as the
in the path to community. One need not
vehicle available to me .
take too long a look to be aware that the type
The lace of response I encountered,
of community of which I speak is far from
although not surprising, was disappointing.
being a dominant mode in society. And, to a
Since a failure to
respond was so
greater or lesser extent, we are all products of
overwhelmingly the rule, and since I was not
this society and its trappings. Certainly after
surprised by this, it would seem that this
having been socialized into the system, and
indifference did not just happen; did not
particularly having experienced several years
simply materialize on a fluke from nowhere.
of orientation in society's chief means of
Lethargy? Apathy? Egocentrism? Perhaps
indoctrination, the traditional school system,
these elements are poorly labeled. Perhaps I
one has difficulty divesting oneself of a large
have excluded some other possibilities.
portion of that which he has assimilat'-'r:l .
Of those I've listed, I would be hard
I would submit to you h~ l"e a possible
pressed to point to one as a chief factor, and
partial solution to surmountrng this obstacle
yet I would encounter similar difficulty
and thus achieving, at least partie~lly, a 'J ense
attempting to exclude any one of these
of community . It would seem t ·,at an Jasi .r
possible answers.
period of transition into this f ..... ·.ewh(jc alien
I am not seeking to point fingers at
environment would aid in accomplishing this
individuals or just our program. I would
end.
speculate that these problems are not
Reflecting back to the beginning of the
confined solely to Space, Time and Form.
year, we recall that students had to operate
Imaginably these elements are products of
essentially in a vacuum. The difficulty here
the absence of community evidenced by
proved to be finding oneself in that
Space, Time and Form and conceivably of a
vacuum- -attempting to adjust to a shapeless
magnitude
encompassing
this
whole
and elusive system.
institution.
Judging from the difficulties in adjusting
It would seem, then, that community
that many encountered through the course of
would be the answer. Community is not
a year, it would seem that this vacuum, and
merely a comradery.
its attending "que sera" or "let it happen"
Absence of a community, especially an
attitude so dominant throughout, did not
educational community, is not diminished
PAGE THIRTY-TWO the evergreen state college THE PAPER June, 1972

allow a community to congeal. As a result
many have left school.
For some of those who remained, only this
last quarter have they been able to find
themselves and begin to capitalize upon the
many opportunities available to them. Some
are still stranded.
It seems to me that a program could allow
for an easier transition by modifying its
approach--particularly at the onset of the
year--and as a result achieve a greater
effectiveness throughout the program as a
whole. Perhaps a more regulated gradual
submersion into the waters of Evergreen
would be much more effective than the "sink
or swim" situation so many found themselves
in at the beginning of the year.
Let me add one more note here. I would
not dismiss this year's lack of community as
being solely a product of program mechanics
that can be solved simply by a minor
retooling for next year.
Forgive me if I sound banal, but ultimately
success or failure rests with the individual. It
would seem tbat here an increase of awareness
1:. in Jrder.
Perhaps the word is empathy, because
although increasing one's awareness beyond
one's own needs and immediate surroundings
is a necessary stc ~, it is not sufficient. The
step must be elongated beyond simply
projecting one's requirements onto others
until one comes to realize the specific and
unique needs of other individuals--and to act
accordingly upon those needs.
Such is what I have to say .
I am aware that I do not have a corner on
the market of insight; I do not pretend to be
in possession of the gospel; I do not ask for
wholesale acceptance; rather I only ask that
you ponder what is written here, if only just
to take a look around yourself and to perhaps
become more aware.
For we are trapped by our situation and
ourselves until we be'come aware.
I think we would do well to purge ourselves
of a few illusions. A sound beginning would
be to cease deluding ourselves by ceasing to
view things in the light of what we think they
should be and begin to accept things for what
they are; and from there to begin to mold
things into what they could be.

