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Part of The Cooper Point Journal Vol. 2, No. 34 (August 15, 1974)

extracted text

WE HAVE
CHEESE AND
OTHER DAIRY PRODUCTS

Cooper Point
Journal
The Evergreen State College

Olympia, Washington

Vol. 2 No. 34

August 15, 1974

Tlffies at TESC
Letters

page 3
page 4

Campus News

page6

Cover story :
Fort Worden

page8

Position Papers

WINES

Journal Profile

pagelO

Special Orientation Supplement
Editorials

page40

Review

page 46

Northwest Culture

page47

Cover

SANDWICHES

This week's cover photo was taken by Craig Hickman, and shows the site of the
June 1974 faculty retreat at Fort Worden School. See cover story for details.
COFFEE BEANS

The AsteriskgJ

and
Cheese Library
WESTSIDE CENTER
2

357-7573

Editor - Kriute Olsson H.G.S. Berger; Managing Editor - Stan Shore; Business
Manager- John Foster; Production Manager- Ingrid Posthumus; Editorial Editor - Nicholas H. Allison; Photo Editor - Andrea Dashe; Writing and Production - Diane Hucks, Mary Frances Hester, William P. Hirshman, Andy Ryan,
Tom Graham, Dean Katz, Wendy Kramer, Len Wallick, Jaroslav Vachuda. Faculty
Advisor- Margaret Gribskov.

The Cooper Point Journal is published hebdomadally by The Evergreen State College Board of Publications
and members of the Evergreen community. It is funded, in part, by student services and activities fees .
Views expressed are not necessarily those of the editorial staff or The Evergreen State College. The Journal
news room is located on the first floor of the college Activities bldg. rm. 103. Phone : 866-6213. The
business office is located on the third floor of the Daniel) . Evans Library, rm. 3129. Phone: 866-6080.

Cooper Pomt Journal

Not as exciting as watching the first
men walk on the moon. Or the time
Kennedy was shot - that was more exciting. Or when McGovern won at the convention; that was more exciting.
Still, Nixon's resignation did not go altogether unnoticed at Evergreen last week.
Dick Nichols stopped by the Journal
office and everyone there began telling
Nixon jokes for what would obviously be
the last time. All day Wednesday and
Thursday the cafeteria buzzed with people
talking about the fall from power.
"Four more days!" "Four more days!" a
student mockingly chanted Tuesday night,
by which time all the members of the
Judiciary committee had announced they
favored impeachment. But tiine would not
permit the passing of even four more
days. On Thursday at six p.m. Nixon
would resign.
At the library twenty or thirty students
gathered around a television set on the
first floor near the circulation desk to
watch the speech.
Walter
A solemn Walter Cronkite was on at
five-thirty telling us what to watch for in
the upcoming address. That Nixon would
resign was almost certain to the CBS
news team. How he would resign was the
question:
Would he admit guilt?
Would he blame the Democrats?
Would he mention the newly-released
tapes which had done him in?
Would he become emotional?
CBS's man at the Senate knew which
questions Senators were thinking about.
The Senate wanted Nixon to admit his
guilt - so as to convince his die-hard followers that he had not been "hounded"
out of office.
Many TESC students took little notice.
Ever paternal Walter talked on. Analysis,
reporting, man-on-the-street ...
A student walked up to the circulation
desk and checked out some books. She
didn't even glance at the set.
Finally the President appeared on the
screen. His face was drawn. He looked
worse than ever: tired, weak, and transparently false to all of the varied emotions he tried to express. His seriousness
was hogwash. His uplifting moments were
bull. His gestures of sincerity were idiotic.
August 15, 1974

From the beginning of the speech until
fifteen minutes later when it ended everyone was silent. Every phrase, word, gesture that Nixon used made it clear that he
was resigning and why he was resigning.
Senate disappointed
Although the Senate probably walked
away from the speech disappointed (he
had not admitted guilt), most students
walked away apparently buoyant or unaffected. The moment Nixon had said, "I
will resign" a chill ran through the crowd,
and then almost instantly we heard the
"pop, pop," of two bottles of champagne
being opened. Students laughed. Champagne was passed around while Nixon finished his speech.
Most students got up and were leaving
after the speech before Cronkite could say
ten words. We followed them over to the
Mods where the sun was shining and
people were on the sidewalks drinking
beer; throwing frisbees. Someone someplace in the mods was playing a trombone
and its merry music added to the gaiety
already in the air.
A slight!l drunken student, clutching a

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can of Oly, walked up to us and grinned.
"Everybody's smiling," he said, "everybody's just smilin'."
Some were sad no doubt - although
they were nowhere to be seen. The solemness of the occasion cried out to be understood. The political effect begged for analysis.
But here there was no visible political
effect. The "President" - whoever that
mythical figure is who is supposed to lead
and inspire respect - had left office long
before.
Nixon, the Clown, the Fool, the Tyrant, the Slaughterer was gone at last.
The people went through the movements
of rejoicing. But it was not the high joyousness that makes the body rush with excitement.
It was convulsion. Nixon, the Thief,
had taken from his people even the joy of
his downfall. Too many stagnant, sickening years of him had muted the instinct to
laugh. Instead everybody was smiling: a
nervous, twisted half-smile like Nixon's
own; one last gift from the president.
SRS

10 to 6
Tues. thru Sat.

3

s
Art praised
• To the Editor:
It always seems sort of tacky or passe'
to really applaud artistic achievement; to
say things like beautiful, inspired, magnificent, and what not. I was one of man)
who viewed the "Drawing from the Land·
scape" exhibit in the Library last week.
I've always been impressed with drawings
and paintings since my handwriting is
hardly legible, they always seem like Herculean efforts of mere mortal's hands. I
wouldn't say that all the work could be
described as top-notch stuff . On the
whole, it was better than much of the
work seen so far by campus artists;
given, of course, that there have been
notably inspired works.

In my mind, one drawing really stuck
out as beautiful, powerful, inspired. I
once mentioned Norman Mclaren's human animation, "Paux des Deux" in such
terms. Another person thought it was
"trite bullshit." So much for critical accuracy. But one of Becky Sievers' color
pencil drawings just knocked me out. It
was a picture of her brother Linden, his
child, and another person (unknown to
the author); it also contained a mountainside, rainbow, and star cluster. The composition, color, and definition were, in
my opinion, magnificent. The drawing
did not cover the whole page, which was
to advantage, more would have been a
clutter. Like good music, it didn't tell all;
but it did tell enough. Congratulations
Ms . Sievers, and thank you .
Lee Riback

Pub nixed
To the Editor:
I am writing in regards to the proposed
pub on campus. I myself can find no reason for the arrangement of such a facility .
Money at this school is tight enough without using it for something as non-academic as a tavern. The purpose of an educational institution is for acquisition of
knowledge ancf to increase the potential of
the mind, not to become dull-witted or
wasting time in a tavern.
If some people feel that a college also
needs community, this can just as easily
be accomplished by the means of a good
coffee house, where people can relax and/
or converse academically without going
Cooner Point Journal

against everything that education stands
for. Selling alcohol on campus is not a
necessity for social recreation. Also if the
college wants some sort of community
they should use a vehicle which doesn't
exclude everyone under 21 years old or
about 55 percent of the student body according to last fall's enrollment.
Erik W. Thomas

One last tug
To the Editor;
The most friendly tug-of-war between
the distinguished Dragonolog Dr. Marsh
and the humble student of Kremlinology
Dr. Vachuda, illuminated by splendid
Chinese fireworks and their more powerful Russian counterparts, seems to be
getting a wide response among students
on the Evergreen campus. I am getting to
know more and more of them, for they
are coming and asking me questions, and
they are looking for answers ...
Dr. Marsh kindly exhorts me that my
time would be better spent learning about
the erosion of our institutions than attempting to resurrect ghosts. First, we
know that they are not ghosts but men,
for better or worse brought up in a closed
society, armed and ideologically forged in
a fighting unit, prepared to follow orders
in obeyance to strict discipline, and then
not even ask questions; there are deadly
nuclear weapons in the hands of a few.

It oil's

·~~~rs

As to the studies of the erosion of
American institutions, may I refer to what
I wrote before the triumphant night of
August 8th, 1974: "Once more is shown
to the world the success of this workshop
of democracy called the United States,
where members of 60 different nations
and three or four races are successfully organizing a political system where liberty
and happiness are official goals of the society, where an orderly transition from
one ruler to another is assured by peaceful means, and where, hear hear, no man
is above the law." This actually has once
more taken place on August 8th, 1974.
These letters are, if I may dwell for a
moment in Paris, only an hors d'oevre to
whet the appetites of the students ... we
can no longer afford to be only Dragonologs or Kremlinologists, our "bag" can no
longer be that of an expert only in a
narrow and deep field; the interrelations
of everything to everything should be the
grid of reference for our teaching.
Jaroslav Vachuda

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August 15, 1974

5

•

•

Trustees to review fee rise
Perfectly legal
"If someone felt the r~te schedule which
was established was unfair, discriminatory
or outrageous in some way or another, a
complaint could have been lodged with
the president, who could then make recommendations for modifications to the
Board," he said. "The fact is that it would
be perfectly legal and proper for the
Board to set the fees at any rate during
the summer . . . If the Board wanted to
charge $2,000 for the Summer Quarter,
they could."

BY ANDY RYAN
Evergreen Board of Trustees members
and President Charles McCann say they
were unaware that summer 1974 tuition
and fees rates - recommended by Vice
Presidents Dean Clabaugh and Ed Kormondy, and approved at the trustees'
March 14 meeting - contained an increase in the per quarter cost to Vietnam
veterans from $120 to $165. Although
Vietnam vets are exempt under state law
from any raises in tuition or fees over
$120 during the regular academic year,
the Board of Trustees has complete authority in establishing summer rates.
"If he (McCann) didn't know about it
(the rate increase) then we sure as hell
didn't," Trustee Halvor M. Halvorson
told the Journal yesterday in a phone interview from his Spokane office. "If it
wasn't pointed out, it should have been "
he continued, "it would have been impo~­
tant . . . I'm sure the Board would not
have gone for it if we'd been aware of the
change - but then, I can't speak for the
Board."
Trustee Janet P. Tourtellotte said that
at the time she voted for the summer
tuition and fees plan she was given to
understand that its main features were the
elimination of the application fee and advanced deposit, and a provision to charge
students for the amount of credit they receive. At the time, she said, she felt the
plan's presence on the meeting agenda
was mostly formality.
Never heard of it
''I'm sure I never heard of it before"
T ourtellotte responded when asked if the
increase for veterans was discussed at the
meeting. "I don't know whether they
skipped it or what . . . I like to have all
the facts that are possible to have when
we make a decision . . . I would like to
get a review of it (and) I will ask for an
explanation of it at the next (August 15)
meeting," she said.
Tumwater Trustee Trueman L. Schmidt
was also unable to recall any discussion
on the issue of raising vet rates. "I just
can't remember anything; if it's something
that isn't clear it should probably be reviewed," he said. "It's something I don't
know anything about; usually if there's a
problem we're told about it."
Herbert D. Hadley, a trustee from
Kelso, said he couldn't remember any discussion of an increase in vet payments at
the meeting, but indicated that he probably would have voted in favor of the
measure even if there had been such a discussion. "The costs of education are not
nearly borne by students," he said. The
6

Eric Bailey
"it's the principle."

fifth trustee in attendance at the March 14
meeting - Thomas Dixon of Tacoma
was unavilable for comment.
McCann surprised
President Charles McCann seemed
taken by surprise when asked by Journal
reporters last month about the tuition and
fees increase . McCann said that the matter had not been brought to his attP.ntion
before, and he expressed regret, terming
the problem an "oversight."
The issue was first made known to the
Journal by Eric Bailey, a Vietnam veteran
with an individual contract in psychology,
who complained that Vice Presidents Clabaugh, Kormondy and Business Manager
Ken Winkley had violated COG (Committee on Governance document) by not
discussing the raise in veteran rates with
individuals affected before making their
recommendations to fhe Board of Trustees.
In an interview last month with Journal
editors Knute Berger and Bill Hirshman,
Clabaugh said that he had been aware
that his proposed summer rate schedule
would constitute a raise in tuition and
fees for Vietnam veterans. "To the extent
to which I was involved it was not an
oversight," he said. He said he did not inform the Trustees of the effect the rate
schedule would have on veterans because
he felt that anyone who looked at the
proposal would see that there was no
specific provision for veterans.

Clabaugh said he feels that tuition and
fees are not being increased for Vietnam
vets during the summer, but decreased
during the regular academic year. "I guess
if they had a real sense of social justice,"
he said, "they'd pay the $45 during the
academic year. They didn't become vets
on behalf of the college, but on an obligation to the United States of America . . .
The college as a college owes no special
obligation to the vets . . . The college is
forced by law to grant this special rate ...
We (the college) didn't draft them, we
didn't send them over to Vietnam."
Asked about Eric Bailey, the student
who first brought the matter of veteran
rate increases to the attention of the
Journal, Clabaugh responded "this single
vet has spent most of the summer not
studying but going around trying to find
out about the rates. He has been doing
more complaining than learning. At least
that's my impression."
No one consulted
Business Manager Ken Winkley said
that as far as he knows none of the
persons who would be affected by such a
raise was consulted before the final recommendations went to the Trustees, "I
don't know that it's a raise for the vets,"
he said, "summer fees are left up to the
Trustees to establish. If veterans were
concerned, it seems they would have
raised their concerns at the time."
"The whole affair points out an
obvious lack of communication at Evergreen," veteran Bailey said yesterday.
"The left hand doesn't know what the
right hand is doing. The point isn't the
$45, it's the principle. Veterans were not
consulted prior to the decision. This is a
direct violation of COG."
The Registrar's Office lists 31 veterans
as being enrolled at Evergreen this
summer. If - after the matter is brought
up by Tourtellotte before her fellow
Trustees at today's meeting - restitution
should be ordered, the college would have
to pay out some $1,395.
Cooper Point Journal

Journal
The Cooper Point Journal is opening up
applications for editorial and staff positions for Fall Quarter 1974. All positions,
except those of Editor and Business Manager which are already filled by appointment of the Evergreen Board of Publications, will be open to any members of the
Evergreen community. All those interested
in journalism, or any individual aspects
such as writing, graphics, photography,
or business experience are urged to apply .
The positions will be filled on the basis of
prior experience and the amount of time
one can spend working on the Journal.
The positions, with a brief description,
are listed below .
ManaeinP Editor: The Editor's right
hand who oversees the editorial content of the paper and manages the general
staff as well as the day-to-day operation
of the paper. Only those who have extensive previous experience in writing and
editing should apply. The Managing Editor will be paid .
News Editor: In charge of the campus
and community news gathering and
writing from week to week. A major part
of the job entails giving out assignments
to reporters, and supervising the Journal
news staff. Writing and editing experience
is important.
Special Editor : In charge of the nonnews content of the Journal including feature stories, editorials, columns, and regular weekly features. Writing experience is
important.
Writers : The Journal needs writers to
do all kinds of writing. New writer, columnists, feature writers, and good hacks
are needed . There is no need to have a lot
I

of experience. The Journal makes a point
of training writers, and giving them the
editorial attention they need to learn
skills .
Production Manager: Responsible for
the make-up and paste-up of the Journal.
with special emphasis on advertising.
Graphic and layout experience is necessary.
Assistant Production Manager: Will
do much of the technical work such as
running the typositor headlining machine,
and will assist the Production Manager in
paste-up and make-up work. Applicants
should be interested in learning graphics.
This will be a work-study position, and
only those that qualify for work-study
should apply .
Assistant Business Manager: Principal
ad salesperson for the Journal and direct
supervisor of the advertising staff of the
Journal. Will be responsible for selling a
certain amount of advertising each week
out of which will come the Assistant Business Manager's salary. Ad sales experience
is important.
Secretary : Will do most of the secretarial work such as typing and filing and
maintaining the clip files of the Journal.
_This will also be a work-study position

and only those who qualify tor workstudy should apply.
Photo Editor: Responsible for the
photographic content of the Journal. Will
be principal photographer for the Journal
and is responsible for supervising photographers as well as the processing and
printing of photographs. Experience in
photography is necessary. This position
will not be paid, but Photo Editor will be
allowed to use the facility and materials
for personal use to an established deerPP
Artists, Photographers; Anyone interested in working on the Journal full or
part time who is interested in graphics, or
photography. The Journal attempts to
train people and is not only looking for
people with experience, but people who
would like to learn. The Journal will
make an effort to arrange individual
contracts for those who wish to spend
time learning about journalism.
Applications for the editorial and management positions should be received by
the Journal on or by September 5th. The
first fall issue of the Journal will be ou,
on September 26.
The Journal Office is located on the
first floor of the Campus Activities Building in room 103.

