cpj0088.pdf

Media

Part of The Cooper Point Journal Volume 3, No. 30 (July 17, 1975)

extracted text

16

COOPER POINT JOURNAL
Vol. .~ No. 30

The Evergreen State College . Olympia, Washington

~

June 24

I have read your proposal and
ca nnot see how it related to the recent discussion he ld a t Jovana's
house. Your proposal sidesteps the
centra l issue wh ich is the need for
better access and · serv ice in the library media serv ice area. My only
suggestion is th at you go back to
you r drawing board with these
questions in mind: Exactly how 5=an
the existing library media resources
(sl1lff, facilities and equipment) be
used more effectively to support
user needs? What changes in priorities, procedures and organizational
structure wou ld help the situation 7
Kirk Thompson

I

June 30

I apprec iate all of the effo rt that
went into your Media Workshop
proposal, but I can't help replying
that. it misses the point of much of
our discussion at Jovana Brown's
house . The starting point there was
that Ev ergreen 's media instruction
ought to serve the overall objectives
of a liberal arts co llege and shou ld
avoid, as far as possible, the technological orientatioYl appropriate to
schools like OVTI.

f

:,.'1

r'

q

.\
I

I

,

As an alternative to your proposal's perspective, I wish to urge this
one, as emphatically as possible, because it seems to have so much
more to do with Evergreen: Evergreen must not function as a "hardware store" or as an institute of
technology at any level. basic, intermediate, or advanced. Media instruction must focus on having
something to say and on saying it
well, even at the beginning level .
Our curriculum cannot be served
well by any approach at any level
that emphas izes tool use and production technique as · being prior to
matters of substan ce and content,
or prior to "pro blems, projects, or
themes. " This was the approach
adopted by the planning faculty for
the huma nities, arts, sciences, and
socia l sciences, and it is equally
relevant to th.e media. Our agreement on this approach is one of the
main reasons why we do not find
ourselves somewhere else, but find
o urse lves' here. In this respect, the
Quinault II group merely reiterated
a n Evergreen "given" - but with
the implication, since they did feel a
need to repeat it, that we have perhaps a lready strayed some distance
from the path which has heart.

July 17, 1975

I

I

I,
I

\

Randy Harrison
Come on, Kirk, who do you
think your kidding with the memo
dated June 30th? For o nce, fin ally ,
media services h as taken some
initiative in offering some workshops on the use and care of media
equ ipment, something which ha s
been needed as long as I have been
at Evergreen. If you worked at
Media Loan or Repair and saw the
condi tio n some equipment comes

E:a:",:~~::
Dear Chas,

need

wr be elm
,

First prize goes to you this month
for the proposed workshop for next ·
year! Tis a very well thought- out
scheme and one which I sincerely
hope will make one of the muchneeded breakthroughs in what admittedly has been a labyrinth of
ambiguity and confusion. You have
my wholehearted endorsement (for
whatever kiss of death that may
bring) and certainly my commenda tion for a forthright approach to a
difficult matter .
(Italics ours)
"...._ _ _. .

EVERGREEN AND THE ART OF SEMANTIC PARADOX
This potpourri of memos and messages was written in response to a media workshop proposal designed by student Frankie
Foster and staff member Chas Davies. The proposal, submitted June 19, suggests the Library Group assuine a larger role in
media equipment instruction, and outlines five workshops to aid in that end. As expressed in several of the memos above, the
proposal has met head-on opposition.
The program suggested by Foster and Davies ("with the blessings of the Media Services and Media Loan staff") establishes
"Basic" workshops in five areas: 'photography, video, audio, film-making (Super-B) and graphics/production planning. All the
workshops, except. the latter, would run twice per week for four weeks, one and a half to two hours per session and cover a
cross-section of beginning media information.
The proposal authors summarized their philosophy in the introduction to their idea:

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Rates for next Jail quarter start at the same IO\N price as last year
$63.89 per month.
Applications for summer and fall nO\N available in the Housing Office,
p hone 866- 6132 Building A #220 .

The Library Group is seriously considering taking on a larger responsibility in the instruction of basic media tool use and tech nique . Since Evergreen began, a need has existed to provide instruction to: a) Media Loan tool users; b) various academic pro grams with a media emphasis / component; c) to an endless number of individuals with media skill needs (in or outside their
academic studies) and; d) more recently to users of the Mini-Media Production Center. The Library DTF Report of two years
ago and the Quinault [] Report also mention or allude to the campus-wide need for basic media tool and technique instruction .
To begin to meet these needs, we w(;JUld like to suggest a comprehensive, coordinated and continuous series of workshops on
the use of basic media tools and production techniques . The idea is to meet a maximum number of presently specified needs and
tl1e unknown needs of the near future in an organized repeating workshop series. '
The proposal soon elicited opposition from fa·c ulty member Kirk Thompson, starting with a memo dated June 30 (see ·above).
The memo asserted that the Foster I Davies proposal contradicted Evergreen philosophy (particularly in regard to media) as es tablished at the conferences Quinault II and Jovana Brown (17). In that memo Thompson says: " ... it seemed clear from the
text that the Quinault group was urging us away from technological preoccupations, towards an aesthetic and substantive approach to the media. Leo Daugherty, who had been co-chairperson of Quinault II, said that this was exactly the point, and no·body who had been at Quinault - actually, nobody at all - disagreed with him. When Lynn Patterson later proposed basic
media workshops by staff and faculty as one of three parts of an overall plan, I am sure that she and nearly everyone else
assumed that such workshops would embody the approach we had discussed shortly before."
On the other end of the spectrum, faculty member Bob Barnard says Davies has "interpreted the terms 'basic' and 'need' far
more broadly than the Quinault II people or the faculty ever intended." He accepted the five proposed workshop areas suggested by Foster and Davies but proposed workshop curricula much more simplistic (i.e. , beginner's level) than their proposal.
conti nued on page 6

2

Cooper Point Journal

Cooper Point Journal ~EDITDR IAL~~~~~
Vol. 3 No. 30

July 17, 1975

editor
ti locke -fleming
news editor
brian murphy
production manager
robin tomer
business I advertising
jim feyk
photography
stuart chisholm
reporters I general staff
Sandy Baugher
Ford Gilbreath
Mary Hester
Alan Mador
Kat hl een Meighan
Ray Ward
Fisayo Gesinde
Billie Cornish

advisor
margaret gribskov
The Cooper Point Journal is publi s hed weekly by the Evergreen
State College Board of Publications
and members of the Evergreen community. The Journal is funded
through student Services and Activities fees and advertising revenue.
Views expressed in the Journal are
not necessarily those of the editorial
staff or The Evergreen State College.
The Journal news and business
offices are located in the College
Activities Building (CAB) rm. 306.
News phones: 866-6214 and -6213 ;
advertising and business 866-6080.
The Journal is free to aU students
of The Evergreen State College and
is distributed on campus without
charge . For non-Evergreen students,
a nine-month subscription may be
obtained at the price of four dollars.

Printed by the
Shelton / Mason County Journal
lAAAST WORDS
''I've never seen a bird in overalls."
"Ca n you acetate the duck?"

A FREE DANCE WITH
CASINO
July 25

3:00

3rd Floor CAB patio
(Ubrary lobby if it rains)

