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WINTER - 1968
S
=
~~
~~
8
Re
Honor
American
~"
COPYRIGHT 1968, THE REBEL. NONE OF THE MATERIALS HEREIN CAN BE USED OR REPRODUCED IN
ANY MANNER WHATSOEVER WITHOUT WRITTEN PERMISSION.
=REBEL
Ce oS oo eee be ase Nellie Johanna Lee
John R. Reynolds
Business Manager ........ Skip Huff
Co-ordinating Editor ....... Paul F. Callaway
Art and Design Editor ......Sid Morris
Cee Gate... 2 ase Ss Terry Huffman
Carolyn Griffin
Pot Sr se Sas Charles Griffin
7. a || (0) Edward Correll
Chief Photographer ........ Walter Quade
Advertising Manager ....... Mary Lynn King
Exchange and Subscriptions
ere ween Susan Connor
Typist and Correspondence
So 4s. bbe haces Norman Masters
Publicity Director ......... Ben Terrell
Photography Staff ......... George Weigand
Maurice Joyner
Steele Trail
Co-ordinating Staff ........ Susan Wood
Keith Lane
Irvin Prescott
Lynn Quisenberry
Robert T. Leinbach
St SE oa ee i i558 Alice Sanders
Kay Moser
Evelena Dorman
ohong a poe ree Jennifer Salinger
Lynn Anderson
Patience Collie
Margaret Henderson
Nancie Allen
MOS 5555 has Uwe es Ovid Williams Pierce
The Rebel is a student publication of East Carolina
University. Offices are located on the campus at
300 Old Austin Building. Inquiries and contributions
should be directed to P. O. Box 2486, East Carolina
University Station, Greenville, North Carolina 27834.
PRINTED BY THE GRAPHIC PRESS, INC., RALEIGH, N. C. 27603
Bingham
Contributors
Mary Lynn King, a junior majoring in German, and
Advertising Manager for The Rebel, has contributed
a great deal of time and effort to the magazine. Her
work will be found in the closing pages of the book.
A freshman English major, Whitney Hadden is the
featured poet for the winter issue of The Rebel.
Geoffrey Chapman, a graduate of East Carolina
University, makes his first contribution to The Rebel.
Chapman, Sunday Editor of The Daily Reflector, pro-
vides us with a moving short story.
Bill Bingham, Ph.D, University of New Mexico, and
member of East Carolina UniversityTs English faculty,
and Robert McDowell, a sophomore history major,
contribute their poetry for the first time to The Rebel.
Sheperd Bliss, Director of the Audio-Visual Arts Cen-
ter, Drew University, also contributes poetry for the
winter issue.
Keith Lane, a freshman English major, contributes
an essay on a recent visit of his to the land of the
~night people.T Barbara Knott, a graduate student in
the English Department, contributes her poetry to
the magazine for the second time.
And last but not least, The Hulk, Carl Duncan
Stout, Walter Quade, and Sid Morris, have contribut-
ed immensely to the winter issue.
Contents
untitled
letters to the editor
itTs our bag
terry sanford
poetry should sing
wanderlust
i'm hip
epistle of carl
the experimental college
educational dimensions
storm over the states
lower end?
slums
perspective
1+1
untitled
death
untitled
whisper
the lost sound
before the window
of my days
untitled
to eds
3
+
6
7
11
15
19
25
26
ATCHES|
P. 88
robert mcdowell
pfe, njl, jrr, rtl
whitney hadden
geoffrey chapman
cds
njl, jrr, pfe
njl
robert leinbach
elc
lynn anderson
anonymous
j. metz
shepherd bliss
bill bingham
charles griffin
barbara knott
keith lane
keith lane
hulk
" """EEE Eee
To the idealist"
in a world of cynics"
To the lover-of-beauty"
in a world of man-made improvements"
To the true-believer"
in a world of agnostics"
To you who dare to be different,
To you who dare to deviate,
To you who would break the mold and the molder
To you who dare to say, oI believe,�
To that rarer-than-diamonds kind of faith,
To you"all of you"may God keep you and
May your minions prosper"
To you, ! dedicate this sad offering"
This dirge to individuality"
Played to the tune of computers
... and the hum of electric brains
... and the screams of dying victims
...and the rumble of savage drums
... and the thunder of marching feet
... and the one quiet snap of the
switch which means"
THE END
ROBERT McDOWELL
LETTERS TO THI
Dear Nellie Jo: "
Your first issue of The Rebel arrived today and I want to congratulate
you and John Reynolds, along with the rest of your staff, for the fine,
artistic and imaginative job you have done.
As you know, The Rebel has been one of my favorite literary magazines
since its beginning, and I am pleased that its standards of quality in format
and content is being so well maintained.
The interview with Ovid Pierce, one of AmericaTs finest writers, is very
good, and I liked, too, the photo-essay on Greenville.
Charles Griffin is a good poet. I hope to see more from him.
I am also looking forward to your next issue.
Sincerely,
Sam Ragan
executive Editor The News
and Observer and The Raleigh Times
Dear Sirs:
Having just perused the Fall issue of The Rebel, may I congratulate
you on what seems to be a most enthusiastic attempt to break away from
the sterile oliteracy� magazine. This is, in essence, what the Barnstormer is
trying to do and it is reassuring to know that there are other editors facing
many of the same problems which I have found at times to be so frustrat-
ing. Since we are a monthly publication, this break seems to be much more
difficult to effect as there are still many conservative forces within our ranks
who are reluctant to accept any drastic changes at all. However, I think
that comparison of our first and last issues of this academic session will
reveal the trend we have taken.
But back to your issue, I was very impressed with the variety and
over-all orebel� spirit of the publication and I will be looking forward to
receiving your next issue. I would also be interested in hearing your com-
ments on the Barnstormer and I woud invite you to stop by for a chat
if youTre in our vicinity during school hours. Again, congratulations and
Best Wishes from the Barnstormer.
Yours truly,
Jerry Hancock, Editor
Dear Friends:
Re: THE REBEL, Fall 1967
BRAVO!
With deepest respect,
Paul J. Allen, III
mes
="
E EDITOR.
Dear Persons:
I had spent the day in The City (New York City) . Typical enough,
down in the Village, rummaging through 8th Street, 10th Street, and Tomp-
kins Square Book Stores"looking for new material. Much stuff, most of it
repetition.
So I returned to the Jersey suburbs to visit a friend. Saw this mag on
her table. Good photog on cover, attracting name (The Rebel), so I looked
inside. Coming out some half hour later, my mind had been blown! I mean,
your mag really turns me on, recalling the ogood old days� of the Black
Mountain Review.
Your photographic essay oWelcome to Greenville� in the Fall, 1967,
issue (the only one I have seen) is something I would hardly expect from ...
It really speaks. Jayne WeathermanTs poem and Charles GriffinTs poem on
oAsia� were also particularly appealing to my ears, as was Sid MorrisT
work to my eyes, especially the cut on page thirty-four.
Your review section really did much to dispel the stereotype that I as
an oEasterner� have concerning you oSoutherners�. The excerpt from
) StyronTs book on Nat Turner was well-chosen; and your appraisal of Bur-
roughTs classic really warmed my heart, especially the last paragraph.
But ITm wondering: In your editorial oA New Concept� you pose the
primacy of the question oWho am [?�. This question fails to engage the
fullness of the search which you indicate in this editorial. A more urgent
and penetrating question suggested by your editorial is oWhat do I choose
to do?�.
Even the most neurotic person, whose answer to oWho am I?� must be
. in the negative, can find ways to offer positive answers to the question
oWhat do I choose to do?�, thereby transcending his neurosis, rather than
dwelling in it with HamletTs oto-be-or-not-to-be� attitude. After all, how
important to the world is who you are? Not nearly as important as what
you do for that world. And your mag seems to be going in the right direc-
tion.
Rev. Shepherd Bliss, Director
Audio-Visual Arts Center
Dear Staff:
As a former member of the Rebel staff, I have been looking forward to
the debut of this yearTs Rebel.
I congratulate the staff for basing so much of the format on local
problems and on local talent. The Rebel has had a tendency in the past
few years to ignore GreenvilleTs resources.
I realize the difficulties in producing a magazine multifaceted enough
to appeal to the student body, the faculty, the administration, the alumni,
and God knows who else.
I am sure the Rebel will achieve and surpass its status in the beginning
years if the future issues resemble this one in character and depth.
Sincerely,
Bettie Adams
EDITORIAL...
ItTs Our Bag
The Fall issue of The Rebel was one of the few
university magazines in the United States to merit
an All American Honor Rating from the Associat-
ed Collegiate Press. The letters we received from
our friends and admirers and the comments that
we received in general were ~good.T But, was it a
success?
This winter issue, as last fallTs issue and the
issues to come, claims the highest of goals"to
educate people in order to produce social change.
This was not the only purpose of the fall issue, nor
is it the only purpose of this issue. We also wanted
to owake everyone up, give them food for thought,
. . . make them more sensitive about what is
around us and what they encounter every day .. .�
We also wanted to entertain everyone, by offering
them something that would constitute a change
in the regular diet of day to day activity. But, in
a sense, all these things are related.
Consumed as we were with our own enthusiasm
for that first book, we told ourselves that we were
putting out a good book, that we were going to
wake everyone up"or someone up"and that we
were going to cause social change.
Well, the Greenville slums are still there. The
people that were deeply moved, and many said
they were, have been caught up in the rush of their
own lives and have done nothing. And, we are
no different. We gather our typewriters and our
cameras and go out into the world looking for a
cause and we find one. And we bother anyone that
will take the time to read what we think about it.
They go on their way, and we pull out our type-
writers and our cameras and begin all over again.
