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THE COLLEGE NEWS

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Wednesday, November 17, 1954



Inkeles Describes Soviet Social System
In Second Of Three Conference Lectures

Continued: from Page 1

““pevetiment control of heavy in-

dustry. There were four main
sources for their resentment . and
consequent emigration from Rus-
sia.

The first, a deép objection to the
pace of life. They felt completely
apart from the ruling party, which
constantly pushed them to produce
more and more but never gave
them a chance to become masters
of their jobs.

The second is the emphasis on
the extreme lack of material com-
forts. The people felt that they
had made a great many sacrifices

‘to the cause of the state, but they

were not compensated by any feel-
ing of satisfaction or reward.

The terror aroused by the gov-
ernment was the third major
source of discontent. The Russian





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temperament views the arbitrary,
impersonal justice of the Commun-
ist party as injustice. They can
endure physical cruelty and harsh-
ness but are unable to accept this

distant coldness which affronts the
dignity of man.

The last cause was the lack: of
trust between the leaders and the
people. Because of the aloofness
of the ruling class, no sense of
faith and trust in the leaders is ex-
perienced by the people. :
The picture of the social system,
as seen by the observing _ social
scientist, is borne out te a great
extent by the one created by the
former citizens.

The political party. is autonom-
ous and rigid. There is no room
for response to popular needs-.and
demands.
ing group which “pushes” the pop-
ulation.

The economy is characterized by
strict government control of in-
dustry and a collective farm sys-
tem (which has caused more re-
sentment than any other single
feature of the system). Both are
conducted at a very swift pace.
The social organization “permits
no existence of autonomous mem-
bership units”. Only one allegi-

There is a tight govern-

Continued from Page 1
tion, “How did you become a
poet?”, he had once delighted in
replying, “By not swallowing or



ance is permitted and that is to the
state... The class.system_also_pre-
vails, as the individual’s chances
are determined largely by his
father’s job and his family’s posi-
tion.

The strength of the Soviet sys-
tem, as seen by Dr. Inkeles, lies in
its intensive use of the individual
social resgurces to the limits of
popular sonal There is a mon-
opoly on all organs of communica-
tion, which extends into the realm
of thought; this “atomizes thé in-
dividual”. All welfare is centrally
oriented. There is, however, a
substantial amount of basic pa-
triotism and allegiance.

The weaknesses of the system
echo to the causes of discontent
voiced by former citizens.

‘Dr. Inkeles felt that the Soviet
structure is here to say for a long
time. It derives its power to a
great extent from the natural hu-
man desires of the people to live
and make a living. Its position is
strengthened by the slight chance
for any internal revolution, be-
cause of its “atomizing” of the in-
dividual.





Frost Describes Eventful Life, Varied Career;
Has Taught Kindergarten, Freudian Psychology

inhaling any of those nails!”

I was very impressed by Mr.
Frost’s teaching record—and it is
quite a record!. (His own college
years were spent at *Dartmouth
and Harvard.) In his mother’s pri-
vate school, he taught kindergarten
through the upper grades, and lat-
er on he taught at the college and
graduate levels. He says that he
has taught “everything,” and espe-
eially mentioned Latin, geometry,
philosophy, literature, and psychol-
ogy. . According to him, he used
the same material for each course
—simply taught it under the aus-
pices of different titles! Having in
mind the remarks he had made on
Saturday evening, I asked if he
had ever taught a course in Freud-
ian psychology. “Oh, yes, once in
1911_.....-I stirred ’em-up quite a
bit!”, and the twinkle, in his eye
suggested a none-too-reverent atti-
tude towards Mr. Freud.

Poet in Residence

In 1921 and 1922 he was per-
suaded to visit Bryn Mawr College
to give a helping hand to the fal-
tering Reeling and Writhing Club,
As the poet-in-residence at Am-
herst, he considered himself a go-
between for the students, but he

admitted failure in the practical’

sense—no marriages!

How does Robert Frost go about
writing poetry? This question, .so
intriguing to any Frost enthusiast,
was answered by Mrs. Theodore
Morrison, the poet’s long-time as-
sociate and secretary. She says
that he is never conspicuous about
writing. That is, when inspired, he
doesn’t grab for pencil and paper,
but rather waits’ quietly. until he
has a chance to isolate himself.
Often he doesn’t even let on that
he has written something, but will
produce the new composition on re-
quest. His technique is not a pub-
lic procedure; .10 one sees his
poems develop. By the way, de-
spite his work in literature, Mr.
Frost says that he is not a “liter-
ary man,” for in sixty years of
writing he has produced only 650
pages.

Visit Possible

Mr. Frost’s opinion of Bryn
Mawr College students hasn’t ap-
preciably changed since his days of
close contact with the College, be-
cause he thinks that human nature
doesn’t change essentially. Fur-
thermore, Mrs. Morrison indicated
that Mr. Frost might be willing to
visit the Bryn Mawr students in
the future, as he did the Friends
of the Library. Perhaps he could
spend a few days leisurely talking
with the students, as he does at



Amherst,



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