Zen and Media Instruction
by Brian Murphy
In the last few years, Evergreen has anticipated future shock with Alvin Toffler;
let it flow with Ken Kesey; encountered a separate reality with Carlos Castenada
and now appears destined to study cycle maintenance witJl Robert Pirsig. Perhaps,
I will feel more in place if Erica long should rise to Geoduck stardom. Either way ,
we are left with media proposals seeking a place here through the Pirsig
philosophy.
What is semantic paradox? Semantic paradox is what you get when Evergreeners
get together and try to define an "Evergreen philosophy." How does one structure
a guideline for an unstructured atmosphere? Once a guideline is adopted,
boundaries are drawn. But, if to avoid this, ambiguous language is applied, you've
simply created an airy document that doesn't say a thing.
For a prime example of this, the Quinault II document, created in the best of
intent, has been used by two faculty members (Thompson and Barnard) to support
juxtaposed opinions. Thompson quotes the Quinault recommendations to support
his philosophy that "Media instruction must focus on having something to say and
saying it well, even at the beginning level." On the same plane, Barnard feels
Davies (and Foster) interpreted the Quinault document too broadly. He says his
interpretation of the Quinault members' intention ~as "they were supporting more
basic instruction on how-to-get-to and operate library-held cameras, recorders and
video gear. 'Basic' implied short, to the point, flexible, units of instruction."
It is said by some that anything in the world can be prov~n by quoting the
Bible, Yale research reports or Thomas Jefferson's writings. Are Evergreen documents to be added to this infamous list?
The Quinault document proposes to clarify "matters that have gotten bound up
in too much vague rhetoric." Yet, it goes on to emphasize statements such as "the
age of receiving academic credit for experiencing experience is over. Facility in
reading , writing. and analvsis must be develoned in all academic work. in both
programs and contracts." Does that mean there will be no credit awarded for the
developing of skills, but rather for clerical classification and theory of skills? Or
what does it mean?
So three main problems have been delineated in this editorial and lead story.
I)How can we set forth some form of guideline and philosophy, without stultifying
an open atmosphere or creating meaningless dogma? 2)How can we attempt to halt
a widening gap between faculty, staff and students and 3)What kind of education
should a student expect find available at Evergreen?
1) Despite the relaxed atmosphere of a retreat, the composition of major school
documents should take place on campus or near enough to campus that all
persons may have the opportunity to participate, rather than be presented with
recommendations and given the job of having to refute questionable proposals.
And, to end an Evergreen myth, the pseudo-concensus, as admirable as the
concept may be, should ·give way to a more practical method of decision-making.
The attempt to word documents to suit all parties has left us with the ambiguities
now binding our efforts.
2) Probably, the only plank of Evergreen philosophy that I have never hear
challenged (until recently) is an effort for all persons on campus to ignore title and
caste and attempt to work together. Unfortunately, an elitism by all factions has
pushed them farther apart . Friction has been growing, but to go so far as to tell a
student his place "isn't in curriculum planning, it's a faculty job" blatantly violates
an Evergreen trust. Certainly, students should not be unquestionable authors of
curricula, but, equally, should not be excluded from its planning.
3) Finally, it would be helpful to decide whether Evergreen is a college for
alternative modes of and self-paced learning or simply another liberal arts college.
Many students, have run into situations where we were told 'if we wanted to learn
what I call "pragmatics" in a specific field to go somewhere else. It seems a number
of faculty are more concerned wi~h theory rather than skill or technique,
sometimes to the point of leading seminars in a direction to further their doctoral
philosophies. As for a media ' proposal that "must focus on having something to
say and saying it well" and cannot "be served well by any approach at any level
that emphasizes tool use and production technique as being prior to matters of
substance and content, or prior to 'problems, projects, or themes' " I find myseif
nearly at a loss. To propose teaching self-expression through the media, but not
necessarily teach use of the equipment is completely ludicrous. Why should
students have to be planning to be great movie-makers just to take a workshop in
media equipment? Do ' science students, and others who might use media in their
studies, have to go elsewhere to learn to operate media equipment7 Will we begin
courses in media instruction with prerequisites where a student must express a
desire to be Federico Fellini and own at least one autographed picture of Stanley
Kubrick?

July 17, 1975

3

=LETTERS

FOURTH WORLD SPEAKS
To the Editor: Or Point: Or Whatever:

Taken at the Olympia Lakefair, held last weekend.

DEMISE OF FAIR
NEWS REPORTING?
To the Editor:
I believe it was the current editor of the
Journal who was recently quoted as saying, "Freedom of the press exists only in
the minds of people who are not journal ists."
How sad. But must we now also add
"fair news reporting" to this epitaph for
freedom of the press? Judging from the
content of Eva Usadi's story about the
Board of Trustees' deliberations on the
Student Services and Activities (S&A)
Board's Third World Reserve Fund ·I'd
have to conclude that fairness got b~ried
along with the old oversized "Guest Commentary" banner.
I get a little tired of reading opinions
thinly disguised as news reporting, written by obviously biased writers, and displayed prominently on page 3.
Thank you , Eva Usadi, for at least
mentioning (albeit in the fifteenth paragraph and then only in passing) the fact
that you are a member of the same S&A
Board of which you write. This informa tion should have been displayed in an editor's note, along with a label marking the
story as commentary, and the whole thing
should have been accompanied by a news
story telling us what really happened at
that Board of Trustees meeting on June
26, 1975 (yes, I know this means the
writer might be required to do a little research or ask a few questions) .
Instead, however, the only thing accompanying the story is an extended
quote with photo by Lynn Garner decrying the Trustees' action . This kind of
treatment only serves to reaffirm the
story's one-sidedness.
I'll admit that at first it looked like the
Reserve Fund issue was going to be given
a fair presentation , what with the lead po-

sition given to Jim Feyk's quote opposing
the Fund. Accompanied by more detail
and quotes from involved sources it
might have served as a good introduc'tion
to or summary of Feyk's side of the story.
However, it soon becomes apparent
that Feyk's quote has been used only as
an orator might use a rhetorical question
to precede and excuse a long tirade, as the
author goes on to reprint the entire written explanation of the Fund as told by the
S&A Board (a whopping 111/ z inches, including a reprint of Evergreen 's Affirma tive Action policy).
Apparently speaking now for the S&A
Board, the author then gives a detailed
answer in print to some points which the
Board of Trustees "did not seem to understar d " (again, apparently no effort was
made to find out the reality of what the
Trustees did or did not "understand, " or
for that matter, what the Trustees thought
about the whole situation at all),
The numerous supporters of the S&A
Board's Fund action are then listed and
quoted, while opposition, if any, seems to
have magically dissolved .
Finally, the author does what must be a
first in any kind of journalism, objective
or other - she draws eight inches worth
of implications from an action by the
Trustees of which she admits she is ignorant! (This amendment is, unfortunately,
unavailable at the time of publication ... )
It is in this editoria l, by the way, that we
finally learn the truth about the author's
conflict of interest.
I'm not asking for "objective journalism" a la Daily 0 or Seattle poI. Their
objec~ivi ty is only shallow bias dressed up
~n obJecti~e "news" sty le writing . All I ask
IS that thIS, the major Source for news on
the Evergreen campus, at tempt to satisfy
the needs of more than just those individuals whose biases happen to coi ncide with
the clouded vision of any particular writer
- whether that writer be staff reporter,
S&A Board mem ber, or both.
Sam Solomon

I can't understand why Eva Usadi's
story (in the July 3rd issue) on the Third
World Reserve issue which was aired at
the last Board of Trustees meeting wasn't
labeled "Commentary." Inasmuch as she
argued in behalf of one point of view and
her bias was not declared, I don't think
her article should be called a "news
feature," as I had understood it would be.
At any rate, I would like to clarify my
arguments, which were so briefly mentioned in the article.
My objections to the Third World Reserve Fund concept are as follows:
1) This misnamed "fund" would give
the S&A Board a form of editorial control
over the Cooper Point Journal to which,
according to my interpretation of the
principle of free speech, they have no
right. This control would be accomplished
when the S&A Board, upon completion of
the allocation process, says in effect that
"the Journal must do certain things in
order to receive its .e ntire budget" and
when those "certain things" relate .in any
way to the printed matter.
I think the S&A Board can and should
evaluate student funded 'activi'ties and
recommend allocations according to need
and worthiness, based on past experience,
but I think th ey're overstepping the
bounds of their authority when they
attempt to govern either subject matter or
operations, in advance of publication of
the campus newspaper. This is the proper
matter for the Journal staff, editor, Board
of Publications a nd student body as a
whole. In any case, the editor should
a lways answer to the student body as a
whole and never to any special interest
group in particular. I've heard people
compare the Third World Reserve Fund
with the Federal Government's option to
freeze federa l funds being given to
?usinesses and institutions when they're
Judged to be negligent in their compliance
with civil rights laws. But the comparison
is invalid here because we're talking about
the press and not a construction co mpany
or a weapons firm or the Post Office, The
press isn't considered free when it works
for or is supported by the government.
Now wha t are those "musts" tha t the
!ournal would have to do in order to get
Its full budget? 1) Establish an open dialogue with the Third World Coalition
with regard to meeting the needs of the
Third World People. 2) Reach agreement
(about meeting those needs) with the Coalition and present it to the Board .
This is an honest and praiseworthy attempt 9n the part of the S&A Board to
carry out Evergreen's Affirmative Action
Policy, but there are several problems
with it. For one thing, it appears as
though it would be an entirely subjective
judgment on the part of the S&A Board
cont inued on page 8

2

Cooper Point Journal

Cooper Point Journal ~EDITDR IAL~~~~~
Vol. 3 No. 30

July 17, 1975

editor
ti locke -fleming
news editor
brian murphy
production manager
robin tomer
business I advertising
jim feyk
photography
stuart chisholm
reporters I general staff
Sandy Baugher
Ford Gilbreath
Mary Hester
Alan Mador
Kat hl een Meighan
Ray Ward
Fisayo Gesinde
Billie Cornish

advisor
margaret gribskov
The Cooper Point Journal is publi s hed weekly by the Evergreen
State College Board of Publications
and members of the Evergreen community. The Journal is funded
through student Services and Activities fees and advertising revenue.
Views expressed in the Journal are
not necessarily those of the editorial
staff or The Evergreen State College.
The Journal news and business
offices are located in the College
Activities Building (CAB) rm. 306.
News phones: 866-6214 and -6213 ;
advertising and business 866-6080.
The Journal is free to aU students
of The Evergreen State College and
is distributed on campus without
charge . For non-Evergreen students,
a nine-month subscription may be
obtained at the price of four dollars.

