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The Route of the Parade is Plain,
Straight, and Simple
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There’s nothing smoother than a Frenchman. If
you don’t believe it, consider an International News
■Service story which appeared in the Oregonian the
other day.
It concerns one Henri-Jean Duteil, a Parisian, who
is npw making money hand over fist by praising
American women. Henri-Jean has written a book,
“‘La Grande Parade Americaine,” in which he flatters
the female American public to the point of intoxi
cation;
‘‘The average American woman,” states Henri
Jean, “is a lovable creature—simple, gracious, grate
ful and like a straight road without dangerous curves
or detours.”
Arise, girls, and smite down this French upstart
who asserts you have no curves. Although it, might
be hard to prove, considering the amount of. clothing
the nippy weather has forced you to don, Henrir
Jean’s statement is still crass in its implications. It
is known for a fact that at least three women’s houses
on this campus possess curves, or did until they were
given away to a freshman on a quest.
And what about the equally vicious statement that
American women are simple? Does not Henri-Jean
realize that there are in America women who attend
colleges and universities for purposes other than kill
ing time or catching a husband? Also, doesn’t Henri
Jean realize that it takes a lot of brains and skill to
catch a husband if that does happen to be the mo
tive for attending college? Why not write this for
eigner a letter and let him know how grateful you are
for picturing you as he has ?
Here is a parting shot at the dead issue of deferred
living—will the co-op living organizations be dosed
to freshmen to give them the benefit of; the larger
social contacts of the dormitories ? And here’s one to
harness Harris—the Order of the “Of’ club seems to
favor making skiing a letter sport. Incidentally, Leo,
the ski-boys made an unsponsored: trip to Hoodoo
bowl Sunday.
If any of you dads have made the mistake of read
ing this far down*,here’s a request,.Take a good look
at the multi-million dollar building program going
on around the campus. All your money isn’t spent
for beer, you know. There are women, too. And if
you find that your offspring has neglected to fix you
up with some sort of sleeping accommodations, why
that’s where your super-duper king size mid-century
Dad’s day edition of the Emerald comes in handy.
Just find a good sturdy bench somewhere and spread
the Emerald over yourself. You may discover other
uses for it also.
Say, pop, if you haven’t been around here lately,
you might be a little out of touch with things, so
before signing off, here are some simple rules that
should keep you out of difficulty :
1. Hide your jug.
2. Hide your watch.
3. Hide your money.
4. Don’t, sign anything, and avoid all discussion
of campus politics.
The'Long, Tough Haul
The students pulled through.
The students represented by the Inter-Fraternity Council,
the Inter-Dormitory Council, or represented' on the ASUQ
student committee to discuss deferred living—and that inr
eludes everybody.
The problem was to make deferred; living work. The immedr
iate situation was a conflict between those who wanted de
ferred rushing and pledging and those who wanted immediate
rushing and pledging.
It was a case of dormitory representatives being unani
mously in favor of the first, and fraternity, sorority represenr
tatives favoring the latter.
Things could have been deadlocked there, with each group
determinedly houlding out for complete acceptance of its plan.
The administration then would have had to eventually step
in with a smug “these-kids-can’t-ever-solve-anything-them-.
selves” attitude, and shove something down the students
throats. (It might be something good, but it will still be shoved
down our throats).
But the ASUO committee, the IFC, and the IDC would not
let this happen. They argued, discussed, cajoled, wheedled with
one another; they tried to understand,one another. Yet neither
group could be swayed.
The ASUO committee was the “mediation board.” The
place where all sides could discuss intelligently the situation.
Where they could hear various plans; where they could work
out various solhtions; where they could decide on a course of
action that seemed to them advisable.
It was from this board that the compromise recommenda
tion came. It was a notable achievement in the student govern
ment process that a committee set up by the ASUO President
could make a recommendation that was acceptable to student
groups when that recommendation concerned a problem of
such magnitude as deferred living.