So, we find ourselves, for this second issue, and
for that first issue, asking, ~Why do we do it?T
~Why do we bother?T
In this issue we have looked for the same an-
swers to the same questions. Again, we had no set
theme in mind. This issue is about people and their
feelings"their questions, their love, their religion,
their ~bag.T
We have looked into the university a little closer
this time. And, the questions we found there have
caused us to look outside the university, to per-
haps find some of the answers. We do not know
the answers. We only know that a professor tells
us that the students are the only hope, the stu-
dents must act. He tells us that the students ohave
nothing to lose; they are in transit, we have our
salaries and our tenure and possibly our jobs to
lose, if we are not careful.� The student tells us
he is helpless. He cannot do anything without the
help of the professor. Both, one professor and one
student, are dissatisfied. And we only know that
they must solve their problems; they must find
the answer. Perhaps, together, they can.
We know that we have found something again
that needs to be changed. We are not sure about
what it is exactly or even how to change it. We
are not even sure anyone will bother to find out.
But we will continue to drag out our typewriters
and our cameras. And we will keep looking for the
answers, because, simply, we are suffering from an
often fatal disease. It is called Idealism.
sanford
Terry Sanford, governor of North Carolina from 1961 to 1964, is a man of
ideas. He is well-known throughout the country as a politician, a statesman
of the first order, and, in light of his recent book, Storm Over the States, a
political scientist with something to say about the plight of state government
in modern America.
However, when North CarolinaTs history books are written in the 1980's
Terry Sanford will be remembered as the governor who started North Carolina
on the right road to better education for its people. He will be remembered
as the man who, for all of his other achievements, secured for generations of
Carolinians to come the education which they had to have in order to face the
demands of an ever-expanding, complex, and competitive society.
SanfordTs record will speak then for itself:
1) Pre-school program for children entering the first grade, and for
children in grades one through three. (The program was financed by the State,
the North Carolina Fund, and the Ford Foundation. It was, in effect, the ~~head
startT program before the Head Start program came into existence.)
2) The GovernorTs School and advanced education programs throughout
the state for young men and women who are exceptionally ~~bright and dedi-
cated.TT (The enrollment in the special education programs was 2,000 students
when Sanford took office in 1961. By 1964, the enrollment was 25,000.)
3) A series of programs for retarded children under the supervision of a
special commission, in order to provide not only training and schooling but
also to secure jobs for them, regulate special health services for them, and
provide them with testing and counseling services.
4) The Advancement School for providing an introduction to and training
in innovative educational techniques which are needed to motivate the people
who had not been motivated before. The techniques are used for teaching
low-achievers.
interview
Have any other states or foreign countries copied
any of your programs?
Well, | think that there is no question but that
the spirit of education across the country is now
innovation. I'd be very foolish if | were to claim that
North Carolina started that spirit but at least we
were probably the first state in the 1960's to drama-
tize the need for changes in education.
The state of Georgia adopted the Governor's
school. And, | was down there to make a speech for
the Governor at a governor's educational conference
(they had a great many educators there) and they
had several little things printed up"things that
Georgia had done: ~~The first state-operated sum-
mer school for gifted children.TT Which, of course,
was another way of describing the GovernorTs School.
So | chided the Governor a little bit about that and
he said, ~~Well, yours was foundation supported, we
said state supported!TT Theirs came two or three
years after ours. But, | didnTt mind their claim be-
cause it stirred up additional enthusiasm and pride
in Georgia.
Have programs such as the GovernorTs School,
Advancement School, and programs for retarded
children, been successful in inspiring students to
continue their education?
| think that students probably to some extent took
a new look at education. We tried to do this and
provide inspiration and to say to students that edu-
cation is more important than it has ever been and
thatTs why | traveled so hard around the state visit-
ing with students instead of just with the local offi-
cials, because | felt that the students had to under-
stand this if the school program was to be success-
ful. Now | really donTt know just how successful it
was or even how one would measure what effect that
it had.
What do you think of North CarolinaTs chances of
establishing an experimental college supported by
state funds similar to the one which is presently
being established at Westbury College in Old West-
bury, New York?
Well, I'm not so sure that | think that North Caro-
lina needs to follow the Westbury Plan. | think that
we need to find ways to experiment within the college
framework. | think that East Carolina can do things
other colleges haven't done or havenTt tried. | think
that the University of North Carolina, Wake Forest,
Duke, as well as other private and state-supported
schools, can bring within their programs the idea of
experimentation, which | think would be a much
better way for us to work it than looking to an experi-
mental college, as such. We simply donTt have the
resources to concentrate for that purpose. But, far
more important than that, why donTt we take advant-
age of all the resources that we do have and simply
use our beans to try and better things on the
campuses that we've already got. This would be my
attitude.
Is there a council of higher education on any
campus in North Carolina to which students, faculty,
and administrators come for conversation about how
they might improve the quality of learning in the
institution?
Well, | donTt know.
Do you think it is wise to have one central board
of higher education in North Carolina to determine
the future of education for state institutions?
Well, | donTt think that it determines the future.
| think that what the board does is that it co-ordi-
nates the effort so that we wonTt do things that will
turn out to be a waste. Starting back about 1929,
the engineering school was moved from Chapel Hill
to Raleigh, and worked into the institution there.
Certain other courses were retained at Chapel Hill,
and we decided that we could have a great engineer-
ing school on the Raleigh campus by the early
1930's. If we had tried to have two second-rate
engineering schools thatTs exactly what we would
have ended up having.
At that time, the coordinating board was the
Board of Trustees of the University, because we
didnTt have any other colleges except teacherTs col-
leges, which had a specific job that fell into a spe-
cific pattern. But then as we removed the mission
of just being teacherTs colleges and broadened them
into being liberal arts colleges with additional pro-
fessional schools, it became necessary to have some
other coordinating board or we would have a kind
of duplicating effort that would simply waste our
money and keep us from being superior . . . in any
of the fields. So, Governor Hodges led the way for
setting up the Board of Higher Education"this is
the way most states handle it unless they have only
one or two colleges.
Someone has to coordinate the efforts of all the
schools. But the school itself ultimately decides its
own missions, and the school itself decides what
kind of an institution it could be. This comes from
the faculty, the adminstrators, the student body and
the Board of Trustees of the various institutions.
So no higher board: is shaping the future policy of
North Carolina. ItTs simply seeing to it that its shap-
ed in a reasonable way. And we have to have it.
""""
As for the consolidated university concept"how
effective do you think it is? And, what do you see in
the relationship between the consolidated university
and the new regional universities?
In the first place, the consolidated university con-
cept worked remarkably well when it was set up and
for the purpose for which it was set up. It was set
up to do this kind of coordinating, to avoid duplica-
tion, and to zero-in on our needs. During the 1930Ts
we barely had enough money to keep our schools
open. We had to go to statewide taxes in order to
keep our public schools open at all, in most places,
and we didnTt have enough money to throw any away.
I'm not suggesting that weTre throwing it away now.
| see the regional universities, at least three of them,
providing a special impetus in the region they serve
directly, doing things a university should do in reach-
ing out and helping the people of the region to better
develop that region. | had something to say about
this at East Carolina a month ago in which | out-
lined a half-dozen things the university could do to
help the region, and there are many others.
| would think the University and regional universi-
ties should work closely together in terms of grad-
uate work. That we should look to the total needs
and total capacities, where we stand twenty years
from now. And, we should start planning now for
this point twenty years off in the future, and | think
that the regional universities will come into their
own, that the degrees that they offer will be widely
acceptable, and ITm sure we can do this with the
proper kind of planning, and the proper kind of
groundwork; but itTs not something somebody thinks
can be done automatically.
Why do politics, in a sense, appear to control
education in North Carolina?
| would observe that politics was responsible for
broadening the mission of East Carolina; therefore
| would see it as a very good influence. Do | under-
stand you to think its a bad influence?
Sometimes, we arenTt really concerned with edu-
cation. We are concerned with facts and nothing
more.
Well, | don't think that . . . it didnTt bother me
that people were simply trying to get a name; those
that had no other interest than that obviously donTt
understand what a college or university is. You have
to have a starting point, and this seems, to me, to
be the best starting point. But let me add forcefully,
that education wouldn't be anywhere if it weren't
for politics. ItTs the political risk, the political sup-
port, the political campaign, thatTs our means of
improving education, and you canTt cite me one
example where this hasnTt been the case. The part-
nership of politics and education, that educators so
long avoided, is now coming into its own and its
the salvation of education. This is a democracy, the
support of any institution comes from the people.
It couldnTt come any other way. The support of the
people is developed through political action. So, |
think that it is great now if somebody supported
education purely for political reasons because of
what it would mean .. . it would mean that they
thought that the people back home wanted it sup-
ported. So, could that be bad? It doesnTt seem to
me that it could be. | donTt like for people to sug-
gest that politics is some kind of dishonorable under-
taking because it seems to me that everything good
that we try to accomplish has to come back to basic
political support which means democratic support.
Should students be allowed to sit on the decision-
making boards of the university?
Well, | guess basically that you would say that
students come to get an education and not to make
the decisions about how the university was to be run.
It so happens that | fall in the group that believes
that students should be represented on the govern-
ing boards as ex-officio members perhaps because
| think that they have something to offer, but theyTve
got to offer an attitude toward how good a job the
institution is doing. But they should never fall into
the error of thinking that the operation of the uni-
versity is the number one responsibility or right of
the student body.
What we were getting at here was that if the
students could help educate the faculty and adminis-
tration as to their needs.
Well, thatTs so up to a point. | have not forgotten
my days"I should say years as a student; Maybe
they ought to have had more freedom but ITm not so
sure that when we were students our judgment was
infallible: | think youTve got something to add, but |
think it would be very bad, and | think most students
would agree with me, if the student had the last
word.
Wouldn't it be helpful if .. .
It would be helpful to have your attitudes and
even to have your voice on the board, | think. But
youTd be surprised how much college administrators
seek to find out what student attitudes are, and |
don't know of any responsible school administrator
that disregards the attitudes of the students. Some
times its difficult to read these attitudes. They're
conflicting attitudes.
According to socio-economic statistics, North
Carolina could afford to pay more state taxes. In
light of this, why is our educational system ranked
so low in comparison with other states?