Contracted Studies

Diversified Contracts
For faculty-members Jack Webb and
Peter Robinson, diversity has typified
Contracted Studies in TESC's first academic
year.
Leading the team, Dean Charles Teske,
has acted as coordinator and academic liaison
with much of the brunt of mechanization
falling on his secretary Charlotte Smith. She
saw to the file of numerous contracts flowing
through the program since September.
"If you don't like my peaches, moma,
don't shake my tree" (Taj Mahal) Evergreen's
Contracted Studies philosophy is dependent
upon matching interest.
Thus Taj Mahal's quick rule-of-thumb
guideline for completing a contract at
Evergreen has been the spirit of the team this
year, emphasizing its flexibilitv. So it has
come to pass that manypeacheshavefallenfar
from the tree.
Students have researched everything
from "Death and Burial in the United States"
to "Air Safety." Others have been studying
off campus, as far away as Mexico and Japan.
People pursuing contracts have tended to
fall into two fairly specific categories: those,
with a particular objective in mind, wishing to
pursue a single goal, from whom come the
most successful contracts; and ones not
knowing exactly what they want to do,
resulting in a soul-searching trip for
themselves.
For these wanderers after life the course
was turbulent. Next year a group contract
with this specific purpose in mind hopefully
wi II attract individuals interested in such
direction.
A contract with particularly satisfying
results was completed by Eleanor Lee. She
first approached Robinson in September for a
detailed study of journalism and its relation
to opinion-forming. With her co-operation,
Evergreen arranged for her to act as reporter
on the Highline Times.
Ms. Lee covered ·local community
meetings over an eight-month period,
developing a successful and informative
column. This led her to contract for a study
of lobbying at the State Legislature.
In her new surroundings, Ms. Lee was
able to draw on her ability as a researcher and
' journalist as well as some of her own practical
experiences, complimented by research in
area libraries.
Eleanor's strength was her independence
and ability to operate both on and
off-campus. This particular working
relationship proved a highly successful means
in the Contracted Study mode.
Webb, who formulated Evergreen's
Contracted Study concept, recalled a
successful contract with Ms. Elizabeth Briggs
who studied radical approaches in education.
She came to Evergreen because of the
opportunity for academic supervision of goals

Student film

maker

Tom Sampson (left) with faculty sponsor Peter Robinson. Tom is an intern with
the Seattle Crime Prevention Advisory Commission.
pursued formerly, when she was chairman of
the High line School District Alternative
School Committee.
In her Fa II quarter contract, Ms. Briggs
did an extensive field survey of various kinds
of alternative schools now in existence in the
Northwest, from Portland to Seattle. She also
undertook a considerable amount of reading
in contemporary educational theory, under
the direction of her Evergreen sponsor with
the vice-principal and other officials in
Highline's Learning Resource Center.
From this project came lengthy
comparisons of advantages and disadvantages
of open concept schools and more traditional
kinds of education, particularly on the
primary level. The contract's purpose was not
so much to support or attack one mode or the
other, but rather to make some kind of
assessment of criteria, enabling a decision on
what kind of educational system may be most
appropriate.
With this general experience behind her,
Ms. Briggs undertook a Winter and Spring
quarter to develop, plan and implement a
kinesic approach to the teaching of
mathematics within Highline's Valley View
School, which serves children from
kindergarten to sixth grade. This involved
extensive research with a Canadian scholar
and a day-to-day internship program within
the school.
Throughout these months she has

, developed various techniques to visualize
math problems and problem solving for
younger children. She also organized a
program for these children that it is possible
much further much faster to learn
mathematical concepts better and faster.
At this time, Ms. Briggs is in Europe,
pursuing this same subject and its application
to primary education in England.
Her project at Valley View culminated in
a math fair, for the benefit of parents and the
district staff, in which kinesic devices and
techniques of teaching math concepts and
principles to elementary school children were
demonstrated by the children themselves.
The fair is filmed in color by two
Evergreen students for distribution within the
Highline School District.
These are just two examples of two
contracts out of nearly 100 which Webb,
Robinson and Teske have handled in this first
year. With more people operating in
contracts, the faculty will not be spread so
jthinly.
Many of the initial problems have
a I ready been worked out, such as the
necessary flexibility to register and complete
a contract at the time which often doesn't
coincide conveniently with the three
academic terms, or the opportunity to write a
one, two or even 12-unit contract.
One thing which will not change about
Contracted Studies is its very essence name Jy
a particularly small study group-sometimes
one-to-one, sometimes three students working
with one particular professor in one specific
area. This is one of the specific promises
which has been fulfilled, in keeping with the
original Evergreen philosophy.
Contracted Studies does mean working
on an individual basis with students and
allowing a student to study whatever he
wishes, provided he can find a sponsor. This
places the faculty sponsor's discretion and
integrity on the line.
After one year in Contracted Studies,
with its ups and downs, traumas and turmoils,
highs and lows, Webb, Teske and Robinson
still talk to each other.
"Though . the college has had only
minimal faculty resources in time and library
resources," Dean Teske observed, "there have
been many heartening examples of work done
by students. When the college catches up, this
Richard Skrinde, practices techniques for a current contract.
will be a very interesting mode of study."
the evergreen state college THE PAPER June, 1972 PAGE THIRTY-THREE