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Faculty positions at Ft. Warden
BY DIANE HUCKS
Fort Worden School was the scene of
an Evergreen faculty retreat in mid-June.
Since Evergreen is a place of on-going
change, self-re-evaluation, and examination, naturally the small group discussions
which ensued at the retreat were about
how to improve things at Evergreen.
As a result of the discussions, many
faculty members were inspired to write
~heir observations and suggestions in the
form of short and long "position papers"
which were compiled and distributed to
the faculty and deans last week.
Most of the papers call for some kind
of action; it is planned that discussion
will take place in the Faculty Orientation
Week which will be the beginning of
widespread discussion on the papers in
the fall.
As in past years, that faculty
orientation will be open to students and
the discussions in the fall will probably
take place within the planned Community
Work Days.
Some of the suggestions in the position
papers were:
- Successful coordinated studies
should be repeated.
- The number of coordinated studies
should be reduced.
- Faculty seminars should become
the top priority for faculty.
- There should be more student input in curriculum planning.
- All students should be required to
complete a full year coordinated
studies in the "liberal arts."
- Formal evaluations should become
a single joint effort of faculty and
students; rather than the two separate evaluations as now exist.
Curriculum planning
Papers on the subject of curriculum
planning were the most prevalent. One often repeated suggestion was that Evergreen should cut down on student uncertainty by offering a certain amount of preplanned courses, although it should not
be an inflexible schedule.
Faculty member Dave Milne pointed
out in his paper, "At present students
have no way of knowing what will be offered more than one year hence. This creates desperation and frustration; each
year, they act (with good cause) as
though it's their 'last chance' to take a
particular program since it won't exist in
years hence. Evergreen is losing good students via transfers generated by this process."
Another paper entitled · Advanced Programs at Evergreen" by nine faculty
8

Faculty Members makes mention of this idea, suggesting
that plans be made tentatively several
years in advance "so students can see
ahead a little."
One simpler solution to this was the
suggestion that successful programs be repeated, not necessarily indefinitely. Merv
Cadwallader, the originator of the
coordinated studies program idea, is an
advocate of program repetition. Richard
Jones also suggested this in his paper on
coordinated studies programs.
The purpose of repeating programs presented by Jones and Cadwallader was not
so much to insure student security as for
improving the general academic program
at Evergreen.
Cadwallader's most emphatic request is
to cut Evergreen's commitment to coordinated studies so that it requires no more
than one-third of the faculty.
He writes, "it would be better to have
far fewer coordinated studies programs,
and to have them all well designed, and
to have them all staffed with faculty who
really want to work with each other on
those teams in those particular programs."
Peter Elbow echoes Cadwallader's senti:
ments. "Frankly, I think we are killing the
coordinated study mode. What a perverse
way of punishing Merv for having introduced it; taking his baby and embracing
it to death. What a nasty trick: turning
the moral curriculum into the duty mode.
It has become everyone's duty to teach or
study in coordinated studies. People are

Discussing issues

only allowed to "get out of them" after
they have "gone through" them. What is
this a metaphor for? Freshman English?
The Ph.D. Spinach? Abstinence? When
we push people into them against their
will, it means we no longer believe they
have a payoff people could actually desire. If no students or teachers will freely
choose them, I think we should drop
them. Merv certainly never wanted coordinated studies to take over as the main
mode. Fifty percent of the college would
be plenty - more than he suggests."
Jones dealt with the question "Is coordinated studies worth it?" and concluded
that it is, if the program is a good one.
He considered the following factors necessary to a good program:
"1) The program is designed and taught
by a personally congenial faculty team;
people who get on well together and who
enjoy and respect each other's minds.
"2) The program is conceptually centerea on a theme, problem or project
which genuinely invites a multi-disciplinary approach.
"3) The team gives first priority in allocation of time and energy to weekly faculty seminars, the primary purpose of
which is faculty scholarship."
Problems in coordinated studies that
make some faculty wonder if they are
worth "it" were also expounded upon by
Jones.
The first point was that, invariably, the
faculty works much harder in teaching the
Cooper Point Journal

programs than the students do in learning. "Just the opposite of what we were
accustomed to elsewhere. About twice as
hard as the hardest working students, and
God only knows how much harder than
the goof-offs."
The second point was that at Evergreen,
students are infinitely dependent on their
faculty member. The faculty must be
highly accessible, Jones said, because
"you are all they've got, and even when
they can forget that responsibility, you
can't. At Brandeis or Harvard, no student
ever knocked on my door to ask if he
could borrow a paper-clip, or what time
was it, or where the can was. And if any
ever had, one reflexive look would have
made it unnecessary for me to tell him in
so many words to fuck off."
Another point in question was 'The
fact that . . . there is less time for one's
own scholarship" - a situation that
would not occur in most traditional institutions. The last point Jones makes is that
there is anxiety experienced by faculty
that their students are not excelling academically in traditional ways.
Despite all these drawbacks to the coordinated studies program, Jones sees inherent good in them, also. He mentions
that now he only writes about things he
truly wants to. He suspects that the kind
of learning done at Evergreen is more
lasting and valuable than in traditional
schools.
.Faculty seminar
One of Jones' determining factors for a
coordinated studies program was the
existence of a successful faculty seminar.
This theme was brought up again and
again in separate position papers by Bob
Sluss, Leo Daugherty, David Marr, Carolyn Dobbs, and mentioned in other
papers .
Marr, in his paper, credits much of the
criticism of coordinated studies to a fear
of the faculty seminar, which he calls "the
heart of the Coordinated Studies."
He defines the faculty seminar as "the
forum in which colleagues discuss books
and ideas, teaching problems, and eventually their respective performances as
teachers. It is the arena in which we expose to each other our respective
educations."
The development of optional faculty
seminars, according to Marr, has shielded
those insecure of their own academic adequacy and results in an erosion of academic standards.
Sluss, without accusing the faculty of
fearfulness, says essentially the same thing
about the importance of the faculty seminar. 'Traditional schools choose between
serious scholarship and teaching. Serious
scholarship has come to mean narrow
professionalism and publications by experts and generally is at the expense of
students. Schools that have opted for
teaching have come to consider scholarship a \;>ad word and are generally, in my
opinion, second-rate institutions of higher
August 15, 1974

learning. Evergreen provides , through
well-designed coordinated studies , a
unique opportunity for serious faculty
scholarship which directly enhances student learning."
Faculty member Paul Sparks commented
in an interview that there are basically
three purposes to the faculty seminar:
(1) "the need for relaxed human exchanges
between colleagues I peers after being so
totally wound-up in a program with (no
offense) 18 and 19 year-olds; (2) the need
for scholarly interchanges ; and (3) the
need to gain good perspectives on
teaching."
Two faculty members, Daugherty and
Dobbs, wrote of their faculty seminars
which seemed to be the "answer" for the
success of the coordinated studies program.
One of Daugherty's more interesting
suggestions was to invite students to the
seminars. He adamantly recommended
that they not be allowed to speak, saying,
"we experimented with the idea of 'pretending that students aren't there.' The
faculty sit around a table, with students
grouped in another area of the room, and
with it being understood that they can't
talk, even to ask questions at the end.
That's because the Faculty Seminar is for
you, not for them."
Student input
Among the papers on curriculum
planning was one by George Dimitroff
who advocates (as does Peter Elbow) that
students should be more involved in
planning the yearly curriculum . His suggestion for implementation follows : 'The
recruiting of students might best be accomplished through their existing programs. The first student-faculty program
proposals should come out of groups that
are formed within programs. Then Deans
should sift and sort, and students and
faculty should be given the chance to
choose the programs they wish to help
plan . Then students should be paired or
grouped with faculty, and the program
planning process should be treated as a
learning experience; after all, we faculty
are not quite at the point where we know
all the answers."
Dimitroff's was certainly not the most
extravagant plan. Elbow constructed one
with a "war room" for an on-going
faculty wall of program proposals and
opinions and a computer number for each
student enabling them to input their opinions on the matter.
The paper previously mentioned entitled "Advanced Programs at Evergreen"
speaks to the specific problem of planning
advanced programs. Being concerned that
insufficient resources exist at Evergreen
for advanced students, the nine faculty
members proposed that one or two faculty in each academic area (Humanities,
Arts, Social Sciences, and Natural
Sciences) rotate each year into the posi, tion of advanced teaching in their field.
"'-One of the specifications for the plan is

that the rotation schedule would be
planned several years in advance to give
students a chance to plan ahead.
The moral curriculum
Merv Cadwallader wrote a second position paper to which fifteen faculty
members were signed in agreement that
the contents should be discussed in the
fall. This paper advocated that students
be required to complete one coordinated
studies program in the "moral curriculum ." The paper describes the moral curriculum as "the liberal arts or the liberating arts, whatever the labels, it is a curriculum in the rights and duties of creative,
critical and responsible membership in a
self-governing body politic. It is the educatlon that our Citizens must have it our
democracy is to work and especially if the
unfinished business of perfecting our
democracy is to continue."
Betty Estes, one of faculty to sign the
paper, said that she did not agree completely with the political and narrowing
sense that Cadwallader emphasized in the
paper. 'There are broad ideas behind it
that I favor ," Estes said. These were that
any well-informed person (student) needs
the broad background of liberal arts exposure and that it should be specifically
covered (not just related to) in any basic
program. She mentioned that the whole
discussion began because the Life and
Health program, a basic science one, did
not fully integrate the liberal arts into it.
Mathematics
Along the same line, Fred Young
brought up the fact that mathematics has
not been given due justice at Evergreen ..
"The situation is that mathematics and
science here are strictly Nixonian. There is
essentially no attention paid to the pure
aspects of mathematics or science. The
only math offered for the student is that
which can be used immediately as a tool,
that aspect which the Greeks relegated to
slaves, and even this is done inadequately,
inefficiently, and, I think, indefensible."
Considering that mathematics is "an indispensible part of the liberal arts," Young
advocated that Evergreen "have coordinated studies every year that bridge the
gap between mathematics and science and
the rest of the humanities and liberal arts.
This is not done by having either a 'sanity
seminar' attached to a science program or
a 'science workshop' or two added to a
humanities program." He would also see a
minimum of four modules in mathematics
be given every term of every year. Young
sums this up by writing, "An offering of
this sort is probably exceeded by every
liberal arts college in the United· States.
That it represents a considerable advance
over what we are now doing is shameful."
Evaluations
Another subject of concern for position
papers was that the student evaluation
should be effective as the permanent
transcript. Richard Brian wrote a: model
Continued on page 39
9

Journal Profile
Richard Jones
BY SCOT KUPPER
Talking to Richard Jones one gets the
strong impression that he is firmly entrenched somewhere near the core of Evergreen's creative energy. He believes in
the future of Evergreen and is personally
putting forth the enthusiastic drive that
will help insure that the college's future is
a bright one.
Jones was invited to come to Evergreen
from Harvard in 1969. "I almost didn't
come because I had heard how much it
rained in Olympia," he says, laughing.
He, his wife and two kids had just moved
from California to Massachusetts, "and
we really didn't want to move again. It
wasn't an easy decision to make. But now
I think it's one of the best we've ever
made. I just thank my lucky stars that we
did come."
There was no college when he arrived
here - only a few trailers, President McCann, some vice presidents and three
deans who were in the process of hiring
the planning faculty.
"One of the things that I've enjoyed
most, and I have this in common with all
the planning faculty, was the sheer experience of coming to a hole in the ground
and seeing an honest to God college
evolve from the ground up, literally.
That's a rare experience in college
teaching - to be in on the very beginning
of the place and to see it as it grows. It's
been a very gratifying experience."
When the buildings were coming up
and the students were coming in, some
apprehension came with them. "The first
year I and others of the planning faculty
were a little bit scared at what this place
might become. The first year there was a
lot of disorganization, chaos and students
who were coming because they heard it
was going to be a free place, without
grades. They were much taken with the
things we weren't going to have. We got a
lot of goof-offs. It looked for a while like
we might become known as an easy,
'groover in the grass' kind of place. I
don't know what happened to change that
but the second year it became very visible
that we were beginning to appeal to the
kind of student who wanted to take the
opportunity to work hard and to really
learn something. It's clearly been getting
better and better. There's a consensus
among the faculty that this year is the
best of all in terms of the kind of students
we're getting."
New Jersey
And for Tones himself things seem to be
getting better and better. He was born in

llJ

1925 in New Brunswick, New Jersey. His
early school career proved rather fruitless
and he quit high school in "fear and disgust" in his senior year without having
read a single book cover to cover. He
then started work for Armour and Company as an office boy to save money to
open a haberdashery. The unconscious beginning of his teaching career came in
about the summer of 1940 when he took
another job as boardwalk barker in Seaside, New Jersey to get away from home.
It took the odd mixture of imagination,
tact and moxie to pry the dimes from
passers-by pockets. He had to convince
them that throwing the balls to win a
prize was rather easy when, of course, it
was really quite difficult. He went on to
become a soda jerk, writer, short-order

Richard Jones
cook, delivery boy, and a butcher. Each
occupation offered him an opportunity to
deliver goods in style. He wrote once that
he's rarely as pleased with an audience's
response to his ledures as he was the time
a lady in the butcher shop said, "Bucky, I
don't know which I enjoy more, eating
those pork chops or watching you cut
them."
World War II came around and Jones
joined up. Right away he began to read
voraciously. Walt Whitman had a lasting
effect, cured him of his Catholicism and
pretty much changed his way of thinking.
As a weatherman third class he spent
three years on a series of isolated ships
and remote Coast Guard outposts teletyping weather observations for only five
minutes an hour, six hours a day, which

allowed him to get in a lot of reading. "I
enjoyed reading since I didn't have to."
By V-day he had accumulated a personal
library of 600 books ranging from What
Makes Sammy Run to The Decline and
Fall of the Roman Empire. During this
period he also discovered writing - with
thirty and forty page letters to a former
high school girlfriend whom he discovered
later, encouraged him because "she
thought I was cracking up."
Harvard in '56
After his stint in the service he went to
Stanford University where he graduated
Phi Beta Kappa in 1950 and after being
granted a scholarship received his Ph.D.
from Harvard in 1956.
As well as working publicly and privately as a psychologist and psychotherapist over the years he has produced to
date seven books on three different subjects: the psychology of dreams and
dreaming, experimental education and
psychotherapy. "The only one that sold a
lot was Fantasy and Feeling Education."
But he added, "The New Psychology of
Dreaming will probably sell a lot when it
comes out in paperback in the fall." In
addition to his books he has written numerous articles for various publications
around the country.
His newest book, tentatively titled The
Dream Poet came out of the Coordinated
Studies course he taught last year Dreams and Poetry. "There were a dozen
or so students in the group who were
working on a higher level than grad students usually do, and they've written
chapters for the book." All together about
thirty students have been in on the
production of the book. He said he never
heard of another undergraduate program
that had as its objective writing a book.
"That's what I like about Evergreen, if
you have a new idea the system allows
you to try it out. All you have to do is
get a group of faculty and students together who want to do it. A lot of grad
programs would be very proud to do the
kind of thing we did in Dreams and Poetry. It's the openness of the system that
allows that kind of thing to be tried."
Richard Jones has had a lot of experiences with experimental colleges. After
teaching at Brandeis, Santa Cruz and a
new graduate program at Harvard as well
as being intimately involved with the
workings of schools like Goddard College
he's become accustomed to new ways of
dealihg with education. ''It just seems to
be in my destiny that I end up working at
new and sort of experimental places. That
kind of surprised me when I realized it because I didn't plan that way." He added,
"Of all the experimental colleges around
the country that I'm familiar with, this
one has the healthiest atmosphere as regards experimentation. There really is a
reward in the system for trying new
things."
Jones has a relaxed, "right in your livContinued on page 42
Cooper Point Journal

1974
Fall
INDEX
Orientation
Special
The next 28 pages are a special Orientation Supplement to the Journal. This is
the official orientation pamphlet, paid for
by Student Services, and most of the information contained in it will not be repeated elsewhere, so all new students are
advised to bring it to Evergreen with
them. In it is much of the information a
student will need when coming to the
school for the first time: a history of the
school, a calendar of the first week's
events, a campus map, an updated phone
directory, and so forth. Much new information will of course be available by the
time Fall Quarter actually begins, when
the Journal will be publishing another
orientation issue.

TESC History
page s-3
A brief and panoramic view of the
school's history from its creation in 1967
until the present, encompassing the various stages and crises the school has
pa. sed through.

Dictionary

Supplement
part of life at Evergreen; rarely is a decision made which does not raise someone's hackles. This provides some background on issues which are likely to
prove controversial in the coming academic year.

Phone List
page s-14
,UAU

COG
page s-10

Lab ],.010

To most people a cog is a part of a
machine. At Evergreen, however, "COG"
is an acronym (consult the Evergreen dictionary for others) for the Comr;nittee on
Governance document, a much-talkedabout piece of writing on this campus.

Profiles
page s-12

866-65/U
866-6516

-

Lib 2116

866-6562

Lib 1102
Lib 1101
Lib 1101

866-6170
866-6170
866-6170

Lib 1414A
Lib 1414
Lib 1308

.

