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Friday, October 21, 1966

THE COLLEGE NEWS









Page Three



Tripartite Government Solution for College Community

Part Il: Some Suggestions

by D. E. Bresler
’ of the Psychology Dept.

The following is the second in a series of articles
submitted by Bresler in response to the Educational
Goals Series. :

Last week, I discussed what I thought to be a serious
problem confronting Bryn Mawr: namely, the conform-
ingly dull atmosphere which ‘pervades. and stifles the

: community. ‘This week, I hope to offer a few sugges-

tions as to how this situation may be remedied.

Students and faculty possess an *unusual amount of
freedom at Bryn Mawr, To my knowledge, the adminis-
tration has never vetoed a decision passed by student
Self-Gov; nor, to my knowledge has there ever been a
case involving academic freedom of the faculty. For
the most part, university policies appear to be for-
mulated efficiently and harmoniously. The fact that
students and faculty have a voice in the formulation
‘of these policies gives the appearance of a democrat-
ically governed university, but this is, in reality, a
subtle illusion.

President McBride tightly holds the reins of the
community by possessing a direct veto through the
Board of Trustees (which she rarely, if ever needs
to or desires to use), but also by exerting a kind of
paternalistic “pressure. (which she effectively and fre-
quently uses). I recently learned to my surprise that
the President chairs faculty meetings and sits on prac-
tically all of the faculty committees, Though she may
sit only EX OFFICIO, it is clear that her presence is
felt. Miss McBride is indeed a member of the faculty,
but she is first and foremost President of the college.
Having the President attend these meetings may help
to settle matters more smoothly, more ‘‘harmoniously,”’
but if she did not attend, the diversity of opinion which

; would result might lead to greater public debate of uni-

versity policies, This, in turn, would have a stimulat-
ing effect upon the entire community, In addition, it
would enable faculty members to take a position on
academic policies not only as individuals but also as
faculty qua faculty.

In general, it seems that most faculty members don’t
object as long as they are permitted autonomy in other
areas (such as the classroom), and, for the most part,
they are. Several mémbers feel that things could be
a lot worse, for it would not be difficult for a ruthless
president to spark a war among the faculty by pitting

the science departments against the humanities, the

older faculty members against the younger, etc. In-
deed, there seems to be a tacit understanding QUID
PRO QUO: the needs of faculty members are filled
so long as they let the President run the university.

I am told. that students are also often confronted
with the same kind of pressure from the President.
This air of paternalism is devasting in that it induces
or reinforces immaturity, conformity, and disinterest
among those very people whose imagination and critical
capacities for growth should be encouraged, ©

I do not mean to imply that the President is in any
way malevolent. “To the contrary, I feel as do virtually
all members of the community that Miss McBride is
doing a magnificent job as President under the present
structure. Rather it is the power structure itself that
I question. Perhaps it is because there is greater
freedom at Bryn Mawr than is found at most colleges
that there is the illusion of democracy. Ina true
democratic university, ALL share rights of participa-
tion in ALL matters of common concern. If during
,a faculty meeting a member wished to discuss the’
dormitory system at Bryn Mawr, the President would
probably respond by saying that it was a problem for
the administration to handle, NOT the faculty, and
would thereby dismiss it. Similarly, the students are
rarely, if ever, consulted about admissions, institu-
tional finances, etc,

There is a great deal to be said in favor of tripartite
forms of college government involving students and

faculty as well as administrators. Having different back-
grounds and interests, each can contribute to the man-
agement of all phases of community life. The student
has a clear RIGHT to participate in the formation of
academic. policies because SHE is the center of the
educational process. She must be given a say in
determining her own fate. Briefly, the kind of tri-
partite government I envision would consist of a dozen
or so representatives elected by and from the Board
of Trustees, faculty, and student body. These repre-
sentatives would have the power to govern all phases

-of university life and would in turn delegate respon-

sibilities to various committees or individuals. Clearly,
there are several areas in which student participation
would be invaluable; admissions, personnel evaluation,
institutional finances, institutional grounds and facilities,
college calendar, cultural programming, academic stand-

ards and general climate, student welfare and counseling, ,

co-curricular activities, creative academic experimenta-
tion, and so forth.

