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INDEX 72

University of Massachusetts

Volume #103

Amherst

Editors Message — Part I

Upon entering the 1971-72 acadennic year, the INDEX staft was faced with a difficult problem. The Stu- dent Senate had threateningly cut our budget by $33,000. If we didn't put a little relevancy into the book, chances were we wouldn't get another budget.

We have attempted to make the book "relevant" (that old standby kicker) this year. The sports section has been cut down. The organizations section has been entirely revamped, with most of the traditional groups eliminated. The rambling ten-page headlines have been dropped, and with the exception of the portfolio, every picture has a definite purpose.

There are a lot of words in this years INDEX. We hope you'll read them. The book is an attempt to show the University of IVIassachusetts as it really is, not as a few biased people view it. It is, indeed, closer to communicating a culture rather than a chronology. In changing the book, however, something has been lost. We have had to sacrifice most of the lightness and spirit which were vital to previous yearbooks. It seems there is no room for lightness and spirit when it comes down to the students actually having to pay for it out of their tax fund.

A lot of people won't like INDEX '72. However, we had two choices: either continue in the traditional yearbook trend and risk termination of the INDEX completely, or change the book somewhat and be able to say that we tried. We have focussed more sharply on the problems of the University, an aspect which is usually underplayed or disregarded. A lot of the copy smacks of an editorialization which "has no place" in a yearbook. There is an argument to be presented, however, and setting aside the totally objective view is sometimes the best way to do it.

Educational institutions are no longer static, isolated communities. They are becoming a more and more vital force in our society, and the yearbook must assume the responsibility in part for manifesting this force.

INDEX '72 is not really a yearbook, per se. Rather, it is a period book: one that tries to show the Univer- sity of Massachusetts in this important period of its growth, without putting unnecessary time limits on it.

Hope you read it . . . and perhaps enjoy it.

(Editors Message continued on last page.)

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WALTER S. SOBZAK

Editor-in-Chief MIKE WASILAUSKI

Managing Editor JACK KOCH

Business Manager GAIL TAYLOR

Designer VALERIE SEMENSI

Seniors CHARLES MINOTT JEFF SHELKEY

Co-Photo Editors DR. DARIO POLITELLA

Advisor

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TABLE OF CONTENTS

Part 1 Student As Institution 20

Part 2 Student As Inhabitant 74

Part 3 Student As Participant. . . .126

Part 4 Student As Hedonist 170

Part 5 Student As Athlete 224

Part 6 Student As Senior 284

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The student had heard strange and wonderful rumors of a good and powerful place at another part of the campus. The place was called Whitmore, and there were very im- portant people living there. In September of the year Nine- teen Seventy-one, the student ventured off to find one of these people, in order that he might converse with him. The student brought with him a piece of paper containing a question which only a person in Whitmore could answer. "What steps," said the question, "have been taken by the Administration to break down the walls of red tape which separate the student from the Administrator?" The student was hopeful that the person's answer could be used in the noted Yearbook, INDEX.

Upon entering the portals of Whitmore, the student found one of the persons. It was, in fact, a dean . . . one of the greater persons in the land. The dean said that, sure he would answer the question. Just as soon as he got a chance.

The months passed, and the student had to keep re- minding the dean that the answer was very necessary, for the INDEX had deadlines which had to be met. In the month of May of the year Nineteen Seventy-two, the dean told the student that, of course, he hadn't had a chance and, of course, he wouldn't be able to get to it. The stu- dent would never have an answer to his question concern- ing the relations between students and Administrators,

Little did he know that his question had been answered.

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Seven Days In October

A different kind of confrontation occurred on campus during the first week of October, 1971 — a confrontation whicli involved students more as spectators than as partici- pants. It was a confrontation which provided a week filled with confusion, fear, and speculation — a week that helped determine the future of UMass-Amherst. It was the week that Chancellor Oswald Tippo resigned.

The whole episode, from the start, was marked by sus- pense. When TIppo spoke to the Faculty Senate on Thurs- day afternoon, the last day of September, It was In special closed session. Only the reporters who agreed not to print any of the Chancellor's speech were allowed to remain.

The next morning Massachusetts Daily Collegian (MDC) could only drop hints. Without revealing what Chancellor Tippo said at the closed session, it quoted Larry Ladd, then vice-president of the Student Senate:

"It took things like Tippo's speech to unite students and faculty for a common cause . , . The Student Senate will go along with the Faculty Senate in supporting Tippo's position stated in the closed session."

And as a foreshadowing of that eventful first week of Oc- tober, the MDC anticipated that, "more detailed information will be available concerning the content of Tippo's speech in forthcoming editions of the Collegian."

Saturday morning, October 2, the Springfield Union broke the story.

"The Chancellor and several other high-ranking campus officials," it reported, "had resigned in a dispute with Pres- ident Robert Wood over the budget and the role of the Am- herst campus in the University system." That one state- ment succinctly summed up the feud which had been brewing for months between TIppo and Wood, and the strained relations which had existed between the Amherst and Boston campuses.

Rumor and speculation abounded that weekend, but Monday morning's MDC revealed the "detailed informa- tion" as It had promised.

The major dispute between Tippo and Wood, it seemed, involved a proposed transfer of $850,000 from the Amherst campus to Wood's System's office In Boston. This $850,000 figured prominently in the discussion which en- sued that week. Tippo claimed that, by the transfer of these funds, UMass-Amherst would suffer. Wood argued the contrary.

Throughout the ordeal, however, Tippo remained un- communicative as to the actual reasons behind his resig- nation.

"I guess I've been in administration too long," he said, "and I think I've had enough." Other sources, including his wife, claimed that Tippo had been "tired of fighting alone all the time."

24

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Robert Wood (top) Oswald Tippo (middle) Randolph Bromery (bottom)

After making his "irrevocable" decision to step down from his post, Tippo received letters of resignation from Vice-Chancellor for Academic Affairs Robert L. Gluckstern, Special Assistant to the Chancellor David Clay, and what the MDC termed an "unwritten confirmation" of Vice- Chancellor for Student Affairs Randolph Bromery's inten- tion to follow suit.