Lib 1409
' ,.,

page s-4
A new student at Evergreen is likely to
be overwhelmed and confused by the
myriad of acronyms and abbreviationS·
used in conversations about the school.
This dictionary explains what they mean
and how they are used, and it is accompanied by a map of the campus.

866-6232
866-6232
866-6268
866-6232
R66-6232

When the new Seminar Building was
completed this summer, many faculty and
staff members moved their offices into it.
The resulting massive shift in phone numbers has made the phone directory nearly
obsolete. Here we list the revisions in
numbers, along with revisions in departments and personnel.

Changes
page s-5

Calendar

Because Evergreen is so new the campus
is far from completed. This is an explanation of some of the changes in the appearance of the campus which are likely to be
effected in the n_ext few years.

Issues
page s-8
Controversy seems to be an integral
S-2

page
The Journal has assembled here a series
of profiles of various staff members, administrators, and bureaucrats that the
new student is likely either to run across
or to need help from.

s-23

This is a calendar of important events
during Orientation Week, September 2228. Naturally some events may change,
and more will be added, but this outlines
many of the most important times and
places.
The Evergreen State College

A History of Evergreen
Evergreen was created due to a miscalculated enrollment prediction. Had the
facts and figures on enrollment projections been accurate, had the upcoming
disinterest in collegiate studies been
forecast, Washington State's first fouryear institution of higher learning to be
built in the Twentieth Century probably
would have remained an unnoticed memo
in some state file at the capitol.
But back in 1965 all the charts and
graphs pointed towards an enrollment increase of geometric proportions for colleges and universities. Time has shown

Soon afterwards Governor Dan Evans appointed a five-member Board of Trustees
to the school with one of their first tasks
being to name the college. Scores of suggestions were submitted, including among
others, Thurston County State College,
Washington State College in Thurston
County, and Mudbay University. The
Board finally settled on "The Evergreen
State College" in January 1968.
Land bought
Following inspections of 21 different
sites, Administrative Vice President Dean
Clabaugh, Evergreen's first employee,

ARTIST'S CONCEPTION CIRCA 1969 otherwise (Evergreen originally planned to
enroll 12,000 by 1985; now it has been reduced to a reasonable peak of 4,500).
Many colleges are in fact turning to advertising to recruit students. Although recruitment problems here are less than at
other colleges Evergreen still owes its existence to those original erroneous statistics. Because without statistical justification, the legislature woulp never have
pursued the idea of a new college.
On March 21, 1967, the fortieth Washington State Legislature approved the
creation of a new college at the recommendation of the Advisory Council on
Public Higher Education, to be located
within a ten-mile radius of Olympia.
Orientation Supplement Falll974

been enrolled as freshman hogs and graduated as bacon with B.A.'s."
But the tone had already been set for
an innovative approach. The governor
mandated that Washington State needed a
"flexible and sophisticated educational instrument" as opposed to the "vast and
immobile establishment." He foresaw a
college which would "unshackle our educational thinking from traditional patterns." To pursue this task Charles J.
McCann, dean of Faculty at Central
Washington State, was appointed President of Evergreen on August 15, 1968. A

Evergreen opened before the Library was completed.

bought the 990 acres of land which comprise the present campus.
"Evergreen was conceived during the
period of campus unrest," recalled Clabaugh during a speech at last year's orientation week. "One of my devices for
buying the college's land was to suggest to
the people living out here that they'd better sell because they'd probably have their
windows broken out by those nasty students anyhow." He laughed in staccatostyle at his blockbusting coyness.
Clabaugh and a skeleton crew then
moved into Evergreen's first building,
building 201 - a converted slaughterhouse. "Just think," quipped one student
when she learned this, "we could have

one-time ball bearing factory inspector, he
would now inspect the possibilities for a
non-traditional institution of higher education.
During 1969, McCann had several
meetings with a core group to discuss
Evergreen's future. "We always seemed to
meet on holidays," mused Evergreen's
Director of Relations Dick Nichols. The
small group of planners, including members of Evergreen's administrative ·staff,
nationally distinguished educators and a
number of "borrowed" students from colleges and universities across the country,
began to state concretely the goals ·of the
Continued on page S- 21

S-3

------. - - --

c - ',

I

I

1

/

i

8

/

An Evergreen Dictionary
ASH - acronym for Adult Student Housing. ASH, which purports to be a non-profit organization, is located so close to
campus it appears to be on it. However, its location on the corner
of Overhulse and Driftwood, in between the MODs and the
Dorms, places it just across the border, slightly closer to the campus proper than the Mods themselves.
CAB - acronym for Campus Activities Building. This building,
situated just east of the Daniel J. Evans Library between Red
Square and the College Recreation Center, houses many of the
essential campus services. It contains, among other things, the
Bookstore, the bank, the cafeteria, the Information Center, the
student newspaper, the radio station, the Student Activities office,
conference rooms and meeting areas, as well as office space for
other student and campus activities.
COG I and COG II - acronym for Committee on Governance
document. When Evergreen first began, a group of community
members formed a Committee on Governance. It was their task to
compose a document that would outline the process by which decisions were made at Evergreen. The result was what is now referred to as COG I, a document that functioned as Evergreen's
"constitution." This last year (1974) COG I was revised and approved by the community, and the document under which we
function now is COG II. See page
for an explanation of what
COG is and what it is supposed to do.
COM or COMM - abbreviation for Communications Building.
The Communications building, for which funds were approved
during the last academic year, will be a multi-purpose building
housing facilities for the Arts and the Media. The building, to be
located just south (behind) the College Recreation Center, should
be completed by 1975.
CO-op Ed - abbreviation for Co-operative Education. The office
of Cooperative Education is a coordinating and counseling service
S-4

which aids those students who wish to earn credit on-the-job or in
research projects supervised and supported by people off campus
(internships).
CPJ -acronym for Cooper Point Journal. The Cooper Point Journal is the student funded campus news-magazine which publishes
campus and community news, features, and editorials on a weekly
basis. The Journal, which is located in the Campus Activities
building, is open to all members of the Evergreen community who
wish to be involved, for credit or for fun, in journalism.
CRC - acronym for College Recreation Center. Located east of
the Campus Activities building and just south of the Dorms, the
College Recreation Center contains the campus's recreation facilities. The building contains a swimming pool, saunas, racketball
courts, and exercise rooms. Also referred to as the Rec building.
DTF - acronym for Disappearing Task Force. DTFs are ad hoc
committees which may be established by any member of the Evergreen community to examine a particular question or problem
within the community. DTFs serve to gather information and
make recommendations, and are of an advisory nature. For more
detail see COG II or explanation of COG on page
IRS - acronym for Input Resource Senter. IRS is a
student-operated input and data-compiling organization which
seeks to take the pulse of the campus community via questionnaires, polls, and interviews.
KAOS -Call letters for the campus, student-run and operated
radio station. KAOS, which is located in the CAB building, is
one of the major means of communication and entertainment on
campus. KAOS operates each day with scheduled hours and
serves the community with both musical and non-musical
programming.
LAB -

abbreviation for Laboratory building. The LAB building
The Evergreen State College

is located on the southwest portion of the campus proper. It's the
building behind the Lecture Halls right off Red Square. The LAB
building houses laboratories and equipment for the sciences at Evergreen.
LEC -abbreviation for Lecture Halls. The Lecture Halls, located
in between the Library building and the LAB building are housed
in a round, low structure resembling a bunker. The building contains five lecture halls which are used for group meetings, lectures,
movies, and speakers.
LIB - abbreviation for Daniel ]. Evans Library . The Library
building is the main building on campus, and is the center of a
good part of campus activity. It houses the library and library
services, the multi-media area, including T.V. and recording studios, the business office, and most of the administrative offices.
The second floor lobby of the Library building is the only meeting
area large enough for all campus meetings, and is usually the
place where concerts and dances are held.
MODs - abbreviation for Modular Housing. The Mods are the
small duplex housing units located on the easternmost portion of
the campus proper. There are 19 Mods which can house nearly 80
students.

Campus
Although Evergreen cleared a major
academic hurdle by receiving accreditation, the college is still climbing to reach
final completion of construction. In upcoming years Evergreeners may expect to
find new projects ranging from jogging
paths to a colossal auditorium - if the
legislature sees fit to provide funding.
Already completed and occupied is the
Seminar Building which houses the registrar's, admission's, security and computer
offices. Soundproof music rooms are
located on the third floor.
Phase II of the Science building, presently under construction and slated for
completion in two years, will effectively
double laboratory and science facilities at
Evergreen.
By the Fall, despite past environmental
controversy, final construction of the
$163,000 lighting system will be finished.
Although construction has not begun,
the legislature recently provided funds to
build a Communications laboratory. This
6.8 million dollar building is designed to
facilitate media, theatre and other arts
when completed in April, 1977.

NASA - acronym for Native American Students Association.
NASA is a S&A funded group set up to facilitate action in regard
to Native American concerns.

S&A - abbreviation for Student Services and Activities. S&A is
used primarily in the context of the Student Services and Activities Fees Review Board (S&A Board), a group of students that determines how a portion of student fees collected from tuition will
be spent. The S&A board is responsible for allocating money for
all student activities and to student groups and projects, including
NASA, The Asian Coalition, The Goeduck Yacht Club, the
Cooper Point Journal, KAOS, the Speakers Bureau, the Gig Commission and others.
SAGA - SAGA doesn't stand for anything, though it sounds
like it does, and that's why it's included here. SAGA is the name
of the corporation tl)at runs the campus cafeteria. The college supplies the facilities, and the rent-free space, and subsidizes SAGA
with student tuition fees in return for food. The cafeteria itself is
often referred to just as SAGA.

Changes

In upcoming bienniums, funds are requested for numerous projects, including
Phase II of the Campus RecreatiOn Center

(with basketball courts and bowling
alleys), outdoor recreational facilities such
as a natural rock-climbing facility and
forested jogging paths, an Emergency
Services building to replace the present
wooden-structure fire house, and an enormous 2,400-seat auditorium which would
be connected to the Communications
building.
Extensive remodeling of the Day Care
Center, which was originally not planned
for construction till early 1976, will be
completed this Fall due to recommendations from various DTF's and campus
groups.
Phase II of the College Activities
Building may never be completed due to a
continuing controversy over use of
student fees for funding. If built, the 1. 7
million dollar addition would house little
more than additional space for the TESC
bookstore and SAGA food service.
According to a Capital Improvement
Plan submitted to the legislature construction on all of the proposed projects will
be completed by 1982.

WeVe Been Getting
Your Place Ready. . .
A Human Place

in the

Middle

of the Woods.
And it Rents at
a Human Price. From$64.00
to $89.00
per month
Including All
Utilities, Phone,
Furniture,
Carpeting, and
Maintenance.

S-6

TESC

The Evergreen State College

And WeWon't Leave You
. Lil<e

This
We Still Have Room for You This Fall.
For Applications
Write
Bldg. A RM. 220
TESC Olympia, WA
or
Call

(206) 866 ·-6132

HOUSING

Orientation Supplement Fall 1974

S-7

at

Issues

Evergreen

Fall 1974
The Evergreen State College is structured in such a way that
when a problem arises it can usually be dealt with by direct action
between students and administrators. Although there is a bureaucracy, it is supposed to allow direct communication between the
different classes of staff, students, and faculty.
Nonetheless, some issues are not easily resolved. Sometimes although theoretical communication is possible, administrators or
students are in a mind set which prohibits it. Sometimes problems
are more complex than can easily be resolved.
The Journal. having covered the news on campus for over a
year and a half now, presents the following listing of "issues"
which exist now and seem likely to be the center of much discussion in the autumn.

The Working
Climate
For a number of reasons staff at the college have been complaining that they are "third class citizens." In this supposed hierarchical structure, faculty and a few administrators are at the top, students second, and staff at the bottom.
There are reasons for this that seem unavoidable. The staff are
hired and risk their job security when they criticize their superiors. Students and faculty risk little and can be hit by almost no
sort of retaliation for such criticism.
Evergreen itself has also had monetary problems because of the
legislature. In spring 1973 many staff members were abruptly let
go because of a reduced budget. The layoffs were understandable,
staff members say, but the abruptness and secrecy that went with
the firings were not.
The tension between faculty and staff also increased dramatically this last spring when, during a DTF meeting, one faculty
member charged a staff person with incompetence. The staff member eventually resigned over the insult, charging that there is a
general lack of dignity afforded to staff members here.
At the beginning of summer 1974 President Charles McCann
charged a DTF to investigate the "Working Climate." It will continue meeting into the beginning of fall and is due to make an interesting report. Ironically, the head of the DTF is a faculty member, Paul Marsh.

The Non-white
DTF Report
#

In keeping with Evergreen's Affirmative Action of bringing nonwhites to the campus, Provost Ed Kormondy appointed a disappearing task force in February 1974 to study how Evergreen could
attract more minority students, staff, and faculty.
The DTF did not make its report public until the beginning of

s-s

summer, when almost everyone had left for vacation. Kormondy
called for wide-scale discussion of the Non-white DTF Report beginning in the fall of 1974, when faculty and students would be
returning from their vacations . As a result, there will probably be
a number of public meetings to discuss the report and a lot of
campus media coverage of the report. More importantly the report will generate a huge amount of anger. Already, one white
administrator has said that he couldn't even get through the whole
report because "reading it just made me sick."
The DTF report is extremely comprehensive, but extremely
abrupt as well.With over fifty specific recommendations, no explanations are given. Indeed, many of the recommendations need
no explanation, such as the idea that minorities get more representation on the student Services and Activities Fees Review Board.
But many of the proposals, on the other hand, appear blatantly
discriminatory to whites. Most are not, when fully understood.
And, some would argue, those that are painful to whites are
justifiably so .
Whatever the case, little is gained from rejecting the report on
the basis of hearsay or, as we mentioned before, without reading
it.
The main recommendations are:
- Only non-whites and women be hired for the next two years
at Evergreen. This is to at least meet the Affirmative Action goals
of the school, which call for different percentages of women and
minorities each year until the 1980's when the percentages should
maintain themselves around 50 percent women and 25 percent
minorities .
- The office of Admissions double its present staff size in order
to recruit non-whites. Presently there are only two people
working at admissions.
- Non-whites get priority in hiring on student Work-Study jobs
and institutional jobs on campus.
- Non-whites be given uncensored space on KAOS Radio and
in the Journal.
1 he Evergreen State College

- SAGA Food Service serve one ethnic meal a day.
- The bookstore on campus should extend credit to non-whites
for books.

"E"
"'...

..:::

:I:

S&A Funds
The Non-White DTF made one further recommendation which
will be explained in detail here, since it did not involve only nonwhites by any means. The recommendation is simple enough: Students should have control over student funds. At the present time
they do not.
Presently student Service and Activities Fees are divided into a
College Activities Fund, administrated by Director Auxiliary
Services John Moss, and a Discretionary Fund, allocated by the
student Services and Activities Fees Review Board (S&A Board).
Members of the S&A Board are chosen from a volunteer list at
random, with measures taken to insure an adequate minority representation.
Administrators, principally Moss, decide how much of the total
Services and Activities Fees, which is taken out of the tuition a
student pays, should be turned over to the Discretionary Fund.
Last year only $60,000 out of almost a quarter million dollars
went into the student Discretionary Fund. That money was allocated to different student groups including the Journal, KAOS FM
Radio, the Daycare Center and the Native American Student
Association. The remainder, put into the College Activities Fund,
is allocated to different "must" items, such as salaries for some
Recreation and Activities personnel and different funds related to
building repair and improvement.
During the spring of 1974 Assistant Activities Director AI Rose
and faculty member and attorney Hap Freund put together a position paper explaining that the use of S&A fees by administrators
without prior student approval was most likely illegal. A DTF set
up in the spring refused to deal with the subject, except to say
that legally the Board of Trustees can do as it wants. Rose, who
was later forced to resign over the issue, continued to press the
point, insisting that the S&A Board have control over all the
money and that the legislature intended it to be that way.
The S&A Board has gone on record agreeing with Rose, but the
present Board term expires before the fall when another Board
will be appointed. Most likely, the issue will be raised again, since
almost $200,000 are at stake.