Tripartite government is indeed a bold innovation in
contemporary education and is but one example of the
kind of experimentation which is totally lacking at Bryn
Mawr. I would like to see it become a reality, but not
overnight. Let’s take a look at the other side of the
coin. Perhaps one reason why faculty and students don’t
rebel against the system is because their interests are,
for the most part, fairly represented. Miss McBride
is remarkably perceptive: she is able to sense student
and faculty sentiment and can effectively integrate it
with her own feelings to reach a ‘‘concensus,’?’ The
result is a policy which is, for the most part, least
offensive to members of the community.

Many people don’t rebel because it is EASIER to
let the administration. make all the decisions (they
simply don’t want to be bothered); others, because they
are unaware (they know no OTHER system); but some,
because they themselves AGREE with the system. I
myself would probably prefer the present system to one
which was controlled by the less enlightened members
of the administration, faculty, and student body.

There is little to be gained in rebelling for the sake
of rebelling. But the unexamined acceptance of the
power structure must be replaced by a critical re-
evaluation of university government with hopes of estab-
lishing a dialectical, truly democratic relationship be-
tween all members of the community. The issue is
highly complex but vitally important. It is up to the
students to accept the responsibility of debating it in
detail. They must look ahead, formulate a carefully
thought-out proposal, and present it to the faculty.
Then, and only then, will it become an issue deserving
the critical examination of the community.

I have discussed the issue of university government
at length because no one else seems to be talking about
it. My other suggestions are, for the most part; already
being considered by members of the community.

I am convinced that one reason why Bryn Mawr is
so bland and dull is because the undergraduate com-
munity lacks ready communication with the male mind.
Bryn Mawr as a non-coeducational college may permit
girls to assume the positions of campus leadership
which are usuall'y dominated by males, but it seriously
restricts the intellectual and social contact that is
essential for Educational development. Many people
talk of combining with Haverford, but I personally
favor an analogue of the MIT system: admitting qualified
males as ‘‘co-eds,’’ Again it is up to the STUDENTS
to debate this issue and to formulate a detailed pro-
posal which can be presented to the faculty.

The traditional dormitory system should also be
re-evaluated, for the isolation it breeds can be devast-
ating, What is perhaps the major social event on campus
-- eating -- has become antisocial, a race to see who can
finish and leave first. The ‘‘new’? College Innis a
great improvement, but it is hardly a substitute for a
student union with a large cafeteria in;which students
from different dorms could dine together. A union
would greatly help to expand the students’ spectrum
of associations. Once again, a detailed proposal should
be formulated.

Social life on campus, in short, does not exist. I



would guess that there are Bryn Mawr girls who have
never dated during their college years. These girls may
not be wildly attractive, but there is still hope, for as
a wise man once said, ‘‘for every pot, there is a lid,’’
The problem is meeting people, Mixers are fantastically
grim and often just the opposite results; a girl will get
stuck with the ‘first boy she talks to and if she begs
out due to a ‘‘headache,’’ she can hardly continue ‘*mix-
ing.” One ‘solution might be to change the liquor restric-
tions on campus, Girls would then be ableto give parties
on campus so that their dorm mates could meet males
casually in an informal social setting. Liquor is not a
panacea, but I feel it. could greatly contribute to the
development of a social life on campus.

An annually published student evaluation of the faculty
might exert pressure for greater consideration of a
faculty member’s teaching abilities. I understand that
several students are currently working on this project
and I strongly encourage them to make it become a
reality.

The trimester system was discussed several years
ago and then mysteriously died. I feel that it offers
the students several advantages:‘a compromise between
four and five course loads (you take three courses per
trimester), vacations which are free from academic.
Pressure, and closer contact with individual members
of the faculty. “It should be’ carefully’ re-examined,

Although the curriculum committee has been very
active, several unexplored innovations are yet to be
considered. For example, I would favor the establish-
ment of a ‘‘Liberal Arts Major’? or a no-major major,
This would permit greater freedom for those students
who do not wish to go on to professional or graduate
schools. If, during their junior or seniors years, they
found that they were greatly interested in a particular