Cooperative Education

Campus without walls
The Co-op Office has survived!
Now, this may not seem the most
significant kind of statement to make about
an on-going program at Evergreen. For
example, who would be surprised to hear
someone say "There's still a Registrar's
Office" or "The bookstore lives"?
But considering some of the differences
between Co-op and other programs on
campus, it becomes a remarkable observation.
If Evergreen is new, Cooperative Education
"Evergreen style" is newer.
If Evergreen is really achieving the
"campus without walls" concept, Co-op is a
major contributor to the breaking down of
those walls.
The Office of Cooperative Education
was established in July, 1971, to assist
students and faculty in developing off-campus
learning projects, related to the students'
academic and career fields. Much of this first
year has been spent in planning and
developing the Co-op program.
In addition, however, the office has
handled over 500 student requests for
internships and has been instrumental in
helping to place over 300 students in
off-campus work and learning experiences.
Through internships and community
service volunteer assignments, Evergreen
students have been able to measure their
abilities and skills in the most important place
of all-the real world in which they will be
working and earning and growing for the rest
of their lives. They have been able to apply
directly much of the theory they learned in
the classroom.
But equally important, these experiences
have helped in many cases to redirect or
redefine the student's academic goals and aid
the students in pursuit of an eventua career.
Evergreen's Office of Cooperative
Education has assisted students and faculty in
a variety of ways:
--working with business, industry,
government and community organizations to
develop internship opportunities for students;
--arranging individual internships and
community service volunteer assignments for
students;
--providing a wide variety of
information and counseling services for
students seeking internships and community
service assignments;
--he I ping students and faculty to
resolve problems that may arise during the
course of a student's placement; and
--enabling students, through paid
internships, to earn money to subsidize their
own education.
But, in the process, the office has
prov.ided a number of services to the
community as well:
--demonstrating for employers and
community service organizations the many
ways in which they can benefit from
participation in the Evergreen program;
--making College resources available to
the community through specially planned
programs and projects; and
--bringing the College and the
community closer together in a common
cause-education for the real world.

responsibility is to evaluate their activities and
their progress and award academic credit.
Internships have taken a variety of
forms-so many forms, in fact, that it would
be difficult to select any particular one as a
"typical" experience. Nevertheless, here are
some of the kinds of things Evergreen interns
have done.
Two students, Nick Picco I i and Erich
Weaver, spent spring quarter at Richland,
working with scientists at Battelle Northwest
Laboratories. Nick and Erich assisted Battelle
scientists in a Federally-sponsored water
pollution control project to determine the
effects of leakage and runoff on the water
quality of the Columbia River.
Their project required them to learn the
mechanics of water gas analysis specifically,
and commercial laboratory procedures in
general. More importantly, though, their
project required them to learn something
about productive work and the expectations
an employer has on their time.
Battelle paid Nick and Erich for the
services they performed under the terms of an
internship contract negotiated for them for
the Office of Cooperative Education. On
successful completion of the project their
faculty sponsor, Linda Hakan, awarded them
a full quarter of academic credit for what
they had learned.
Tyrone Palmer, a third year business
student at Evergreen, interned with the
Thurston County Bank in Olympia. Tyrone's
internship called for rotating assignment