Coordinated Studies
and Other Modes
Evergreen is most well known for its dedication to interdisciplinary studies, or Coordinated Studies, as they are called here. In
that mode of study the student works without allowing the differences of discipline to interfere with his goals. For instance,
someone studying ancient Athens may well study sociology, foreign language, history, literature, and philosophy, in the same
program, since all apply to the student's learning goal. At the
present time two-thirds of Evergreen's curriculum is in the
coordinated studies mode and all faculty are required to teach in
it at one time.
The other third is divided between group contracts, internships,
individual contracts, and classes which are called modules.
Recently faculty member Merv Cadwallader wrote a position
paper, which eleven other faculty members signed, that called for
widespread discussion in the fall of 1974 on whether or not the
Orientation Supplement Fall 1974

John Moss

-

Controls Discretionary Fund

school should continue to emphasize coordinated studies to the
extent it does.
Cadwallader reasoned that foreign language, introductory
sociology, and mathematics would probably profit from being
taught outside of coordinated studies. He also proposed that not
all faculty members be required to teach in a coordinated studies
team, since some are clearly unsuited to the mode.
Cadwallader's suggestion carries an enormous amount of weight
since, as the first dean at Evergreen in charge of curriculum, Cadwallader was the one who originally suggested coordinated
studies.
Other faculty members, including artist Sid White and psychologist Richard Jones, have drawn up position papers asking for review of curriculum in the fall. As a result, this autumn should see
the most intensive discussion of curriculum that Evergreen has had
since opening.
S-9

Governance
explained
The Evergreen State College seems to
function chaotically, confusingly, and
without any apparent logic in many of its
administrative decisions.
Although it is perhaps true that the decisions themselves are sometimes strange,
the process by which they are reached is
consistent. All decisions are reached
according to COG.
COG stands for the Committee On
Governance document. It is something
akin to a constitution and penal code
which outlines:
How decisions are made at
Evergreen.
- How grievances between community
members should be settled.
- How students can affect decisionmaking or appeal decisions which they
disagree with.
The institution most basic to decisionmaking at Evergreen is the disappearing
task force or DTF. A DTF is most often
set up by an administrator to deal with a
certain problem. When the task force is
done with the problem they issue a report
to the administrator , and dissolve themselves.
For instance, many workers at the college have complained that being employed
here is sometimes unnecessarily unpleasant. In response President Charles McCann called together a DTF composed,
like most DTF's, of faculty, staff, and'
' students, to study the problem and make
possible -suggestions for its eradication.
That DTF, like most, will meet once or
twice a week, calling witnesses for advice
and conferring until it comes up with
some solid suggestions.
The members of that "Working Climate" DTF were hand-picked. Sometimes
a random selection process is used to get
members of a DTF. In almost all cases
faculty, staff, students, and minority
members are represented.
After the DTF makes its recommendations, the administrator involved responds, usually in writing, accepting or
rejecting the proposals.
Sounding Board
DTF's are only one way that a student has to get input into the decisionmaking process. The Sounding Board,
which usually meets once a week in the
morning, allows stuCl.ents a chance to air
their feelings on different issues as well as
allowing faculty and administrators a
chance to hear discussion on problems
that await solution .

S::Yo

The Sounding Board, as outlined in
COG, consists of 20 faculty and staff and
ten students. Often a community member
goes to the Sounding Board with a
complaint. The Sounding Board, being
composed of such a wide cross-section of
the campus community can give the
person advice on how to solve their
problem. The Soundi11>! Board is particularly good at giving advice on cutting
through bureaucratic red tape.
President's Forum
The President of the college also supplements the normal channels of communication at the school by occasionally calling
together a President's Forum. The purpose
of the Forum, most usually, is to discuss
some major event, crisis, or policy
change. It allows the president to profit
from hearing a discussion by informed
community members on the topic of the
Forum.
Hearing Board
The authors of the governance document also understood that although compromise and informal discussion of disputes are desirable, they are not always
possible. Therefore a course of action for
settling disputes is outlined in COG.
The first step is, of course, informal
mediation between the two people in conflict. If a third person mediator is desired,
the dean of student services is available to
fulfill this function.
If mediation of an informal nature fails,
then a meeting of the Campus Hearing
Board may be called by one of the
disputants. The board is composed of
three permanent members: one faculty,
staff and student. For each dispute that
the board has to adjudicate, two
temporarv members are chosen from the
peer groups of each of the conflicting

members. Witnesses are called before the
board at a public meeting and a written
announcement of the board's decision is
presented at the end of the "trial."
This grievance procedure has been used
in the past to attempt, for example, to
settle disputes between faculty and staff
members about the competence of a staff
member and to challenge an administrator's authority to remove art work which
was on display in the librarv.
General decision-making
But the COG document stands for
much more at Evergreen than a few rules
and institutions set up to allow communication and decision-making on the
campus.
C 0 G states the following rules for decision-making at Evergreen:
- 'Those persons involved must be
held accountable, should be locatable,
and, most importantly, need to be responsive."
- "Decisions should be made only
after consultation and coordination with
students, faculty, and staff who are
affected by and interested in the issues,
while recognizing that administrators may
be affected by various accountable restraints."
- "Oligarchies are to be avoided."
- "Groups should utilize a consensus
approach in reaching decisions. The
voting procedure should only be used if
consensJJs is unobtainable."
Because the recommendations are not
always followed, the bureaucracy is at
times unmanageable. Still, most administrators are responsive.
The COG document is reviewed and
revised if necessary every two years. The
last review was in spring 1974, so the
document should remain unchanged for a
while.

The Evergreen State College

Tree
3138 Overhulse Road
Olympia, Wash.
Phone: (206) 866-8181

ASH is an apartment complex within 5 minutes walk·
ing distance of the TESC campus. This allows students
the opportunity to enjoy an active college atmosphere
without sacrificing the privacy of their own apartment.
ASH is a student housing facility that has standards similar to many other apartment complexes.

For Reservations
Portland Office
834 S.W. St. Clair
Portland, Ore.
(503)224-2321

or Information
Campus Office
31380verhulseRd.
Olympia, Wash.
(206) 866-8181

The ASH office can help you contact potential roommates. The number and choice of roommates is dependent upon you . SHARING THE RENT LOWERS THE COST.
One Bedroom . . . . . . . . . . . . . . . 2 people Two Bedrooms . .
. . . . . 2 people Two Bedrooms . . . . . . . . . . . . . . . 3 people Three Bedrooms
...... 3 people Three Bedrooms . . . . . .
. .. 4 people-

$6 0
$7 8
$52
$64
$48

each
each
each
each
each

Project and Apartments Include
• Well Equipped Rec Room
• Playground Areas and Equipment
• Laundry Facilities
• Wall to Wall Carpets
• Range and Refrigerator
• Drapes
• Furnished Units Available
• Beautiful Landscape

ADULT STUDENT HOUSING
Orientation Supplement Fall 1974

S-11

Evergreen Profiles
Walker

goals and aspirations, and seems to feel
that his job is as integral to the realization
of those goals as any.

Allen

Rudy

Martin

Betty Snook

I

Meeting Walker Allen over lunch or in
passing somewhere on campus, one might
assume he was a young and enthusiastic
faculty member rather than the Evergreen's Registrar. Registrars generally tend
to be of a kind with elementary school
teachers and librarians - bookish, reclusive, meticulous - and Allen's comfortable affability sets him apart from his
type. But he is in fact a Registrar; his approach to the job is businesslike and professional, though he usually speaks with a
twinkle of humor in his eyes.
Being an administrator at Evergreen has
its problems, Allen admits. "Students tend
not to take deadlines very seriously here,
which in the end costs them more money
since we can't meet our filing deadlines. I
think this may be due to the fact that
Evergreen was created in part as a reaction against traditional higher education,
of which excessive red tape and paperwork are a part." He believes that "you
need deadlines and you need reasonable
exceptions."
But Allen says that the main two reasons he came to Evergreen were the opportunities for his personal growth and
because "this type of education is the
wave of the future." Again one is struck
by the contrast between the unglamorous
realities of his job and the energy and
idealism of his personality. But perhaps
this is simply because he himself is interested in and committed to the college's
S-12

As you make your pilgrimage into
SAGA for a meal or snack, Betty Snook
is the cheerful and ample woman who
will grill your sandwich, draw your ice
cream, serve your fries, or take your
money. She will very likely toss out a few
words, punctuated with a chuckle, and is
always glad to toss a few lines of banter
back and forth. Betty has been working in
the Evergreen cafeteria since the school
opened, and is one of the institutions at a
college with few of those.
Her husband is a captain with the
Thurston County Sheriff's office, and she
says she began working because "it's
awfully easy for a woman whose husband
has a job that takes up a lot of his time to
just sit around at home and feel sorry for
herself." And although she keeps threatening to resign, she admits she loves the job
here - "not the cooking itself so much as
the people."

Rudy Martin got his Ph.D from Washington State University, a school he describes as "a damn fine institution. You
run into Nobel prize winners now and
then. The differences between WSU and
Evergreen are like night and day, but they
are really in the academic structures."
Martin is one of those "strange folks
who decided in their freshman year they
want to teach." He had twelve years of
teaching experience before coming to Evergreen and says that he was fired from
his first job because of his leftist politics.
That was in California.
Now, as a dean, Martin sees some
priorities for Evergreen in the next few
years. One is to stabilize our academic
program. He says, "I don't mean that we
need rigidity. But we need stability to
maintain flexibility. The 'Chaos is innovative' thing is crap." He also says that there
is a need for more and better experiments
and methods of teaching, also better options, and to involve more people and in
better ways in planning. He also points
out that "Folks get so frazzled and burned
out. They should be able to 'do' Evergreen without giving their lives for it literally."
Martin has hired a student intern working under him in the fall. Her main duties
will be to help smooth out and increase
the communication between his office and
the rest of the campus. He hopes it might
clear up some of the "mysteriousness"
that seems to circulate around the deans'
office .
The Evergreen State College

Dick Nichols

oped into something more than just a
"good job." "I guess I've been caught up
in the idealism of the place. I'm an idealist
and I really believe in what I see the place
as being now."

Charles McCann

Willie Parson

Dick Nichols seems out of place at Evergreen. He has worn his flat-top crew cut
since 1950 and dresses like a vacationing
insurance man. "I never do 'in' things. I'm
not an 'in' type person. Richard the Renegade," he said.
As the Director of Public Information
and Evergreen's chief public relations
man, Nichols is one of the college's leading literary editors, writing and reviewing
much of the material the public reads and
hears about the college. He speaks quickly
and is outspoken, but he keeps his per;onal views and his PR job in perspective.
Among many of Evergreen's more colorful staff and faculty imported from
other institutions, Nichols is one of the
few home town boys, having grown to
maturity in Shelton. His involvement with
this immediate community goes beyond
the contacts he has made in his job. He is
s~rving his second term on the Tumwater
City Council, and is a sportscaster for
KGY radio in Olympia.
Nichols came to Evergreen from Alcoa
Aluminum in 1968. "It was before Evergreen had any real direction, before they
knew what kind of school it would be.
Frankly, it sounded like a good job." But
Nichols' work here seems to have deveiOrientation Supplement Fall 1974

Willie Parson has been a dean for five
weeks. He had been teaching as a biologist (actually micro-bacteriologist) at Evergreen since 1971.
Parson was interested in Evergreen because, like a lot of people at Evergreen,
he was disenchanted with traditional systems of education. He commented, "Professors strip graduate students of their individuality until all of a sudden you've
got your degree.
"Even though it is a doctorate of 'philosophy' and in the college of arts and
sciences, there Vl(as no chance to round
out my education. I had to meet those degree requirements."
After finding out about Evergreen,
Parson decided that he had a choice between teaching here or doing research, because he would never teach at a traditional institution. Now he is glad that Evergreen worked out for him.
Parson got his B.S. from Southern University in Louisiana and his M.S. and
Ph.D. from Washington State University.
His dissertation and orals were completed
last September.
In regard to the dean position, he says
that the amount of paperwork is phenomenal because it doubles every four or five
days and he expects that it will double every two or three days in the fall. He can
see that the job is filled with both excitement and frustration. It will depend on
the balance of frustration and excitement
that will determine how he likes the job.

In many ways Charles McCann epitomizes the ideal college president. His
background is highly academic, having attended New York University, Trinity College, and having earned a Ph.D. from
Yale in 1956. He has published widely in
the area of literature, and on the works of
Joseph Conrad in particular. He is relatively young, having been in college
when some Evergreen students were beginning their own educations. He is shy
and reserved, yet always accessible, and
there is a certain sophistication about
him, but little formality. He often eats ,
with students and prefers being called by
name rather than title, but "call me anything but Chuck," he says.
McCann, while maintaining an open
atmosphere about his dealings, is basically
a behind the scenes worker. This has led
some to accuse him of being too detached
from the day-to-day operation of the college, and there is some validity to that,
but as an administrator his chief task is to
administrate and his work is not always
visible. Much of his time is spent keeping
the college on its financial feet. He has
worked extensively with the legislature
and the community, drumming up financial support where he can find it, promoting idealogical support with those that
will listen. To this work he is committed.
But McCann has given more to the college than his commitment. To a school
which many view as "radical," a haven
for poets and teepee builders, he has
brought his rational manner, his. slow
studied way of speaking. He has had to
meet the attacks and challenges that ·have
arisen out of the rhetoric of the "Evergreen experiment," and he has done so in
his own style. McCann has helped Evergreen's ideals not merely because he
believes them, but because he has lent
them his respectability and dedication.
Continued on page S - 19
S-13

Phone List
Academic
Name/Title

ICE PRESIDENT and
ROVOST
dward J. Kormondy
ecretary - Jan Krones
dministrative Assistant
Sally Hunter

Room

ADMISSIONS

Lib. 3131
Lib. 3131

6400
6400

Lib . 3237

6022

CADEMIC DEANS
udolph Martin
(Humanities/ Arts)
Lab. 1012
illie Parson
(Natural Sciences)
Lab. 1003
ynn Patterson
(Social Studies)
Lab. 1003
harles Teske
(Humanities/ Arts)
Lab. 1013
ecretaries to the Deans
Eileen Humphrey
Lab. 1015
Susie Kent
Lab. 1014
Lab. 1005
Grace Woodruff
Academic T/ST
Pat Spears
Lab. 1009
rogram Secretaries
Pam Hansen
Lib. 2402
Sem. 3152
Joan Hopper
Maureen Karras
Lib. 1414
Judy Lindlauf
Lib. 2114
Linda Yellowcalf
Lib. 1402
onna McMaster
Sem . 3015
Candy Roth
Lib. 2414
Marsha Stead
Lib. 1402
Pearl Vincent
Lab. 2013
cademic Budget Accounting
ccounting Lab. 1008
Helen Hannigan
cademic Receiving Lab. 057
ccess Center
Lab. 057
Lab Annex
Lab Building Director
Jerry Cook
Lab . 1010
S-14

Phone

Director - Ken Mayer
Secretary
Coun selor Rich Nathan

Sem. 2129
Sem . 2116

6170
6170

Sem . 2116

6170

Sem. ~109

6232

Sem. 3109
Lib. 1308

6232
6268

Lab. 1020

6391

Lab. 1000

6391

Lab . 1016

6391

Lab . 1016

6391

Lib. 2306

6262

Lib. 2306

6262

Lib. 2306

6262

Lib. 2306

6262

Lib. 2300

6250

Lib. 1326

6270

Lib. 2300A

6250

Lib. 2301

6250

COMPUTER SE R VICES

6290
6521
6310
6295
6295
6290
6521
6492
6435
6016
6605
6413
6380
6700
6423
6380
6600

6312
6487
6061

6562

Director - York Wong
Secretary Betty Muncton
Computer Terminal Room
COOPERATIVE EDUCATION
Director Ken Donohue
Secretary El eanor Dornan
Coordinator Judy Dresser
Assistant Coordinator
Dan Swecker
Ll BRARY
Dean of Library Services
- Jovana Brown
Associate Dean Dave Carnahan
Secretary Joanne Jirovec
Accounting Assistant
Amelita Mondonedo
Aquisitions Malcolm Stilson
Audio and Visual
Chas Davies
Cataloging Pat Matheny-White
Circulation Susan Smith

The Evergreen State College

Are You Prepared

For This?

Or This?