Printed by the
Shelton / Mason County Journal
lAAAST WORDS
''I've never seen a bird in overalls."
"Ca n you acetate the duck?"

A FREE DANCE WITH
CASINO
July 25

3:00

3rd Floor CAB patio
(Ubrary lobby if it rains)

Zen and Media Instruction
by Brian Murphy
In the last few years, Evergreen has anticipated future shock with Alvin Toffler;
let it flow with Ken Kesey; encountered a separate reality with Carlos Castenada
and now appears destined to study cycle maintenance witJl Robert Pirsig. Perhaps,
I will feel more in place if Erica long should rise to Geoduck stardom. Either way ,
we are left with media proposals seeking a place here through the Pirsig
philosophy.
What is semantic paradox? Semantic paradox is what you get when Evergreeners
get together and try to define an "Evergreen philosophy." How does one structure
a guideline for an unstructured atmosphere? Once a guideline is adopted,
boundaries are drawn. But, if to avoid this, ambiguous language is applied, you've
simply created an airy document that doesn't say a thing.
For a prime example of this, the Quinault II document, created in the best of
intent, has been used by two faculty members (Thompson and Barnard) to support
juxtaposed opinions. Thompson quotes the Quinault recommendations to support
his philosophy that "Media instruction must focus on having something to say and
saying it well, even at the beginning level." On the same plane, Barnard feels
Davies (and Foster) interpreted the Quinault document too broadly. He says his
interpretation of the Quinault members' intention ~as "they were supporting more
basic instruction on how-to-get-to and operate library-held cameras, recorders and
video gear. 'Basic' implied short, to the point, flexible, units of instruction."
It is said by some that anything in the world can be prov~n by quoting the
Bible, Yale research reports or Thomas Jefferson's writings. Are Evergreen documents to be added to this infamous list?
The Quinault document proposes to clarify "matters that have gotten bound up
in too much vague rhetoric." Yet, it goes on to emphasize statements such as "the
age of receiving academic credit for experiencing experience is over. Facility in
reading , writing. and analvsis must be develoned in all academic work. in both
programs and contracts." Does that mean there will be no credit awarded for the
developing of skills, but rather for clerical classification and theory of skills? Or
what does it mean?
So three main problems have been delineated in this editorial and lead story.
I)How can we set forth some form of guideline and philosophy, without stultifying
an open atmosphere or creating meaningless dogma? 2)How can we attempt to halt
a widening gap between faculty, staff and students and 3)What kind of education
should a student expect find available at Evergreen?
1) Despite the relaxed atmosphere of a retreat, the composition of major school
documents should take place on campus or near enough to campus that all
persons may have the opportunity to participate, rather than be presented with
recommendations and given the job of having to refute questionable proposals.
And, to end an Evergreen myth, the pseudo-concensus, as admirable as the
concept may be, should ·give way to a more practical method of decision-making.
The attempt to word documents to suit all parties has left us with the ambiguities
now binding our efforts.
2) Probably, the only plank of Evergreen philosophy that I have never hear
challenged (until recently) is an effort for all persons on campus to ignore title and
caste and attempt to work together. Unfortunately, an elitism by all factions has
pushed them farther apart . Friction has been growing, but to go so far as to tell a
student his place "isn't in curriculum planning, it's a faculty job" blatantly violates
an Evergreen trust. Certainly, students should not be unquestionable authors of
curricula, but, equally, should not be excluded from its planning.
3) Finally, it would be helpful to decide whether Evergreen is a college for
alternative modes of and self-paced learning or simply another liberal arts college.
Many students, have run into situations where we were told 'if we wanted to learn
what I call "pragmatics" in a specific field to go somewhere else. It seems a number
of faculty are more concerned wi~h theory rather than skill or technique,
sometimes to the point of leading seminars in a direction to further their doctoral
philosophies. As for a media ' proposal that "must focus on having something to
say and saying it well" and cannot "be served well by any approach at any level
that emphasizes tool use and production technique as being prior to matters of
substance and content, or prior to 'problems, projects, or themes' " I find myseif
nearly at a loss. To propose teaching self-expression through the media, but not
necessarily teach use of the equipment is completely ludicrous. Why should
students have to be planning to be great movie-makers just to take a workshop in
media equipment? Do ' science students, and others who might use media in their
studies, have to go elsewhere to learn to operate media equipment7 Will we begin
courses in media instruction with prerequisites where a student must express a
desire to be Federico Fellini and own at least one autographed picture of Stanley
Kubrick?

July 17, 1975

3

=LETTERS

FOURTH WORLD SPEAKS
To the Editor: Or Point: Or Whatever:

Taken at the Olympia Lakefair, held last weekend.

DEMISE OF FAIR
NEWS REPORTING?
To the Editor:
I believe it was the current editor of the
Journal who was recently quoted as saying, "Freedom of the press exists only in
the minds of people who are not journal ists."
How sad. But must we now also add
"fair news reporting" to this epitaph for
freedom of the press? Judging from the
content of Eva Usadi's story about the
Board of Trustees' deliberations on the
Student Services and Activities (S&A)
Board's Third World Reserve Fund ·I'd
have to conclude that fairness got b~ried
along with the old oversized "Guest Commentary" banner.
I get a little tired of reading opinions
thinly disguised as news reporting, written by obviously biased writers, and displayed prominently on page 3.
Thank you , Eva Usadi, for at least
mentioning (albeit in the fifteenth paragraph and then only in passing) the fact
that you are a member of the same S&A
Board of which you write. This informa tion should have been displayed in an editor's note, along with a label marking the
story as commentary, and the whole thing
should have been accompanied by a news
story telling us what really happened at
that Board of Trustees meeting on June
26, 1975 (yes, I know this means the
writer might be required to do a little research or ask a few questions) .
Instead, however, the only thing accompanying the story is an extended
quote with photo by Lynn Garner decrying the Trustees' action . This kind of
treatment only serves to reaffirm the
story's one-sidedness.
I'll admit that at first it looked like the
Reserve Fund issue was going to be given
a fair presentation , what with the lead po-

sition given to Jim Feyk's quote opposing
the Fund. Accompanied by more detail
and quotes from involved sources it
might have served as a good introduc'tion
to or summary of Feyk's side of the story.
However, it soon becomes apparent
that Feyk's quote has been used only as
an orator might use a rhetorical question
to precede and excuse a long tirade, as the
author goes on to reprint the entire written explanation of the Fund as told by the
S&A Board (a whopping 111/ z inches, including a reprint of Evergreen 's Affirma tive Action policy).
Apparently speaking now for the S&A
Board, the author then gives a detailed
answer in print to some points which the
Board of Trustees "did not seem to understar d " (again, apparently no effort was
made to find out the reality of what the
Trustees did or did not "understand, " or
for that matter, what the Trustees thought
about the whole situation at all),
The numerous supporters of the S&A
Board's Fund action are then listed and
quoted, while opposition, if any, seems to
have magically dissolved .
Finally, the author does what must be a
first in any kind of journalism, objective
or other - she draws eight inches worth
of implications from an action by the
Trustees of which she admits she is ignorant! (This amendment is, unfortunately,
unavailable at the time of publication ... )
It is in this editoria l, by the way, that we
finally learn the truth about the author's
conflict of interest.
I'm not asking for "objective journalism" a la Daily 0 or Seattle poI. Their
objec~ivi ty is only shallow bias dressed up
~n obJecti~e "news" sty le writing . All I ask
IS that thIS, the major Source for news on
the Evergreen campus, at tempt to satisfy
the needs of more than just those individuals whose biases happen to coi ncide with
the clouded vision of any particular writer
- whether that writer be staff reporter,
S&A Board mem ber, or both.
Sam Solomon