Why donTt you do a poll and find out why so many
people continue to fuss at me for trying to get
enough money to support the schools and improve
them? Maybe theyTve got the answer; obviously, |
donTt know the answer.
Why are politicians so concerned about lowering
state taxes when the budget continues to have a
surplus each year?
Well, | donTt understand that question at all be-
cause | donTt think thereTs been any effort to lower
taxes in North Carolina at all in face of rising needs.
We have increased taxes, and withstood criticism
because of it, in order to increase the level of sup-
port for education.
We probably did give a little income, but other
10
than that, it might have very well increased the
amount of total income because, ultimately, you
would get a consumer tax back on all the money
that was not paid on income tax, anyhow.
So all budgets are built on the fact that thereTs
an operating balance at the beginning and one at
the end, and this is the cushion: to keep the state
from going in the red. You canTt operate any other
way. You start with a surplus, you end up with a
~oosurplus.�T It ought to be called a cushion.
That .question developed because some states
arenTt as good an investment as North Carolina is,
because they do operate at a loss.
Well, they never operate at a loss, because its
always got to be paid. But we have a very sound
fiscal approach; there are a great many devices for
saving money, even money thatTs been specifically
appropriated. Money ought not to be spent just be-
cause itTs been appropriated.
Because of the deficiency of teachers in the pub-
lic education system, it is possible for people to
teach in North Carolina who wouldnTt be able to
teach elsewhere. Is this because North Carolina canTt
pay enough money for more quality teachers?
No, this is highly unlikely. There are temporary
exceptions to proper certification, but North Caro-
linaTs standards for teachers are national standards.
How can the state of North Carolina justify paying
hundreds of thousands of dollars for training quality
teachers and yet have many of these same quality
teachers go outside the state while teachers without
B.S. degrees continue to teach here?
Is there any plan for setting up a program for
making them stay here? Do you think we ought to
make you stay in North Carolina?
It is bad to train many quality teachers and lose
them.
You think we ought to make everyone stay?
It would be good to make them serve two years
in North Carolina.
Well, of course, you canTt make people stay. Why
don't we make the engineers stay? For a long time
the engineers that graduated from State went out of
the state. There simply werenTt enough good oppor-
tunities in the state. Our job then was to reverse
the trend, to get the kind of industry in that brought
the engineers in; and we have done this. Now prob-
ably we bring in more engineers than we send out.
So, we had to improve that"weTve got to improve
this.
Now, how do you make North Carolina more
attractive so that more people want to come and
stay here- ThatTs our big task.
PT G ALG sae at
Poetry Should Sing
Two mirrors, friend"
Both face to face,
A fun house joke, I guess.
Myself between, a thousand meTs
Back and front into infinity . . .
And strange, the deeper I stared into the glass
The smaller each me became...
By Whitney Hadden
11
Leaves tittered,
Gently,
About the treehouse.
Judging,
(Head to one side; one eye closed)
The very young child
Fired his slingshot
At the sun...
But it was not the sun
That fluttered
From mile-high trees;
It was not the sun
That dropped
Beside frayed sneakers ...
Bending down,
He gently raised the crumpled form.
A scarlet head
Tilted toward its captor, stunned,
And one glistening, obsedian eye
Fixed upon the giant-dwarf.
Frozen first
By mutual surprise;
Then by young wonder,
The child pondered
A rock hurling
Upward toward the sun,
And a hand
That could crush ....
The bird stared cooly at the hoy"
The boy peered into its liquid eye...
This dark pearl
Was NatureTs visage
From black eternity"
Begging no quarter;
Expecting none.
DarwinTs mechanics
Deemed the child victor
And the bird prey.
The boy nodded,
Then tenderly
Placed the cardinal
On a limb"
Watching it flash deep into the forest
And away.
CAROLINA
NORTH
MISSING LINK GREENVILLE
THE
Pulpit
The grandfather clock ticked on,
In the cobwebbed dimness
Of the deserted house.
As if all were silenced
Poised to hear him speak
The mechanical click in dull monotony
Ticked on and on,
The quiet confidence intruding
Upon the spiders.
He ticked
As if he were not running down
Tongues Not Of Angels
He coughed again
In that too-thin
Once-gay
Checkered coat
({t smelled atrociously
Of Coney Island
In the frigid park air)
He sat back in the bench;
Rubbed his flaming eyes tenderly .. .
Between needle-breaths,
He saw two young lovers
Kiss
(Hidden under a street lamp)
Jingling through his icicle brain
Were lights and laughter,
Cotton candy and a mike...
Meeting Sylvia after work...
Poor Sylvia...
And while his wrinkled face
Smiled in younger days,
The frost came down"
He never noticed
The cop sighed wearily
At the five-cent Weekly Herald bum
And kind of wondered
Where that smile came from.
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FICTION
WANDERLUST
by Geoffrey Chapman
Lennie Blake, seated comfortably in a small pile
of hay in the rear of the barn, thumbed eagerly
through the new Navy brochure he had secreted
home in his jacket two days before. This was his
first opportunity to look at it, and he was very
excited at the prospect.
He thumbed eagerly through once, quickly.
Then he began again and made his way very
slowly, looking at the color photographs and
savoring the many scenes of exotic, far away plac-
es, pictured behind foregrounds of sharply dressed
and handsome men in uniform.
There was the full-page picture of an aircraft
carrier in some clear blue harbor, haloed by a blue
sky and cream puff clouds. In the background the
palm trees seemed to sway before his eyes in a
warm Pacific breeze while happy people frolicked
on a golden beach. There was a picture of a long
line of ships in an exotic port with a city skyline
framing the scene at evening time. Still another"
and this became his immediate favorite"showed
white-clad sailors, tanned and handsome in their
sharply creased uniforms, apparently on liberty on
what the caption indicated was a South Pacific
island far away.
Lennie dropped the brochure to his lap and
leaned back against the wall, closing his eyes and
projecting himself into the photograph. He dream-
ed an hour away on that anonymous island, an
hour filled with adventure and excitement in a
foreign land so beautiful, so different, so unlike
anything that he had ever experienced that his
imagination knew no limitations.
He came slowly to his senses and breathed a
regretful sigh as he picked up the brochure once
more. He remembered the letters that Hank Junior
had written home from San Francisco, Japan,
Hong Kong and countless other places Lennie
could hardly keep track of and whose names he
could not even pronounce. He remembered, too,
that it wouldnTt all be so glamorous. There was a
lot of hard work and discipline, Hank had told
him when he returned home after boot camp. It
was early to rise and late to bed with a lot of
strenuous"and sometimes distasteful"work in
between.
But that was only for eight weeks, and Lennie
reasoned that it wouldnTt really be too bad. After
boot camp came more training, another two
months or so, in a technical school where he would
learn a specialty. He would enjoy that. And when
school was over"then the world lay waiting, he
thought.
He made up his mind. He would tell the folks
tonight and would leave next week. What had the
recruiter said? Two days of processing in the city
and then off to Great Lakes? Lennie thought
about it. How could he tell them? He didnTt know.
Maybe, he thought, it would be better to wait. He
could tell them now that he would leave"when?
In the fall? Yes, after harvest. It was the least he
could do, to stay that long. He couldnTt run out on
oLennie grunted agreement....
�
Pop now, what with the crops coming in and har-
vest just two months away. And maybe in the
meantime he could persuade Pop to take on a
hand. That would make it easier.
Besides, he rejected the idea of having to tell
Mom he was leaving right away. He remembered
how it had been when Hank left. He didnTt want
to put Mom through that again. She had cried for
a week and had been sick. And even now she
wasnTt the same, not like she used to be while
Hank was home. There was something kind of"
he couldnTt think of a term"but he remembered
the pain and sadness in her eyes each time she
entered HankTs old room; each time she opened a
letter; each time someone mentioned his name.
And he remembered how last year he had casually
mentioned that he wanted to quit school to join
up. One look at his motherTs eyes as she left the
room had changed his mind about that. So, he had
decided to finish school; but he was definitely
going to leave after graduation. Now here he was.
He had graduated a month ago and was still here.
He had to go. He just had to.
oTl tell them tonight,� he said firmly to the
tightly clenched brochure. oI'll tell them tonight
ITm leaving after harvest. No more waiting.� Tell-
ing them so far in advance would give them time
to adjust to the idea, he thought. And by the time
he was ready to go, maybe it wouldnTt be so bad.
Lennie stood up, brushed off his pants, carefully
replaced the brochure under the loose plank in the
floor, and left the barn.
The sun was dropping behind the barn when
Lennie joined his father at the back porch sink. He
bounded up to the plank floor with one giant stride
and took his accustomed plaee at his fatherTs side.
oAll finished, son?� Hank Blake asked.
oYeah, Pop.� Lennie looked up at the red wan-
ing sun. oJust made it, too. ItTll be dark before
long.�
oStackinT hayTs no easy chore after dark,T Hank
observed. Lennie grunted agreement and the two
washed in silence, each concentrating on his own
thoughts as he worked to remove the remains of
the rich black soil from his hands and arms.
And as he washed, Lennie was thinking of the
16
problem that had plagued him all afternoon: how
should he break the news. He had thought and
thought until his brain rebelled at the effort; but
he forced himself to think some more. Now he
was more at a loss than before as to how he should
approach the subject.
Big Hank Blake was the first to finish washing.
He concluded the ritual with a dash of ice cold
water to his face and followed this with a long,
appreciative sigh. Hank reached behind him for a
towel and, leaning back against the porch beam,
he dried himself slowly, allowing the cold water to
roll off his brown leathery face.
Lennie finished, grabbed for his towel and
dropped it. He retrieved it quickly and dried him-
self, all the time watching his father. He knew
the frame of mind Hank was in now: it was peace-
ful, reflective and satisfied at the end of a good
dayTs work. Every day just before supper Hank
would stand like that, his steel gray eyes squint-
ing, sweeping around and taking one last look at
the farm as though to satisfy himself that every-
thing had been done that was supposed to be
done; and that everything was in its usual perfect
order.