As it turned out, these three resignations, the result of close professional and personal ties with the Chancellor, were merely gestures. Gluckstern, for example, said his resignation was offered to show "support for Tippo" and that it was a "resignation to him."

Tippo, however, exercised a pocket veto, so that the res- ignations never reached the Board of Trustees.

As for himself, Tippo requested a sabbatical leave for one semester, after which he would return to his tenured position as a Professor of Botany at UMass.

President Wood had more immediate concerns. He ap- peared on campus Monday to talk in closed session with student and faculty leaders. On Tuesday, he held a convo- cation to discuss the allocation authority and budgeting of his central System's Office. Over 1000 faculty and students crowded into the Student Union Ballroom to hear him de- fend his position that "the Trustees and the President have the major role in the allocation of unrestricted nonstate funds (trust funds)." The consensus was that, amidst fear and hostility. Wood handled the situation well — so well, in fact, that what was almost a crisis quickly became what one observer termed a "non-issue."

But there was still excitement on campus for the remain- der of that October week. Among the unanswered ques- tions, the most predominant seemed to be, "Who will be the new Acting Chancellor, and how will he be appointed?"

Many feared that Tippo's successor would be, as one administrator put it, "Wood's man on campus." But their fears were soon put to rest on Thursday when the Board of Trustees unanimously accepted Randolph Bromery as the new Acting Chancellor. And although the campus had not been consulted in the appointment, it was clear that no one objected to the move, which was interpreted by the MDC as "taking a path of least resistance here on cam- pus."

In accepting his new position, Bromery said that he would "strongly represent the faculty and students to the President and Trustees." "My principal focus," he said, "will be establishing a relationship between Amherst and the President's office and Amherst and the other cam- puses. I believe in an open system. There should be free communication within the campus and within the system."

Bromery's appointment marked, in his words, "the con- clusion of seven very active days." And as the campus re- turned to normal, President Wood expressed his hope that this was the beginning of the time when System and cam- pus would move as one. (In April of 1972, the Board of Trustees named Bromery as Chancellor of the University of Massachusetts-Amherst.)

Thus, the confrontation ended with the leaders at Am- herst and Boston sharing the hope that a future confronted in harmony was the next step forward.

Jerald Lazar

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Reprinted from Massachusetts State College INDEX — 1 932

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".Now %ou sec it. now voii don't, I , i. it's all done with the aid "i mirrors ' Ihui's "Johnn\" telling the bo\s how he shot the (wck through the opponent's goal to score the winninf; tally. Beside-- being a rabid alhku, " lik is some chemist, and the wa\ he iin.xes HjO anci H^SOj together may well make Paul Scrcx begin looking for another job. 1 lis social acti\'i- tics are directed towards i-iiirlington and mas'bc that ha.s something to do with his majoring in Militdrs

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If anything in INDEX 72 approaches A Dedication, so popular a few years back, this must be it. Think of it as a tribute.

Oswald Tippo's history at UMass began in 1928 when he entered the Massachusetts State College as a student. After graduating in 1932, he earned his Masters and PHD in Botany at Harvard, also spending a period there as a Teaching Fellow. Tippo thereafter went to the University of Illinois, where he progressed from the status of Botany Instructor to Chairman of the Botany Department. He ultimately became Dean of the Graduate School. After leaving Illinois, he took the post of head of the Botany Department at Yale.

After spending time at Yale, he accepted the post of Provost at the University of Colorado. In the early sixties he became Executive Dean of Arts and Sciences at New York University.

In 1964 he returned to his alma mater as Provost. He submitted his resignation from the post of Provost to the board of Trustees in 1969. The resignation was never approved by the Board and Tippo remained, to be appointed to the post of Chancellor in February, 1970.

29

Report of the President's Committee

On the

FUTURE UNIVERSITY OF

MASSACHUSETTS

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On December 9, 1970, Robert C. Wood was inaugurated as the 16th President of the University of Massachusetts.

At his inauguration, Wood announced the appointnnent of a Committee on the Future University of Massachusetts. The

Committee would study the present University, and submit a report on where they thought it should be going. One year later, the Committee submitted their long awaited report. Their major recommendations were divided into

five key concepts: Accessibility to all students. Diversity of academic programs. Undergraduate teaching as a special

priority, Sen/ice to the public, and Productivity in the use of resources. Among the more concise recommendations were the following direct quotes.

The Committee recommends that . . .

the University take whatever affirmative steps are necessary in its admissions, recruiting and financial aid poli- cies to ensure a fully representative student body.

the University adopt guidelines to judge the success of its admissions policies in serving low-income and in- creasingly hard pressed middle-income families.

the University pay special attention to serving groups historically discriminated against or severely underrepre- sented in the University.

the formulation of guidelines to test the University's success in recruiting older students, and in serving women and transfer students.

the University adopt, and the Legislature fund, financial aid sufficient to support the kind of student body we suggest. This is crucial.

the University adopt new admissions criteria in order to maximize the accessibility of the institution to the groups we have mentioned without jeopardizing its commitment to excellence.

growth at Amherst (campus) be slowed over a period of years and finally stopped at a ceiling of 25,000 stu- dents, and less if possible.

the remaining growth resources available to UMA will be extremely precious, and that they be concentrated on efforts for educational innovation and change.

... the teaching hospital at Worcester be constructed as soon as possible.

the development of a new freshman year curriculum, together with greatly intensified advising and counseling services for freshmen and a greater share of University resources be applied to the Freshman year.

., . . there be a greater diversity of program for the rest of the undergraduate years.

. . . there be diversity in the place of learning, and in the time of learning.

... the graduate and research activities of the University, in both the arts and the sciences and the professional areas, be examined to see how they can contribute more effectively to an enhanced undergraduate focus.