through all of the bank's varied
operations-paying and receiving, collections,
real estate, commercial and personal loans,
bank accounting and proof operations.
Tyrone supplemented his on-the-job
training with readings in banking theory and
application and with the American Banking
Association's auto-tutorial learning packet.
Palmer plans to go into banking after he
graduates from Evergreen. Through the
experience he gained in his internship he had
the opportunity to learn banking in the best
of all possible ways--on the job, where all
the problems are real problems and where all
the solutions are real solutions.
And, because he interned as a paid
employee, he gained an understanding of the
bank's expectations and the value of
productive time.
Not all interns are paid for their work.
Credit-bearing internships are the
Frank
Benecke, a student whose career
backbone of Cooperative Education. Students
interests lie in the field of youth counseling
may intern full-time or part-time for periods
and guidance, is working in the cabin program
ranging from a few weeks to a year or more,
at Green Hill Boys' Camp. Frank literally lives
depending on the individual student's
with his client group, assisting the camp
academic and career goals and the nature of
counselors in guiding and directing the boys'
the project at hand.
activities, in teaching and in helping the boys
Interns are expected to provide a usefu I
to adjust to group living.
service to their employers in return for
Frank's internship, lasting seven months,
on-the-job learning opportunities and,
will give him the opportunity to work with a
whenever appropriate, a modest salary.
client group through a complete camp cycle.
Off-campus interns must be sponsored by a
Frank will return to classes at Evergreen with
member of the Evergreen faculty, whose
PAGE THIRTY-FOUR the evergreen state college THE PAPER June, 1972

a greater awareness of the responsibilities and
demands placed on a youth guidance
counselor. And he will have gained useful,
practical knowledge about real problems and
real solutions that could not have been
rep I icated in the classroom.
When Frank graduates next year, he will
have a clear understanding of what is
expected of him in his chosen career field. He
wi II know with certainty that he has chosen
the right field, because he has experienced it;
and he will be prepared to move into a
responsible position in that field.
Students may also volunteer their
services to the community without pay and
without credit. Community Service volunteers
derive adequate satisfaction from simply
knowing that they have contributed in some
measure to the improvement of the world
around them. Also invaluable is the
realization that they have added in some
measure to their own personal growth.
Evergreen Office of Cooperative
Education provides information and resource
support for these volunteer activities, similar
to the support provided for credit-bearing
internships.
TESC volunteers have worked with such
agencies as the State Capitol Museum, the
Third Eye, the Council of Churches and a host
of others. Often, students have taken on a
volunteer assignment as a supplement to their
regular academic program schedule,
combining the opportunity to serve with the
opportunity to learn more about themselves
and the community around them.
Dozens of students, for example, have
worked with the Cooper Point Association
and on the Lacey Park and Tumwater Park
projects. Many more have volunteered their
time to assist in area cleanup campaigns and
similar projects.
The Evergreen Cooperative Education
program is designed to be flexible and elastic,
to fit hand-in-glove with the academic
curriculum, supplementing it, enhancing it,
expanding it. TESC's Co-op philosophy is
based on the overriding conviction that real
learning cannot usefully be separated into
"academic" and "practical" components, the
one occurring before graduation and the other
occurring after the student has re-entered the
"adult" community.
Rather, Evergreen students shall have the
opportunity to develop very early the full
range of skills and talents required of today's
educated adult.
Yes, the Co-op Office has survived, and
though that is significant, it is an
understatement. In fact, it has developed far
beyond the expectations of anyone.
People from the community have
responded enthusiastically to Cooperative
Education and Evergreen's concept of "a
campus without walls"; and students have
indicated that, in a number of cases, their
off-campus experience has been the most
productive and worthwhile activity they have
engaged in here at Evergreen.
Cooperative Education has dealt with
more variations on the theme, "what
Evergreen means to me" than perhaps any
other office on campus-from students,
facultym administrators, people in the
community, in government, in business, and
industry. In one way or another, Co-op has
tried to match up these ideas, to bring people
together in a meaningful exchange as they
proceed toward their individual goals.
Each time it has accomplished this
throughout the year, it has known the
satisfaction of realizing some small part of its
goal.
Looking ahead to next year, Co-op is
already formulating plans for stream! ining its
operation in order to provide better and faster
service for students and faculty. This should
e I i minate the student request bottleneck
which has been a problem this year.
The office will also have the advantage
of advance planning for next fall, thereby
enab I ing it to begin the year with an
inventory of available positions. This will help
prevent the time lag which resulted last year,
when the Office hagan the year with no
positions available and no indication of
students preferences for internships.

