opinion_____
| Students fleeced? I
Saving money is a big concern to most students
on campus. A considerable amount of out-of-the-
pocket money is spent purchasing college tex­
tbooks.
Is this money adding up to profits for the
Bookstore? We believe that students aren’t
receiving their money’s worth from the bookstore
buy-back system.
For example, I returned to school this year with
a variety of texts amounting to about $60 or $70.
Most had been used only for a term and seldom if
ever opened. To my surprise, many of the books I
was returning were now replaced by revised
editions and were no longer of any value to the
bookstore. Several of my texts were completely
discontinued and, unfortunately, I was not refun­
ded for those books. In any case, I was rewarded
with a sum of $15 which I plan to use in pur­
chasing my texts for this upcoming term.
We believe that an individual student book ex­
change could be a partial solution to this
problem. Students could be given two options: 1)
letting exchange employees determine value of
returned books, or, 2) selling the returned books
on consignment. If the student chooses the first
option, a completely fair estimate as to the worth
of the books would be determined. These books
would be valued as to their condition, amount of
usage and relevance to current subject matter.
The second option comes into effect if the student
believes that his texts are of more value than has
been determined by the exchange employees. If so
be the case, a small percentage of the money
received from the purchase of the books would be
required to help pay employee expenses.
Books returned under the first option would be
sold at the price agreed upon by both the owner
and exchange employee and not more!
The previous owner of the returned books would
receive a receipt indicating the amount of his
books. He could then use this receipt as a form of
money to purchase other books in the exchange
which he may need for the following term. Cash
refunds would not be given.
This type of a book exchange system seems to
be fair to both the book owner and the prospective
buyer in that each individual is getting his
money’s worth.
• x
Immediate problems do arise, such as books
being replaced by revised editions. In many cases,
teachers on campus acknowledge the fact that
many of the revised editions are not composed of
drastic changes as to subject matter but that the
old editions could still suffice as the course text.
The fact remains, and that is personal expen­
diture is of significant importance to the student
today. Maybe a student book exchange could help
cut student expenses. S.S.
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Page 2
Guest shot
Taxes yield ‘Newton’s Laul
Editor’s Note: This ar­
ticle
appeared
as
an
editorial in the Oct. 4 issue
of the Daily Barometer, the
student
newspaper
at
Oregon State University.
A tuition tax credit for
students is swiftly becoming a
pipe dream.
The plan, now almost all the
way through Congress, is
viewed.as inflationary and im­
practical.
These arguments are valid.
Qne billion dollars coming from
the government all- at once
would increase inflation. In ad­
dition, the same amount of tax
money in student hands would
increase spending.
Joseph Califano, education
secretary, is an outspoken ad­
versary to the tuition tax
credits. He, in turn, supports
President Carter’s tuition grant
proposal.
The tax credit would provide
$100 to $250 for each of the
nation’s 11.6 million college
students regardless of need,
while the Carter grant program
would provide $250 to $1800
on a sliding scale to five million
students, based on need.
Califano echoes the stand
students should take when he
says, “I believe the tuition tax
credit is worse than nothing.”
The education secretary will
seek a veto from the President
if the bills pass the Senate and
House. Currently the issue is
expected from the House Rules
Committee.
Another argument against
tuition credit is that if $250 is
available across the board to all
students, colleges will most
likely raise tuition by the same
amount. This would be
especially true for colleges and
universities that are tight on
funds.
Other aspects of-this issue in-
elude the red tape needel
start such a program,
|
No doubt a depart™
would be responsible for hai
ding out the money,lwh|
another records the pa™
and still another double cheq
on students using foirtj
names each to make®
selves rich by recieving multi
grants.
Perhaps a tax credit is sima
to other loopholes. It woi
only be available to those W
know about it and wish to |
the credit. It would, in effefl
supply more money totha
already affluent.
The best policy in thisl cas
to make a little noise. Cara
plan appears the best. Sups
, it.
Write, call and speak ba
son to congressmen. Advoq
the change in emphasis ®
the “all-get-rich” scheme t®
plan that provides
those in need.SM
Clackamas Community Col