... the University devote priority attention to service activities in six major areas: special attention to the Universi- ty's neighbors; service to government agencies; service to the poor; health service; elementary and secondary education and other areas of public higher education; and economic conversion and manpower.

31

Bromery Speaks Out

In March, 1972, two members of the INDEX staff were granted an interview with (then) Acting Chancellor Ran- dolph Bromery. He was very responsive to the students' questions, and put them at ease with his quiet, non-con- descendant air. He was to be named Chancellor the follow- ing month.

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INDEX — Dr. Bromery, do you feel that any real effects have resulted from the resignation of Dr. Tippo?

Bromery — Sure there were effects. One of the most im- portant of these is that a lot of people recognized the fact that there is a president's office. They also recognized that there are growing pains involved in the development of a multi-campus university. There was also a clear indication that we had communica- tions problems. These are what I consider to be the lasting effects. I think, also, that there were temporary effects. Most people began to look at the experiences of other institutions, and what they discovered in practically every case was that problems developed in the top of the pyramid in the administrative office. Most of the concern came from the senior campus. A thing people often overlook is that when a statement comes out of the president's office, it doesn't merely

concern the Amherst campus. All too often the, other two campuses are overlooked. I really think that one of the important positive aspects of I this happening was it made the campus recognize that it was important to figure out just what it was, , and where it was at. All at once, we on the Amherst I campus realized that we had to set a goal for our- selves, and a set of priorities.

INDEX — What do you consider to be the primary role of I the Chancellor?

Bromery — Well, I see the role of Chancellor as multifold. First of all, his role is to help establish the academic tone of the university. Secondly, the Chancellor has to represent the programs and concerns on campus to the President and the Board of Trustees. The Chancellor is the major point of contact between the President's office and the campus. I see the Chancellor's Office as helping to integrate the 3 major areas of campus. These are the academic, the student affairs, and the administrative service. In addition, the Chancellor's is the primary role in the development of the vehicle for public service. Also, the Chancellor's Office will have to devise new and innovative ways in which alumni can become in- volved. The Chancellor has an obligation to have a lot of exposure to a lot of people, in and out of the state.

INDEX — Do you think the Chancellor should be the "President's man," or an "Amherst man?"

Bromery — I think the Chancellor should be his own man. Then I think he should represent the campus. If the Vice-Chancellors were at the point, for example, where they were all yes-men, then I'd get all new Vice-Chancellors. I think the Chancellor should rep- resent the campus postures to the President, as well as seeing how the campus fits into the multi-campus organization.

INDEX — How do you feel about the treatment of the Uni- versity by the media? I mean, by most newspaper coverage, the University is full of heroin-shooting, orgiastic, crazed people.

Bromery — It's very important to tell, and stress, to the press that it would be utter chaos if the situation were as you say they portray it. The news depends upon news. They are bound to pick up on the ex- ception, but that doesn't eliminate the rule. It's like the drug problem. It's my gut reaction that the drug problem is not as bad as it sounds. I think we have a much worse alcohol problem, but parents

32

don't like to talk about that because they're a part of it.

INDEX — What do you think the results of a tuition hike would be? Are you for it or against it?

Bromery — I do think the tuition will go up. I'nn an- advo- cate of no or low tuition, but I like to look at things realistically. Something's got to give. If it's going to go up, it will start with the out-of-state students. A good part of the education process comes, how- ever, from students interacting with other, different students.

INDEX — In the Future University Report, there are five concepts which are considered most important for the University In the future. These are, accessibility to students, diversity of academic programs, under- graduate teaching, service to the public, and prod- uctivity. What about the first one, accessibility to the student?

Bromery — I think that if we're going to solve some of the major social and economic problems facing the state, we will tiave to make It accessible to all the students in common. Accessibility will help thwart a class society In a state based upon economics. I think that when you talk about accessibility, we ha- ven't equalized educational opportunities in the Commonwealth. Until we have some new ways of measuring potential of an individual for a college education, we have to make it accessible to as honest a cross-section as can be determined. The segment that suffers the most is that including the blacks, Puerto Ricans, and, on the South Shore, there are economically poor people who don't get a chance at college.

INDEX — Thank you. The second aspect is that of diver- sity of academic programs. What are your ideas on this?

Bromery — Look at It in a couple of ways. First, most stu- dents who come to the University are successful in going through the educational process. This is the traditional academic program that is pretty much the standard in most high schools. Still, there Is a small but significant percentage of stu- dents who require alternatives. In establishing a div- ersity of academic programs, there are two things which must be required. First, there must be a way of determining an evaluation for the alternatives, and second, they must be made educationally legitimate. Interdisciplinary programs are necessary to a university

community. It is very difficult, however, to convince departments of this necessity. They have to be made academically meaningful and sound. They have to be appropriate to the function of the institu- tion.

INDEX — What about undergraduate teaching?

Bromery — There has to be a change within the reward structure, for the faculty. There definitely must be a greater emphasis placed upon the undergraduate. The teacher evaluation is at least a start on putting the emphasis on undergrad teaching. I think that we must look at the fact that we have a very large portion of our faculty who are performing as effective teachers. But we need more.

INDEX — What about service to the public? The Future University Report seemed to stress the Importance of this function.

Bromery — The people who yelled the loudest, and placed the most emphasis on that aspect were those who read the Newsweek article, not the Report. You must remember that this is a multi-campus system. The Boston campus will be more service oriented, as It looks now. It will depend upon the individual campus. Any service we get into has to be appropriate to the uni- versity and the role of the campus. Othenwise we will have a difficult time trying to justify our funding. The service aspect of the report is part of the entire re- port that begins to define the public university.

INDEX — What about the productivity aspect?

Bromery — That aspect was very vague in the report, but there's not much that can be done about the vague- ness. Productivity is very difficult to measure, but it can be to a certain degree. There are a couple of ways to measure productivity. First, productivity of the university can be measured by seeing how many undergrads get into good graduate schools. A sec- ond way Is to determine how many people are able to change the lives of other people. For example, the Northampton Volunteers.

