EDITORIAL No clear mandate for requirement The stale Board of Higher Education wants students to be prepared for the 21st century’s society. That cer tainly is a worthy goal and will require a broad-based education that includes English, math, science and his tory. But is foreign language among those subjects? Should it bo required that all high school students wanting to attend college l>e proficient in a foreign language? According to the board, it should be. On Friday, tho board adopted a proposal to require foreign language proficiency for students wanting to enter a state college or university. In other words, high school students would have to take a second language if they wanted to continue their education. That certainly wouldn't bo useless, it would spell out for students the need to compete in an international economy, ft would encourage students to understand and study other cultures, thereby broadening their own perspectives. It would also emphasize the importance of commu nication in a constantly changing global com munity. A school can easily emphasise the Importance of learning a second language without requiring It. On a strictly utopian level, tms is a good taoa. 100 many students think the world revolves around the United States and English-speaking people. Unfortunately, the problems with the plan outweigh the positives. First, too many students from the state's high schools already lack proficiency in English, math and science to justify adding another requirement. Basic requirements must be solidified before adding new ones. Second, many people decide early in high school that college is not for them. Either they aren’t interested in continuing their education, or they need a little time off. However, a few years later, many of these students decide to come back. Those students would be out of luck because they weren't on the college track through high school. Third, most college bound students take two years of foreign languago anyway. The state board has always recommended foreign language as a desirable subject, and school counselors preach the necessity of learning a foreign language. Tnorofore, a school can easily emphasize the importance of learning a second lan guage without requiring it. Finally, tho board hasn't satisfactorily defined profi ciency. Does it mean taking two years of a foreign lan guage? After two years, one student may not be capable of communicating with a two-year old. yet another may bo ready to go to Spain. Although tho importance of taking a foreign language is unquestioned, the state board shouldn't require it. Students should want to take a second language, not have to. Oregon Daily Emerald Tha Oregon Daily Emerald •» pubhahad Oaky Monday through Fnday during ih# achooi year and Tuaaday and Thuraday during the mmm* by the Oagon Oaky Emerald PuWan *ng Co tnc . al the UmvaraHy ol Oagon. Eugene. Oagon Tha f marak) operate* ndapandantly ol tha UmvafVty *tth o*t«*» al Suita 300 ot tha trb Memorial Union and a a member ol tha Aaaocatad Preae Tha EmanUd a pnvata p« New* Editor Editorial Editor Graphic* Editor Entanainmant Editor Editor: Pat Malach Jake Barg Fraaianca Editor Hope Naaiaon Martin Fahar Editorial Editor Herat* Januan Jell Paalay (pons Editor Oava Charbonnaau f reya Horn Supplement* Editor Caday Andaraon Night Editor: Cheater Aden Aaaociata Edttora Tamrh, Bale, Student (Sovernmant.Aotrvif'aj Oaratyn Trapp* Commu f>ty CoAean Pohag. laghar fOuceOcw Administration New* Sleft Cheater Aden, Marxty Baucum. Man Bander Juatm Brown. Sarah Dark. Dylan Coulter Meg Oadotph, Amy Davenport. Amanda Farm*. Akoa Ferrari. Tereaa Muntamger. liaa Knaeiat. L.w Maun. Daman McLean. Slav* Mvna. Trftm. Meaner Tnita Noel. Math** Schuatar. Eden She*. Mcnaei Shmdar. Enca Studancfca, Manon Su«or. Mehal* Thompaon Aguar Amy Van Tuyt. Todd Wikamj. 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To create an environment that embraces every possible varia tion of cultures and lifestyles is a noble cause, one in which the University community has failed in miserably. Rather than fostering harmo ny and understanding, faction alization has divided groups into sub-groups, creating a belief system that says. "I am more diverse than you; there fore, I am a better person." The University has gained a reputation as, if nothing else, the Northwest's focal point for ultra-liberalism Although the activist crowd may seem omnipresent throughout the University and Eugene, their numbers are deceiving. In reality, the University's reputation as a bastion for radi cal leftists is perpetuated by an extremely vocal minority. This becomes evident after attending two or three demonstrations, protests, rallies or whatever they choose to (all their gather ing that day. What becomes evident is that all these events are attended by the same people. There are per haps 50 or so students at the University who apparently major in "Protest Arts” and are capable of rallying another 200 mindless cattle around them whenever the whim strikes. Unknown to most people out side the University, most stu dents are just that — students — and are too busy trying to grad uate to take five minutes out of their day to scream incoherent ly into a microphone or smash a few government windows. Hut why is any of this an issue, arid how does it affect life for University students? The answer is simple. The public is being fed an inaccurate picture of the University as a training ground for domestic terrorists and. when asked to provide funding for the training ground, is likely to refuse. Such perceptions can also create difficulty for graduates searching for jobs. Many employers may be turned off at the prospect of hiring someone who may attempt to politicize the work place, someone who will set their social and political goals ahead of those of the employer. Although this vocal minority of students inay actually believe they are doing some good, they fail to realize (or refuse to accept) the potential damage they cause the University and their fellow students. They also fail to recognize the hypocrisy of protesting against the very institutions that allow them the opportunity to have enough free time to protest. Were it not for the University or the federal government, both of which fund these students' edu cations. they would lie too busy trying to survive and would be unavailable for protests So. bear in mind that while you attend the University, the eyes of the state are upon you. Your mission, should you choose to accept it. is to break down the stereotype you are expected to follow while here, and be your own person. Unsure how to do this? Allow me to set a precedent, with myself as the example. Contrary to what 1 have boen told. 1 am not a Euro-American. 1 am sim ply an American, no hyphens, thank you. Granted, my ances tors came from Europe, but only after being sold by a German Factionalization has divided groups into sub groups, creating a belief system that says, ‘I am more diverse than you; therefore, I am a better person.1 landlord to a Russian landlord and than escaping Josef Stalin's purges. Actually, this bit of history alone could serve as an excuse for me to claim the politically correct moniker of "victim.” but I choose not to. Aside from the fact that if I went to Russia, there would be absolutely no trace of my ancestors that sur vived the purges; I have little to complain about. Some people would doubtlessly try to pin the label "German-American" on me. if only I would let them. Because some of my ancestors were Ger man does not mean I swill beer, eat sausage and wear lederho sen every October. My attach ment to Germanic culture goes no deeper than the two years of high-school German that I failed miserably. Simply because some people I am related to were from Europe, does not mean 1 have to accept this label and whatever baggage comes with it. If being your own person means you are not one of the vocal minority, fear not. The University now has a whole set of classes designed to eradicate your personality and replace it with a politically correct model. All you need to supply is a weak mind. Check your spring class schedule for details. Martin Fisher is an editorial editor for the Emerald.