Lennie knew that his father loved the farm. He
knew how much it meant to him and to his
mother, too. HankTs love for the land showed in
the very way he looked at it standing there on the
porch in the lengthening shadows of evening. His
eyes would caress everything in sight in one long,
languid sweep. Then they would turn to Lennie
and there would be pride in the look as though
the eyes were saying: oSee Lennie? See what your
Pop has done here? It will all be yours someday.�
And Lennie had always felt warm all over in the
glow of that loving look.
Tonight, though, he dreaded his fatherTs glances.
Before Hank had even looked at him Lennie felt
guilty, undeserving. He felt like a stranger im-
posing on a man at his moment of meditation. He
wondered now if he should go through with it at
all. It would be cruel to shatter his fatherTs peace
of mind. Lennie stood mute and waited, and
watched.
oLennie,� Hank said suddenly, reflectively,
oHank, for Gods sake....
oYou know the land is like a good woman: fertile
every spring and pregnant every fall. GodTs been
good to me on this land. And heTs given your
mother and me two fine sons. Two.� Here, Hank
paused, lost in some deep, private thought. oI
suppose,� he continued, othat I canTt rightfully ask
for more. ItTs more than what most men have,
Lennie. We love our two sons, your mother and
me, make no mistake. But sometimes I canTt help
but feel a littl"well"ungrateful that Beth and
me were denied three times before, and now Hank
JuniorTs left us. Still, I guess he did what he had
to do.�
HankTs long speech had taken Lennie a little by
surprise. He seldom spoke so much at one time;
and he seldom ever mentioned BethTs three mis-
carriages. When he did at all there was pain in his
voice. And it was the first time in"Lennie
couldnTt remember"since he had spoken about
Hank Junior. Hank had been gone, Lennie cal-
culated, about two years now. His occasional short
letters were always read by the two parents to-
gether, in silence, sometimes in tears. And after
Lennie had read them they were neatly filed away
in a dresser drawer, never to be read again.
Lennie became aware that Hank had spoken
again. oWhat, Pop?� Lennie looked at his father
quizzically. oWhat did you say?�
oHmm? Oh I was just thinkinT out loud. Seems
like thereTs not enough light in the day for a man
to get his work done proper.�
Lennie seized the opening. oI know. I keep tell-
ing you we ought to take on a hired hand, Pop. It
sure would help a lot.�
oT been thinkinT of doing just that, Lennie. Har-
vest this year will be the biggest yet. I guess I sure
could use another man besides the temporary
hands.�
Lennie became braver now. Hank was making it
easier than he thought it would be. oAnd you
know, Pop, I might not always be here.�
oNo, I guess you might not, son. I guess you're
growing up mighty fast. I remember I wasnTt near
as old as you when I left home, and Hank Junior
was just about your age when he left us.�
oDo I dare?� Lennie thought to himself. It was
17
perfect. He had to say it now. He had gone this
far, with HankTs help, and he knew he had to do
it now if he was going to. He swallowed, looked
down at his feet, then tried to look his father in
the eye.
oPop, I"I got to tell you.� He halted, choked
on the words.
oTell me? Tell me what, Lennie?� Hank stood
straight up, eyes locked on his sonTs pale face.
oLennie,� he repeated softly. oTell me what?�
A soft warm breeze rustled through the leaves
of the trees, making the only sound that could be
heard. Father and son stood surrounded in an
otherwise silent twilight. They looked at each
other, one in fear and embarrassment, the other in
expecting solicitude.
A very long silence was shattered like glass with
Beth BlakeTs call from the kitchen. oHank, Lennie,
come to supper now.�
oNo Beth,� Hank called, oYou come out here.�
His eyes never wavered from his sonTs. oLennie
has something to tell us.�
oNo Pop,� Lennie protested. A chill assaulted
his back and the hair prickled on his neck. He
could not bear the thought of telling his mother
to her face. The situation had changed now. It
wasnTt working out as he thought it would.
oWhy, not, Lennie? Anything you got to tell me
your motherTs got the right to hear.�
oNo! Please, Pop. I canTt tell her.� Lennie was on
the verge of tears and ashamed and angry at the
idea of it.
oYou got to do it, Son.� Hank said gently, per-
suasively. oYou got to tell her. I know how it is.
ItTs hard, but you got to do it.�
Lennie didnTt have time to wonder at HankTs
last remark for it was at that moment that Beth
stepped through the door onto the porch.
oWhat on earth are you two talking about?�
She was answered by a strained silence. Beth
brushed a wisp of straight blonde hair out of her
eyes and looked first at her husband, then at her
son, bewilderment wrinkling her brow.
oHank? Lennie? What is it? What have you got
to tell me?�
oTell her, Lennie. I already know, so you tell
your mother now.� HankTs voice was still soft, but
it bore a note of insistence that had not been there
before.
oHank, for GodTs sake what is it? WhatTs hap-
pened?� BethTs voice quavered. She was genuinely
alarmed at the strange situation, and she felt oddly
afraid.
Hank had not yet looked at his wife, and he did
not now as he said again, urgently, oTell her Len-
nie. You tell her. Now!�
oDear God, what is happening? Lennie, what is
it? Please.�
oMom, I didnTt want . . .� LennieTs words trailed
off to a whisper as his eyes faltered and lowered to
avoid his motherTs pleading, searching look. He
stifled a sob and searched the tops of his shoes for
an answer to his dilemma. Finding none, he looked
back to his father.
oPop,� he said, fighting to hold back his emo-
tion, oI just canTt.�
With that, he turned and started to run.
oLennie!� HankTs sharp call halted him halfway
across the back yard. Lennie stopped and stood
back towards the house.
oAll right Lennie,� Hank said gently, oAll right.
You go ahead. Your supper will be warm for you
when you come in.�
The tears welled up then in LennieTs eyes. He
didnTt look back. He just nodded and walked
briskly to the barn where he stopped at the door
and turned around.
It was almost completely dark now and the two
distant figures on the porch were little more than
shadows, outlined by the glow from within the
house.
Lennie saw Hank enfold his mother in his arms
and stroke her hair gently with one big hand. And
he was speaking softly, whispering softly in her
ear.
Lennie felt the summer breeze stir through the
air. He walked slowly into the barn, to the rear,
and bent over to remove the plank from the floor.
But he didnTt have to. The plank was loose, as
though it had been lifted and dropped out of
place. He looked under the edge of the plank and
saw the brochure, still there. He removed it from
its niche and sat on the little pile of hay.
oHe knew,� Lennie said, incredulous. oHe knew
all along.�
Now he understood everything. He understood
the cryptic remark his father had made before his
mother came out. He understood the long speech
Hank had made. He knew that Hank had under-
stood, had known, and had been trying to help
him.
Lennie didnTt think about it, he just opened the
book exactly to the picture of the anonymous
little South Pacific island. And he didnTt see it
either.
18
a
Ls
aj
oo
=
-
Cobblestoned Thirty Fourth Street N.W. in the
fashionable Georgetown section of Washington rolls
downhill to M Street as steadily as the rain to the
river below Key Bridge. Rows of townhouses stand
in an unbroken wal! along the sides of each street,
rendering any between-the-block lateral movement
impossible. The evenly spaced trees along the brick
walk guide one neatly into the profusion of jutting
cast iron handrails and porch ornamentations, mak-
ing a simple leisurely walk a strategic endeavor. The
hard walkways reverberate with each step and an-
nounce pedestrians a block away.
The sky spilled over the rooftops as | made my
way up M Street to Wisconsin Avenue, whereupon
turning the corner, | found what | was looking for.
Lining the avenue from M Street past PeopleTs Drugs
to God-knows-where were the bangles and beads, the
feathers and flowers, the buttons and boots and all
the gear that loosely bound the children of the night.
They mumbled and milled in all directions and in no
directions. They went nowhere and everywhere. They
were a cacophony of colors, a contradiction of
stripes, lights, squares, darks and dots. Their only
uniformity was hair and hunger. Some were high,
some were low and some were in between. Some, as
a result of a mixture of the three, just didnTt care.
At three a.m. the story was lonely, cold and damp.
It was simple and it was the same everywhere. There
was no place to go and no way to get there. In-
dividually they were pitiable. Together they spun a
web of rare romantic power.
On the corner of Old High Street, two self-ordain-
ed half blonde sibyls groped unsucessfully for the
correct chords on two likewise half-blonde guitars
and moaned a verse of ~~The Times They Are AT
ChanginTTT over and over, trying desperately to iden-
tify. Some of those who had gathered about to listen
identified quite well and went on to a different verse.
oYou better start swimming or you'll sink like a
stone.T | moved on smiling. It had begun to rain
very hard.
ae
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ack
Ayaka
pAer yes §
PA ete SE
eR abet Pessoa Oy
wee ae itis
~ : anhT
t' a Bu im
Farther up the block | saw an overhanging mar- (QUR MIND
quee of an old closed-down theater that appeared to
offer some shelter from the storm. | made my way
to it, stepped out of the deluge, and discovered |
was not alone. Leaning heavily on the wall, as if to
hold it up, were three rather hip fellows of the sort
that | had come to learn more about, two young
ladies, and an elderly gentleman who reeked of
muscatel. Feeling a growing urge to communicate
1 used the old trick of establishing a fictitious char-
acter, giving said character my name and asking as
to his whereabouts. This is an excellent way in which
to probe the receptiveness of strangers to questions.
| realized | had a lot to learn when | was informed
rather matter-of-factly that the person in question
had attended the light show at the Ambassador
Theater this evening. After noticing that the rain
had slackened and recovering from the trauma of
being in two places at the same time | continued
on. From my limited experience | surmised that a
lot of things depend on who you depend on for a
lot of things. (Profound.)