INDEX — What do you consider to be the top priority on this list?

Bromery — That can't be said, since the five categories cannot really be separated. They are all intertwined. They do have one thing in common, and that's eco- nomics.

INDEX — Thank you.

Bromery — Thank you.

33

Success Without Trying

When it's preregistration time at UMass, it's also time tor the smart student to plot a course load that will produce a minimum of work, a guarantee of passing grades and free- dom from attending classes.

It's possible. All you have to do is follow any one of the following "How-to-succeed-in-college-without-really-trying" plans.

You just need three things to follow any of these plans: (1) a desire to take it easy, (2) no concern about what type of course you take just as long as you pass it, and (3) money that you don't need.

Plan One

Take any five of the 20 courses covered by the Student Senate Lecture Note Service. For $7 a course you get a complete set of notes on all lectures. You never have to attend class — the notes are taken and typewritten for you. All you do is pick them up at your convenience from the Lecture Note Office in the Student Union.

The only drawback with this plan is that you have to cram like crazy to pass the tests. But two weeks of sleep- less nights studying for mid-terms and finals are better than 12 weeks of dull note-taking.

The beauty of the plan is that you can take courses that fulfill the University "core" requirements. Five of the Lec- ture Note Service courses are "E" (natural sciences) courses. Thirteen are "D" (social sciences) courses; two are "C" (humanities) courses.

The total cost of Plan One is $35 for five courses.

Plan Two

Take five courses that require written papers instead of exams. The best places to find such courses are in English and Comparative Literature Departments.

By buying your papers from such companies as "Term Papers Unlimited" the only time you'll have to go to class is to turn them in. You won't even have to read a book.

The only drawback to this plan is money. At about $3 a page, term papers can be pretty expensive. For five courses, each with an average of three five-page papers, the total cost is about $225. But think of the convenience. Besides, once you've used the papers you can sell them yourself.

Plan Three

Get into the School of Education. Then all your courses will be graded pass-fail.

Plan Three is the cheapest of all the plans. All you need to pay is regular tuition.

But this plan also requires more work than the others. In order to pass the Education courses you'll have to go to class sometime. You'll also have to take some tests. You might even have to take some notes.

But remember that you just have to pass the course and that's it. "A" work and "D" work are both considered the same. You shouldn't have to work too hard to get a "D."

Plan Four

This is the combination plan. You should take a few courses covered by the Lecture Note Service, a few that require only papers, and a few from the School of Educa- tion. By doing this you'll be cutting down on study time as well as costs. You'll have fewer lecture notes to study and fewer papers to buy.

But most important, not only will this plan minimize your workload, it will also give you greater diversity in what you don't have to do.

So why don't you take it easy this semester and follow the "How-to-succeed-in-college-without-really-trying" plans. For that matter, follow them until you are graduated. You won't learn much, but you'll have a good time while you're not.

John Mulholland

34

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37

STRIKE

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Larry Ladd (left), Student Senate President and chair-person on tlie Strike Ad Hoc Steering Committee, and Johnetta Cole (below) of the Third World Alliance, address a mass strike meeting.

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Friday, April 21, 1972 marked the demise of the short- lived UMass Strike. Proposed by about 80 members of anti- war and liberal groups in response to the escalation of the war in Vietnam by President Nixon, the Strike failed to stim- ulate enough student interest to survive and was quenched on April 21, only one day after it had been effected, by a campus-wide student referendum and a major splitting of the Strike coalition over group politics.

About 1,000 people attended the initial mass meeting in the Campus Center to determine whether to call a strike, and to establish the nature of the strike if effected. The group voted unanimously to call a strike on the UMass campus for Thursday and Friday, April 20 and 21 ; the four basic demands on which the strike was to center were: an end to the bombings in Vietnam, withdrawal of all U.S. troops and air support from Vietnam, freedom for all U.S. political prisoners, and an end to all forms of racist and sexist oppression on the UMass Amherst campus. The fourth demand was supplied by the Women's Caucus in an attempt to give women and minority people equal opportu- nity in admissions and promotions at the University, equal pay to the employees of the University and power to help determine admissions and curriculum policy in all schools and departments in the University. If these last demands seem to have little relevance to the initial antiwar senti- ments which were the driving forces behind the Strike, you, the UMie reader are in serious trouble — you are obvi- ously not aware of the cause of the U.S. involvement in Vietnam, the white male power superiority syndrome. This difficulty on the part of the majority of the UMass students to grasp the relevance of the fight to stop racism and sex- ism as an integral factor in the fight to end the war in Viet- nam not only eventually defeated the Strike, but also ham-

pered complete or even partial understanding of the rea- sons for the Strike. The Movement spread itself too thin, attempted too much with too few results, and weakened its grounds until chances for its survival became very dim. The myriad of social ills upon which the Strike was based were too wide in scope and too vaguely connected to be a feasible basis upon which to build an effective University- wide strike.

Strike activities began Thursday morning around 6 a.m. when the Vietnam Veterans Against the War and members of the Women's Caucus walked in through the opened doors of Dickenson Hall, which houses classrooms and of- fice spaces for Army and Air Force ROTC, sat down and began planning workshop activities for the Strike, initiating the "occupation" of the ROTC building. As the other Strike activities (picketing of classroom buildings, the "occupa- tion" of Whitmore by a small group of power-hungry strik- ers with misplaced priorities) proved to be merely ineffec- tual and annoying, the "occupation" of Dickenson and the eradication of ROTC became the focal points of the Strike. Probably the only substantial result of the Strike, the Cen- ter for Social Change evolved from this "occupation" of Dickenson Hall; strikers reasoned that if the University was to provide a center for the eradication of human life, then it should also be responsible for providing a center for the preservation and improvement of human life.