If Not
Write to

SAGA
CAB 107 TESC

SAGA
S l c-

FOOD SERVICE
The Evergreen State College

RECREATION AND CAMPUS ACTIVITIES
Recreation and Campus Activities
CAB 305
Director - Pete Steilberg
CAB 305
Assistant Director
Accounting Assistant
- Mary Ewing
CAB 305
Recreation
CRC 302
Ed King
Len Wallick

FACILITIES
6210

Student Accounts
AI Hanson
Reports and Billings Mark Beckler
Records and Billings Patty Barker
Information and Records
- Sherry Pinkerton
Refunds

6530

6220

Bldg. 211

6309

CAB 103

6213

305
305
304
304

6221
6210
5267
6397

6120

Lib. 3238

6361

Lib. 3238

6361

Sem . 2109

6140

Sem. 2109

6140

Dean - Larry Stenberg
Lib. 1217
Secretary - Bonnie Hilts
Lib. 1217
Counseling Services
Director - Lou-Ellen Peffer Lib. 1219
Secretary - Patty Allen
Lib. 1220
Counselor - LeRoi Smith
Lib. 1220
Career Counselor Michelle Hayes
Lib. 1218
Financial Aid
Director - Bill Smith
Lib. 1214
Program Assistant Carol Curts
Lib . 1214
Student E_!!lpfovm.ent
Lib . 1214
Placement
Gail Martin
Lib. 1210

6296
6269

Director Diann Youngquist
Personnel Assistant Charen Sharar

Supervisor - Rod Marrom
Security Assistant Ann Brown

STUDENT SERVICES
CAB
CAB
CAB
CAB

Farm House
CAB 305
CAB 203

6161
6220
6575

Lib . 3213

6162

Lib . 1108

6447

Lib . 1103

6447

Lib . 1103

6447

Lib. 1106
Lib. 1108

6447
6447

6357
6203

Health Services
Coordinator Lib. 1205
Edwina Dorsey-Travis, R.N.
_pavid-Peterso~ MD.
Secretary - Dorothy Hill
Lib . 1222
Women's Clinic
Veterans' Affairs

Lib. 1209

6151
6151
6151
6151
6205

6200

6238
6192

6357

Lib. 3114

6128

Lib. 3114

6128

Lib. 3114
CAB

6128
6300

DEVELOPMENT

Orit>ntation Supplement Fall 1974

Bldg. 201

SECURITY

INFORMATION SERVICES

Director ...,....
Marianne Nelson
Program Assistant Don Von Volkenburg

6120

PERSONNEL

CAB 305

Business Services
Purchasing Agent Arnold Doerksen
Lib. 1114
Printing - Howard Griffith
Lib. 304
Campus Stores Percy Berry

Director - Dick Nichols
Secretary Carole Payne
Information Officer
Judy Annis
Information Center

Bldg. 201

6210

STUDENT GROUPS AND ACTIVITIES
Office
Asian Coalition
Building 211 Darkroom
Bus System
Cooper Point Journal
Day Care Center
Gay Resource Center
Gig Commission
Information
KAOS- Radio
Newsroom
MECHA
NASA
Organic Farm
S&A Board
Travel Center
UJAMMA
Women's Center

Director Jerry Schillinger
Secretary Barbara Maurer

Lib . 3015

6565

Lib. 3015

6566

Other Services
Crisis Clinic
Directory Assistance
Alice Forrester
Emergency
Fire
Assistant Fire Chief
Tom Kanno

2211
Lib. 1103

6000
3333

Fire Station

6348
S-17

/it'·.

:.4

J:

~ ~

>·.~; "'~
:. . The Library at Evergreen is probably unlike most libraries you've encountered in your jaunt through priti_;·~
: -::j mary, secondary and higher education. Our emphasis is on maximum circulation and access rather than
.; \ ~~·····! hoarding and the bureaucratic run-around. Of course, we can't do everything - especially at the same
· --~-.:.':-.-<.; time - but we try harder and with your help, understanding and patience problems are resolved and
~:)-·'! needs met.
.•

i

)b

'-·(,\
fll".

Finding out more about the Evergreen Library is easy. Stop by our operation on the first and second
floors of the west wing of the Daniel j. Evans Library Building. Put together your copy of the new '74-'75
Library Hand-Out Book, which talks about each area of the Library and the people who work there.
Browse around the Mini-Media Production Center, Graphic Arts Studio, Photo Studio, Sound Recording
Studio and color television studio on the first floor. Check out the reference, circulation, media loan,
card catalog and art display areas on the second floor. And the stacks, oeriodicals, study and lounge
areas on the third floor. And talk to the folks working in each area - that's what they're there for, to
help you .

@

····.
: •:
·•... /
~~

library

(,fll__
~~=s

RESOURCES - wh1ch you have
to ::::.:g.\
.111d mo't of wh1t h you can check-out art :·.,
pnnt'. aud10 ca,~ette'. books, charts, fdm- ;~.
'triP' and loops , ~:ames, government doc- i
ument,, maps, med1a equ1pment , m1cro- ,:
111m, mOtiOn pi< lure', n1U'ill ~COrl'S, pen- '
od1cal~. p1ctures, slidE's, l·D matenals,
tools, transparl.'nllf'S, vert1t al filE'' and
vldl.'otapE''> ,::! ....•.

~OUQ

ttle
'

>

~ {Q,a._~;~·r!_:.:,y·~i
:'• :t:::·.
,.
· ·· :

,.·

·:.../.....
·: ~;

.-·<\·---1e.:
. --.:-:·....__-.
~
,/ ; ..•-..L -, .,.- ;

\!f'_./ (~)

............

.. :. '·

'"-,

<j) .

~ro·Jf'.'

AdJacent to the MPC 1s the Library's
fess1onal Graphic Arts Studio (Room 1340)
and graph1c des1gner Connie Hubbard and
Jan Seifert. Connie designs all the college
publiCations, includmg the Bulletin and
L1brary Hand-Out Book . Between 1·5 p m
daily they can ass1st you 111 the development of your graphics and sign needs.

A :

::''-···:
.{ ' ....:
:'·· ·

!

'•
'.

Down the hall 1s Photo Services (Room

1330). w1th Woody Hirzel, Craig Hickman

THE HAND-OUT BOOK
E'ac h fall thE'
L1brary publ"h~'' a docunwnt whosE' solE'
purpose IS to prov1de mtorn1at1on

and

1deas, 1m provE' act e\5 and 1ntroducl.' you
to thE' Library staff W1th e,lch E'dltion the
format c hang€'>, d' doe' thE' contE'nt and
method of d1stnbut1on Past editions have
had national c1n ula11on and won recognitiOn as "1n novat1ve" and unique 1n apr>roath and art1sllc style ThE' format of
th1s fall's ed1t1on 1s s1mdar to la'it year's,
but a great deal of E'ach hand-out sheet's
content ha> been rev1sE'd and updated
The hand-out book is actually a d1splay
wall ad1acent to the second floor Library
entrance PICk up a folder from the center
left panel c~nd then p1ck out thosE' sheets
wh1ch mtere>t you Then check out the
panel to the far nght, mounted on 1t are
the photos and names of the ent~re l1brary
staff

·~

/iii ...•

1\n!fltrn=~

MEDIA LOAN - 1s around the countercorner and to the north of c~rculat1on and
wdl loan you a v1deotape recorder, film or
std l camera, tape recorder, screwdnver,
proJeCtor, publ1c address system and num·
erou' other nE'at mE'dla-typE' equ1pment
itE'ms Yves Duverglas and Carol Bartel
kE'E'p th1ngs >anE' 1n th1s ~rea

.•.c:fjJJ~Ckl'l

CIRCULATION - can be called the heart
of the Library's operat1on. From th1s pomt,
nt>ar the second floor entrance, materials
are checked in and out by Susan Smith,
Sheila Thomas, Ernestine Kimbro, .f<ris
Fallstone and numerous student employees. Sheila also takes care of interlibrary
loan and Kris answers questions about
b1llings. Be sure to bring your TESC 10
card when checking out materials, as a
computer is used to keep the records
stra1ght and needs your card for the
check-out transaction

•

;;

REFERENCE - 1~ JUSt to the IE'ft of the
second floor entranCE' Frank Motley, Andrea Matchette or Monica Caulfield can
answPr questions, gu1de you to the proper
referencE' Item or library resource to solvE'
your query The card cata log 1s also locatE'd 1n thE' RefE'rencE' Sect1on. d~rectly
across from thE' Circulation counter

.·

....,_. ..
.

··;-;.1;~\./·:}·'L)

MEDIA SERVICES - 1~ located on thE'
f~rst floor of the west wmg of thE' L1brary
build1ng, with headquarters 111 Room 1302
Gabrielle Duverglas IS the area rE'ceptionISt/secretary and also takes care of
send1ng academ1c program film to the
processing lab
Also located 111 1302 is the Mini-Media
Production Center (MPC). a self-service,
hands-on mE'd1a production area. The
CentE'r has a photo stud1o, graphic arts
work area, sl1de sortmg tables, fdm and
TV v1ewmg areas, fdm editmg room ,
sound record1ng booth, sound and video
ed1t1ng/dubb1ng benches, synthes1zer
pract1ce room and mult1-media production
area. Ken Wilhelm , a most helpful fellow,
oversees the area

and numE'rous students taking care of
much of the Library's and college's photographic needs. Woody and his gang also
oversee the operation of the numerous
darkrooms around the campus
And at the end of the hall and around the
corner IS Electronic Media, with Chas
Davies ready to help produce your sound
recording or color televiSIOn program
A\s1st1ng w1th the eng1neenng is Dick
Fuller in the Master Control room
The maintenance and engineering of all
this media equipment and production / dis·
tnbut1on systems IS handled by AI Saari,
Vic Lynch, Jim Rousseau and numerous
spec 1ally sk1lled student techn1c1ans

....
·........·

BEHIND THE SCENES - operat1ons in the
Library mclude the administrative staff
w1th Jovana Brown, the new Dean as of
last june, Dave Carnahan, Assoc1ate Dean
and Evergreen old-timer; the v1vacious Joanne Jirovec, secretary and housE'mother
and Amelita Mondonedo, budget lady extraordma~re Malcolm Stilson heads up
the Acquisitions area and Pat MathenyWhite coordinates the cataloging and
processing of materials mto the collection

INFOWV1t\TION ID54S ACCE$ PEOPLE
S-18

The Evergreen State College

Pro f 1•J es

Continued from page
s - 23

Edwina Dorsey
Travas
:I:

~·
:r

.3

Last fall Dorsey-Travis decided she may
have been losing her ability to work as a
nurse under stress because, "Between the
age oF eighteen and twenty-six you're
pretty darn healthy" - the state of students at Evergreen. So she was hired at
Tacoma General Hospital For "on call"
work in the Special Care ward where
people are "really sick ." "[ learned that
y'o u don't forget it."

political science economy and public administration.
Ybarra dislikes being an administrator
but realizes the necessity of his position .
"I guess I kind of see myself as a political
person," he says. His job is often made
difficult by problems such as institutional
racism and an isolated campus.
With his involvement in the Non-white
Coalition, Ybarra is very aware of the
problems facing Evergreen, but he says, "I
don't think I'd be here unless I was optimistic."

::>

Thomas

Ybarra
!I:
:;·

"'
:r

.,3

Ken

Mayer

=

If you walk into Health Services someday with a cut finger or bloody nose, you
may wonder who the tall, poised, welldressed black woman is asking you what
you need . She is Edwina Dorsey-Travis,
director-coordinator of Health Services
and the "school nurse. "
Dorsey-Travis got her Registered Nurse
degree from Portland Community College
and will complete a program in
September at Brigham Young University
to attain a Nurse Practitioner Certification . This program is a new one in the
medical field and allows recipients to
write prescriptions, give pelvics, and in
the case of Dorsey-Travis, do almost anything that the clinic at Evergreen can offer
with the consultation of the school's doctor, David Peterson, if necessary.
When asked why she chose Brigham
Young to get this training (they are infamously racist), she explained that in
1973, the program was so new that it was
the only place in the country giving the
training. She mentioned that when' she arrived on campus after being admitted to
the program, "They did seem surprised."
Dorsey-Travis has been with Evergreen
since the First academic year. Saying that
she likes the work here, "Each year gets
better. The first year we were so handicapped with the clinic being so inaccessible and not having a regular physician."
Health Services has recently acquired a
regular office room, so that it now has
three examining rooms instead of two.
Orientation Supplement Fall 1974

As Executive Secretary of the Nonwhite Coalition, 23-year-old Thomas
Ybarra represents the various non-white
organizations on campus in expressing the
needs of the non-white comtnunity at Evergreen . Ybarra is intelligent and very articulate, choosing his words with great
precision as when talking to the Board of
Trustees. Ybarra, a Chicano, emphasizes
that the coalition is much more than himself. "I just work for the coalition." The
coalition was created to represent Evergreen's non-white community by improving its cultural life, to work with the various budget units on non-white concerns,
and to pursue such issues as faculty, student and staff recruitment of minorities.
"Evergreen must recognize that the nonwhite community can best articulate its
own needs," said Ybarra.
Ybarra, who was born in San Francisco,
later moved to Washington State and
graduated from University High School in
Spokane. He spent two and a half years
at Washington State University before
coming to Evergreen in March 1973. He
graduated from Evergreen last Spring having studied education, Chicano studies,

Ken Mayer took time to praise Evergreen before he dashed off to get his
marriage license. Mayer, the silver~haired,
stylishly dressed director of admissions,
will be married August 17.
"Other colleges say they are a community of scholars, but Evergreen comes far
closer to that ideal th;m any other c;ollege
or university that I've ever been acquainted
wifh,"he said.
Mayer has had a series of difficult jobs.
He was a paratrooper in the army; a high
school counselor in Palo Alto, California,
and prior to coming to Evergreen he was
the Admissions Director of Pacific University in Oregon. Mayer's Evergreen task is
more difficult than his previou~ role at
Pacific Un.versity where Mayer had to
worry about under-enrollment, but not
over-enrollment. At Evergreen Mayer
must be sure to admit enough students,
but he must also worry about admitting
too many, which would overload the faculty and anger the legislature.
In this next year Admissions, under
Mayer, plans to educate high school and
community college counselors, faculty,
students, and parents about Evergreen.
Admissions will also be developing an internship program, and make new efforts
and programs to recruit non-white students.
S-19

Evergreen Branch

SOUTH
SOUND NATIONAL BANK
·C:~ECK\\)6

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Ea~\f\~6 ~c:-t'a
·1~~ELe~~

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•
S-20

·

The Evergreen State College

History
Continued from page S 3
college.
"Students will work as colleagues with
faculty and others, and together these
people will try . . . to create a place
whose graduates can as adults be undogmatic citizens and uncomplacently confident individuals in a changing world.
We assume that toward this end the most
valuable service Evergreen can offer is to
initiate a process of continuing learning
and experimentation, by encouraging independence in pursuit of inquiries that interest and motivate him, and by providing him with counsel and resources to test
this knowledge and ability ."
In the fall of 1970, four deans and 20
planning faculty were added to the planning group to prepare a program for Evergreen's first academic year in 1971 . This
group constructed a vocabulary to fit the
ideas of former planners. Thus were born
the terms "coordinated studies, contracted
studies, internships, portfolios, et al." A
governance system (COG document) was
formulated by the group in which "all
members of the community" would be
"involved in the decision-making process."
Now all was ready for the first 1,000
students; all was set for Evergreen's first
year - all except perhaps the buildings.
These was no Campus Recreation Center,
no College Activities Building. Even the

PLANNING AHEAD Orientation Supplement Fall 1974

Daniel J. Evans Library was not quite
completed. Construction on the dorms
was behind schedule. So during the Fall of
1971 students were housed throughout the
Olympia area, and seminars were heldwherever possible. But no matter - the
grand "Evergreen Dream" had become a
reality and these students felt themselves
to be on the frontiers of an almost unexplored educational wilderness.
The first year was accented with an atmosphere of summer camp, a feeling of
community. The geoduck (pronounced
gooey-duck), a phallic-shaped clam , became the college mascot, and its likeness
was stenciled on Evergreen sweatshirts
with the Latin words "Omnia Extares"
(roughly translated "let it all hang out").
Some programs flourished, others failed
miserably. To be sure more than a few
students realized that they didn't know
what they were doing at Evergreen. Perhaps the most important discovery of the
year was that, although it had no stringent admission requirements, Evergreen
was not for everybody.
Evergreen had missed out on the campus activism of the '60's. A few students
tried in futile attempts to elicit political
action . Perhaps the political highlight of
the year was on Evergreen's Dedication
Day, which accidentally coincided with
the nationwide May Day protests, when
Republican Evans wore a black arm-band.
Other political highlights included a legislative uproar over dogs on campus.