Somewhere in this maze of paper faces and hollow
eyes was someone who would answer some ques-
tions for me. So far | was a failure. | had been
thwarted in my attempt to delve into the realm of
the night child and to feel and know the power of
the petals. As a complete stranger wandering an un-
known street, the whole movement began to take on
the proportions of a tremendous social joke. | began
to question my reasons for being here.
With a slight drizzle drumming in the dawn, |
blended excuses, and out of hunger and a gravita-
tion to the element | was studying, | walked into
PeopleTs Drug for some breakfast. Now | was in the
middle revolving. Something had to happen and did.
They were all around me, and using the best tools
| knew, | listened and watched, and consequently
| heard and saw.
X
a
ae)
_/-
Nv
The room was thick with conversation-and smoke,
the former being rather heavy and falling to the
floor and the latter curling in a cumulus to the ceil-
ing. The walls were lined with living pictures of
people. The tables were filled with dirty hands. The
windows were streaked with rivulets of rain as it
feathered out in front of the rising wind. From half-
way across this scene, someone spoke of Bobby
Howard and the Sweet at New MacTs, of Dupont
Circle, and of The Keg.
The people about me seemed to be in bas-relief,
reserving half of themselves for another dimension
of time and space. They seemed to be striving to
make a connection with themselves on a half-now,
half-later basis. A poet in the corner philosophized
with: ~~Get burned or else busted
IAs
~~
With your friends though untrusted
Cause the whole worldTs encrusted
With s**t
As anyone would, | had to leave it there.
| woke to the hum of high speed tires somewhere
between Richmond and Petersburg. | consciously
wished that it might somehow be a dream and then
suddenly realized that it was, in a sense. It was a
dream to think | could say or think anything differ-
ently than it had been said or thought before. The
bridge that | thought existed between two different
types of people was a dream too, and in the process
of trying to cross the current of communication, |
got wet. It was a vague, nearsighted vision to try
and measure any differences in the miles between
two places, and in the process of traveling the road
of reasons, | got lost. As a friend of mine once said,
oDreams are the sum total of our mistakes, spliced
together for the theater of the mind.T The only
difference between you and me and our counterparts
on the streets of the East Village or Haight Ashbury
or Georgetown is someoneTs dream. We are all in-
volved in a search for something that we cannot de-
fine. Some of us look in books, some look in drug-
expanded minds. Some of us look in ourselves, some
look in other people. Where we look doesnTt matter.
The important thing is that we keep looking.
Satisfying myself with this conclusion, | drifted
back to sleep . . . ~o~perchance to dream... .�T
Keith Lane
eee aes rls
6 FE AEE RT NESS
Epistle of Carl
dear,
Otis Redding blew his cool and (yuk) drop-
ped out of the sky and whether or not he intended
to, his death aptly marked the end of a generationTs
genius he helped fiddle"the end has come for the
festival of light. The groups, the loved ones, and
the communities have busted. There are no hip-
pies. The word is uptight.
A few holdouts still band together in the under-
ground. Money is still made in a few Head Shops
(cigarette papers, incense, wall posters and for-
tune cards) and band joints for the weekend stu-
dents"mostly hippy boppers. And as long as grass
and acid are available, the drug chums, especially
those who can afford it, will hold together.
Some presses in the New Left are still alive, or
rather fighting to do so. There are occasional shots
in the arm, but they do not appear to be enough.
Ideas are running out. More importantly, the read-
ers are not buying what has been said too many
times already. The mass media may still pay some
attention fed by the myth of the spectator bo-
hemia. But in total perspective, what remains of
the hippy community is little more that derelict
community. What grows out of the community
myth is to come"quick, hopefully.
Twigs, stems, brown dust, seeds in a pipe/high
leave
S&H Man
the groupTs fun loveing yodeller
gave a purple
gurgle
inside the
wild dark blue
This is the media, I donTt think I can offer
copy. Life? It is erotic! What more can you say.
We were not after hippies or subcultures, because
no one really does his own thing, or cares if anyone
else knows of it. We are trying to arouse. Poetry
is best suited"not that above"it was a
product of indigestion. I saved it because I shud-
der to think it is all I can do now"its only thirty
minutes old.
People are demanding to be amazed and we
canTt do it so much in newsprint until we first
learn the power of words"again, poetry.
McLuhan, much as I would like to distrust him,
may be right that the medium is the message.
What is the necessity of fact? Clarity is too easy
for the East Carolina student"put him on a glass
shelf and leave him there, with very few clues.
You have to make him probe (remember oeduca-
tion is a meaningful experience� and oChallenge�
and the other non-lethal cliches.)
I think what was important about the hippy
(the owhys�T) are known. But what is emerging
is far more important. It would be a waste to
chronicalize it when The Rebel could be a part of
it.
ITm tired tonight and will get to bed. If I have
failed you I am sorry"but I honestly believe weTre
just touching the surface. You asked if I was on
anything"I wish I were, but I know it would not
be any more exhilarating than conscious touching,
tasting, feeling"the entire gambit plus more.
CDS
And the young man went on his journey, and
oame into the land of the people of the east.
And he sang unto them, and played for them a
song as no other song that their fathers or their
fathersT fathers had ever heard before them,
And thither were all the children gathered; and
they rolled the stone from the wellTs mouth, and
watered the sheep, and put the stone again upon
the wellTs mouth.
And all was well in the land.
And then a great sadness came upon the people,
for the dancing of the children and their light,
their song and their warmth, passed into the dark-
ness of another land,
And the children gathered, and the festival of
light was over, for the young man, and for his
children, and the stone was not removed again
from the wellTs mouth.
And the children went alone into the other
lands, neither dancing, nor singing, nor with their
light. IRR
interview.
buck goldstein
The experimental college at the University of
North Carolina at Chapel Hill which opened in
the Spring of 1966 represents a belief that ono one
has yet discovered a single educational process
that is most desirable, either for society or for the
individual.�
Founded on the idea that College should serve
as a laboratory where new teaching methods and
new subject matter may be tested, approximately
400 students, most of whom were dissatisfied with
the kind of education they were getting at Chapel
Hill, decided to do something about it and enrolled
in the Experimental College. Students had various
reasons for enrolling, but their actions showed
that they were concerned with real learning.
When the experimental courses and seminars were
over, surveys showed that significant and perhaps
new kinds of learning had, in fact, taken place. Al-
most all faculty and student participants agreed
that the Experimental College was successful and
should be continued.
Though the Experimental College at Chapel
Hill has no formal affiliation with the administra-
tion of the University of North Carolina, it has the
sponsorship of the Student Government and the
participation of faculty members at the university.
According to Buck Goldstein, a UNC student
and director of the Experimental College, there
are two assumptions about education that lie be-
hind the collegeTs founding: one is that the desire
for knowledge should spring from aroused interest
in the subject matter rather than from aroused
interest in grade points; the other assumption is
that true learning is the understanding of concepts
rather than the memorizing and categorizing of
data.
oInspiration for the experimental college came
at the 1966 National Student Association Congress
where we talked to students from all over the
country,� Goldstein said. oAnd we began by talk-
ing with some people from San Francisco State
College who started the first experimental college�
The students from San Francisco State told stu-
dent representatives from UNC that they had
experienced a growing discontent for the kind of
education they were getting there. San Francisco
State students expressed discontent with the fact
that they didnTt have a great deal to say about
their own education and that they didnTt really
have much of a chance to make fundamental de-
cisions about education.
oTheir curriculum was formed by someone else
and they were told what they ought to learn rather
than having some role in it themselves,� Goldstein
explained. oThey thought as a model that the
experimental college approach was a good one,
not only to bring about some really meaningful
education outside the university, but also to in-
fluence the university and to bring about change
from within.�
After being exposed to this model college, UNC
students came back to Chapel Hill and initiated
a move for experimental education at the univers-
ity.
oWe put a small ad in the Daily Tarheel, and
Bob Powell, who was president of the student body
last year, asked that all those people who were in-
terested in talking together about their education
and ways to improve it, meet together in a de-
signated room,� Goldstein related. oAnd about
90 people showed up . . . which was surprising.�
First the group discussed why they were meet-
ing and then divided into three groups. One of
the groups came up with the Pass-Fail proposal
which was just initiated last semester, and allows
people to take electives once a semester on a Pass-
Fail basis.
The second group came up with a totally stu-
dent-initiated and student-run course for credit in
the department of education that studies the edu-
cational process at Chapel Hill in an on-going se-
quence each semester.
From the third group evolved the model for the
Experimental College at Chapel Hill. Students
contacted as many professors as they knew who
might be interested in the program.
oOur emphasis the first semester was getting the
very best professors at the university to teach in
the experimental college,T Goldstein noted. oThe
names here are almost like the honor roll of pro-
fessors and good students.�
Goldstein explained that the student group
thought it was really necessary to have certain
names at the beginning to attract people.
oAbout 400 people signed up the first time, all
realizing that they would receive no academic
credit,� Goldstein said. oAnd we did a lot of things
the first semester that we didnTt do the second"
at first we limited the classes to 15 persons but
then we changed that because some people were
getting closed out.
Faculty members at Chapel Hill were receptive
to the new experiment in education. oMost of the
professors we contacted were very eager to become
involved in our program. Many of them had things
that they wanted to do . and they had com-
plete freedom to do whatever they wanted.� Gold-
stein explained. oThey werenTt really teaching"
they were just sort of directing. Many used their
hobbies as major fields of concentration.
Over half of the 54 courses offered in the Experi-
mental College were started by students. oThis
means that students didnTt necessarily make a
committment or know a lot about a subject"the
only real committment they made was to say ~I
am interested in learning a lot about this sub-
ject.T � Goldstein said. oAnd students got together
with other students and they all sat down and
started talking. And professors enrolled in some
of the student initiated courses. They learned on
their own terms, really starting from scratch.�
Courses in the experimental college are not
limited to any certain topic. One course was in-
itiated by a student who wanted to know some-
thing about oEinsteinTs Theory of Relativity.� The
student started the course by admitting:
oT know next to nothing about this subject, but
I am interested in and amazed by it and would
like to find out what it is, what it means, how it
was developed, and mostly, why it works. I could
not provide much information, but I could prob-
ably ask a few thousand questions.�
Anyone can start a course in the Experimental
College. A person begins by filling out a blank
which gives their name, phone, address, and course
description. Then the coordinating committee of
the Experimental College takes all the course
descriptions that are handed in by a certain date
and puts them into a catalogue.