The UMass Strike, in existence for only two days, died as a result of the expanded rhetoric and power games of the groups involved in the strike, arguing over who would have how much say in how many decisions. Is it any wonder that the war in Vietnam continues? The UMass Strike illus- trated perfectly the forces that keep the war alive. Think about it.

39

On the morning after ttie strike was called, Ctiancellor Bromery spol<e before an overflowing crowd in tfie Student Union Ballroom (below).

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"Workshops" were called on various parts of campus as a re- sult of the strike. ROTC held its own (below) in its confrontation with the students, although they were vastly outnumbered.

41

Center for Social Change

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Perhaps the only outstanding result of the 72 UMass Strike was the creation of the Center for Social Change.

Originally located in the ROTC building after the "sei- zure," the Center was moved to permanent quarters in Munson Hall, the former location of the Graduate School offices.

The following is the Statement of the Center for Social Change, which appeared in the April 24 Collegian:

A Center for Social Change has been established at the University of Massachusetts; its purpose is to communicate within our own University and the surrounding communi- ties. The establishment of such a center is a result of our deep concern for the issues of U.S. involvement in Indo- china, racism and sexism at the University and the commu- nity, and political repression in our own country. The re-

cent bombings of all Indochina have made us aware, once again, of the war and its relationships to all of these issues (racism, sexism, the economy, and political repression). For this reason it was deemed necessary that the ROTC building on the UMass campus be occupied. This occupa- tion is for the purpose of housing the proposed program for social change. That proposed program consists of the following:

1 . Educational workshops on the issues of the war, racism, sexism and their interrelationships.

2. The development of programs to deal with effective changes of these issues.

3. To create a day care center, veteran's center and wom- en's center.

4. To establish a center for ongoing community action.

One of the more annoying tactics used by strikers was the ieafietting of the Calvin Coolidge bridge in Northampton during traffic rush periods.

43

Ed Marathon Cancelled

Tuesday, April 18. At seven o'clock in the morning, mennbers of the Third World Caucus appeared at the School of Education, and proceeded to block all of the en- trances. At the same time, 75 to 100 picketers carried signs in front, protesting "racism" in the school.

As a result, the scheduled "Education Marathon" was temporarily halted. Dean Dwight Allen wanted it continued, however, and the showdown occurred early on the morn- ing of April 19. Dean Allen, after initially announcing that the Marathon would be held, voted with the majority of the School Council to cancel it.

The conflict was unclear from the start. What were the reasons behind the difficulties? Don Glickstein, an Educa- tion student, explains the story behind the conflict below.

On paper, the School of Education made the first and only public campus commitment to combat racism in March of 1971 when its faculty issued what is now known as the "Nantucket Manifesto." This document stated that racism is the "central pathology of our time and the most challenging issue facing all social institutions." The faculty urged the School of Education to alter its priorities and to change the operation of the school, the programs, and the courses so as to directly confront that issue.

Approximately ten months later, a Committee to Combat Racism under the Chairwomanship of Dr. Gloria Joseph and then Dr. William Tutman was established. According to an unsigned statement put out the week of April 12, "the effects of racism were operating both within its own opera- tions and in its relations with the rest of the school." The Committee claimed a lack of resources and support from people in the Education School.

On April 4, 1972, the Racism Committee dissolved itself, charging that its perpetuation would continue to foster rac- ism. "The School has relied on the Committee as the sole mechanism for institutional change," it stated. "The contin- ued functioning of the Committee in its present directions would allow the School to cop-out on a commitment re- quiring the entire School's efforts."

After consultation with the School's Deans and the Chairmen of the School Council and Executive Committee (the two governing bodies in the School), education classes were cancelled on April 10 so that a caucus of minority students and faculty could be held. In attendance were people from the School of Education, the Afro-Ameri- can Studies Department, and the Third World Alliance. The latter became the umbrella group to represent the Caucus.

Meetings continued throughout the week, and classes remained cancelled.

The Alliance claimed that the School of Education's cur- riculum did not have a perspective relevant to minorities, that many whites did not respect minorities, and that the purpose of minorities at the Ed School was unclear with respect to the racism struggle. The Alliance also charged patterns of paternalism, decision-making discrimination, and other allegedly racist practices in the School of Educa- tion.

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A Steering Committee of three faculty members, three graduate students, and four undergraduates was formed.

The Alliance presented two demands to Education Dean Dwight Allen. The first was that the Steering Committee be recognized as the sole bargaining agent of the Minority Caucus. The second was that Allen cancel the Modular Credit Marathon to be held from April 1 8-21 , because the Marathon allegedly exploits third world peoples.

(Marathon is a bi-annual event at the Education School during which time classes are cancelled and the commu- nity is free to attend hundreds of special films, seminars, lectures and discussions. UMass students may receive modular credit for participating; 15 mods transfers to one University credit.)

The center of much of the controversy was the on-cam- pus Career Opportunities Program (COP). COP is a feder- ally-funded program that provides a college education and teacher certification to people with low income back- grounds. The School of Education's Center for Urban Edu- cation (CUE) administers COP programs in Brooklyn, and Worcester as well as the on-campus one. Some students in the on-campus COP have had disagreements with the CUE administration about the management of the program. In- formed sources say that the Alliance will call for the resig- nation of several black professors in CUE, as well as the director of the Center, Byrd Jones, and the Assistant Dean for Special Programs, Atron Gentry. (Gentry is black.)

The School of Education has approximately 1 800 gradu- ate students, 300 of which come from minority groups. For the fall, each Center (similar to departments) has agreed that fifty percent of their new students will be from minority groups. A similar quota system is in effect for women.

44

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47

The New

University Challenge:

It can be said that in the past years, college students have developed a new consciousness of the world around them.

Of course, there have been times when they have acted out their idealism, with deleterious effects.

The university community is no longer an ivory tower of learning. That alternative is, of course, still available, but the average student is reaching out past the confines of his community. He is attempting to grasp onto what he is learning about. He is searching for a tangibility which he cannot find in books or lectures. Experience is the byword.