I can't understand why Eva Usadi's
story (in the July 3rd issue) on the Third
World Reserve issue which was aired at
the last Board of Trustees meeting wasn't
labeled "Commentary." Inasmuch as she
argued in behalf of one point of view and
her bias was not declared, I don't think
her article should be called a "news
feature," as I had understood it would be.
At any rate, I would like to clarify my
arguments, which were so briefly mentioned in the article.
My objections to the Third World Reserve Fund concept are as follows:
1) This misnamed "fund" would give
the S&A Board a form of editorial control
over the Cooper Point Journal to which,
according to my interpretation of the
principle of free speech, they have no
right. This control would be accomplished
when the S&A Board, upon completion of
the allocation process, says in effect that
"the Journal must do certain things in
order to receive its .e ntire budget" and
when those "certain things" relate .in any
way to the printed matter.
I think the S&A Board can and should
evaluate student funded 'activi'ties and
recommend allocations according to need
and worthiness, based on past experience,
but I think th ey're overstepping the
bounds of their authority when they
attempt to govern either subject matter or
operations, in advance of publication of
the campus newspaper. This is the proper
matter for the Journal staff, editor, Board
of Publications a nd student body as a
whole. In any case, the editor should
a lways answer to the student body as a
whole and never to any special interest
group in particular. I've heard people
compare the Third World Reserve Fund
with the Federal Government's option to
freeze federa l funds being given to
?usinesses and institutions when they're
Judged to be negligent in their compliance
with civil rights laws. But the comparison
is invalid here because we're talking about
the press and not a construction co mpany
or a weapons firm or the Post Office, The
press isn't considered free when it works
for or is supported by the government.
Now wha t are those "musts" tha t the
!ournal would have to do in order to get
Its full budget? 1) Establish an open dialogue with the Third World Coalition
with regard to meeting the needs of the
Third World People. 2) Reach agreement
(about meeting those needs) with the Coalition and present it to the Board .
This is an honest and praiseworthy attempt 9n the part of the S&A Board to
carry out Evergreen's Affirmative Action
Policy, but there are several problems
with it. For one thing, it appears as
though it would be an entirely subjective
judgment on the part of the S&A Board
cont inued on page 8

Cooper Point Journal

4

[Jeopl e He1p ing PCO})1 e

Neurophysiology - Beyond Thinking
by Fisayo Gesinde
Dr. Wilder Penfold of McGill University in Montreal, Canada, once performed
a brain operation during which he
touched different parts of the patient's
brain with a small electrical probe. Depending on what particular part of the
brain-surface Dr. Penfold touched, the
patient turned his head, raised his arm,
drew up hi s leg and even began to sing.
In 1932, a Swiss neurophysiologist, Dr.
Walter R. Hess, discovered that nearly all
the normal functions of man could be
stimulated electrically when he planted
electrodes in the brain of a human being.
The technique has since been developed
through research in several laboratories
a round the world, most of the scientists
inv o lved using monkeys and apes as their
patients.
And in his book, Th e Ape People, the
director of the Yerkes Primate Center at
Emory University in Atlanta, Georgia,
Dr. Geoffrey H. Bourne wrote: .
This technique of implanting electrodes in the brain is now so well
developed that it is possible, by selection . of the right part of the
brain, to stimu late sexual desires
and activi ties, to stimulate a feelling of goodwill and happiness, to
s timu la te memory, to stimulate
sleep . . . In fact if enough electrodes are placed into the brain,
practically all the main functions
of the brain can be controlled by
' a n o utside person.
The ability to control the activities and
thinking of o ther human beings has been
the great dream of many power-maddened
rulers, even if few of them ever said so.
Obviously, if a nation comprised solely of
robots , the ruler (the only non-robot)
wo uld neve r have to worry about
upri sin gs or revolutions no matter what
laws he introduced or abolished or how
much of the nation's economic resources
he siph o ned int o hi s own private keeping.
This would be the supreme form of dictatorship .
Brain 'con trol through the technique of
electrode implantation is moving closer to

-~il-t~
PIANO SERVICE

New and Used Pianos Rentals - Tuning -

perfection; as it does, the supreme form
of dictatorship which so far has been a
dream, is moving closer to reality.
In an article published in the December,
1969 issue of Esquire, David M. Rorvik
envisioned a sociaty known as an 'Electroligarchy.' In such a society, the ruling
class would comprise a small group of individuals whose brains would remain untouched. The other classes would have
varying numbers of electrodes implanted
in their brains, according to the rulers of
the ruling class . The robotized masses
would not be aware of the fact that elec, trodes had been implanted in their brains,
they would simply carry out orders with
pleasure,
As David Rorvik wrote:
The Electrons, the second rank
in such a society, might comprise
ten percent of the population and
would each have 50 electrodes implanted. These would be remotely
controlled and programmed by the
Electroligarchy and they would be
designed to ensure the Electrons'
unquestioning allegiance, The Electrons would be the society's most
creative components. . . They
would be the scientists, economists,
scholars, cyberneticists, philosophers, poets and other thinkers of
society, . ,
Positrons might be the name of
the next caste within the system .
each possessing 200 embedded electrodes. These would be the whitecollar support contingent . . .
At the lowest level might come
the Neutrons, 60 percent of the
population with 500 electrodes
each. These would be the bluecollar people, the factory workers,
the soldiers, secretaries, bus drivers,

..

..

*

In my OpInIOn, societies approaching
David Rorvik's 'Electroligarchy' in form
are already in existence, The rulers of
such societies use harsh laws and severe
punishment (instead of electrodes) to control their subjects,
Examine the order of some so-called
liberal societies today. One finds ' that the
group which might be named 'Neutrons'
in an 'Electroligarchy' are the most restricted, trampled-upon set of 'people in
the society. The 'white-collar' workers are
the intermediaries between the Dolicymakers and the 'blue-collar' workers;
they are mere tools in the hands of the
rulers, but bosses to the manual laborers.
The intellectuals are the only 'free-think ing' group after the ruling class, but then,
many of them are not really 'free - thinkers;' they are afraid of persecution.
*

*

The farther man advances in the fields
of science and technology, the harder it
will become to distinguish between useful
and potentially-catastrophic achievements . Although scientists are already ~x­
ploring the possibility of using the braincontrolling technique of electrode-implantation to cure mental disorders and such
afflictions as epilepsy, impotence and
blindness, who knows what future (or
present) tyrant might use the same technique to turn a nation of proud, freedomloving men into a nation of robots?

-~.
TlJESDAY -

SATlJRDAY

12:00 - 5:30
357-9510

All Repair

943-3712

..

VUALIT'"

Call John Grace
215 N. Capitol Way

all those engaged in repetitive, often menial tasks , ,
..

218 WEST FOlJRTH AVE.

5

July 17, 1975

U$\\
OIS~~P\A

WA

J:bwntown . Westside.
3S7·735?) )51-Lf75S

}Jew £, useO Reco-rcJ~

Unemployed Resources
by Mary Hester
Perhaps a sequel to St uds Terkel's book
WORKING is in order : NOT WORKING. Needing a job is on ly one aspect of
unemploy ment. Connected to the millions
of unempl oyed is a related problem lll1dere mployment. " I think most of us are
looking for a calling, not a job. Most of
us , like the assembly line worker, have
jobs that are too small for our spirit. Jobs
are not big enough for people," according
to Nora Watson quoted in Terkel's book.
Throughout the nation , grol,lps are orga nizin g without waiting for state or federa l agencies to respond to the problems
associa ted with rising unemployment. For
example, in Flint, Mich igan, the Metropolitan Transportation Authority is providing free bus service for the jobless.
Specia l Presidential Assistan t for Consu mer Affairs Virginia Knauer believes
these programs typify the "Bicentennial
Spirit" - people helpin g people.
UNEMPLOYMENT and
UNDEREMPLOYMENT
The rel ated problems of unemployment
and underemp loyment are the backbone
of the newly created group, Unemployed
Resources. The nonprofit organization
originated a few months ago as a way to
help the community exp lore sources of
emp loy ment and underemployment while
comba tting the psycholog ical effects of
eac h .
According to Beth Harr is, one of the
orga ni zers, the act ivities are centered
aro und issues . "The idea is to develop
new possibi lit ies a nd new situations, not
to ge t a w hol e lot of people committed to
Unemp loyed Resources . We'd like people
to connect with eac h other . .. and ge t
some suppo rt to do what they want to
do . We don ' t want to necessarily develop
a prog ra m and try to encourage everyone
to fo ll ow it ."
The idea of Unemp loyed Resources originated w ith abou t five people whe., says
Harris , "wanted to start a n idea of a n excha nge of resources for people who were
unemployed ." She continued, "We really
didn ' t want ro les as leaders, so we decided to estab li sh works hops for unemplo y ment counse lors where we cou ld
lea rn about th e unemployment situation
a nd what th e community was do ing so
tha t everyone would be a t the sa me
leve l. " Project s, a ltern a tiv es a nd worksho ps a re ex pll) red and planned by those
most direclly in v(} lved.

A third focuses on orga ni zing welfare
rights for mothers a nd a fourth shows
how to a ppeal denial of unempl oy ment
compensa tion , welfare and food sta mp
benefits with the sho rta ge or nonexistence
of attorneys for unemp loyed workers .
A further dimension of Unemployed Re so urces is th e use of theatre . Recent ly, the
gro up devel oped a play en titled "Women
and Work" which wa s presented a t Lakefair. The drama centered around actual
working co ndition s women face dai ly on
the .job and seeki ng employment. The improvised piece will be expa nded and perfo rmed at the County Fair later . this
month .
Another p lay named " Bureaucratic
Theatre," utili zin g 60 plu s people, wi ll
"develop a dynamic , model bureauc racy
from previously researched material." It
will be performed on the Capitol steps.
When asked how they were funded
Harris responded , "We have no money.