Internships

Morning
side
By SCOTT ANDREASEN
I'm not one to "lay my trip" on someone,
but I've gotten into something I'd like to
share with anyone willing to listen. For the
past four and a half months I've been on an
individual contract through the Individual in
America program, with Peggy Dickinson as
advisor, working at Morningside in Olympia.
Morningside is a sheltered workshop for the
mentally
retarded
and
physically
handicapped. I wanted to write about my
experience, to let anyone interested in this
type of work know that Morningside would
be happy to have you.
Morningside serves a three-fold purpose.
The pre-school gets handicapped children
ready for regular public schools or special
education classes offered by the school
district.
Also, Morningside helps train handicapped
adults for possible training or job placement.
After necessary training required to meet job
needs, the trainee is placed through
Morningside in regular paying employment.
Outing the training period at Morningside,
each trainee is paid by piece-rate according to
his capabilities.
Third, the Morningside activity center
serves as the name describes. Handicapped
adults come from all over Thurston County to
work in ceramics, sewing, weaving, and a
variety of other activities.
Every day from 20 to 30 people work in
the center on looms, sewing machines and
other projects creating things. Hats, ponchos,
purses, belts, quilts, blankets, rugs and just
about anything you can name in ceramics are
made daily and taken to the Morningside Gift
Shop to be sold.
Again, in the activity center, most are paid
for their work according to a piece-rate,
affording financial benefits and a sense of
accomp Iish ment.
The gift shop would be the fourth area, but
it actually serves as a training center for work
in sales and money handling. Social
interaction, the handling of a customer,
employee-employer and employee-employee
relationships are only part of the many
activities at the store relating to the training.
When I first started at Morningside as a
two-day-a-week intern, I was interested in
working with children and finding out,
administratively speaking, how a workshop

Morningside Gift Shop comes to TESC campus to raise funds for the benefit of retarded children.
Morningside also provided students with internships that proved a benefit to both parties.

such as Morningside functioned. My two days
increased to three, then to four as I became
familiar with the different areas, the
personnel and people who attend.
I was introduced to the Executive Board of
Directors at the first board meeting I
attended. I mentioned my initial goals and
offered my services to all departments. My
greeting was filled with appreciation and
warmth.
It was not only for me but also for The
Evergreen State College, who would be
sending
more
students
like
me
to
Morningside.
Working with the head executive director,
Mrs. Jannette Loutzenhiser, has been quite an
experience. She filled me in on most
everything to know about Morningside. I've
worked with the staff at meetings, with the
department heads at their meetings and with
the clients whenever I can.
I started out more administration-minded,
but I've been working with the people as
much as possible the last three months.
My schedule this quarter has been pretty
heavy. Mondays from 9:30 a.m. to 12:30
p.m. as Activity Center aide; 1 to 2 p.m.
training a woman for work at a motel; and
2:30 to 4 p.m. as an Activity Center aid again.
Tuesdays - Preschool aide from 9:30 a.m.
to noon; 1 to 2 p.m., motel training; and 2:30
to 4 p.m., Activity Center.

Wednesday and Thursdays - preschool from
9:30a.m. to noon; and motel training from 1
to 2 p.m.
area
I've been
Morningside's
main
concentrating on this quarter has been the
Group Home Planning. I am a member of the
Group Home Committee, whose goal is to
find the best and most efficient method of
constructing and maintaining a group home
for the handicapped of Thurston County.
We're in the process of taking a survey to
determine the real community needs. Results
of the Survey will determine how we go about
applying for s a e and/or federal funds
available.
There's so much more to say, but I've
written too much already. I just wanted to get
a point across that anyone interested in this
area of work can arrange an internship or
contract and get valuable work experience.
I can say that I love this work, the people,
the
administrators,
everything
about
Morningside. Morningside is one of close to
30 such community-based programs in the
state provided for less fortunate human
beings.
The age of institutionalizing the mentally
retarded is coming to an end. Group homes
and workshops such as Morningside are the
existing vehicles, bringing the handicapped
back to the community where they belong.

,1

)

the evergreen state college THE PAPER June, 1972 PAGE THIRTY-FIVE

Individual in America

•

Does anybody have a spare
flashlight so I can go to the
bathroom?