Stormy weather
Evergreen suffered the slander of reactionaries during the 1972-73 year. And although it only snowed once, the rains fell
continually - a storm was raging in the
legislature .
The media found Evergreen an easy target. The Daily Olympian, Olympia's
newspaper, came out with more than one
article and editorial attacking Evergreen.
Some state representatives and senators
began to pick up on this mood as the January session loomed closer. KIR 0- TV
news in Seattle carried a report on a senator deriding some of the educational pursuits of Evergreen students. Amidst this
atmosphere, Evergreen went into the session with an operating budget request of
$17 million; it came out with $10.7
million. While the reasons for this large
cut were many, including the fact that enrollment projections had been lowered (an
enrollment freeze was put into effect), the
only reason most Evergreeners noticed
was one of attitude.
A few vocal legislators feared that by
their 1967 decision they had not created a
new college but rather an educational
Frankenstein . A couple called for converting Evergreen into state offices. At this
point Evergreeners panicked. McCann
called campus-wide meetings, he sent out
letters to parents, he spent more and more
time at the legislature. McCann had
Continued on page S-26

·Early academic planners of the "Evergreen Dream" at 1970 meeting.
S-21

FALL QUARTER
1974-5
Sept. 13 (F)
Sept. 23-25 (M T W)
Sept. 26-27 (Th FJ
Sept. 30 (M)
Sept. 30-0ct. 1 (M T)
Oct. 2, 3, 4 (W Th F)
- Oct. 4 (F)
* Nov. 11 (M)
- Nov. 18-22 (M T W Th F)
Nov. 28-29 (Th F)
* Dec. 9-13 (M T W Th F)
Dec. 13 (F)

Fee payment deadline for Advance Registered Students
Orientation and some new student registration
Orientation continues and Switching
Quarter begins and registration closes.
Modular registration for full-time students. ·
Modular registration for part-time students (Wed.
hours will be extended to 7:30p.m.)
Fall quarter contracts due in Registrar's Office
Veterans Day Holiday
Period for notice of Winter Quarter On-leaves or
Withdrawal and application to graduate at the
end of Fall Quarter.
Thanksgiving recess
Switching for Winter Quarter and presentation of
projects
Fee payment deadline for Winter and end of quarter

* Change from catalog dates

WINTER QUARTER
1974-5
Nov. 18-22 (M T W Th F)
Dec. 13 (F)
Jan. 2 (Th)
Jan. 2-3 (Th)
Jan. 6-7 (M T)
Jan. 8-10 (W Th F)
Jan. 8 (T)
* Feb. 17-21 (M T W Th F)
Feb. 17 (M)
* March 13-14 (Th F)
and 17-19 (M T W)
* March 19 (W)

Period for Winter Quarter On-leave or withdrawal
Fee payment deadline
Registration for new students, returning and Onleave students and programs continue or begin
Orientation for new students
Modulars registration for full-time students
Modulars registration for part-time students (Wed.
hours extended to 7:30p.m.)
Winter contracts due
Period for Spring On-leave or Withdrawal or application to graduate at end of Winter Quarter.
Washington's Birthday Holiday
Switching for Spring Quarter and project presentation
Winter Quarter ends and Spring Quarter fees due

* Change from catalog dates
SPRING QUARTER
1974-5
* Feb. 17-21 (M T W Th F)
March 13-14 (Th F)
and 17-19 (M T W)
• March 21 (F)
* April 2 (W)
* April 2-4 (W Th F)
April 7-8 (M T)
AprilS (T)
May 28 (W)
May 19-29 (M T W Th F)
* May 30 F)

* June 9-13 (M T W Th F)
• June 13

Period for Spring Quarter on-leave or Withdrawal
Switching for Spring Quarter
Fee payment deadline
Programs continue or begin
Registration and orientation for new students
Modular registration for full-time students
Modular registration for part-time students (Monday hours to be extended to 7:30p.m.)
Spring contracts due
Academic Fair 10:00 a.m.- noon, 2-6 p.m.
Advance registration for '75-6 and period for Fall
Quarter On-leave or Withdrawal
Memorial Day Holiday
Final festival for project presentations
Spring Quarter ends

REGISTRATION
Registration is to officially declare your intention to
pursue a program of study for the academic year and
may involve agreement with a faculty member. It includes your intended status (On-leave, Withdrawn or
Registered) for the period designated.
Since this requires consideration and perhaps negotiation, advance preparation is advisable.
When signl"!tures are required, obtaining them in advance may be helpful, since some Faculty Members
may not be available during registration periods. A
memo from the Faculty Member is acceptable when
the registration card is not available.
SWITCHING
The process of switching is for the purpose of altering
your registration. Whenever you change from one
program or contract to another a "switch" is required.
Forms are available from the Registrar's Office.
FEES
Registration is not complete until fees are paid. Fee
payment deadlines are published and must be met.
Failure to receive a billing statement at least one week
before the deadline indicates a problem requiring your
contact with Student Accounts. If your fees are being
paid by an agency or through Financial Aid, but not
properly indicated on the statement, contact Student
Accounts.
CONTRACTS
One unit of credit may be awarded for full-time study
of approximately three weeks provided the contract is
filed in advance. An extension of the filing deadline is
made at the beginning of each quarter to permit details to be worked out and the contract form completed. Contracts filed after that published deadline
are to be revised to reflect the time remaining. Exceptions to this may be sought by the request of the Faculty Member to the Dean of Group.
Since signatures are required, advance preparation is
important especially with Cooperative Education subcontractors.
GRADUATION APPLICATION
Applications for graduation may be made anytime
during your last three quarters, preferably no later
than the deadline for registration of your last quarter.
UN-LEAVE
Currently a leave may be granted for a period no
greater than one year. The period for filing is noted
on each quarter's calendar.
WITHDRAWAL
Students not intending to return to Evergreen during
the next year are advised to officially withdraw during the period noted on each quarter's calendar.
I.D. CARDS
A new photo system is being implemented. I.D. cards
will be made on-the-spot. Current plans are to be in
full operation during Orientation Week and during
the first week of each quarter. After that, we will set
up one day a week to accommodate those not taken
and to make replacements.

OFFICE HOURS
Monday through Friday - 8:00 a.m. to Noon and
1:00 to 5:00p.m.

• Change from catalog dates

OFFICE OF THE
REGISTRAR
S-22

We wish you a successful year. If we may be helpful
please call (866-6180) or stop by our new office in the
Seminar Building.
The Evergreen State College

Orientation Week Calendar
This calendar is a listing of times and places where certain meetings and events will take place during orientation week (September 23-27, 1974). It should be noted that times and places are subject to some change, and those changes will be posted and announced on r:~mnuc; durine: that week. Alc;o . there will no doubt
be more happenings on campus than are listed here and those
additions will also be posted.
There are a fe~ things that are of special note. First, registration for students who have not yet done so will occur Monday,
September 23, on the third floor Library Lobby during the Academic Faire. The Faire begins at 10:30 a.m. and goes until 1:30
p.m.
For students who wish to change or switch programs, this will
occur on Thursday and Friday (26-27), again on the third floor Library Lobby .
Pictures for I.D. cards will be taken Monday through Friday of
orientation week on the first floor Library Lobby.
SATURDAY
Check-in begins for residents of on-campus housing.
Open for your convenience:
- Information Center
- - on-campus bank - South Sound National Bank
- - the bookstore
The "Living Catalogue," a videotaped presentation of the 197475 academic program offerings will be shown on the closed circuit
televisions in the College Activities building and in the Drop-in
Center, Dorm "A" 216.

with your faculty member. Registration may also be made .
Second floor Library lobby.
Noon to 2:00p.m.
PIED PIPER TOURS: Small tours will be led to familiarize
new Evergreeners by old Evergreeners with the campus layout
and the location of widely used offices and resources (including the W.C.'s) . Tours begin at Info Center, second floor
CAB.
1:00 p .m. to 3:oop.m.
GROUP MEETINGS: UJAMMA, MECHA, NASA, Asian
Coalition, Women's Center, Gay Resource Center, and Men's
Center will hold their first meetings at this time. Locations
posted.
2:00p.m. to 5:00 om.
CAB STANDS AND OPEN VISITATIONS: The campus activities building will hold a gathering made up of a table/contact area for each of Evergreen's recreational activities, student organizations, and community resources from karate to
the Women's Center to the Olympia Chamber of Commerce.
Students can sign up for the activities of their choice. Each
office around campus will be open for Open Visitation to answer questions and explain what they do. Second floor CAB.
3:00p.m. to 4:00p.m.
LIBRARY GROUP PARTY: The library, including Media
Loan and Media Services, will host a party. Kazoos will be
welcomed. Library circulation area.
3:00p.m. to 5:00p.m.

Continued next page

SUNDAY
10:00 a.m. to 5 p.m.
TALK TO EVERGREENERS: This will be an informal opportunity to talk with Evergreen staff, faculty and students about
Evergreen. Parents and friends are welcome. CAB 110.
2:00p.m. to 5:00p.m.
EVERGREEN ENVIRONMENT: Members of the Evergreen
community will form a panel to discuss how they see Evergreen's relationship with parents and students, as well as the
general environment here . CAB 110.
2:30p.m. to 7:00p.m.
OMNIA EXT ARES! : This will be a chance to get acquainted
with and use some of Evergreen's sports facilities on the playing fields, including archery, softball, football, and soccer
equipment. Frisbees will be welcomed.
MONDAY
*IMPORTANT! Make an appointment today to see your faculty
member on Tuesday, Wednesday, or Thursday.
9:30a.m.
MEET THE PREZ: One of Evergreen's traditions - Charles
McCann, president, gives his welcoming speech. Second floor
Library lobby.
9:30a.m. to 10:30 a.m.
A STUDENT OVERVIEW OF EVERGREEN: This will be a
slide/tape presentation by two of Sid White's students, Steve
Worcester and Chris Carson, called "What is Evergreen really
about7" followed by a discussion.
10:30 a.m. to 1:30 p.m.
ACADEMIC FAIR, REGISTRATION, AND GIANT COFFEE
BREAK: Faculty representatives from all academic programs
will be on hand to dispense information on their programs to
curious students. This is a good time to make an appointment
Orientation Snpplement Fall 1974

Dumi Maraire -

Playing marimbas

S-23

NON-WHITE COALITION MEETS: The Coalition will hold
its first meeting of the year.
The Non-White Coalition is a student organization headed by
Thomas Ybarra, executive secretary, which is comprised of Asian
Americans, Chicanos, Native Americans, and Blacks to serve their
concerns. Ybarra emphasizes that the Coalition is not a traditional
minority affairs office in that it "transcends the act of influencing
college because it also teaches people who are involved processes
for institutional change." Also basic in its conception is that it differs from Evergreen's Affirmative Action office. Locations posted.
Affirmative Action, Ybarra points out, "is an administrative program provided to correct incidents and patterns of discrimination
in employment and enrollment" of non-Whites and women. "By
comparison, the Coalition is a more process-oriented program. It
provides for continuing activity directed at the entire scope of college policies and functions."
The Coalition, formed in Evergreen':; last academic year, had influence over the formation of the non-White DTF which came out
with an oftentimes controversial report.
5:00p.m. to 8:00 p.m.
OMNIA EXT ARES REPEAT
7:30 p.m. to 11:30 p.m.
AMERICAN FILM FESTIVAL: Red ribbon winners in thirtyfive categories from competition sponsored by the Educational Film Library Association will be shown. Lee. 1.
TUESDAY
Individual faculty I student conferences.
9:00a.m. to Noon
HIKERS AND BIKERS TOUR: This will be more tours
around campus, this time off the Red Square area to wild and·
faroff places such as the waterfront, Geoduck House, Day
Care Center, and the Organic Farm. In front of CAB main
entrance.

Noon
LIVE ENTERTAINMENT. Second floor Library lobby.
2:00p.m. to 5:00p.m.
LIFE AT AND AFTER EVERGREEN: A panel discussion
formed by some of Evergreen's counselors, Gail Martin, LouEllen Peffer, and Michelle Hayes will talk about the Evergreen
atmosphere, how to adjust to/deal with it, and what an Evergreen degree means in the real world. Then, small group discussion. Lee. 1.
7:00 p.m. to 8:30 p.m.
HOUSING: BEING AND BECOMING YOU: This will be a
sharing discussion on how to achieve an exciting living experience in college housing at Evergreen. Basement lounge, Dorm
A.
8:30p.m.
AUCTION AND RUMMAGE SALE: Buy and sell items of
your choice. CAB 110.

•

WEDNESDAY
Individual faculty I student ~onferences.
10:00 a.m. to Noon
IN THE BEGINNIN'G: This will be a talk on Evergreen's history given by two men who have been around long enough
to know it. Jerry Schillinger, Director of Facilities, will talk
about the physical planning. Dick Nichols, head of Public Relations, will summarize what happened since 1964-65 to lead
the legislature to action and what has happened since Evergreen's opening day to our relation with the public and the
legislature. Lee. 3.
Noon to 2:00p.m.
AMERICAN FILM FESTIVAL: continued.
2:00p.m. to 5:00p.m.
MEDIA CIRCUS: A showing of student-produced slide/tape

shows, films, videotapes, still photography, and audio productions. Second floor Library lobby.
3:00p.m.
LIBRARY GROUP PARTY. Library circulation area.
7:00p.m. and 9:30p.m.
BIG TIME MOVIE. Lee. 1.
THURSDAY
lnclividual faculty I student conferences.
8:30 a.m. to 11:00 a.m.
AMERICAN FILM FESTIVAL: continued. Lee. 1 and 5.
11:00 a.m. to Noon
FAP ORIENT ATION: All Evergreeners are invited to the Financial Aid and Placement orientation sessions, which will
cover all facets of this office, including how to obtain an
emergency loan, how to receive a revision in a financial aid
award, how to obtain help in finding a part-time job or career
employment, and where to find information on graduate
schools. Lee. Halls.
11:00 a.m. to Noon
PEOPLE-ORIENTED SECURITY: Rod Marrom, head of Security, and staff will talk about the resources they can offer
students, possible problems they will face in the coming year,
how their office relates to off-campus law enforcement agencies, etc. They will also talk about the followup workshops
which they intend to do in the fall for women on self-defense
and related subjects. CAB 110.
1:00 p.m. to 2:00p.m.
AFFIRMATIVE ACTION: Rindy Jones, director of Evergreen's Affirmative Action office will explain what affirmative
action is and how it affects each person at Evergreen. Lee. 3.
2:00p.m. to 5:00p.m.
WHO RULES EVERGREEN? Students, staff, and faculty discuss the Evergreen decision-making orocess (who is included
in what decisions and why). Question and answer period follows. Lee. 1.
8:00p.m.
COFFEE HOUSE GRAND OPENING: The Evergreen Coffee
House will sponsor live entertainment. Free. Locations posted.
FRIDAY
10:00 a.m. to Noon
NON-WHITE COALITION: Everyone is invited to this session in which coalition members will explain the purpose oftheir office.
11:00 a.m. to Noon
FAP ORIENTATION: continued.
2:00p.m. to 5:00p.m.
CAMPUS CULTURAL FESTIVAL: This festival will include
arts events, sports, films, and discussions - an introduction
to the cultural diversity at Evergreen.
5:00p.m. to 7:00p.m.
DINNER: A continuation of the cultural festival, this dinner
is open to all Evergreeners for a feast of ethnic food.
9:00p.m.
DANCE. Second floor Library lobby.
SATURDAY
OLYMPIA COMMUNITY DAY
A variety of events designed by the Olympia Area Chamber of
Commerce to familiarize you with the Olympia, Lacey, and Tumwater communities and what they offer.
SUNDAY
CAMPUS OPEN HOUSE
This day is designed to bring the community to Evergreen.
There will be small tours of the campus and the Recreation Center
will be open to the public. The Seminar building will be officially
dedicated.
Orientation Supplement Fall 1974

History
_Continued from page S- 21
learned that as a state institution, Evergreen had to play the political game.
After all the sensationalism died down,
Evergreen made it through the session,
helped by the staunch support of the governor and many legislators. Evergreen had
survived but it was no longer clean and
innocent.
Then like a tidal wave following an
earthquake, Evergreen faced its second
major crisis during the Spring of 1973 reorganization - one more word added
to Evergreen's growing dictionary. With
reduced state funding and an enrollment
freeze, Evergreen had to cut back. The
cutback was made in non-academic personnel. "We built an administration and
service organization capable of planning
for and responding to fairly rapid
growth," McCann said at a Board of
Trustees meeting about the cutback. Seventy staff members were laid off. As a result, Evergreen lost some of its finest staff
persons but no faculty were hurt.

-

.

The academic program had maintained
its status quo during reorganization. But
some students felt that previously, during
the Fall of 1972, Evergreen's ideals of student and faculty equality had been jeopardized by the recommendations of a faculty report. Known as the Quinnault report, it called for among other things,
modular studies, similar to traditional
courses. A number of students interpreted
this as a signal Evergreen was losing sight
of its innovative approach; in other
words, that Evergreen was going soft. The
report had contained no student input
(one of Evergreen's original goals not yet
fully implemented) SE_ ~group of stud~nts_
created their own report which, in the
view of many students, was eventually
pushed aside.
Physically 1972-73 brought completion
of the College Activities Building and the
Campus Recreation Center.
As the 1973-74 year began it became
evident that the summer camp attitudes
were long gone; somehow Evergreen
seemed to be a more serious educational
institution. More time seemed to be devoted· to seminars and study than in the
previous years.
The sciences took on a new importance
following the completion of Phase I of the
Laboratory building.
The arts however, still suffered a need
for a permanent physical site. Then, in a
surprise action, the legislature approved a
S-.26

MODEL SURPRISE
Facilities Director Schillinger showing off
planned campus to faculty member
Humphrey.

6. 7 million dollar budget request for the
proposed Communications Laboratory
building in the May mini session. To be
completed by the Fall of 1976, it will
house theatre, art and dance facilities.
In the Spring an Affirmative Action
Policy was adopted by the Board of
Trustees. The plan sets goals, quotas and
deadlines for full representation of nonwhites and women by 1985. Evergreen in
the past has had minimal success in maintaining substantial non-white population.
A Non-white disappearing task force was
created to provide recommendations on
recruiting minorities to Evergreen. But
despite all efforts the non-white enrollment outlook for this coming year is

EARLY RETREAT
Park.

below the Affirmative Action quotas.
Rape and rape attempts became more
frequent on campus as the 1973-74 year
progressed. Evergreen student Donna Gail
Manson was reported missing March 21
- no trace of her has been found since. It
is believed that she was possibly one of
the victims abducted by a man known
only as "Ted." "I feel like I'm back in
New York City," said one out-of-state student.
During the spring of 1974 an accreditation team arrived on campus for a threeday scrutinizing of Evergreen. At the end
of the visit, the eleven members lauded
Evergreen with glowing commendations.
"Evergreen students seem to be unusually busy, interested, and personally involved in their own learning," the team
wrote. "The college's ways of emphasizing
students' responsibility for their own
learning appear to have evoked authentic
self-motivation in most students whom we
met or observed."
By July Evergreen had earned official
accreditation - a full year ahead of
schedule. The certification seemed to revitalize Evergreen's sense of purpose. It
was a landmark of achievement for the
college.
But a month after this seal of approval,
this affirmation of Evergreen's ideals,
some faculty membet"s submitted position
papers, following a retreat to Fort
Worden, a few favoring revised guidelines
for Evergreen. Among them, one by faculty member Merv Cadwallader suggesting that the emphasis on coordinated
studies, the interdisciplinary teaching
mode he had instituted and pushed as
dean back in 1971, be reduced. This reversal seemed to acknowledge a historically proven axiom at Evergreen - that if
anything at this institution, is constant, it
is change.