Course offerings in the 1967 Experimental Col-
lege Catalogue range from oSelf Knowledge 101�
to oOrigins and History of Lumbee Indians.� A
sample of courses include oCriticism of Contempo-
rary Television,� oPlanetarium Narration Tech-
niques,� oGenetics,� oMental Health and the
Student,� oUN Security Council,� oDisarmament
and the Cold War,� oStudents as Decision Makers
in the University,� oEducational Evaluation,� and
oSeminar in Faulkner.�
The College basically runs on a non-directive
basis. oWe have only three principles all the way
around,� Goldstein confided. oAnyone can start a
course; anyone can enroll in a course; anything can
be taught in a course. We donTt make any rules
about the course ... thereTs a course on sex educa-
ton ... thereTs a course on drugs"it really runs the
gamut.�
oWhat weTre actually doing is getting people
with the same interests together and helping them
to find a place and the facilities they need"we're
helping them with new education techniques, if
they want them.�
From a survey of student participants, it is
not entirely the honor student or the students who
have above a 3.0 average who enroll in the Experi-
mental College. oItTs a pretty good cross-section
of the student body,� Goldstein noted. oTI guess itTs
just the people who are really interested in learn-
ing something.�
The college director thinks that the major
ingredient of success in such an experiment is a
group of intellectually curious people. oAnd I
frankly think that that is the case at most univer-
sities and the reason that it doesnTt make itself
more clear is that there arenTt any outlets for it.�
Apparently the success of the College wasnTt
solely dependent on the participation of faculty
members from the University.
oTI donTt think we would have had the initial
kind of thoroughly exciting success,� he related.
oThe fact that the first time around we had really
exceptional faculty members was a real asset. But
again"it was the same thing"intellectually curi-
ous people"it just happened to be both faculty
and students who were interested.�
Everyone who walks into a class walks in to
pretty much an atmosphere of equality. oCertainly
not intellectual equality, but at least equality in
their right to talk and their right to make sug-
gestions about curriculum,� Goldstein added.
oOf course the curriculum is subject to change"
itTs pretty much up to the group as to how they
want to run the class . . . there are kinds of people
who may just want to sit and listen to a professor.
But itTs more likely that thereTll be people asking
questions and interacting with each other,� he
said.
The administration of the University of North
Carolina first heard of the Experimental College
through an article in the Daily Tarheel. oWe sent
them a course schedule when we printed ours,�
Goldstein said. oThe College is outside the Univer-
sity"people in it are volunteers, and they may be
townspeople or anyone else who is interested.�
According to Goldstein, the administration is
pleased with the Experimental College. oI donTt
think they feel very threatened by it though they
are subject to change depending on our actions.
30
Every teacher who has taught in the Experimental
College, virtually everyone, has become sort of a
disciple and preacher for it, which is another per-
son on our side.�
As a result of changes that the Experimental
College has inspired at Chapel Hill, the Chancellor
of the University issued a recommendation in
December to the deans of various departments to
set up what are called o199 courses� in which stu-
dents, under the sponsorship of a professor, could
set up their own courses for credit.
oThis is in the fluctuating stages right now�
Goldstein noted, obut weTre challenging it. Differ-
ent people are attempting to set up their own
courses now and we'll know in a few weeks wheth-
er this is successful. And if itTs not, weTre going to
take other actions in that direction"and with the
support of the Chancellor apparently.�
Goldstein sees the Experimental CollegeTs con-
tinuing success as being founded on the fact that
there was a real vacuum at the university. oThere
were all sorts of people who wanted to learn things
that they werenTt learning. They felt that they
should have more of a say in their education and
ought to be choosing and learning the kinds of
things that they werenTt learning in the curricu-
lum. So what we did was sort of give them an out-
let for doing that.
For a plan of education like the Experimental
College, Goldstein emphasized that the program
doesnTt have to be categorized by a name.
oThe only way to really get a plan initiated is
to get together with students in small groups.
What we did was go to dormitory meetings and
talk about the Experimental College to anyone
who was interested . . . We put signs up all over
the place to get people at least wondering what the
Experimental College was. So with that in mind
and trying to get people to think about education,
we'd tell them briefly what the program was like.�
oAlthough teachers and people who have a great
deal of knowledge can aid in the educational pro-
cess, thereTs really no one that knows better what
you want to learn than you do. ItTs up to you to
make some fundamental decisions about what you
do want to learn. Then, hopefully you can call on
other people around you to help you do that. And
I think that is pretty much what the Experimental
College does.
oT think relevancy is a pretty good description.
In fact, it is so good and weTve used it so much
that we try not to use it again because we just
keep on saying it over and over again. And every-
one does . . . the reason is because to a larger
degree higher education has become so irrelevant
to a lot of students.�
Goldstein sees the concept of the Experimental
College as being a means for making education and
methods of teaching relevant to students. oTI think
people are learning and realizing that the tradi-
tional way of a teacher standing at the front and a
student sitting in the classroom and dialogue going
from teacher to student and occasionally one or
two questions from student to teacher is an out-
moded way of doing things� he said.
Questioning whether informal discussion is good,
whether self study in a olearning contractT is
better, or whether in certain situations a lecture
system is preferable, are many of the questions
that are being raised by students involved in the
new education at Chapel Hill.
oBasically, though it is not true in all cases, a
great number of people at this university are con-
cerned about learning something. And given the
right to decide just what they do want to learn, I
think the university experience would be a lot
more successful,� he advocated. oAnd for those
who are concerned about what theyTre learning, I
think there needs to be new ways for getting the
credentials they need to do the kinds of things
they want to do without just spending four years
at the university.�
Buck Goldstein is much like any other student
who is concerned about the kind of education he
is getting. He is a nineteen year old sophomore
majoring in political science who is considering the
possibilities of a future career in education. And he
earnestly confides that during the year and a half
that heTs been at UNC, oitTs almost a different
school educationally.�
Goldstein sees real political action in the Experi-
mental College in an indirect kind of way. oI think
the kind of people we turn out are the kind of
people that will be making political decisions,� he
said.
oThis whole bag is to get people out of the
authoritative system"to have a much more think-
ing kind of society.�
The Experimental College is a continuous moti-
31
vating force in education circles in Chapel Hill. A
meeting is planned with a group of professors in
February who are sympathetic to the cause. Hope-
fully some kind of a counter-counseling service will
be set up once the self-study courses are initiated.
The service would give students the skills they
need to start courses and explain to them how they
can really act to open the curriculum.
The idea of students setting up their own curri-
culum is viewed as a self study program but not as
an independent study program.
oWe thought pretty much that independent
study is good but sometimes it is better to have
eight or ten people studying together.�
Goldstein does not deny that the Experimental
College is a device for reforming the university. In
fact, it is one of its major purposes.
oT think there will always be a need for the
Experimental College because there will always be
a need for reforming the university,� he warned.
oItTs really sort of an evaluative mechanism and I
think that you will always need to institutionalize
change in the university.�
When one talks about getting out of the tradi-
tional university system, then someone asks about
the quality of a degree that might be offered by an
experimental College. .
oIf you talk about the quality of a degree as
depending on how many hours a student sits in the
classroom and copies down what the teacher says,
or how many hours the student spends reading
things he isnTt intereseted in, maybe there are no
degrees,� Goldstein pondered. oPeople put values
on other things. I personally put more value on
relative things"like learning how people relate to
other people.�
Goldstein admits that it may take longer for
some of the formal channels to come around to
these values, but he feels confident that they will
because they are the right valifes.
oAgain it depends on who you are talking to or
what you feel is really important.� he mused.
oTom Gardner, Secretary of Health, Education
and Welfare, would rank it very high"but North
CarolinaTs Jim Gardner might not rank it so high.�
NJL,PFC,JRR
ESSAY
educational dimensions
If you had the freedom to decide your own cur-
riculum, freedom from grade point averages, and
the right to evaluate every phase of the education
you are getting at East Carolina University, would
higher education actually be getting more relevant
to you personally?
And what is there in the University that says you
couldnTt have these freedoms if you wanted them?
A majority of colleges and universities today are
viewed by students as being somewhat irrelevant as
far as providing the kind of education that is mean-
ingful to them. As a result, there is a new university
emerging from the old. It is often a osideshow� to
many university officials but students proclaim the
ofree university.�T It is free because it is open. It
is free because it is initiated by students and faculty
allies around the country.
oAn Investigation Into SexTT is now offered at
Dartmouth. The Japanese game of ~~Go-Tactics and
Strategy� can be studied at Penn. New Mexico offers
a course in ~~Psychedelic Drugs.TT At Stanford, you
can study ~o~American Youth in Revolt.�
If you consider the courses offered at these in-
stitutions in comparison to those of a traditional
university, then perhaps you wonder whether the
free universities are relevant.
Basically the free university consists of ~students
and other people meeting together in an informal
atmosphere to study subjects which are not usually
offered in most existing curriculums. Unconven-
tional teaching approaches, including absence of
lectures, lack of grades, even lack of formal classes,
are common in most of these ~shadow institutions.T �T
Many of the free universities"better known in
32
North Carolina as experimental colleges"grew out
of such things as ~civil rights ~freedom schoolsT,
~teach-insT, and a general discontent with higher
education.TT The apparent discontent with the sys-
tem was exemplified in 1965 by the student initiat-
ed oFree Speech Movement�T at Berkeley.
Today the free university movement appears to
be gaining momentum as it broadens its scope from
West to East. ~~The most successful example of a
school that has expanded both geographically and
institutionally is San Francisco StateTs student-run
Experimental College, having offered 50 to 60 semi-
nars to 600 to 800 students in the fall of 1966.