The compromise is not the complete and final answer to the
problem. But it will give the students a chance to see the plan
at work; to see the effect on dormitories and fraternities and
sororities under both non-pledge and pledge conditions.
at Ratutam
To repeat myself, it seems too bad that Hol
lywood, with all its technical skill, can’t ap-.
proach the moving drama that “To Live in
Peace” is. Two of us were trying to think if
we could remember anything done in the
United States that approached such quality
as the Italian film showed. We came up with
two—“The Time of Our Lives,” an adoption
of the Saroyan play, and Ben Heteh’s “Spec
tre of the Rose.”
“To live in Peace” is the story of an Ital
ian farmer in a small village and how the Avar
affects this peaceful group. The war is per
sonified by a German soldier in the village
who posts the High Command’s edicts, a po
litical secretary who turns out to be rather
human, and tAVO American soldiers. The parts
Avere excellently cast and the actings some
thing that our home grown products could
use more of.
One of the best parts is the binge that the
American Negro and German soldier go on.
The German had come to visit the farmer,
Avho had hidden the American in the wine cel
lar—a mistake. In the front room the German
becomes tipsy and in the wine cellar the
American does too, finally breaking into the
front room. A moment of. tension, with the
farmer and his family firmly expecting the
firing squad while the American and German
stare at each other, culminates in the two
soldiers embracing each other. The wild night
for the two ends by the American escaping
back to his lines while the German passes out.
One thing however seemed to lower the
basic drama to me. One was the handling of
the love interest between the farmer’s niece
and the American officer, portrayed by Gar
Moore. Tigna, the farmer, played excellently
by Aldo Fabrizzi tells the trite story of the
girl’s mother who married an outsider who
left her and as a result the mother died. The
officer takes heed of that and at the the close
drives away in his jeep (the Americans now
having started their offensive and taken the
village) with the sterotyped expression found
so popular in U. S. movies. Moore, in this,
steps completely out of the character so he
excellently portrayed in the earlier part of
the picture.
Coupling and Believing Two Old Sayings May Help Stop Cheating
By James Weaver
Do you have an estab
lished class room credit?
Credit, meaning the
loaning of answers during
a test and the receiving of
answers believed to be cor
rect in return. This sys
tem, commonly used, has
its faults, as is born out in
the average GPA of the
school.
It is assumed that cheat
ing is a social custom—a
case of "if you don’t let me
copy, you’re a no good
short-out.”
It is strictly a lazy man’s
way of attacking educa
tion. The real problem is—
how important are grades,
anyway ?
If you are striving for a
high grade point, you can't
cheat; it’s too risky. If you
are hard-pressed for that
important two point, you
aren’t much competition.
What are some of the
systems to avoid cheating
that can be used?
The honor system?
Talk to the prof; he
doesn’t want it; not appli
cable.
The proctor system?
This has been recently
recommended. I have seen
it at work. The only direct
result it would produce is
eye strain. It merely con
stitutes a challenge to stu
dents, and makes them
work harder to perfect the
art of illicit test taking.
The one place I have
seen professorial genius
work in the giving of exa
minations was in a physics
course. A tough course in
the first place, he handed
out four different color
tests, and made sure that
copying could not take
place. One fellow became
so distraught, he went into
an epilectic fit and fell to
the floor. This unnerved
the class, and they all
flunked. No, this was not
the way.
Then what can students
do? Cheating is a sign of
immaturity. The fault lies
with the student, yet it is
a product of the education
al system as it stands to
day.
Cheating can be stopped.
The transition must come
in the students’ thinking.
The thought “I go into a
test with the same knowl
edge I go out of it, so why
not cheat?” must be
changed, for this way of
thinking affects the stu
dent long before the test.
This can be done by substi
tuting aptitude tests, or,
applied tests of the essay
type, in which the student
shows how he may use
what he has learned. This
is a challenge to the ingen
uity of the student. I think
Oregon is way ahead of the
held in this development.
Every so often, at every
school, out in the open
come such things as cribs
(on matchbooks, palms,
behind your belt buckle,
etc.), and the general “laxi
ty” of the students as a
whole concerning test-tak
ing. Mud slinging won’t
help, and proctors aren't
the answer either. What
will help is the understand
ing by the students of the
situation.
The old adage, “honesty
is the best policy” coupled
with, “if at first you don't
succeed” will get you any
thing, including a PhD.
*