Everyone is volunteer ... We vo lunteer
not with the attitude that we're servi ng
someone else but that by working here
you can also get somet hing for yourself
by obta ining a better understanding of the
employment situation." St. John's Episcopa l Church donated the duplex which is
their office space.
"All THE MONEY'S GONE /
NOWHERE TO GO"
"Unemployed Resources has been good
for everyone involved, '" says Harris, " in
that they changed the information flo~ in
term s of the availabi lity of employmen t.
Just the people who are in bureaucratic
positions know what's going ·on. We've
ga ined access to that information ... "
Unemployed Resources holds meetings
every Monday night' at 7 p.m , at 1902 S.
Capitol. Unemployment counselors a re
ava ilable each Monday, Wednesday and
T hursday from noon to 8 p .m. Phone is
357-8322.

Students' Study Lake'Poliution
Discouraging ducks and other waterfowl from occupying Horseshoe Lake may
make the lake more suitable for swimming and other recreational uses by humans,
according to a team of Evergreen researchers,
The research report, released last month, said waterfowl may be one of the
major sources of pollution in the swimming area of the lake, which borders the
town of Woodland in Lewis County.
The water quality ' study of the lake was conducted by Evergreen students Douglas J. Canning and Christopher E, Dlugokenski and faculty member S,F. Jerry
Cook under a contract with the State Department of Ecology. Since 1970, the lake
has been deemed too polluted for swimming. The Eve reen study, which lasted
from September 1974, through June of this year, did not nd bacterial levels in the
lake which exceeded median standards set by st e w r quality codes for
swimming.
i\
The lake was formed in 1940 when constructio of'1li
oxbow meander of the Lewis River. The surface area f e lak
90 to about 60 acres, depending on water level. In 19
(ga llons per minute) capacity was installed by the S
pump water from the Lewis River into the lak
facilities , a swimming area and a boat laullc g ramp.
Monitoring of coliform bacteria in the
e by the Cowlitz-Wa . kum Health
District led that agency to post the lake as "po uted waters" in A
st of 1970.
The hea lth department's testing indicat
m
n coliform bacteri~ ing from
2,850 per 100 milliliters of water in Au
00 per 100 ml in Dece
of 1970,
In 1971 the health department's
indicated coliform bacteria rang
from a
high of 2,100 in June to a low of 9
ne sample in A~g st.
\
The Evergreen research team fou
median levels./of coliform balt i ranging
fro m 410 to ] per 100 ml of water.
-'Col iform bacteria is the type found in the I
of hu
other anima ls. While not harmful, the microorganis

WORKSHOPS AND THEATRE
Five workshops are curren tl y be ing rlevelllped. One explores the probl ems of th l'
ma rgin a ll y emp lu yed or se<lslln a l workers.
Annther is Clln ce rned wi lh developi ng a
dlop , in {('nl l'r fllr childn' n w h, '<;(' lll(llh, 'ro.;
,11 ( '

,' Ill, ', i n)'.

P '

I

(' - (' f)I l' ril1 ); Iii,' j" I,

,'I" l ,.\

57

Cooper Point Journal

4

[Jeopl e He1p ing PCO})1 e

Neurophysiology - Beyond Thinking
by Fisayo Gesinde
Dr. Wilder Penfold of McGill University in Montreal, Canada, once performed
a brain operation during which he
touched different parts of the patient's
brain with a small electrical probe. Depending on what particular part of the
brain-surface Dr. Penfold touched, the
patient turned his head, raised his arm,
drew up hi s leg and even began to sing.
In 1932, a Swiss neurophysiologist, Dr.
Walter R. Hess, discovered that nearly all
the normal functions of man could be
stimulated electrically when he planted
electrodes in the brain of a human being.
The technique has since been developed
through research in several laboratories
a round the world, most of the scientists
inv o lved using monkeys and apes as their
patients.
And in his book, Th e Ape People, the
director of the Yerkes Primate Center at
Emory University in Atlanta, Georgia,
Dr. Geoffrey H. Bourne wrote: .
This technique of implanting electrodes in the brain is now so well
developed that it is possible, by selection . of the right part of the
brain, to stimu late sexual desires
and activi ties, to stimulate a feelling of goodwill and happiness, to
s timu la te memory, to stimulate
sleep . . . In fact if enough electrodes are placed into the brain,
practically all the main functions
of the brain can be controlled by
' a n o utside person.
The ability to control the activities and
thinking of o ther human beings has been
the great dream of many power-maddened
rulers, even if few of them ever said so.
Obviously, if a nation comprised solely of
robots , the ruler (the only non-robot)
wo uld neve r have to worry about
upri sin gs or revolutions no matter what
laws he introduced or abolished or how
much of the nation's economic resources
he siph o ned int o hi s own private keeping.
This would be the supreme form of dictatorship .
Brain 'con trol through the technique of
electrode implantation is moving closer to

-~il-t~
PIANO SERVICE

New and Used Pianos Rentals - Tuning -

perfection; as it does, the supreme form
of dictatorship which so far has been a
dream, is moving closer to reality.
In an article published in the December,
1969 issue of Esquire, David M. Rorvik
envisioned a sociaty known as an 'Electroligarchy.' In such a society, the ruling
class would comprise a small group of individuals whose brains would remain untouched. The other classes would have
varying numbers of electrodes implanted
in their brains, according to the rulers of
the ruling class . The robotized masses
would not be aware of the fact that elec, trodes had been implanted in their brains,
they would simply carry out orders with
pleasure,
As David Rorvik wrote:
The Electrons, the second rank
in such a society, might comprise
ten percent of the population and
would each have 50 electrodes implanted. These would be remotely
controlled and programmed by the
Electroligarchy and they would be
designed to ensure the Electrons'
unquestioning allegiance, The Electrons would be the society's most
creative components. . . They
would be the scientists, economists,
scholars, cyberneticists, philosophers, poets and other thinkers of
society, . ,
Positrons might be the name of
the next caste within the system .
each possessing 200 embedded electrodes. These would be the whitecollar support contingent . . .
At the lowest level might come
the Neutrons, 60 percent of the
population with 500 electrodes
each. These would be the bluecollar people, the factory workers,
the soldiers, secretaries, bus drivers,

..

..

*

In my OpInIOn, societies approaching
David Rorvik's 'Electroligarchy' in form
are already in existence, The rulers of
such societies use harsh laws and severe
punishment (instead of electrodes) to control their subjects,
Examine the order of some so-called
liberal societies today. One finds ' that the
group which might be named 'Neutrons'
in an 'Electroligarchy' are the most restricted, trampled-upon set of 'people in
the society. The 'white-collar' workers are
the intermediaries between the Dolicymakers and the 'blue-collar' workers;
they are mere tools in the hands of the
rulers, but bosses to the manual laborers.
The intellectuals are the only 'free-think ing' group after the ruling class, but then,
many of them are not really 'free - thinkers;' they are afraid of persecution.
*

*

The farther man advances in the fields
of science and technology, the harder it
will become to distinguish between useful
and potentially-catastrophic achievements . Although scientists are already ~x­
ploring the possibility of using the braincontrolling technique of electrode-implantation to cure mental disorders and such
afflictions as epilepsy, impotence and
blindness, who knows what future (or
present) tyrant might use the same technique to turn a nation of proud, freedomloving men into a nation of robots?

-~.
TlJESDAY -

SATlJRDAY

12:00 - 5:30
357-9510

All Repair

943-3712

..

VUALIT'"

Call John Grace
215 N. Capitol Way

all those engaged in repetitive, often menial tasks , ,
..

218 WEST FOlJRTH AVE.

5

July 17, 1975

U$\\
OIS~~P\A

WA

J:bwntown . Westside.
3S7·735?) )51-Lf75S

}Jew £, useO Reco-rcJ~

Unemployed Resources
by Mary Hester
Perhaps a sequel to St uds Terkel's book
WORKING is in order : NOT WORKING. Needing a job is on ly one aspect of
unemploy ment. Connected to the millions
of unempl oyed is a related problem lll1dere mployment. " I think most of us are
looking for a calling, not a job. Most of
us , like the assembly line worker, have
jobs that are too small for our spirit. Jobs
are not big enough for people," according
to Nora Watson quoted in Terkel's book.
Throughout the nation , grol,lps are orga nizin g without waiting for state or federa l agencies to respond to the problems
associa ted with rising unemployment. For
example, in Flint, Mich igan, the Metropolitan Transportation Authority is providing free bus service for the jobless.
Specia l Presidential Assistan t for Consu mer Affairs Virginia Knauer believes
these programs typify the "Bicentennial
Spirit" - people helpin g people.
UNEMPLOYMENT and
UNDEREMPLOYMENT
The rel ated problems of unemployment
and underemp loyment are the backbone
of the newly created group, Unemployed
Resources. The nonprofit organization
originated a few months ago as a way to
help the community exp lore sources of
emp loy ment and underemployment while
comba tting the psycholog ical effects of
eac h .
According to Beth Harr is, one of the
orga ni zers, the act ivities are centered
aro und issues . "The idea is to develop
new possibi lit ies a nd new situations, not
to ge t a w hol e lot of people committed to
Unemp loyed Resources . We'd like people
to connect with eac h other . .. and ge t
some suppo rt to do what they want to
do . We don ' t want to necessarily develop
a prog ra m and try to encourage everyone
to fo ll ow it ."
The idea of Unemp loyed Resources originated w ith abou t five people whe., says
Harris , "wanted to start a n idea of a n excha nge of resources for people who were
unemployed ." She continued, "We really
didn ' t want ro les as leaders, so we decided to estab li sh works hops for unemplo y ment counse lors where we cou ld
lea rn about th e unemployment situation
a nd what th e community was do ing so
tha t everyone would be a t the sa me
leve l. " Project s, a ltern a tiv es a nd worksho ps a re ex pll) red and planned by those
most direclly in v(} lved.