Other ambitious attempts have occurred at the Ohio
State University, the University of Pennsylvania, the
University of New Mexico, the University of Seattle,
the University of Colorado, the University of Michi-
gan, and a cooperative effort of Smith, Amherst,
Mount Holyoke and the University of Massachusetts
called the ~Valley Centre.TT Smaller groups have
started at Stanford, Princeton, the University of
North Carolina at Chapel Hill, Northern Illinois Uni-
versity, Depauw University, the University of Wis-
consin at Milwaukee, Dartmouth, and the University
of Texas.
So you ask: ~~WhatTs the point of the free univer-
sity? Why do students initiate such movements?
Why?�
Reports from all over the United States show that
students are deciding that the traditional ways of
learning and deciding a curriculum are outmoded.
And it is a fact that general discontent and a force-
fed curriculum combined with an irrelevent learning
process breeds the free university. In most in-
stances at the more than 100 free universities across
the nation, these institutions are methods for bring-
ing about changes in the curriculum.
But granted that the free university movement is
widespread and spreading wider, can it really lay
claim to being anything more than a passing scene?
The free university is ~~a stinging indictment of
education in most established institutions.TT And its
most significant aspect may well be its effort to
otranscend predictable, clicheic criticism and build
a constructive model of just what it is they want.�T
Mike Vozick, the Director of Development for San
Francisico StateTs Experimental College explains:
oYou have to define politics by what you want to
build, not just what you oppose.�T And Daniel Altman,
founder of PrincetonTs Experimental College says:
oIt is commonplace to criticize the inadequacies of
our education. It is rarer to act on the knowledge we
do have about the learning process from our own
experience as students and teachers, to set that
knowledge in motion in order to change the learn-
ing situation and environment.�T
The free university consequently becomes an at-
tempt to create a ~~parallel institution.� It is a model
which tries ~~to influence the existing institution less
by criticism than by example and osmosis.�T
Many common facets of this model system can
be seen in existing counter institutions. ~Creating
an education relevant to its participants is one cru-
cial aspect. Developing a new diversity of learning
resources by expanding the borders of academe is
another.TT The attempt to break down the teacher-
learner dicotomy is a third facet. A fourth aspect
is the freedom such models give participants for
developing new teaching methods. And surrounding
all these things is the ~~free, non-threatening atmo-
sphere which develops when people come together
simply to learn without promise of reward or threat
of punishment.�T
The free university goal as cited by the founders
of SeattleTs shadow institution contends: ~~TodayTs
students, the post-nuclear generation demand a per-
sonal relevance to knowledge which is the direct
opposite of the multiversityTs alienating process of
learning.TT DartmouthTs Experimental College in-
cludes in its goals: o~to permit students to originate
and plan courses on any topic which has relevance
and importance to them.�T
Therefore a good percentage of the courses offer-
ed in the free universities have a strikingly contem-
porary note. One can hardly imagine their being
otaught in the average ~stifling classroom.T �T For
example, at the Free University of Pennsylvania, a
local lawyer offers a course on the Kennedy assas-
sination and the Warren Report. At Berkeley, a col-
loquim on the draft was offered, and ~~Conscientious
Objection� is being studied at San Francisco StateTs
Experimental College.
The potential of counter institutions to flexibly
create relevant situations was demonstrated in 1965
33
by West coast author Lawrence Lipton. When per-
mission to teach a course in West Coast Avant-Garde
literature was denied by the UCLA extension, he
simply opened his own ~Free UniversityTT to teach
the course to fifty students who were interested.
Coupled with this attempt to expand subjects of
study has been a widespread effort ~~to roll back the
geographical borders of higher education.TT At Dart-
mouthTs Experimental College, one of the primary
goals is ~~to extend the learning experience outside
of the narrow confines of the classroom.�T
Another challenge being probed by the free uni-
versities to existing institutions involves the ad-
ministrator-teacher-student-outsider role of existing
colleges and universities. In practically all shadow
institutions anyone is considered qualified to teach
who can hold an audience. Much of the teaching is
done by students with some outsiders, a few pro-
fessors, and a smattering of administrators joining
in.
Though it is common in most universities for
graduate students to teach other students, the idea
that students and other non-professors are qualified
to choose a topic, organize a course, and then teach
it is somewhat of a departure from the usual method
of teaching. But the philosophy of cooperative self-
education is prevalent in todayTs free universities.
PennTs Free University contends: ~~In the free uni-
versity of Pennsylvania all are students and all are
teachers taking an active role in their education.�
Perhaps the whole concept of the Free University
is best expressed by the purpose of San Francisco
StateTs Experimental College:
oThe idea is that students ought to take respon-
sibility for their own education. The assertion is
that you can start learning anywhere, as long as you
really care about the problem that you tackle and
how well you tackle it. The method is one which asks
you to learn how you learn, so you can set the highest
occupational standards of accomplishment for your-
self. The assumption is that you are capable of
making an open-ended contract with yourself to do
some learning, and capable of playing a major role
in evaluating your own performance. The claim is
that if people, students, faculty, and administrators,
work with each other in these ways, that the finest
quality education will occur.�
This, then, is the ultimate goal of the free uni-
versity movement. And if the free universities prove
to be more than a passing form of educational pro-
test and prove their strength to survive for more
than one or two terms, these institutions may well
be the instruments for updating curriculums, de-
veloping new teaching methods, and setting up ~~a
more palatable learning atmosphere than exists in
most institutions of higher learning today.�
And so you ask: ~~What has this got to do with
East Carolina University?�
NJL
REVIEWS
Storm Over The
oThe states are indecisive.
The states are antiquated.
The states are timid and ineffective.
The states are not willing to face their problems.
The states are not responsive.
The states are not interested in cities.�
Thus began Terry SanfordTs latest book, Storm
Over The States. In his book, the former governor
of North Carolina establishes what he considers to
be the problems and aims of the various levels of
state government, and offers valid suggestions to
alleviate these obstacles in preparation for the
future. The assembling of these facts and ideas is a
result of a two year study at Duke University
with the assistance of the Ford Foundation.
The subject of the book, being what it is, does
not allow Sanford to incorporate a single, major
theme into the book. He must, instead, treat each
area separately with ostate distress� being the
common, unifying element. Consequently, each
chapter can be regarded as a small book in itself.
To illustrate, Sanford chooses as topics, ~People are
Government,T oThe Weakening and the Failures of
the States,T ~Attempts Toward Improvement,T oThe
Limited Reach of the National Government,T
~States Working Together,T and oThe Tools of State
Leadership.T
Following are brief summaries of the above top-
ics:
oThe relative authority of governments, their
shares of the burden and the initiatives and inter-
governmental relations generally, must be shaped
by the people on the basis of how these historic
twin goals may last be vouched,� writes Sanford
about the relationship of people and government.
Many of the problems of the states are created,
according to Sanford, by the length and intrica-
cies of their constitution. Sanford reveals that
most states could begin to move by electing a
responsible governor. The key figure in SanfordTs
theory of better development, the governor, omust,
like the president of the United States, energize
his administration, search out the experts, formu-
late the programs, mobilize the support, and carry
new roles into action.�
Of course, state improvement lies in the people,
as voters, as Sanford suggests: oThe success of
each wave of reform has been limited by the
acceptance of the people. Thus the success of the
present wave, probably the most concerted and
general effort yet, lies in the willingness and the
desire of the people to encourage and to push
for the necessary changes and reforms.�
Concerning the role of the national government,
Sanford points out that much of the progress of
the states has been hindered by mismanagement
of federal grants-in-aid. He cites instances where
states were oforced� to waste money attempting
to meet the requirements for different localities.
Obviously, the states can meet their own
requirements and achieve much by working with
other states as opposed to working independently.
Following this idea up, Sanford describes favorably
the Institute on State Programming for the Seven-
ties, located at Chapel Hill, N. C. Through it, San-
ford writes, othe individual states will start the
significant upgrading of the art of long-range plan-
ning, thereby developing a ~guidanceT system for
the states.�
On state leadership, the author further embodies
his previous mention of the importance of good
governors. oFew major undertakings ever get off
the ground without his (the governorTs) support
and leadership.� Besides expounding on this theory
Sanford also includes ten recommendations for
state improvement.
In a final analysis, Terry Sanford has brought
together many facts and ideas with the hope of
solving the problem that could lead to the determi-
nation of a more successful system of government.
Some of the ideas are not new, many are not his,
but Sanford has revealed glaring problems, that
state governments must recognize. It is doubtful
that Storm Over the States will create a great, new
trend in government administration, but the single
point that old facts and new ideas have been
brought to light illustrate that the potential for
change exists. Robert Leinbach
LOW air? Ehloe
(Time And Stars by Paul Anderson. MacFad-
den: $.60)
Man seems to be an incurably analytical animal;
he is entirely prone to the dissection of the whole
into its parts before he will accept the whole itself.
When a consideration of fiction is the order of the
day, it, also, is assaulted in the same fashion. One
of the sub-categories into which fiction may be
divided is prefixed ~science.T It seems that science-
fiction has been regarded generally to be at the
lower end of the scale established to judge literary
value. This is arbitrary and unfair, but Paul An-
dersonTs Time and Stars will not be able to prove
it.
Anderson is one of the most popular of science-
fiction writers, but his style leaves something to be
desired. Such is the measure of the readerTs frust-
tration that his themes are often provocative. In
Time and Stars, a collection of short stories, one
story examines the following question: If, some-
day, man should discover an extraterrestrial civili-
zation which was mechanically undeveloped, but
whose intelligence level was beyond human mea-
surement, would the confrontation destroy the
human race because its intellectual abilities could
not compete with those of the other, especially if
the other had access to the physical principles of
mechanization and industrialization which the hu-
man race had developed? The story, oTurning
Point,� has the answer, but it hasnTt the style
to sustain an active and vital interest in the thesis
being presented.