The university system has never been completely with- drawn from society. Today, however, there is a conscious effort by the university to force itself into the society which so desperately needs service. It is this public service role which seems to Be the most important in today's university, and it is becoming increasingly more so every day.

In 1971-72, with very little publicity, an Experimental Learning Center was set up by the Provosts Office. Di- rected by Bill Burke, and under the guidance of Bob Woodbury, the Center was set up to research all existing public service programs on campus, and to decide where the university should be headed with regards to public service.

Another purpose of the Center was to act as a Clearing-

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house for students to contact with questions about the UMass programs. Faculty, too, would benefit from the Cen- ter, since there are many programs in which faculty is heavily involved.

The result of the study was a 109 page compendium of programs. As the report states, "as the ELC matures be- yond its infant stage, it will act as a clearinghouse for com- munity outreach on this campus. It will coordinate commu- nity needs with university resources."

In the following pages are some of the programs which have been "uncovered" by the Center. It is important to know that such a Center exists. Aside from the programs of the different schools, of course, there are a great num- ber of student-run public service programs. Among these are Belchertown Volunteers, Action Lab, JOE, Northamp- ton Volunteers, WMPIRG, MARY, Boltwood, CEO, Draft Counseling Services, NES, Room to Move, and Committee on Poverty. Special programs include BDIC, University Year for ACTION, United Christian Foundation, Upward Bound, and many, many more.

Unfortunately, most students will never learn of most of these programs. While today's student may be reaching out past the boundaries of his community, he wii: usually not reach too far if it will possibly result in inconvenience.

I

48

49

Physical Education

Perhaps the largest public service program in the school of Physical Education is the project at the Belchertown State School called "Sensory Motor Development Program." Under the direction of Professor Robert James, the program has forty students involved in a practicum work schedule. They put in twenty hours a week practi- cum, and are enrolled in two courses: Introduction to Sen- sory Motor, and Training in Mental Retardation.

There are also seven state interns, who are paid, in- volved in the program. These are students who work at Belchertown full-time during the summer. There are also a couple of high school students involved, as part of an al- ternative learning program.

Along with the Sensory Motor Program, the school offers openings to the ACTION program for students within the department.

There is also a program which offers Phys. Ed. majors the chance to work at the Northampton Veterans Hospital.

The school of Physical Education seems to be becoming much more involved in public service than some of the other schools. It is good to see people who are willing to go to the places which most people don't like to talk about, and would rather ignore.

50

Arts and Sciences

For being the largest (by far) school within the Univer- sity, the College of Arts and Sciences certainly does not have as many programs as some of the other schools. Per- haps this lack is a result of the School's being largely theo- retical, rather than practical. (Did you ever try to get a job with a B.A.?) If a Department of Public Service, or Social Work were ever set up at UtVlass, the nnost likely school to absorb it would be A and S, however.

The programs which do exist, are excellent. The Afro- American Department runs the W.E.B. DuBois Center in Springfield. The Chemical Information Center, along with the Quabbi Reservoir Water Analysis Program. The Geol- ogy Department was instrumental in staving off the plans for a dump in Montague, and the department has its own community outreach program.

The Journalism Department has several plans under way, under the new department head, Howard Ziff.

The Microbiology Department has a very large system of Streptococcus Identification. Sixty thousand tests are per- formed each year.

The Spanish Department has a Spanish Tutorial program which operates in Holyoke. The Speech Department has a large and much respected Communication Disorders pro- gram.

The programs which exist within the College of Arts and Sciences are very good, and illustrate what could be ac- complished if any kind of effort were made by everyone involved in the school. It's too bad that some people are paranoid of leaving their fortress of learning. They're prob- ably afraid to find out how miserably useless their publish- or-perish-or-be-accepted-or-not philosophy is.

51

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Agriculture

The College of Agriculture definitely fias tfie best organ- ized, and tine oldest public service group on campus. Thie Cooperative Extension Programs were establistied at thie turn of tfie century and, this being the case, they have had plenty of time to develop to a mature and sophisticated state.

Cooperative Extension programs are educational pro- grams designed to aid people of the Commonwealth to help themselves in solving problems, and as the name im- plies is a cooperative effort of the state, the counties, and the Federal governments. It is education for out-of-school people, in or near their local communities, and designed to utilize the body of knowledge to assist people in meeting their needs.

In the Commonwealth of Massachusetts, the University of Massachusetts at Amherst numbers among its faculty certain people who have major assignments in off-campus teaching. There are other teachers on the staff of the County Extension services. There are also lay people in the communities who assist in the educational programs of the Extension Service.

In recent years, the Extension Services have placed em- phasis on assisting disadvantaged citizens educationally, in order that they may be better equipped to make decisions on nutrition, purchasing, and family decision-making. Other programs assist people in the production and marketing of food, in the beautiTication of homes and communities, in the operations of food industry business, to mention only a few.

There is a uniqueness in Extension in that the financing, the decisions on what will be the major programs, and the operation of the programs are shared by the state univer- sity, the county governments, and the people in their own communities, as well as the federal government.

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52

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Education

While the College of Agriculture has the oldest and best organized public service program on campus, it must be said that the School of Education has the most. The list of programs In the School of Education is long and constantly changing.

The most serious drawback for undergraduates in the School of Ed. with regards to public service is that most of the programs are graduate-student oriented. The list reads like the chapters of an education textbook: Adult Basic Ed- ucation, Alternative School Program, CADRE, Careers Op- portunity Program, Cuetem, Clearinghouse, CAM, Compre- hensive Early Childhood, Co-op School Service Center, Distributive Education, etcetera, etcetera.

The School of Education has a reputation of being the most "innovative" on campus. Someone in the school must be innovative, or they would have run out of titles long ago. The School of Ed. is very big on public service, and it will hopefully have some kind of influence upon itself in deciding to offer alternatives for undergraduates, who are treated like second-class students when it comes to getting out into the community, and working with real peo- ple.