IIA sem1nar blues
I wish I could

And it was really fun getting those letters this summer just signed from Willi and Bill. That last one
about all the rappelling and the last line "Just hang loose"-my dad just went crasy.

tellifl'm
bored
or
FRUSTRATED
Let's handle people things
Yeah people
are more important than
books-ideas
I'd like to leave but

Some of these jobs are really rigerous and even the old timers were speaking with kind of a funny
twang to their voices. Then they asked 'how about Squire Creek' Now I just happened to get a job
description marked off in 2/10 miles and there were 76 logs flagged to be cut in the first 2/10 mile
secti?n. Now that leads to the final description of the program that doesn't really exist, with everyone
startmg at Green Mountain Hourse Pasture. One group doing reforestration on a 300 acre burn and
two groups up to Downey Creek to enjoy scenery and some trail maintenance.
What's your name? Charley Cabe? Are you leaving just because we have no wine?

am
tooo

The scary thing

laayed

is

baaack
Ietsj u stsita ndwatchthefl owersgrow
There's gottabe
something

notthatwearefa iIi ng
but

I see this year as everybody becoming strong
enough and confident enough of his own
being and the place where he is so that he
doesn't have to play games with other people.

that
we

better

might
be
The worst thing we could imagine was 150
high-powered individuals out there with
nothing to do. The boredom just boggles the
mind.
We had planned an equivalent trip to the St.
Louis Ghetto, but with no funds, we'll
probably all end up hitchhiking to Seattle.
(San Fransisco!)

SUCCEEDING!
What if we really are

us

discovering ourselves

We're always talking about everything
irrelevant. We're here to get down to earth.
Answer,-O.K., I'll attempt to say something
important!

and concluding
that
Shakespeare
wouldbeamoreinteresting
discovery
But Shakespeare ain't agonna
gitus

You mean you went around to the group and
no one said a work? Do they have a fire? How
about hypothermia?

People ask me what I'm going to do. I say
that if I I ike the first week, I may go there for
10 years.

through
THE 20TH CENTURY
are we

In the place where I grew up I was lucky to find a blade of grass, let alone a tree. I could use reason A
or B or Z to not go, but I want to add the experience to my experiential banks. You know if you can't
hang together in these wide open spaces, think about your brother in the Ghetto.

Whatd ifferencedoesitma ke
Hey
whatifeverybody
had
that
attitude
Then it wouldn't make any difference
andwe'd be
fools

to think
otherwise
sooo
the important thing

Last year I seemed to be closing up more and more and especially this summer I seemed to be crawling
into myself. I was trying to reach out, but it was so hard. Now, in so few days, I feel so different, and
it really feels good.

is
not
to

I am an intellectual and I don't apologize for that. It doesn't make me better, only different. What 1
want to learn form you is a challenge to my emotions and imagination, not my intellectual ability.
We may get to know how we all behave out here in the wilderness, but, back at school, we'll all be
wearing nice clothes and it'll be all different. Answer,-Oh, I 'II wear my long johns under my shirt.

get
Through
THE 20TH CENTURY
But

not

How do you explain to conservative people that we all went down to the river and went swimming or
that guys and girls shared bunks at Camp Long?
What is your instructor's name? "Pete" Pete what? "Just Pete!"

to
be
fools.

learning Workshops
Skill development in reading, writing, math
and individualized learning programs have
been the emphasis of Evergreen's Learning
Resource Group this year. Students of various
levels of performance who wanted to improve
any of these skills worked with this group.
Fa II quarter more than 100 students from
six Coordinated Studies programs participated
in Directed Reading Workshops.
Winter quarter the Learning Resource
Center opened in 1308 across from Media
Loan. Here 60 students from all 11
Coordinated Studies programs and Contracted
Studies worked on reading improvement with
Esther Barclay. They have worked on
comprehension and close reading, spelling,
vocabulary, and speed. One student decided
no matter what speed he achieved, he must
spend more than two hours a week reading!
worked with individuals and groups on
In the area of math, students worked in the
fundamental
understandings
about
Center in taped algebra programs. Dan Chang
mathematics.
PAGE THIRTY-SIX the evergreen state college THE PAPER June, 1972

Workshops in Poetry Writing, Essay
Writing, and Journal Writing were conducted
by Gail Martin. She also met with students in
writing contracts and program writing
projects.
The Learning Co-op which brought
together students who had something to teach
with others who wanted to learn was under
the guidance of Lou-Ellen Peffer until March,
when she was transferred to Developmental
Services.
In the Learning Resource Center are
specially designed carrels with slide projectors
which can be synchronized with taped
directions or narrative. This equipment is used
in individualized study through audio-tutorial
programs. Development of such programs has
been the focus of Steve Riggins. Steve put
together one program, has another in
progress, has worked directly with eight
students who are making programs, and has
assisted others.

Media: cpj0017.pdf