Other stories in this collection suffer with the
same malady. Only occasionally are there real
insights, flashes of wit, or prosaic inspirations.
Oh, for a Robert Heinlein or an Isaac Asimov to
match every Hemmingway, Dickens and Twain!
ELC
(Child of the Dark. By Carolina Maria de Jesus.
New York: Signet Books. 159 pp: $.60.)
Carolina Maria de Jesus has written a book that
shocks our smug affluent world. She writes
simply of the shame and want that is present in
the slum, or favelo, of Sao Paulo. She seeks not
to have the reader pity her, but to have the reader
feel repulsed by the degradations she exposes.
Child of the Dark is not merely a personal story,
however; it is the universal story of suffering and
hunger everywhere today.
The author was born in ~1913 in Sacramento,
in the interior of Brazil. Her mother was an un-
married farm hand, but Carolina was able to at-
tend school until she learned to read. Her mother
got a better job far away, however, and Carolina
was forced to give up school after only two years.
She never lost her desire to learn, and the product
of her learning is Child of the Dark.
Her writings were discovered by Audulio Dan-
tas, a young reporter, in 1958. Part of her story
was published in O Cruzeiro, BrazilTs largest week-
ly magazine. It immediately swept Brazil with
such success that her personal diary of life in the
favelo was soon published. Carolina was able to
leave the favelo in 1960, after thirteen years there
in the obackyard of Sao Paulo.�
Child of the Dark is a unique book covering
five years of her thirteen years in the favela. Dur-
ing her thirteen years there, Carolina lived in a
tiny square shack of tin, pieces of rotten lumber,
and cardboard. Every morning before sunrise she
got up in order to stand in the water line that
formed in front of the one spigot in the favelo. The
rest of her morning was spent looking for paper
on the streets of Sao Paulo. Sometimes in the
afternoon she looked for food, usually stopping at
the slaughterhouse to pick up discarded bones.
One character stands out above all the many
and that character is oHunger.� Carolina and her
three illegitimate children fought hunger every
day, never having enough to eat, rambling through
garbage cans for scraps of food, picking up paper
from the street in hopes of making a few cruzeiros.
(One cruzeiro is about 14 of a U.S. cent.) She had
as little to do with her neighbors in the favelo as
possible. Once, because she would not attend a
drunken orgy, the woman who gave the party filed
a complaint against Jose Carlos, CarolinaTs eleven
year old son, saying he had raped her two year
old daughter. Sometimes her children were stoned
and she was constantly harassed by those with
whom she did not associate.
Carolina uses the vivid language of the favelo to
explain its prostitution, alcoholism, cruelty, and
lawlessness. It is simple language, but its impact
is immense. She gives the reader a poignant pic-
ture of poverty. She tells the reader what it is to
want decent meat to eat, good water to drink, and
warm clothing to wear. The reader will find that
for a few days after reading Child of the Dark, he
is especially thankful for every bit of food he eats,
every piece of clothing he wears. Some will say,
oWhat a sad book,� and they will forget it. Others
will say, oHow long will man punish man?�, and
perhaps they will remember.
Lynn Anderson
in 4 =e Be
There the porpoise
gaily bursting through the slender surface
from green to blue to tinted green again
knowing, momentarily out of water,
the sky-pull (answered so long ago by his brothers
with feathers)
but glad"nothing so joyous as a porpoise!"
to have answered the sea-pull
and returned to his former home
But |
lie ay
envy him his green gaiety
and am sibling jealous
for the caress of her in whom we lay so long
who bore us both
the eternal snug of the everlasting, everlasting lap
and flickering, hugging arms
When that one comes
who can surge from water
to light and land and hang on air,
he will know all things
and be the best of poets
He will know six days in one
and three perspectives of the moon
YOU BELONG TO NO ONE
YET YOU LIVE AS A PART OF ME
WANTING NOT TO BE TWO OR THREE
JUST YOU AND ME
BUT NEVER WE.
NIL
TO YOU I SEEM SEPARATED AS THOUGH
| AY OOF. 0) 0) Ds OED. Ware) 5 809 8
REALLY, I AM SOFT, TOO SOFT
THEREFORE, I HAVE BUILT MY SHELL
"AND,
I WILL KEEP IT.
PFC
As a child T went to a show
and then
for his next act,
Christ struck a water-proof match
on his Levi's,
lit an Arabian cigarette,
stroked his full beard,
and this time
he walked on the AIR,
and even without the aid of a wire.
It was all we could do to clap.
But he said it wasnTt so cool
>
Aaa
3
heTd been doing it for years
and that if we would all
COME FOLLOW HIM
heTd make us famous as a circus act.
BUT THEN
HIS DADDY CALLED
and good ole J. C. disappeared through
the smog , and T had to walk home
in a thunder storm.
j. metz
MATCHES
NOTE:
| am looking for a form for
whispered communications, a form for a
private voice, discreet, sensuous, but simple,
direct, for a language which might be spoken
i Come) a1 1-1-1 | me) am COMM ©) g(-RO) Gn1-1 am 9\-1 a 07-] 0AM Gal=
middle of the night, for instance, in complete
darkness.
1
| could suppose that | have no body,
and that there is no world nor any place in
which | might be.
2
Among the Beasts no Mate for me was found
Among the Beasts no Fate for thee was found
2 ;
ITm tired, ITm fed up pretending,
and want only to: lay my head in your lap,
feel your hand on my face
and lie still like that through all eternity.
4
You ask how | live: this is how | live.
S
Life is over long
And should have ended then
Every song man sings
Is really over long
6
Hear the hoarse lark in the air
after a thousand years
r
wrong ,wrong
,wrong
Lost, and nothing more
silence, deep forest
8
He is a Pope, a snail
al la salience] ®)
but thatTs not a Catholic
AW @r-) dale) | (omm kware|
being-shaken-by-the-collar,
a being-shaken-through-and-through
9
Exceedingly high mountain with no base
10
without any way out, not even toward the
depths
11
Welcome, welcome, fish in the blood
welcome, welcome, bird in the wood
|, the 7 X7 ft. man
would bend down to kiss you
if | could
12
These are all terribly tangled things
soluble only in conversation between
mother and child audible there only
because there they canTt happen
1)
The cold biting winds
that blow through happiness
announcing its end
Increases with age
till one arrives at the point of
enduring happiness
14
Ahar-lal.cmcolancal-mive)gemelal-\emr-Mant-l-4(om0)ge mm tare]
plunges straight into my bloodstream
15
The trouble is only that
having burrowed with joy
the straight tunnel to you
something goes wrong
and it suddenly leads, instead of to you,
to the impenetrable stone
16
| cannot go on reciting by the hour the
phrase with which | intended to greet
you
17
He wants to express grief
He speaks with his fist in his mouth
bill bingham
Ws
.. . Written after sleeping on
a perfumed pillow
Come closer to me, love.
Let me taste the wine
of your mouth "
Let our flesh blend
And our breath be taken,
one to the other "
Sharing the sweet perfume
of the flower of death.
Time flies fast, and faster yet
as our living is speeded here,
But it is pleasant dying, this;
And if we are burnt by our heat
Your hair may shroud our faces.
C.G.
DEATH
A protesting protestant
friend of mine,
quite catholic in nature,
just jewed me out of life.
Yup, it was I.
Shepherd Bliss
40
ee:
+ THELOST
SOUND
The world is old.
We probe about the outer ruins
of an old civilization that dies and petrifies.
The soil is dead.
Simple tools rust in ruined barns.
The wind blows across impotent plains.
The well is dry,
The bucket cracked that once was watertight.
The sun burns on the abandoned gate.
Workers choke
On dry dust and disillusionment
While sifting fragments of time and space.
Pulses weaken
As bellies swell with discontent;
The famine reaches deep into the land.
Senses dull.
The gnawing nervousness of nothing
Prods us back again to something.
The voice is lost
That could span two thousand years
To pierce the encrusted soul of man.
Still, man goes on;
He moves about, he stumbles in the night
To find those rusting tools.
ha
How much longer?
Whose will be the pick that vibrates with the
sound,
And whose the strike?
Barbara Knott
eee
ae en ee) ee
Before The \\'|| NDOW Of My Days
I stand before the window of my days
touching memories with still young fingers
albeit doubtful of my ways
gentle is the thought that lingers
I crouch without the doorway of my age
laughing lacework lines of youth
bold was the print that pierced the page
strong the hand that traced the truth
I linger in the thoughts that still are shaping
drowning in the deluge of my dreams
knowing that the alleys not escaping
from the depths of what the gutter seems
I cannot touch the face that is not showing
and will not warm the hand that cannot feel
thus are they spent the hours never knowing
eluding truth and time and what is real
Where those alive with weary footsteps go
and each to each his troubled moments sharing
the window of my days will close I know
upon my dreams with truth and time not caring
Keith Lane
43
In trails of highwayTs distance going by
I cast some shadowed glances at the sky
And then again onto the road beneath the wheels
I laughed at racing winds for I know how it feels
To slip along the darkness and the evening star
Going anywhere at all but never going far
The rolling highway brings a song and I repeat
the tune
While at the same time winking at the stationary
moon
Keith Lane
To CDS (wherever you are)
this place is a mess,
You're gone today
(till sometime near May)
But one things for sure,
You left us your lure.
So weTre none the less.
We'll perpetuate the mess.
And until you come back,
We'll keep hold of your sack:
But donTt lag,
ItTs your bag,
It may sag!!!
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45
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46
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47
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48
nhs
Gh a
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Fay, © th
RII LETS a RE LL EL ae eee Ce Ue eee
TORT ee, ea
> aa
er, a ee
phote credits
Walter Quade._.._ _____ cover, pgs. 7 and 9
Carl Duncan Stout... _pgs. 20, 21, 22, 23
and 24
Sid Morris... . pgs. 15, 41, and 42
Gene Wang = pg. 29
art credits
art and design by Sid Morris
cover by Sid Morris