Oregon daily emerald., May 07, 1968, Page Two, Image 2

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< Continued from pane l)
Clyde DeBerry, head of the
School Desegregation Training
and Research has in the past
suggested that an “Equal Educa
tion Opportunity College" be set
up especially for under-privil
eged students. The students
would then take special courses
designed for them, thereby
avoiding this confrontation with
White middle-class values.
Warfield disagrees, stating,
“Certainly it is difficult for a
disenfranchised student to have
to face all this WASPy-ness at
the University. (WASP stands
for White Anglo-Saxon Protes
tant.) This search for self-iden
tity is important, and very nec
essary. It will have its separa
tist character.
“But I think that the long -
range goal has to be an inte
grated society. Students will
have to try to change the irrele
vant nature of their education.
I think that separatism avoids
the issue.”
Warfield plans to attack the
problem of self-image in the
summer by offering a curric
ulum which affords the maxi
mum amount of "involvement.
It’s a curriculum based on the
idea that doing precedes all
knowledge,” Warfield said.
“So much education takes
place outside the classroom. A
student will learn that much
more if he finds he can apply
his classroom knowledge to out
side problems.
Search...
t Continued front pay,e 1)
mission about an alumni mem
ber on the committee.
Mike Fancher, former Emer
ald editor, and a leader during
the sleep-in, responded to the
committee composition by say
ing. “The Chancellor decision
is undoubtedly the result of
political reality. Anything less
would quite likely have cost
him his job.
"My question is, will the Fac
ulty Senate now condemn the
alumni, State Board members
and faculty members who have
been at the Chancellors’ throat
since he made the 3-3-3-break
down?
"The only difference between
the coercion by the students
and that experienced by these
others is that the students were
men enough to make their de
mands and threats in public.”
Bill Watson, member of the
Students for a Democratic So
ciety and active during the
sleep-in, said, "I feel the pres
ence of outside influence con
tradicts the concept of education
provided by society for the good
of society, as an end unto it
self.”
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“For example, there will be
a class in film - making. We
might send an Indian Upward
Bound student back to do an
interview with members of his
tribe, a project on Indian cul
ture.
“Most students feel powerless
academically. If they can util
ize their learning they’ll be
able to have a sense of compe
tence. In the process of all this,
they’ll have to learn all the
traditional stuff—reading, writ
ing and arithmetic — to suc
ceed at their task.”
The problem of housing is
also one which seriously con
cerns the Upward Bound proj
ect. Currently, Upward Bound
students are housed along with
regular University students in
the dorms. Counselors in these
dorms are given no special
training in race relations.
Except for last summer when
“four or five” Blacks were in
volved in a fight with other
dorm residents, there have been
no difficulties with Upward
Bound students in the dormitor
ies, according to Warfield. “I
understand that a petition was
passed around in Burgess which
claimed that the Mexican stu
dents were too loud, but that
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wasn’t very serious,” he said.
“There is a certain amount
of discrimination in the dorms.
If a Black or a Mexican does
something wrong, it’s likely that
he’ll be read to from the rule
book. In the case of a White,
he has a greater chance of being
let off or being reprimanded
informally.”
A big shortcoming with the
Upward Bound program is its
failure to involve the hard -
core poor, Warfield said. This is
because Upward Bound takes
its students from high school
and the hard-core poor are like
ly not to be in school, he said.
“It’s the same old problem,”
Warfield said. “The University
is unwilling to take the high
risk youth. That would mean
high risk educational programs.”
The most important objective
of Upward Bound, according to
Warfield, is to enable the stu
dents to cope with his environ
ment.
“It is most important that the
student earns his degree. That's
part of dealing with one’s en
vironment realistically. I want to
be able to provide the student
with the tools to deal with his
environment. But that doesn t
mean sending him through the
University like a hunk of beef
to be stamped at graduation."
Contemporary Arts your bag?
Get some this summer from the tenth annual
Summer Academy of Contemporary Arts crowd
JOSEPH LANGLAND, Poet, June 17-27
NORRIS HOUGHTON, Dramatist, July 1-11
PETER PHILLIPS, Composer, July 15-25
ELAINE de KOONING, Painter, July 29
August 7
Get the details from the Summer Academy of
Contemporary Arts brochure, now at the
Information Office in Johnson Hall and the
Summer Session Office in the Education Building.
SUMMER SESSION
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