53

What, with all the programs mentioned on the previous few pages, there seems an overabundance of public serv- ice activities on campus, one must consider a few num- bers. First, one must consider the fact that there are 20,000 individuals on this campus. Next, consider the fact that, of these 20,000 people, only about 3-5% are involved in any type of outreach program.

If, indeed, today's student is more determined to find out what it's all about, the numbers do not prove it.

There are many more programs than those mentioned. The School of Business, the School of Home Ec, the

School of Nursing, the School of Public Health, the School of Engineering, the Labor Relations Research Center, the Special Programs. Pages could be spent on these, but the final figures would be the same. A million programs could be established, but as long as people don't join them, they might as well be non-existent.

The Experiential Learning Center is presenting and ex- pounding upon the premise that students really want to ex- perience their life, rather than allow it to carry them along to that Ultimate . . . graduation.

54

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55

University Year For ACTION

UNIVERSITY fe tfe /EAR FOR ACTION '""^

Seventy-nine UMass students found themselves in deten- tion centers, jails, and various social agencies as part of the University Year for Action program in 1971-72.

Commonly known as 'ACTION," the new federal pro- gram took student volunteers out of their classrooms to live and learn in a new context — the contemporary urban en- vironment. The UMass ACTION volunteers were selected by their different departments and colleges to work as as- sistants to professionals operating different social agencies near the school.

Only eleven colleges and universities in the nation quali- fied for the $7.8 million ACTION program. UMass made the grade because it developed an operable plan and recruited the required volunteers by the September 1st deadline, just one month after the federal government had approached the school with its proposal. Robert Woodbury, associate provost for special programs, and overseer of ACTION at UMass, said in February, "It was a challenge, a big one, but our staff put in the extra effort needed and the program is running full speed now."

"Full speed" meant 49 volunteers in September and 30 more in February. It also meant 30 academic credits for one year's service and a $3000 housing allowance so that students could live near their chosen agencies.

The agencies involved were the Hampshire County Jail, Belchertown State Training School, Springfield Model Cities program, and the SASSI Prep School in Springfield; also the Westfield Detention Center, Genesis II and the Fnendly House of Worcester. As social workers, legal aides and

recreation directors for these agencies the 49 student vol- unteers combined field work with book-learned theory.

Although the ACTION volunteers did not live on campus i or attend University lectures, they were required to take! one course in community relations. It met only a few times each semester for the purpose of discussion and advice. When Acting Chancellor Randolph W. Bromery spoke to one group of the volunteers, he emphasized this side of the ACTION program. He said that the most critical aspect of ACTION is coming back to the University and actually sharing the experience with other students and faculty, "hopefully to direct University resources so they will come to bear more meaningfully on this State's people."

Dr. Bromery's sentiments coincided with those of UMass President Robert C. Wood, and the recently released "Re- port of the Committee on the Future of the University." The University in service to the community, the University in ' service to the State, is the up and coming thing, according to the report. And because it increases community contact with the University, the ACTION program was a positive step in the direction of such extra-campus cooperation.

The participating students also felt they were making closer contact with the community through the program. The Massachusetts Daily Collegian reported one volunteer's sentiments. "ACTION does more than put the University's students into the community to learn; it also provides the community with a contact to the University. It is a two-way street with both sides benefiting." Another volunteer said, "All students should spend some time in the community if just to gain a sense of humanity."

The ACTION program emphasizes problem-based learn- ing. One girl explained the experience as a practical appli- cation of booklearning. "It means so much more when the problems being described are the ones you're trying to solve that day." While the students realized they couldn't change history, they were hopeful it would "just help someone through difficult times."

The not-so-traditional approach that the ACTION pro- gram takes toward education was viewed with suspicion by some staff and faculty members. Dr. Ruth Bergin, director of University Year for Action at UMass, said that the unor- thodox approach caused some problems in arranging credit toward each volunteer's graduation. (ACTION volun- teers are still enrolled in the University.) She was optimistic, however, that a good performance record for 1971-72 would decrease opposition and criticism in the future.

But the future of the ACTION program is uncertain. Be- ing a plum in the political pie, University Year for Action . may not be funded by a new administration. The "service dimension" of education may be limited to what has been exposed at UMass and the ten other participating schools. The philosophy of "a living education, rather than a lecture one" may die after this year's attempt. But it was a year for ACTION.

Anne Stadnicki

56

While students like Richard Sockol and Vivian Hayes made the UMass ACTION program successful (above), it was really Dr. Ruth Burgin (left) who coordinated all of the forces and directed them towards their ultimate success. The UMass ACTION program was one of the top such programs in the country.

57

The Shortest Distance

Between

Two Points . . .

Is Undoubtedly Under

CONSTRUCTION

There was once a time when one could walk across campus without having to carefully avoid falling Into some vast pit or chasm. They seemed to be put deliberately In the paths most travelled by the students, and were the cause of a lot of frustrations, curses, and muddy feet. This was the phenomenon known to most only as CONSTRUC- TION.

During the 1971-72 year here at the University, several projects were in various stages of completion. The new "additional library facilities" were completed in the form of a twenty-eight story landmark. Goodell could no longer keep up with the growth of the student body and, as a result, the $16 million tower was erected. It currently lays claim to being the tallest library In the world.

Perhaps the most Inconvenient piece of construction currently being built is the Fine Arts Center. Stretching from North Pleasant Street back to Herter Hall, the new Center will certainly prove to be one of the most sprawling buildings on campus. The projected tab is nearly $1 2 mil- lion, but the Center will provide much-needed auditorium space and practice rooms.

Tobin Hall, officially called the "second addition to Bart- lett," should be completed by the time the INDEX is distrib- uted. Devoted entirely to the study of psychology, this handsome building should also prove to be extremely valu- able to the campus. Nearly $6 million has gone into Tobin.