A third focuses on orga ni zing welfare
rights for mothers a nd a fourth shows
how to a ppeal denial of unempl oy ment
compensa tion , welfare and food sta mp
benefits with the sho rta ge or nonexistence
of attorneys for unemp loyed workers .
A further dimension of Unemployed Re so urces is th e use of theatre . Recent ly, the
gro up devel oped a play en titled "Women
and Work" which wa s presented a t Lakefair. The drama centered around actual
working co ndition s women face dai ly on
the .job and seeki ng employment. The improvised piece will be expa nded and perfo rmed at the County Fair later . this
month .
Another p lay named " Bureaucratic
Theatre," utili zin g 60 plu s people, wi ll
"develop a dynamic , model bureauc racy
from previously researched material." It
will be performed on the Capitol steps.
When asked how they were funded
Harris responded , "We have no money.

Everyone is volunteer ... We vo lunteer
not with the attitude that we're servi ng
someone else but that by working here
you can also get somet hing for yourself
by obta ining a better understanding of the
employment situation." St. John's Episcopa l Church donated the duplex which is
their office space.
"All THE MONEY'S GONE /
NOWHERE TO GO"
"Unemployed Resources has been good
for everyone involved, '" says Harris, " in
that they changed the information flo~ in
term s of the availabi lity of employmen t.
Just the people who are in bureaucratic
positions know what's going ·on. We've
ga ined access to that information ... "
Unemployed Resources holds meetings
every Monday night' at 7 p.m , at 1902 S.
Capitol. Unemployment counselors a re
ava ilable each Monday, Wednesday and
T hursday from noon to 8 p .m. Phone is
357-8322.

Students' Study Lake'Poliution
Discouraging ducks and other waterfowl from occupying Horseshoe Lake may
make the lake more suitable for swimming and other recreational uses by humans,
according to a team of Evergreen researchers,
The research report, released last month, said waterfowl may be one of the
major sources of pollution in the swimming area of the lake, which borders the
town of Woodland in Lewis County.
The water quality ' study of the lake was conducted by Evergreen students Douglas J. Canning and Christopher E, Dlugokenski and faculty member S,F. Jerry
Cook under a contract with the State Department of Ecology. Since 1970, the lake
has been deemed too polluted for swimming. The Eve reen study, which lasted
from September 1974, through June of this year, did not nd bacterial levels in the
lake which exceeded median standards set by st e w r quality codes for
swimming.
i\
The lake was formed in 1940 when constructio of'1li
oxbow meander of the Lewis River. The surface area f e lak
90 to about 60 acres, depending on water level. In 19
(ga llons per minute) capacity was installed by the S
pump water from the Lewis River into the lak
facilities , a swimming area and a boat laullc g ramp.
Monitoring of coliform bacteria in the
e by the Cowlitz-Wa . kum Health
District led that agency to post the lake as "po uted waters" in A
st of 1970.
The hea lth department's testing indicat
m
n coliform bacteri~ ing from
2,850 per 100 milliliters of water in Au
00 per 100 ml in Dece
of 1970,
In 1971 the health department's
indicated coliform bacteria rang
from a
high of 2,100 in June to a low of 9
ne sample in A~g st.
\
The Evergreen research team fou
median levels./of coliform balt i ranging
fro m 410 to ] per 100 ml of water.
-'Col iform bacteria is the type found in the I
of hu
other anima ls. While not harmful, the microorganis

WORKSHOPS AND THEATRE
Five workshops are curren tl y be ing rlevelllped. One explores the probl ems of th l'
ma rgin a ll y emp lu yed or se<lslln a l workers.
Annther is Clln ce rned wi lh developi ng a
dlop , in {('nl l'r fllr childn' n w h, '<;(' lll(llh, 'ro.;
,11 ( '

,' Ill, ', i n)'.

P '

I

(' - (' f)I l' ril1 ); Iii,' j" I,

,'I" l ,.\

57

\.

July 17, 1975

..

July 17, 1975

6

Brown Goes Cross Africa

by Alan Mador
The first of next month faculty member
Bill Brown flies to Africa for an intensive
. 24-day tour of six nations. Bill is taking
. J.!te tour - called "Cross Africa Vistas"
- in prepara tion for the "Africa and the
p nited States" coordinated studies pro. . gram he will take part in Fall quarter.
'.' Bill has taught a course on Africa be_,fore, but this time he wants some firsti ~and experience. He explains "I feel a bit
tunny talking about Africa without even
having seen the place, or stayed in one of
its cities, or shopped in a store. All of us
"1 have been exposed to a great deal of
~ ~mythology and nonsense concerning
! : ~frica. There's no way to get around it
.'\ except by just being there ."
V.I The tour begins in Western Africa with
'J '~visits to SenegaL Dahomey, and Nigeria
and continues eastward to Ethiopia ,
~~enya, and Tanzania. Special even~s on
~he tour include meetings with educators,
I government officials, writers, and artists.
I : In addition there will be visits to muI . seums and universities , and extended field
I : trips to the game parks of Kenya and
! . Tanzania.
; : Looking forward to his trip, Bill says he
I . is particularly interested in learning about
; African urbanization. He comme~ted "As
: a geographer I am concerned with space
"-' and the way people occupy that space.
'}'he whole problem of urbanization i :how cities are being planned in Africa,
:whether their growth is being limited, and
f .what sort of impact industry is making on
I :the cities these are all things I want to
; find out." Bill points out that the indus-

tria l nations would like to see the nonind';lstrial p~rt of the world, including
Afnca, remam suppliers ot cheap raw ma terials. He says that "By and large the
subservient position of these countries
hasn't changed much, and it's possibly intensifying."
On the tour Bill wants to observe how
the African nations are developing their
own identity and self-sufficiency without
offending the U. S. and other industrial
nations . .

r

i

,.

~.

.,

Biil summed up his thoughts on the upcoming tour : "As a black person I am
prepared for the cultural shock I may feel
in experiencing societies run entirely by
blacks. Maybe the impact of going to a
Black continent will have a profound effect on me." He concluded, "I guess I am
ready for anything."

media
continued from page 1
Frankie Foster, primary protagonist,
says his efforts have begun to turn into
frus trations. The frustration, ' he explains,
comes from two fronts . First, he felt the
meeting at Jovana Brown's had been intended more for faculty and staff than for
students. Foster and a couple other students did attend the meeting, facing what
Foster described as a hostile atmosphere.
Secondly, in conversations following
the first memos, Foster was told by one
person that it isn't the place of the student
~o propose curricula, that this is a faculty
Job. Another person stopped just short of
this directness.
As yet, there has been no solution to
the media mix-up. Thompson has issued
another memo offering an alternative
plan, as have White and Barnard. And,
Foster has far from given up on his proposal. Although some of the people involved claim to be philosophically aligned,
there are conflicts in all of the proposals.
The only person who seems to have
reached a middle ground is Washington
State Film Library employee Jere Pennell
w ho concludes "there is a need for and
room for both concepts and it should not
be that one is, at the existence of the
other. We need both."

FOR RENT; sublet one rm. apt. Aug. 1 to
Sept. 24. '12 mile from TESC- furnished·
$90 mth ; Sam at CPJ; 866-6213 .
'

,----------------------------------.

"

,"

\:

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-

Parking Fees Back?
Reinstatement of fees for on-campus
parking has been approved by the Board
of Trustees. The recommendation to reinstall the fee system was recommended by
Evergreen President Charles McCann
who explained his options in the decision.'
One possibility, McCann explains,
would have been to cut down the campus
security force by one and a half persons.
McCann listed services performed by the
security force this year, and pointed out
Evergreen does not have local law enforcement agencies as the other state colleges do, to offer these services.
A second possibility to resolve the cost
required reduction formula-funded budgets in other areas of college operations
according to McCann. Due to the low
budgets in the other areas, he says, he
could not feasibly consider this alternative.
. Consequently, a reinstatement of park109 fees was recommended to relieve sagging costs. The parking permit charge will
. be $25 per annum, $10 per quarter and
$0.25 per day .