\field, they would be able to continue taking courses in

it without losing other electives. At present, they can
become trapped in a major field which they don’t par-
ticularly enjoy. Academic experimentation by the faculty
should also be encouraged. Many students simply play
stenographer in class. They write down everything
and comprehend nothing. If a professor mimeographed
class notes in advance and thus demanded that students
simply listened to their lectures, I wonder what the
results would be. Various aspects of a ‘‘pass-fail’’ |
system for non-major courses should also be explored.
Academic and psychological counseling at Bryn Mawr
is sorely in need of improvement. Every student should :
know that there is someone she can talk to about anything ;
that troubles her. I agree that the faculty should not :
be forced to assume this responsibility, but those
members who are interested should be encouraged to :
make their availability known. I am glad that many :
people are actively considering this issue. :
Many other issues deserve serious attention: off
campus housing, re-evaluation of the social honor sys- :
tem, leaves of absence, better security protection of
the dorms, integration of the graduate and undergrad- :
uate colleges, increased use of the NEWS as a forum :
of debate, etc. © :
In conclusion, I feel: that Bryn Mawr’s dullness will :
evaporate when all begin to rededicate themselves to
improving the community. . Imagination is too rare an :
element in the development and enactment of university :

‘policy. Creative persons not directly involved in decision-

making often have no access to information that governs
policy formation. The administration must give up
some of its steadfast power and cultivate the imagina-
tion found in the students and faculty. The faculty
should strive to bring academics out of the classroom
so that students can ‘‘work more at play, play more
at work.’? The students have not only the right but
the RESPONSIBILITY to participate in the governing
of the university. Since students have such differing
opinions, many feel that the situation is hopeless be-
cause they cannot reach a concensus even among them-
selves, To the contrary, many colleges suffer because
everyone thinks alike -- the different points of view
that are found at Bryn Mawr should form the basis of
vigorous, vibrant debate of university policies.

There is a great deal to be done, and much of it can
be initiated only by the students. Let’s get started.







Bus Rides
When more than a full bus-
load of students is waiting
for the Haverford—Bryn Mawr

Jennifer Taschek
‘Heads Committee



Discusses Draft With SAC Group

‘¢Civil Disobedience and the
Draft’? was the subject of a semi-
nar last Sunday afternoon
sponsored by the Social Action
Committees of Bryn Mawr and

, Haverford.

Bob Eaton, a recent Swarth-
more graduate andapresent mem-
ber of the Friends Peace Com-
mittee, came out to Haverford to
join the discussion. He talked about
his experiences with conscientious
objection, Having been a consci-
entious objector for several years,

Eaton decided last spring that he

could no longer cooperate with the

- United States military system. At °]

a demonstration to protest the
draft in Philadelphia last Saturday,
Eaton mailed his draft card back
to his selective service board, He
expects to serve up to five years

in prison, and possibly to pay
some fines.

During the discussion, Eaton
tried to bring out all the possi-
bilities open to young men who
face the draft. After discussing
his own stand of non-cooperation,
he mentioned the position of al-
ternative service within the army.
He sketched briefly the history

‘of conscientious objection. Today,

he claimed, not only Quakers and
Mennonites, but those who do not



Assistant Wanted

Experience
Desirable
Contact Marian Schever

in Erdman

For NEWS Photographer |.







acknowledge any God though they.
have some sort of faith in human-
ity are eligible to be C,O,’s. The
Selective Service, he said, does
not turn down any applicants who
would go to prison rather than
to war.

The whole question of non-
violence was also considered.
Some felt that it was necessary
to be a complete personal paci-
fist in order to object to war as
a miethod of solving problems.
Eaton brought up another issue:
he wondered if revolutions which
change whole social structures,

“‘suth as the American Revolution,

are justified in using violence,

Next Sunday there will be no
SAC discussion because of a con-
ference on the draft being held
in New York that weekend.

bus, Harry will make two
trips.







Calendar

— (Continued from page 2)

discussion displaying obvious in-
terest and enthusiasm second
semester last year on the new
calendar, we feel rather slighted
that the students were not told
of this recent ruling,
. The .communications
down in this situation might have
been. prevented had: there been
either a Curriculum Committee
representative sitting in.on the
Calendar Committee meetings or
a special student committee to act
as liaison with the faculty,

Mary Moody ’68

break- |

On Dorm Housing

Jennifer Taschek has _ been
chosen head of the newly formed
Student Housing Committee, which
was set up last week on the sug-
gestion of Mrs, Marshall.

The committee basically will
function as a sounding board for
gripes and comments about housing
facilities and dorm activities. For
example, it will possibly be con-
sidering mixers in the gym, It
will be taking a tour of all the
new smokers in the dorms, to see
exactly what is ‘available and to
what extent they are being used.

Other issues, such as living
off campus and the placing of
freshmen in the grad center, will
be discussed if there is enough
interest,