Evergreeners arriving for retreat in 1971 at Millersylvaniq State

The Evergreen State College

Ft. Worden
Continued from page

OFF ON ALL

9

for change in which he suggests that the
final evaluation be a single document
drawn jointly by the faculty member and
the student. Brian, finding that most of
what he writes is actually redundant of
the student's self-evaluation and that most
school registrars and potential employers
are not going to read a 30 page transcript
anyway, has turned to the idea that a
joint evaluation would be sufficient and
probably more effective.
A position paper written by eight faculty and staff members entitled "Faculty
and Student Evaluations for Permanent
Academic Records" laid out lists of points
based on different issues. Basically, the
paper covered different aspects of betterand-more-thorough-ways of writing these
evaluations including " - Especially when
a faculty member has worked with a student on a contract, the faculty member
should make the student responsible for
providing the details of the work in the
student's selv-evaluation and then write a
'validating evaluation' which also qualifies, or heightens, or adds to, or explains
what the student has said;" and " - Explain carefully to students the purposes of
their self-evaluations and who will be
reading them; you can't choose for the
student or catch him in the rye if he
doesn't want to be caught, but it's your
responsibility to make him aware of the
implications of writing his own history."
Academic standards
Two significant papers were written on
academic standards at Evergreen, one by
Sid White and another by Kirk Thompson.
White would like to have a college-wide
acknowledgement of what he calls the
''master-apprentice mode" of teaching. He
begins his paper, "Some of Evergreen's
rhetoric has become ritualized into head
nodding mumbo-jumbo that is chanted all
over the place. A prime example of this
chanting is the all too familiar 'Students
should be given the freedom to learn on
their own' or 'You have to let them make
mistakes so they will learn from them.'
"In actual practice this is a rationale for
the Dol Your Own Thing mode at Evergreen, a mode that is for the most part a
non-teaching and a non-learning mode.
Unfortunately this mode is frequently confused with the Individual Study mode
with disastrous results."
He goes on to say that students need
teachers "and books and knowledge and
evaluations and colleagues and a certain
amount of conventional stuff" to really
learn.
White therefore advocates that a master-apprentice form of teaching/learning,
which he defines as teaching by demonstration, be adopted at Evergreen. He

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Continued on page 42
August 15, 1974

39

·AMERICAN·
PERSPECTIVES
BY NICHOLAS H. ALLISON

Resignation's Legacy
For the first time in the history of the
republic, a Chief Executive has lett office
alive in mid-term , and this has led to the
first succession to office by a Vice-President who was not elected by a national
constituency. Both original members of
the Nixon administration, first elected
narrowly and then re-elected overwhelmingly, have been forced to resign in the
face of growing (and in Agnew's case,
conclusive) evidence of criminality. It perhaps should give us pause as a people to
look back on the statements and actions
of these two men , both law-and-order
spokesmen, both conservative defenders
of traditional American values, both
friends of business - and to see retrospectively the extent to which they abused
their positions. It is doubly revealing that
these criminal abuses were committed independently of one another: while Agnew
was taking illegal corporate kickbacks,
Nixon was smearing and spying on and
lying to his countrymen.
The historical impact of Spiro Agnew's
resignation will almost certainly be minimal. Although he was only the second
Vice-President to resign, and the only to
do so under criminal indictment, his plea
of nolo contendere (for all intents and
purposes a guilty plea) establishes clearly
the reason Agnew resigned. It was for a
criminal, not a political, offense.
In Richard Nixon's case the issues are
more obscured. To those of us who have
watched the Watergate story unfold, particularly in the disclosures of the week
preceding his resignation, Nixon's guilt
seems obvious. His resignation speech,
however, was a sanctimonious and selfaggrandizing farewell in which he
admitted only that he "no longer (had)
the political base in the Congress to justify continuing," as if a partisan vote of
no confidence had been mustered , Parliamentary style, to oust him. In fact, the
entire speech was evasive and misleading.
At one point he said: "As I recall the high
hopes for America with which we began
this second term, I feel a great sadness
that I will not be here in this office working in your behalf ... " Even after his release of evidence demonstrating his atti-10

tude of utter contempt towards the American people, he still spoke this pious nonsense in hopes of leaving his office with
dignity.
It now appears certain that the Congress will not in any way ratify charges
against him (it had been suggested that
impeachment and Senate trial could continue even against a resigned president,
but Speaker Albert is said to oppose the
action), and it is far from sure that Special Prosecutor Jaworski will press
charges. If Nixon is not pursued by criminal charges now that he is out of office,
what will be our legacy to history?
Resignation is politically rather anomalous, especially in America. Officials resign for all kinds of reasons - personal,
political, legal, medical - and, since it is
essentially a voluntary act, the only explanation we are left with is that provided
to us by the person stepping down. In
Parliamentary systems like those of
Canada and Great Britain resignation is
generally expected of an official when a
scandal erupts in his administration, as
Willy Brandt did when one of his toplevel aides was discovered to be an East
German spy.
Another salient characteristic of Parliamentary systems is that the chief executive is simply the leader of the party
which holds the most seats in Parliament.
Therefore a Parliamentary vote of no confidence in the administration requires, in
effect, resignation and the calling of elections. This system has its disadvantages,
since the Prime Minister is then preoccupied with campaigning for the next few
weeks and whatever crisis prompted the
calling of elections will likely go unsolved
during that time. But the advantage is
that it makes the chief executive accountable to the people on an ongoing basis.
In the American system the last two
years of a President's first term are spent
with an eye towards re-election, and in
his second term he has more or less of a
free hand since he has no political future
to worry about (unless he goes so far that
the Congress impeaches him). In a Parliamentary system elections respond to political actions; in America the reverse tends

to be true.
Nixon's repeated argument that he
would not resign because of the damaging
precedent it would set does have some
validity, though. It would hamper the
effective operation of the Presidency if
resignation began to be demanded of
future presidents in times of political unpopularity. But this is not what happened
to Richard Nixon, and it is our responsibility to history to make this clear.
By resigning Nixon not only made some
attempt to save his reputation (oy avoiding the extreme censure implicit in a Senate trial) but also saved his pension $60,000 a year for the rest of his life,
$20,000 a year for Pat, and numerous
other benefits like free office space and
staff - which removal by the Senate
would have rescinded. But the most important effect of his choice of resignation
over impeachment has been to avoid the
clear establishment of his guilt.
It is important to remember that although it was exposure of the Watergate
cover-up which finally brought Nixon
down, there are numerous other possible
lines of inquiry which might yield evidence of presidential wrongdoing: the
break-in at Daniel Ellsberg's psychiatrist's
office; the secret bombing of Cambodia;
the actions and possibly the very formation of the "Plumbers" squad; subornation of perjury on various occasions; the
firing of Archibald Cox; and various
campaign dirty tricks (such as forging
documents and slander).
Now that Nixon is out of office, perhaps the Watergate grand jury which felt
it could not indict a sitting president can
reconsider the evidence against him and
issue an indictment. Prosecutor Jaworski
may have the independence and perseverance to pursue Nixon's prosecution, even
though many senators believe that the
American people don't want to see a former president on trial. But if. in our sympathy for Nixon the man, we allow him
to escape any further prosecution, we
may leave to our heirs a myth which will
haunt and distort the presidency in the future. If he is guilty, we must state this in
no uncertain terms.

The Journal would like to provide, both in its editorial pages and
elsewhere, a forum for the expression of the opinions and ideas of
the Evergreen community. Submissions for the editorial section are always welcome, either as a "Guest
Commentary" dealing with Evergreen issues or as a feature. If interested, please contact Nick Allison in
the Journal office, CAB 103, or call
6213.

Cooper Point Journal

Jotltnal Commentary
The Ford prospects
On last Thursday night, August 8, just after President Nixon
announced his resignation, then-Vice-President Gerald Ford made
an impromptu speech outside his home in Alexandria, Virginia.
He spoke redundantly, dully, banally; all in all he gave a discouraging prospect as our next president.
At his inauguration, however, he spoke differently. His obvious
personal honesty and earnestness were tempered with a dignity
and hope which suited his new status, and he suddenly seemed
very much the kind of president the nation needs now - without
the pretense, without the hunger for power, without the secretiveness that characterized the Nixon presidency.
His speech to the Congress on Monday night confirmed the best
things that have been emerging about the Ford presidency. He is a
careful and honest man, and realizes several important things
which Nixon failed to realize: the meaning of being president of
all the people ("of black, brown, red, and white Americans, of old
and young . . . of Christians, Jews, Moslems, Buddhists, and
atheists ... "), the potential for cooperation between the executive
and legislative branches ("I ... am a veteran of many a veto fight
in this chamber. Can't we do the job better by reasonable compromise?"), of the inalienable rights of Americans ("There will be
no illegal tapings, eavesdroppings, huggings, or break-ins by my
administration.").
Of course Ford's voting record in the House is extremely conservative, and even in his speech he made it clear that he considered
the defense budget virtually immune from trimming for reasons of
economy. But he is sure to work closely with the Congress, and
the public seems to be rallying behind him. How effectively he
will actually be able to govern, not only in stopping his "domestic public enemy number one" of inflation but in other domestic
and foreign policy issues, remains to be seen.

Evans and Evergreen
In the last week there have been ubiquitous rumors in the state
about the possible selection of Governor Dan Evans as Gerald
Ford's Vice President, and the rumors were fueled by Evans' conference with Ford on Wednesday. At press time no announcement
of Ford's choice had been made, but one is expecterl soon.
Evans is evidently a strong candidate for the post, and he does
fit the bill in many ways. First, he will only be 50 in 1976 when
hE. will almost certainly be a candidate for the presidency. He is
fairly moderate and will not alienate the conservatives, and held
to a good party line on Watergate (he called repeatedly for exposure of all the facts, but never advocated impeachment or resignation and in fact finally called for "amnesty" for Nixon). He is
rather telegenic. Finally, he has demonstrated that he is politically
ambitious. This state has never spawned a Presidential or VicePresidential candidate of a major party, much less an actual officeholder, and many Washingtonians would like to see this happen.
But if it did we in Washington would lose a man who is in many
ways an excellent governor, and Evergreen would lose a strong
supporter in the state government.
August 15, 1974

If Evans resigns before October 5, he will be replaced by Lieutenant Governor John Cherberg until special elections this November: There would, .therefore, be an extraordinarily short campaign
per10~ and the wmner would serve out the remainder of Evans'
term until 1976. If Evans resigns after October 5 Cherberg will
take his post until November 1975, when a su:.::crssor will be
elected for the final year of the term.
Cherberg has not been particularly expressive on Evergreen, but
he is generally considered conservative. Whether or not he would
be unfriendly to Evergreen as governor is very difficult to judge at
present. In losing Dan Evans, though, we would be losing a valuable spokesman for our particular cause as well as a good governor.

Input vs. discussion
A word one hears a lot at Evergreen is "input." This word, a
child of the computer age, is supposed to describe the process of
contributing one's views to a debate or discussion on a particular
subject. But why "input?"
When administrators at Evergreen are making up their minds on
something, they usually request student "input" as part of their
decision-making process. The implication is that the students will
submit their viewpoints, their needs, as assessed from their own
point of view; and from all these different bits of input, the
administrators who have the larger picture in mind will come up
with a decision. There is a distinct difference between this process
of multiple inputs into a master decision-maker and the process of
discussion.
In discussion, there is no assumption that any one participant
or set of participants holds the key to the "larger" picture in the
context of which the decision must be made. All parties are expected to make the best recommendation they can, on the basis of
the best analysis they can muster, and the idea is that through rational presentation of all these recommendations a final decision
can be made.
In the "input" system, the model is that of computers: discrete
bits of unrelated information are fed into a central bank, where
the master process takes over of weighing each bit in the context
of the whole problem. Thus a decision is made.
We should try to stay away from words like "input," for the
view of the administration-student relationship which that word
implies is precisely the opposite of that which Evergreen professes
to hold. With less input and more discussion, both the mood and
the quality of Evergreen decisions might improve.

A pub at Evergreen?
Perhaps part of the problem in generating real discussion at Evergreen is the lack of any congenial place for people to sit and discuss. Now that the State Supreme Court has legalized the sale of
liquor on state college campuses, tpe possibility of Evergreen having a pub on campus at some future time has arisen. If the
trappings of such a place were pleasant and the atmosphere warm,
it could become a congenial place to gather in the evenings, something the ethereal Evergreen "community" sorely needs.
41

Jones
Continued from page 10
ing room" lecture style. With his background it is surprising that he does not
play the Harvard-Ph.D.-quid pro quo-intellectual snob.
"Evergreen, someday, hopefully 1,500
years from now," he said, "will get hardened in the arteries like any institution
does. I don't expect it to become stultifyin!$ in bureaucracy in my lifetime." He
went on to concede however that the
school might never harden. "The lack of
departments will help us a lot. In the
planning year we practically signed notes
in blood to do everything possible to keep
departments from starting. For sure we
have prevented departments and I don't
see that there's any way for them to get
started here." But he added, "There's a
price you pay for flexibility. There are
certain programs, like Dreams and Poetry
for instance, that, from an educational
point of view, should be repeated. These
programs could be even better the second
time around because the people have
learned what doesn't work."
He went on with a touch of sadness to
say that "There are an awful lot of students who are going to miss out because
Dreams and Poetry won't be repeated this
year. Because of the mores of the system,
repeating isn't permissible. I think that
should be changed and I think a few of
the deans agree with me on that. That's
one of the things I think we'll see here
pretty soon is the really successful programs repeating at least once.
"The key to the success of Evergreen is
a group of people getting their heads together about a particular project or problem, planning it and doing it. Something
that's happened this last year that I don't
· like and predict dreadful experiences as its
outcome is having programs planned by
one group of people and assigned to another group - that's bad news.
"That can't possibly work as well as if
a group of congenial people who have
common interests get excited about something and go ahead and do it. Usually it's
a group of faculty-' but there's no reason
it can't be faculty and students. I can see
students being in on planning programs,
serving as teaching resources, and actually
doing teaching if it's handled carefully
and with faculty consultation."
Because of some bitter experiences with
student control in the past he said he
came here with a "severe prejudice"
against students planning programs. But,
he said, "I've mellowed a good deal in my
Four years here and I can see how student
involvement in the planning can be a very
enriching factor."
For the future Jones says he'll be teaching a group contract on psychology and
literature in the fall and he said he's going
to spend time getting together a possible
graduate program for Evergreen, then pre.t:!

senting it to Kormondy, McCann and the
Trustees. The college originally was mandated to do graduate work when it was
founded. But McCann has said, "Wait until we have the undergraduate operation
going well and then try to model a
graduate program after the best of what
we've developed for undergraduates."
Jones added that he thinks the time is
about right to try something. He would
like to see the focus be on the local community, the people already working who
can't take off two years to go through the
regular graduate program at the university. He said the graduate work could be
arranged so that they could work during
the day and do the necessary academic
work nights, weekends and summers.
Most likely the first graduate program
would be in Public Service.
The graduate program shouldn't "dominate the place," according to Jones, "or
become an elite group or a competitive
branch of the college." A link-up between
the graduate and undergraduates might
well be possible, with undergraduates
serving as interns and graduate students
as teachers. "I know it's never been lried
before," Jones said, but still thinks it is
worth a try.
He emphasized the importance for the
college in meeting local needs. "It's been
one of our problems here that we've had
such a bad press and a bad image locally
and such a good one nationally -. Politically it's bad news for us not to have a
better relationship with the local community." The grad program would be an important addition for this reason. It would
also counter one of the few disadvantages
of working at Evergreen: there isn't as
much stimulation for the teacher to do his
own scholarly research and scholarly writing as there is at a regular university. The
graduate program would aid this, also. It
would help us from the budgetary point
of view, because of the high funding and
small student-teacher ratio in grad programs. He added, as a reassurance, that a
lot of people will be afraid the grad program will be the first step to departments
and he said for that reason "We'll make it
very visible that it's not organized that
way."
Raw IQ
"I don't think I've ever enjoyed teaching so much as here." To compare the students here and at other schools he said, is
difficult because the educational framework is so different. But, "In terms of
raw IQ the students aren't as bright as
you find them at Harvard and Brandeis.
But the brightttess factor is irrelevant
when the motivation is as high as it can
be." Among the students here, "You get a
kind of bimodal curve - those students
who goof-off can really goof-off!" he
chuckles, "On the other hand those students who thrive on intrinsic motivation
and appreciate the lack of external force
are the best students I've ever worked
with bar none, including grad students.
I've seen a lot of students here who were

working on a level higher than grad students tend to work."
He went on, enthusiastically, "A really
bright, well motivated student can't
possibly do as well at a place like
Harvard as they can here. The framework
won't allow them to go at their best pace.
They have to fit their own motivation,
routine, and schedule into the 'lock step'
business."
Spirit of experimentation
Clearly showing the affection and dedication he feels for Evergreen he went on
to say, "If a teacher fails ' you don't feel
like you're going to get fired. It's the spirit
of experimentation that you expect a failure From time to time. Partly due to
Charlie McCann we keep a low profile as
an experimental school, although we are
in fact one of the best in the country. We
don't go around advertising ourselves as
that. Which suggests to me that we're
more interested in doing it than talking
about it."