Career Planning
Seminars Slated
Career Planning Coordinator Gail Martin will offer four seminars for Evergreen
students (and other interested folk) to dis cuss "Life After Evergreen." The seminars
will be focusing on employment seeking
in America . .
The Senior Summer Seminar Schedule
for summer quarter will be:
July 22 - How To Write A Resume
July 29 - How To Compile A Credential
File
August 5 - How To Organize A Job
Search
August 12 - Interview Skills

Council Revievvs
College Goals

Ph. 943-1393
The Washington Council for Postsecondary Education has announced its intention to compile a report entitled "Planning and Policy Recommendations for
Washington Postsecondary Education."
Final adoption is scheduled for December.
The Council indicated that at least six
public meetings on the report will be
scheduled during July, August, and September in Seattle, Yakima, Spokane, the
Tri-Cities, Vancouver, and Tacoma.
These meetings will be followed by additional meetings at various institutions, to
which the public will be invited. The
times and places of the public meetings

will be widely publicized as the arrangements are made.
The draft report contains the Council's
recom.mended goals for postsecondary
educatIOn and specific recommendations
pertaining to such matters as high schoolcollege articulation, nontraditional studies, state admissions policies, tuition and
fees, general policies for finance, procedures for program review, institutional
roles and missions, regional planning,
manpower analyses, and a range of related matters .
The draft report is directed to the sixyear period commencing in 1976 and
e~ding in 1982. This six-year p,eriod is
VIewed as a transitional stage. It is based
on a general assumption that enrollments
in much of Washington's postsecondary
educatIOnal system will continue to
increase during this period, but at a
slighter rate than that experienced in recent years.

II

Computer Sharing"

System Created
Ward C. Sangren, mathematician from
the University of California at Berkeley,
has been hired to direct a computer resource sharing system for the state's two
public universities and four public colleges.
Sangren has been hired as coordinator
for the newly-formed Higher Education
Computing Corsortium. The group will
develop computer sharing services for
Everg~een, the University of Washington,
Washmgton State University, and Western, Central and Eastern Washington
State Colleges .
The math specialist will begin his new
duties July 15 under the direction of the
six-member corsortium board, composed
of representatives of the six schools. Sangren was coordinator of computer services
at UC-Berkeley and was responsible for
coordinating decentralized campus academic computer centers for the University
of California's nine campuses.
The goal of the new consortium, as outlined by Evergreen Vice President and
Provost Kormondy, is to "mals,e a substantially wider range of services available to each institution by providing access to off-campus resources in addition
to their own local resources."
Evergreen, Eastern and Central have already begun or completed the conversion
. process and Western is scheduled to begin
converting to the new system in the fall .
Sangren will oversee the conversion
from his headquarters at Evergreen in the
Offj~e of Stat.e College and University
Busrness AffaIrs, an inter - institutional
state agency which already services each
of the six state colleges and universities.

Sixties Waiver
A measure allowing public colleges to
waive tuition for students over 60 yea~
of age has been signed into law by GoY.
Dan Evans.
. T~e provision, passed by the 1975 legIslatIve session, permits the waiver for
persons over 60 on a space available
basis. The major impact of the legislatih'n
is expected to be felt by community c61leges more than the four-year schools.
",'

• Jim Rousseau at Media Engineering ~ks
people to "please bear with us" while 'the
campus cable TV system is being updat~d .
The .update work is part of an all-campus
medIa systems overhaul and will cause
periods of poor TV reception over the
next two months.
Editor's note: This week we have!
a first! This is the smallest edition'
of the Journal (in this format) ever·
published . Although we had enough
copy for a 16-page issue, we were'
unable to so licit enough advertising
to cover production costs.
Apologies are due to those writers'
who worked hard on stories for this
issue that cou ld 'not be run.
~

BOIDZ
TJ"

\.

July 17, 1975

..

July 17, 1975

6

Brown Goes Cross Africa

by Alan Mador
The first of next month faculty member
Bill Brown flies to Africa for an intensive
. 24-day tour of six nations. Bill is taking
. J.!te tour - called "Cross Africa Vistas"
- in prepara tion for the "Africa and the
p nited States" coordinated studies pro. . gram he will take part in Fall quarter.
'.' Bill has taught a course on Africa be_,fore, but this time he wants some firsti ~and experience. He explains "I feel a bit
tunny talking about Africa without even
having seen the place, or stayed in one of
its cities, or shopped in a store. All of us
"1 have been exposed to a great deal of
~ ~mythology and nonsense concerning
! : ~frica. There's no way to get around it
.'\ except by just being there ."
V.I The tour begins in Western Africa with
'J '~visits to SenegaL Dahomey, and Nigeria
and continues eastward to Ethiopia ,
~~enya, and Tanzania. Special even~s on
~he tour include meetings with educators,
I government officials, writers, and artists.
I : In addition there will be visits to muI . seums and universities , and extended field
I : trips to the game parks of Kenya and
! . Tanzania.
; : Looking forward to his trip, Bill says he
I . is particularly interested in learning about
; African urbanization. He comme~ted "As
: a geographer I am concerned with space
"-' and the way people occupy that space.
'}'he whole problem of urbanization i :how cities are being planned in Africa,
:whether their growth is being limited, and
f .what sort of impact industry is making on
I :the cities these are all things I want to
; find out." Bill points out that the indus-

tria l nations would like to see the nonind';lstrial p~rt of the world, including
Afnca, remam suppliers ot cheap raw ma terials. He says that "By and large the
subservient position of these countries
hasn't changed much, and it's possibly intensifying."
On the tour Bill wants to observe how
the African nations are developing their
own identity and self-sufficiency without
offending the U. S. and other industrial
nations . .

r

i

,.

~.

.,

Biil summed up his thoughts on the upcoming tour : "As a black person I am
prepared for the cultural shock I may feel
in experiencing societies run entirely by
blacks. Maybe the impact of going to a
Black continent will have a profound effect on me." He concluded, "I guess I am
ready for anything."

media
continued from page 1
Frankie Foster, primary protagonist,
says his efforts have begun to turn into
frus trations. The frustration, ' he explains,
comes from two fronts . First, he felt the
meeting at Jovana Brown's had been intended more for faculty and staff than for
students. Foster and a couple other students did attend the meeting, facing what
Foster described as a hostile atmosphere.
Secondly, in conversations following
the first memos, Foster was told by one
person that it isn't the place of the student
~o propose curricula, that this is a faculty
Job. Another person stopped just short of
this directness.
As yet, there has been no solution to
the media mix-up. Thompson has issued
another memo offering an alternative
plan, as have White and Barnard. And,
Foster has far from given up on his proposal. Although some of the people involved claim to be philosophically aligned,
there are conflicts in all of the proposals.
The only person who seems to have
reached a middle ground is Washington
State Film Library employee Jere Pennell
w ho concludes "there is a need for and
room for both concepts and it should not
be that one is, at the existence of the
other. We need both."

FOR RENT; sublet one rm. apt. Aug. 1 to
Sept. 24. '12 mile from TESC- furnished·
$90 mth ; Sam at CPJ; 866-6213 .
'

,----------------------------------.

"

,"

\:

"The only natural
contour sandal."

"
I.

If

SO -

call the experts at

Desco Electronics
2419 W. Harrison

$1495 -- $.26 95

RED APPLE

NATURAL fOODS

-

Parking Fees Back?
Reinstatement of fees for on-campus
parking has been approved by the Board
of Trustees. The recommendation to reinstall the fee system was recommended by
Evergreen President Charles McCann
who explained his options in the decision.'
One possibility, McCann explains,
would have been to cut down the campus
security force by one and a half persons.
McCann listed services performed by the
security force this year, and pointed out
Evergreen does not have local law enforcement agencies as the other state colleges do, to offer these services.
A second possibility to resolve the cost
required reduction formula-funded budgets in other areas of college operations
according to McCann. Due to the low
budgets in the other areas, he says, he
could not feasibly consider this alternative.
. Consequently, a reinstatement of park109 fees was recommended to relieve sagging costs. The parking permit charge will
. be $25 per annum, $10 per quarter and
$0.25 per day .

