Biggest bundle of them all:
EMU asks for ‘511,682 in fees
The grand-uaddy of them all,
" the EMU budget, was presented
to the incidental fee committee
Thursday night. EMU director
Dick Reynolds laid out the mass
of statistics, charts and graphs
detailing the $1.6 million budget,
of which $511,682 is bong asked
for in student incidental fees.
$455,328 of that sum is
operating expenses. That figure
represents 53 percent of all in
cidental fees. Last year
operating costs were only 37
percent of the fee total. Ac
cording to Reynolds, about two
thirds of the increase is due to
additional operating costs for the
new addition which is expected to
be finished in December. The
remaining third is due to in
flation.
Reynolds put it more simply by
saying that each student paid
$6.49 each term thi* year for the
operation of the EMU. Included
in the operating budget proposal
for next year is $203,000 in ad
ministrative casts and $133,000 in
salaries and wages. Reynolds
said there were about 80 full-time
employees of the EMU. Com
mittee member Manuel Her
nandez asked Reynolds for an
itemization of the jobs which
would list which positions were
held by faculty, which by
students, and which were
classified. “I don’t think it’s too
much to ask,” said Hernandez.
“You evaluate the programs as
to how effectively they work.
Now it’s our turn to evaluate
you.”
Reynolds also painted out that
the actual building of the new
addition was not part of the
budget. Building costs are paid
for with $10 included in each
student’s tuition each term for
building expenses. Reynolds also
said the proposed cultural center
was in no way included in the
budget.
Several smaller programs,
each under the EMU roof and
included in the EMU budget,
presented their proposed spen
ding for next year. Among the
smaller programs were the
Women’s Recreation
Association, Crisis Center and
Club Sports. The Women’s
Recreation Association asked for
$16,801. Committee member
Andy Holcomb discussed the
possibility of subtracting that
sum from the Athletic Depart
ment’s budget.
Preceding the mind-boggling
EMU presentation were two
other program budgets, both
first-time requests for incidental
fees.
Dr. Donald DuShane of the
University llieater asked for
incidental fee support that could
help lower the price of student
tickets to Theater productions.
“I don’t come to you with a
highly persuasive motive,” said
DuShane. “We can function
without you. Your aid will be to
the students.” He said whatever
the fee committee could con
tribute would proportionally cut
student ticket prices. Adult
ticket prices would remain the
same. He cited recent com
plaints about the high price of
student tickets (the price was
raised from $2.50 to $3.50 last
year) as the reason for him
asking the committee for money.
The Asian-American Students
presented a request for $9400.
The group’s main need is for
reference materials. $1000 of the
budget is allocated for audio
visual supplies, books,
newspapers and magazines.
Spokesman Gary Young Kim
stressed the organization’s need
for identity. “We are not asking
for money to go mountain
climbing,” he said. “We are
asking for something baric to the
way we live.”
At panel discussion
Preschool — good or bad?
By WANDA ERICKSON
Of the Emerald
Pre-scbool education, its value
and what needs to be done, was
the topic Tuesday evening of a
panel discussion held as part of
the “Week of the Young Child.”
Participating in the discussion
sponsored by the Oregon
Association for the Education of
Young Children, were Siegried
Englemann, associate professor
of special education; Robert
Leber, professor of psychology;
William Sheppart, assistant
professor of psychology; Mary
Rothbart, research fellow in the
department of psychology;
Martin Waechter, visiting
professor, special education, all
of the University, and Marion
Carlin, associate professor,
department of family life, Oregon
State University.
Englemann stressed that
preschool curriculum should
focus on the dulls needed by
children to function well in upper
grades.
“One out of five kids will go
down the drain (in school) for no
reason of their own," he said.
Waechter agreed essentially
with Englemann and said that
preschools needed to attend to a
greater variety of skill training —
“those things that help us lead
more productive adult
behaviors."
Waechter said that adults have
been playing a “readiness
waiting game” in the education
of young children and that young
children can be taught skills at a
very early age. He cited an
example of teaching four, five,
and six-year olds to read with
very little difference in ability to
learn detected.
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The effects of pre-school
education should be looked at
carefully, said Rothbart.
She questioned the value of
early education and cited a
recent study done in a
Guatemalan village where
children for the first IS months of
their lives were kept isolated in
huts. At the end of the 18 months,
the children were found to be
much like institutionalized
children, she said, and were
unresponsive and fearful.
However, Rothbart said, the
same children at ages five to nine
were tested on items like recall,
and recognition of objects and
were found to be only two or three
years behind American children.
At age 11, said Rothbart, the test
results of the Guatemalan
children were comparable to
American children at the same
age.
Carlin said in order to teach
young children, it was important
to provide an environment where
a child will want to learn, and not
to force him when he wasn’t
interested.
“Infants have a tremendous
eagerness to learn,’’ said Carlin.
“They are learning every
minute.”
But Carlin noted that by the
time many children have reached
the middle grades “they hate
school.”
Sheppart also expressed
criticism of the present school
system, noting that pre-school
educators only had two years to
teach a child after a parent has
had “four years to either screw
up or accelerate” him.
He suggested beginning
education in the prenatal period
and continuing through high
school.
A child must form key concepts
early in life or possibly be han
dicapped later in school, said
Leber, and he stressed that pre
school teachers must deal with
parents as well as the children in
a pre-school program.
Carlin agreed, saying, “Unless
you do parent education, you’re
leaving out a lot you might
otherwise do with the child.”
In the question-and-answer
period following the discussion, a
parent expressed concern that
school curriculum varied greatly
between different schools.
Englemann said part of the
problem was that no standards
for performance of children were
set up and that few states had
defined what responsibilities the
teacher had in teaching.
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D. I. C. Presents
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• Philip L. Natwick, Edward F. Markquart, pastors
Weekday Kindergarten
_ CAMPUS MINISTRY 342 4876
- You are invited
to the Celebration
9:45 a.m. Church School
11 am - Is when it happens
on Sundays
Emerald Baptist Church
19th & Patterson
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