Ft. Worden
Continued from page 39
warns people of its difficulty by saing
"This process of knowing and doing is the
essence of what we glibly label 'Learning
how to Learn.' It is far easier said than
done. It requires time, patience, example.
Above all it involves un-learning a lot of
everyone-can-do-it-for-themselves cultural
gap."
A similar paper with an adamant tone
by Kirk Thompson was subtitled "Being a
position paper on teaching and learning,
especially about the problem of 'nurturing
academic excellence,' and about being a
teacher, or more exactly a professor,
rather than a facilitator or resource
person."
Thompson begins with his observations
of the homogenous student population at
Evergreen. Expecting to come to Evergreen to find students racially, ethnically,
and economrcally varied, he, and others,
found instead a very middle-class, Dr.
Spockian community. "L or we, did not
get what was anticipated, though - ours
is indeed a diverse student body, but not
in the way intended; rather, in a way
that causes a serious problem about 'nurturing academic excellence.' We do not
have, racially, culturally, or socio-economically, a particularly diverse student
body; rather, we have a very homogeneous group of middle-class students who
comprise a kind of youth-ghetto in which
everyone is pretty much alike. Such diversity as obtained at Evergreen is basically a diversity of levels of motivation
within an essentially middle-class framework. The norms of a community so constituted are more conducive to social conformity than to academic excellence."
Thompson describes two basic groups·
of students at Evergreen. One comprises
students who are low-level achievers:
"They are consumer-oriented, underCooper Point Journal

achieving, passive recipients of their educational experience. They are by and large
replaying their previous low-energy high
school and junior college experiences."
The other group of students is characterized by high-achievement. They "tend
more to be self-determining agents, able
to choose what they want to study, to
pick up the ball and run with it. These
are the middle-class high achievers, and
we are useful to them ."
He then explained that if Evergreen had
a real kind of diversity, this would result
in a kind of high level energy releasing
much creative potential. However, he
writes, "with the vast majority of the
students seeming to fall into one or the
other of the two middle-class bags, there
is a danger that we will end up with a
kind of lowest-common-denominator reductiveness ."
Since, Thompson decided, that the faculty must work with what they've got,
the next step is to promote academic excellence where possible. He writes, "As
Masters of Arts and Doctors of Philosophy, or as people broadly experienced in
the world, we presumably have ways of
coping with the world in an inquiring
and, hopefully, creative manner. Even if
we are skeptics, that is a way, a consistent way that most students have not
learned to put to use. My point is therfore
that it is our job to hold out these ways
and strategies, to profess and exemplify
them, not just to mirror our students'
own world-view. "
Thompson also describes problems in
the facilitator and resource person type
faculty . "I am frightened that mere facilitation of open discussion in seminars is
not enough ; the problem is also to get in
Continued on page 4 5

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Fort

Faculty burnout
One of the issues at Fort Worden which
seemed of the utmost importance to the
faculty was "faculty burnout," and in relation to this, a lack of faculty community. Chuck Nisbet suggested that a day of
the faculty orientation be spent in small
groups to discuss personal burnout. Lynn
Patterson with the illustration of some
myths or fables, points out that perhaps
t~e faculty is unable to ask the right questions about the whole thing because they
are too caught up with Evergreen as an
immortalized institution.
Then David Powell sought to ask some
of those questions which might lead to
some new answers in his paper. Included
is the question often repeated in other
papers, "Is it true that faculty at TESC
are often exhausting themselves in ways
that do not always seem productive that in the dark of night even seem (sometimes) silly 7"
Richard Cellarius spent his entire paper
on t~e subject of lack of time being the
culp_nt o~ t~~ faculty morale. His first suggestion IS Family, sex, etc. should be

Continued from page 43
touch with rare insight and unusual experiences. Here is where the problem of
'nurturing academic excellence' arises. It is
possible to nurture mediocrity." (Back
again to the middle-class student.) And
writing about the resource person, "he
(the student) needs not just the resources
of reading lists or hardware or permissiveness, but also the well-guided, hardheaded, constructive criticism of someone
intellectually more practiced than he."
Thompson believes that even though
the more academic way of teaching is not
absolutely taboo at Evergreen, it is
thought of as being "curious, and perversely authoritarian." He fears that this
permissive mode of teaching is taking the
lead at Evergreen. "This is not to say that
people who teach as facilitators or resource persons are bad teachers; rather, it
is to say that to the extent that other
reaching styles wither away, we are institutionalizing some of our least motivated
students' preferences."

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given their proper priority. It should be
clearly indicated to students and other
colleagues that there are times when you
do NOT want to be bothered with their
academic or non-academic trivia or nontrivia."
Peter Elbow wrote two papers, one on
the burnout problem and the other on
faculty community. In the burnout paper,
he points out how dependent faculty and
students are on each other. Most students
he says, "came here because they wanted
more freedom and autonomy; to be
treated like adults. Yet at the same time
they really want more from us. They
want us to change their lives. They want
special, magical, enriching, transforming,
growth-producing relationships with their
teachers. That's what we advertise,
really." And also, teachers are dependent
on students "for feelings of self-worth,"
more, Elbow feels, than any place he has
ever been before because one's success or
failure depends on one program and one
set of students rather than the usual three
courses, department, committee work
and research. Elbow also definitely advo~
cates more time for faculty to themselves
by better' organization of time.
Elbow wrote another paper on the lack
of sense of community among faculty.
So~e reasons: "time: we're always busy,
don t have enough time for unstructured
visiting. Or pressure and anxiety: being
unsure of what we're doing most of the
time and suffering from a sense that we
are probably doing it wrong -=this ought
to bring us together ~or support, but in
fact it tends to make us crawl home and
lick our insecurity alone. Besides, teachers
tend to be loners."
Linnea Pearson in her paper described
her own personal experience of loneliness
upon coming to Evergreen and hopes that
the suggestion of people making plans to
alleviate some of this for especially new
faculty is successful.
One possible solution to this may be
Nancy Taylor's invitation which reads:
The Two Cities of Destiny Program
invites everyone
to
Afternoon Tea
every Tuesday afternoon from 3:30-5:00
in

607 S. Capitol Way

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45

~~~----c i n em a

A couple of losers
her mother in the classic film Wizard of
Oz.
H you have kids that you have been
waiting to take to a movie, wait a little
longer. Disney is supposed to be releasing
Bambi soon.

BY JEFFREY H. MAHAN
1 took my siblings to see Journey Back
to Oz a while ago, the new Oz cartoon
picture. L. Frank Baum and every decent
animator must be turning over in their
graves; although I have not as yet seen
Herbie Rides Again, Journey Back to Oz
must be among the most poorly made
children's films of the last ten years.
The drawings of the figures are bad and
the background never moves giving the
effect of an animated stage with a painted
backdrop. When the hurricane blows,
they simply shake the background. There
must be high school students around who
show better craftsmanship if given a shot
at the film. The colors are bad, the movement oversimplified and the story poorly
told. These things are so distracting that
the ten year old I was with complained
about the background.

There is a sort of film where noise replaces poetry and motion is cor:::idered
plot. The only subtlety to such films is in
trying to decide what all the speed, sex
and motion have to do with whatever
miniscule bit of story they have been laid
over. American International used to
make them as particularly awful biker pictures. "Bad films," you say. Yes,
assuredly but this sort of film is almost
beyond good/bad discussion. To evaluate
them as cinema is rather like going to the
roller derby of figure-eight racing and
then complaining "but that's not sport."
Of course not, and nobody went expecting one. Well, that's the way you ought
to see Thunderbolt and Lightfoot.
It is a bad movie, but so what. There is
plenty of driving around in big fast cars
and shooting with big guns. A maximum
of chasing and shooting and balling, a
little yelling and the minimum of explanation or character development is what this

Apparently the film's budget must have
been spe.1t for big names to do the voices.
Perhaps they thought that was the only
way to sell the monstrosity: to have a big
list of stars. One must, however, admit
that the one clever idea that the filmmakers had was getting Liza Minelli to do
the voice of Dorothy, the role played by

sort u• thing is all about.
Thunderbolt and Lightfoot is pretty
good for what it is. It has Clint Eastwood
as the older badass who has been around
and knows all the answers and Beau
Bridges as the young sidekick. What
happens, see, is that they drive around
for awhile in a few stolen cars, Transam
Firebirds and the like, sleep with a couple
of "those" girls, and get shot at a little.
Then they drive around some more, and
get this big cannon to shoot open the
safe. Afterwards, they get beat up, there
are some more shootings, and then a last
chase before the end. A couple of good
old boys jes havin' a little fun you understand. All very male you see.
To do Thunderbolt and Lightfoot right
you need to do a little preparation. First
you get two or three of your male
chauvinist buddies together. It's important
to go in a pack. Next you should drink a
little western beer and listen to the Stones
doing "Satisfaction" for awhile. Now
comes the good stuff. You get into the
hottest car with about half a case of beer
with a certain amount of honking and
yelling at girls on the way to the drive-in.
(This sort of picture should always be
seen at the drive-in.)
As I was saying, Thunderbolt and
Lightfoot is the best of its lot, which
again is different from being a good
movie. If you're in the right mood you
might enjoy it. Try to find a drive-in
where you can get in for $1.99 a carload
and take your buddies. Whoopie!!!!

COMMUNICATION
Nouns- 1, communication; messages, tidings, news (see INFORMATION). 2, communicator; messenger, envoy, emissary, legate; nuncio, ambassador; marshal, herald, crier, trumpeter, bellman, courier, runner; Mercury, Iris, Ariel; commissionaire; errand-boy; operator (radio, telephone, switchboard, etc.)
3, radio, television, cable, wireless, telephone, radiotelephony, telegraphy, etc.; newspapers, press; magazines, reviews, journals;
switchboard. 4, bulletins; wire service, press service, syndicate service; mail, post, post office; letter-bag; telegram; cable, wire;
carrier-pigeon; heliograph, wigwag, semaphore, signal; news flash, press release.
5, telepathy, thought transference, telekinesis, extrasensory perception. 6, intercourse, conversation, exchange of talk or ideas. See
SPEECH, SOCIALITY.
7, newsman, reporter, newscaster, broadcaster, publisher, etc. (See PUBLICATION, INFORMATION).
Verbs- communicate, send messages, inform, tell, apprise, make aware; broadcast, newscast, publish, print, write, preach, disseminate
news or information; radio, telegraph, wire, call, phone, telephone, cable; signal. See PUBLICATION.

KAOS

NEEDS

PEOPLE

Like another organization you may be familiar with, KAOS
FM needs a few good people. If you have an interest in
radio work with responsibility to match inquire within the
KAOS studios, Room 304 of the Campus Activities building, 9 to 5 daily. 866-5267. We need folks to work in the
areas of:

•
•
•
•
•
•
•
•

Music Direction and Production
Special Productions
Spoken Word Presentations
Public Relations
Radio Journalism
Technical Maintenance
Graphics
Carpentry

KAOS FM 89.3
46

Cooper Point Journal

OLYMPIA
Cinema

State: Dirty Mary, Crazy Larry - Peter
Fonda and Susan George in chase film .
Olympia: Thunderbolt and Lightfoot,
starring Clint Eastwood and Jeff Bridges.
Capitol: Two Disney films, new release
Castaway Cowboy and old standard The
Absent-minded Professor.
Friday Nite Film: Sounder, with Cicely
Tyson in her Oscar-winning role as a depression-era black mother.
Applejam: Frank Farrel's Irish-American
String Band pl::oys August 17 at 8:30
p.m.; Harry and Elaine St. Amand appear August 24 at 8:30; and faculty member Dave Hitchens' group Snake Oil performs August 31, also at 8:30. Door
charge for all performances is $1.00.
Miscellaneous

Published poet Roy McBride will be
reading some of his work in the Periodical
Lounge of the library at 3:00 p.m. on
Tuesday, August 20.
SEATTLE
Cinema

Cinerama: That's Entertainment: Film
clips from some of MGM's greatest musicals narrated and performed by Gene
Kelly, Liza Minelli and others.
Coliseum: The Duel of the Iron Fists;
Three the Hard Way.
Edgemont: Five Easy Pieces -Jack Nicholson searches past his ennui; The Rain
People.
5th Ave.: The Getaway; Uptown Saturday Night.
Harvard Exit: The Tall Blonde Man with
One Black Shoe.
King : Andy Warhol's Frankenstein.
Movie House: Harold and Maude
Beautifully morbid humor and a fad who
falls in love with old woman.
Music Box: Chinatown.
Seattle 7th: The Bank Shot - George C.
Scott.
August 15, 1974

Temple: Uptown Saturday Night; The
Getaway.
Cinema II: The Last Picture Show; Easy
Rider.
Tacoma Mall: Zandy's Bride - Liv
Ullman and Gene Hackman : Billy Two
Hats.
Fern Hill Branch Library: Three Chaplin
films, Thursday, August 15 at 7:30p.m.

University :The Big Sleep - Humphrey
Bogart, Lauren Bacall in Howard Hawks'
film from Raymond Chandler novel about
Philip Marlow with screenplay by
William Faulkner and plot as complicated
as the credits; All Through the Night Bogart, Conrad Veidt, Phil Silvers and
Jackie Gleason in movie about the fifth
columnists in New York.
Uptown: The White Dawn; Charley
Varrick.
Rose Bud: Grand Hotel - Greta Barbo,
Joan Crawford, Wallace Beery, John
Barrymore, and Lionel Barrymore.
Varsity: Animal Crackers - Marx Brothers.

Court C Coffeehouse: Friday, August 16
at 9 p.m. -Mike Dumovich plays blues;
Saturday, August 17 - Mary Litchfield
and Max Peters perform.

In Concert

On Stage

The Seattle jazz Society will have a
musical cruise on the Virginia V, leaving
from Fisherman's Terminal at 7:30 p.m.,
Friday, August 16.
The Pacific National Exhibition, in Vancouver, B.C. is bringing its cavalcade of
stars beginning with the DeFranco Family
on Saturday, August 17. Others to come
include: Lynn Anderson and Ray Stevens,
Aug. 18; Jim Nabors, Aug. 21; John
Denver, Aug. 22; Helen Reddy, Aug. 23;
Tony Orlando and Dawn, Aug. 24; The
Guess Who, Aug. 25; The 5th Dimension,
Aug. 26; Charley Pride, Aug. 29; Charlie
Rich, Aug. 31; Wolfman Jack and the
Midnight Special, Sept. 1. Tickets for all
performances are available in Seattle.

Lakewood Players Theatre: Oliver
Charles Dickens story about street lad
turned into musical that has been a hit
and an Academy Award winning movie.
Galleries
Kittredge: Work by former UPS students
from college's permanent collection.
PORTLAND

On Stage
Skid Row Show: Two Gentlemen from
Verona·.
ACT: Count Dracula.
Moore: Henry Fonda as Clarence Darrow
beginning August 27 and running through
the 31st.
Opera House: New London Ballet
starring Margot Fonteyn, August 20 and
22 at 8 p.m.

TACOMA

Rialto: Dirty Mary, Crazy Larry; Electra
Glide in Blue.

In Concert

In Co11cert

Civic Auditorium: Lou Rawls with
Freddie Prinze - Wednesday, August 28
at 8:30p.m.
Oregon State Fair, Salem: Glenn Yarbrough and the Limelighters - Saturday,
August 24 at 7:30 and 9:30 p.m. Also:
Merle Haggard - Saturday August 31 at
7:30 and 9:30p.m.
Memorial Coliseum: The Edgar Winter
Group with Rick Derringer and Bad
Company - Thursday, August 22 at
7:30 p.m. Also: John Denver - Friday,
September 6 at 8 p.m.
On Stage

The Oregon Shakespeare Festival in
Ashland continues with performances
seven days a week through September 15.
Plays this 'year indued: Twelfth Night,
Hamlet, Waiting for Godot, and Time of
Your Life. Tickets are available in Seattle
and Tacoma.
47

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