Career Planning
Seminars Slated
Career Planning Coordinator Gail Martin will offer four seminars for Evergreen
students (and other interested folk) to dis cuss "Life After Evergreen." The seminars
will be focusing on employment seeking
in America . .
The Senior Summer Seminar Schedule
for summer quarter will be:
July 22 - How To Write A Resume
July 29 - How To Compile A Credential
File
August 5 - How To Organize A Job
Search
August 12 - Interview Skills

Council Revievvs
College Goals

Ph. 943-1393
The Washington Council for Postsecondary Education has announced its intention to compile a report entitled "Planning and Policy Recommendations for
Washington Postsecondary Education."
Final adoption is scheduled for December.
The Council indicated that at least six
public meetings on the report will be
scheduled during July, August, and September in Seattle, Yakima, Spokane, the
Tri-Cities, Vancouver, and Tacoma.
These meetings will be followed by additional meetings at various institutions, to
which the public will be invited. The
times and places of the public meetings

will be widely publicized as the arrangements are made.
The draft report contains the Council's
recom.mended goals for postsecondary
educatIOn and specific recommendations
pertaining to such matters as high schoolcollege articulation, nontraditional studies, state admissions policies, tuition and
fees, general policies for finance, procedures for program review, institutional
roles and missions, regional planning,
manpower analyses, and a range of related matters .
The draft report is directed to the sixyear period commencing in 1976 and
e~ding in 1982. This six-year p,eriod is
VIewed as a transitional stage. It is based
on a general assumption that enrollments
in much of Washington's postsecondary
educatIOnal system will continue to
increase during this period, but at a
slighter rate than that experienced in recent years.

II

Computer Sharing"

System Created
Ward C. Sangren, mathematician from
the University of California at Berkeley,
has been hired to direct a computer resource sharing system for the state's two
public universities and four public colleges.
Sangren has been hired as coordinator
for the newly-formed Higher Education
Computing Corsortium. The group will
develop computer sharing services for
Everg~een, the University of Washington,
Washmgton State University, and Western, Central and Eastern Washington
State Colleges .
The math specialist will begin his new
duties July 15 under the direction of the
six-member corsortium board, composed
of representatives of the six schools. Sangren was coordinator of computer services
at UC-Berkeley and was responsible for
coordinating decentralized campus academic computer centers for the University
of California's nine campuses.
The goal of the new consortium, as outlined by Evergreen Vice President and
Provost Kormondy, is to "mals,e a substantially wider range of services available to each institution by providing access to off-campus resources in addition
to their own local resources."
Evergreen, Eastern and Central have already begun or completed the conversion
. process and Western is scheduled to begin
converting to the new system in the fall .
Sangren will oversee the conversion
from his headquarters at Evergreen in the
Offj~e of Stat.e College and University
Busrness AffaIrs, an inter - institutional
state agency which already services each
of the six state colleges and universities.

Sixties Waiver
A measure allowing public colleges to
waive tuition for students over 60 yea~
of age has been signed into law by GoY.
Dan Evans.
. T~e provision, passed by the 1975 legIslatIve session, permits the waiver for
persons over 60 on a space available
basis. The major impact of the legislatih'n
is expected to be felt by community c61leges more than the four-year schools.
",'

• Jim Rousseau at Media Engineering ~ks
people to "please bear with us" while 'the
campus cable TV system is being updat~d .
The .update work is part of an all-campus
medIa systems overhaul and will cause
periods of poor TV reception over the
next two months.
Editor's note: This week we have!
a first! This is the smallest edition'
of the Journal (in this format) ever·
published . Although we had enough
copy for a 16-page issue, we were'
unable to so licit enough advertising
to cover production costs.
Apologies are due to those writers'
who worked hard on stories for this
issue that cou ld 'not be run.
~

BOIDZ
TJ"

16

COOPER POINT JOURNAL
Vol. .~ No. 30

The Evergreen State College . Olympia, Washington

~

June 24

I have read your proposal and
ca nnot see how it related to the recent discussion he ld a t Jovana's
house. Your proposal sidesteps the
centra l issue wh ich is the need for
better access and · serv ice in the library media serv ice area. My only
suggestion is th at you go back to
you r drawing board with these
questions in mind: Exactly how 5=an
the existing library media resources
(sl1lff, facilities and equipment) be
used more effectively to support
user needs? What changes in priorities, procedures and organizational
structure wou ld help the situation 7
Kirk Thompson

I

June 30

I apprec iate all of the effo rt that
went into your Media Workshop
proposal, but I can't help replying
that. it misses the point of much of
our discussion at Jovana Brown's
house . The starting point there was
that Ev ergreen 's media instruction
ought to serve the overall objectives
of a liberal arts co llege and shou ld
avoid, as far as possible, the technological orientatioYl appropriate to
schools like OVTI.

f

:,.'1

r'

q

.\
I

I

,

As an alternative to your proposal's perspective, I wish to urge this
one, as emphatically as possible, because it seems to have so much
more to do with Evergreen: Evergreen must not function as a "hardware store" or as an institute of
technology at any level. basic, intermediate, or advanced. Media instruction must focus on having
something to say and on saying it
well, even at the beginning level .
Our curriculum cannot be served
well by any approach at any level
that emphas izes tool use and production technique as · being prior to
matters of substan ce and content,
or prior to "pro blems, projects, or
themes. " This was the approach
adopted by the planning faculty for
the huma nities, arts, sciences, and
socia l sciences, and it is equally
relevant to th.e media. Our agreement on this approach is one of the
main reasons why we do not find
ourselves somewhere else, but find
o urse lves' here. In this respect, the
Quinault II group merely reiterated
a n Evergreen "given" - but with
the implication, since they did feel a
need to repeat it, that we have perhaps a lready strayed some distance
from the path which has heart.

July 17, 1975

I

I

I,
I

\

Randy Harrison
Come on, Kirk, who do you
think your kidding with the memo
dated June 30th? For o nce, fin ally ,
media services h as taken some
initiative in offering some workshops on the use and care of media
equ ipment, something which ha s
been needed as long as I have been
at Evergreen. If you worked at
Media Loan or Repair and saw the
condi tio n some equipment comes

E:a:",:~~::
Dear Chas,

need

wr be elm
,

First prize goes to you this month
for the proposed workshop for next ·
year! Tis a very well thought- out
scheme and one which I sincerely
hope will make one of the muchneeded breakthroughs in what admittedly has been a labyrinth of
ambiguity and confusion. You have
my wholehearted endorsement (for
whatever kiss of death that may
bring) and certainly my commenda tion for a forthright approach to a
difficult matter .
(Italics ours)
"...._ _ _. .

EVERGREEN AND THE ART OF SEMANTIC PARADOX
This potpourri of memos and messages was written in response to a media workshop proposal designed by student Frankie
Foster and staff member Chas Davies. The proposal, submitted June 19, suggests the Library Group assuine a larger role in
media equipment instruction, and outlines five workshops to aid in that end. As expressed in several of the memos above, the
proposal has met head-on opposition.
The program suggested by Foster and Davies ("with the blessings of the Media Services and Media Loan staff") establishes
"Basic" workshops in five areas: 'photography, video, audio, film-making (Super-B) and graphics/production planning. All the
workshops, except. the latter, would run twice per week for four weeks, one and a half to two hours per session and cover a
cross-section of beginning media information.
The proposal authors summarized their philosophy in the introduction to their idea:

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Rates for next Jail quarter start at the same IO\N price as last year
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p hone 866- 6132 Building A #220 .

The Library Group is seriously considering taking on a larger responsibility in the instruction of basic media tool use and tech nique . Since Evergreen began, a need has existed to provide instruction to: a) Media Loan tool users; b) various academic pro grams with a media emphasis / component; c) to an endless number of individuals with media skill needs (in or outside their
academic studies) and; d) more recently to users of the Mini-Media Production Center. The Library DTF Report of two years
ago and the Quinault [] Report also mention or allude to the campus-wide need for basic media tool and technique instruction .
To begin to meet these needs, we w(;JUld like to suggest a comprehensive, coordinated and continuous series of workshops on
the use of basic media tools and production techniques . The idea is to meet a maximum number of presently specified needs and
tl1e unknown needs of the near future in an organized repeating workshop series. '
The proposal soon elicited opposition from fa·c ulty member Kirk Thompson, starting with a memo dated June 30 (see ·above).
The memo asserted that the Foster I Davies proposal contradicted Evergreen philosophy (particularly in regard to media) as es tablished at the conferences Quinault II and Jovana Brown (17). In that memo Thompson says: " ... it seemed clear from the
text that the Quinault group was urging us away from technological preoccupations, towards an aesthetic and substantive approach to the media. Leo Daugherty, who had been co-chairperson of Quinault II, said that this was exactly the point, and no·body who had been at Quinault - actually, nobody at all - disagreed with him. When Lynn Patterson later proposed basic
media workshops by staff and faculty as one of three parts of an overall plan, I am sure that she and nearly everyone else
assumed that such workshops would embody the approach we had discussed shortly before."
On the other end of the spectrum, faculty member Bob Barnard says Davies has "interpreted the terms 'basic' and 'need' far
more broadly than the Quinault II people or the faculty ever intended." He accepted the five proposed workshop areas suggested by Foster and Davies but proposed workshop curricula much more simplistic (i.e. , beginner's level) than their proposal.
conti nued on page 6