The recently completed Graduate Research Center ($14.5 million) will have two additional towers constructed in the near future. (Rumor has it that one tower will be for Chemistry, one for Math, and the third for Physics). Most likely, they will be constructed of the same grey concrete which has seemingly cornered the market in the academic building Industry.

During '72, The Great Gully was very much a part of UMass life. This Steam Distribution Line ran from the back of the Sylvan dorms, all the way down the hill, providing a man-made barricade against small dogs and students.

Because of the construction of Tobin Hall, most of the tennis courts have to be relocated. Where they are to be moved presents a problem. Some will be moved across the street to the playing fields. Other will remain where they are. The projected cost of relocating the courts? $156,000.

Along with the two graduate towers, the future also holds an addition to the Infirmary — a very much needed facility.

Construction is a way of life for the UMass campus. It's a pain in the ass, sometimes, but to witness the construction and completion of a new building almost makes it worth it.

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63

UNIVERSITY LIBRARY: "In Pursuit of Excellence"

By the time INDEX 72 is distributed on Registration Day, September 1972, one of the first copies of the yearbook may already have been shelved in the Special Collections and Archives room on the 25th floor of the new 28-story University Library.

Although the connection between the 103rd edition of the INDEX and the University's new library is slight, both yearbook and library may need to justify their raison d'etre. The yearbook will have to be championed elsewhere, but the library . . .

It all began back in April 1 969, when ground was broken for the building that had been awarded the greatest amount of funds (2.43 million) yet granted by the U.S. Of- fice of Education under the Higher Educational Facilities Act. The total cost of the project was estimated at $16.8 million.

Cramped quarters in Goodell Library, inadequate for the needs of a growing University population, necessitated the construction of a new building; but site limitations dictated the erection of what is presently the tallest library in the world. And, even this — one of the largest academic librar- ies built in the United States in recent years — with its seating capacity for 3,000 falls about 2,000 short when measured against an enrollment ratio standard.

But those of us used to tromping about the nooks and crannies of the original two-story (1935) Goodell Library and its six-story (1961) addition will share a sense of streamlined modernity in using the five high-speed eleva- tors, encased in the famed "highest elevator shafts in Western Massachusetts."

Contained in the tower section is the basic design se- quence of two stack floors, a study floor and two more stack floors. The tower itself is set on a large two-story po- dium below the entrance level. Here, as contemporary as the interior may seem, the bustling center of activity in the main level below grade is more suggestive of the perennial Hades. Users go below for such major library services as the Reference and Periodical rooms, which are adjacent to an open court, permitting the light of day to penetrate the depths. Even the River Styx exists in the form of a tunnel designed to alleviate mid-campus traffic connects with a

loading zone in South College.

Floor-to-ceiling windows make maximal use of daylight in the tower levels and everywhere space is used as a design element. The resultant grandeur embues even the casual library user with a sense of reverence in the house of re- corded knowledge.

Perhaps the feature most appreciated by returning un- dergraduates will be the spaciousness of the Reserve Reading area which, together with three general study ar- eas, comprises the first three levels of the new building, with an outside reading court for sweetening those re- quired reading sessions in warm weather.

Unlike Godell Library, with its wood and plaster interior reminiscent of an obsolete high school, the new University Library will fairly exude the image of the space age. How- ever, as appealing as aesthetic factors and convenience may be, more integral to the function of a university is the nature of the service rendered by the library to the aca- demic community.

Perhaps it is symbolic that the brick-faced monolith dom- inates the campus, dwarfing the Southwest residential tow- ers, once so prominent. Likely the tallest college library for some time to come, the University Library will have an ulti- mate capacity for 21/2 million volumes. Although it opens with less than half this number in its stacks, the potential for growth is an encouraging factor in the search for aca- demic excellence by the University of Massachusetts.

One of the criteria for judging the quality of an academic library is its dedication as a repository for scholarly mate- rial. Collections of scholarly publications, esoteric items for academic research and out-of-print materials may seem to place an unwarrented emphasis on the research function over and above the avowed teaching one of an institution. However, a reputation for quality in one's library collections is an important factor in attracting professional staff (teach- ing, research and library), graduate students and research grants. All of these contribute to the total excellence of a university. Ultimately, the entire University benefits by con- ferring its approval and esteem on its library building and thereby, implicitly, on the "pursuit of excellence."

Judith Boone

64

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66

What do you call it? Tippo Tower? Wood's Hole? Lederles Last Erection?

67

Year of the GREAT CAR CRUNCH

Someone ought to engrave a plaque with the names of those brave students who could seek out, occupy, and hold a legal parking space on the UMass campus during 1971-72. Each auto was a vision of desperation, packed like a sardine, straining for fender room. Every campus in- tersection provided a field day for traffic cops. The vehicle population had exploded. This year there were 18,000 reg- istered cars on campus and 8,200 free parking spaces. This left almost 10,000 vehicles to compete for 2,000 slots in the ISO-an-hour gridwalled garage. This modern com- plex has automated ticket givers that punch one's entrance time. Unfortunately, the things can't count, so an infinite number of cars could enter an already filled garage. The frightening reality is that some poor sucker could get charged for taking La Grande Tour des Ramps without ever finding a place to dump his V.W. Because of this frus- trating situation, scofflaws were defiantly parking in tow- away zones. They were, of course, ticketed. But perhaps as a further gesture of contempt, the tickets were left tied to the windshield wiper and flapped in the breeze a lot. They were not acknowledged, much less paid.

Had they been paid, the fines would have gone to the financial aid office to help poor, but deserving, students. Most students are poor but deserving. But only one student was incensed enough to try to collect the outstanding $135,000 worth of parking fines. His name is John J. Mc- Eleny.

In late October of 1971 f\/lcEleny petitioned the students' General Court to collect these fines because he felt he was "being deprived of a source of financial assistance." Spe- cifically, he wanted a writ of mandamus authorizing the student Attorney General to go out and collect the unpaid bills. Lee Sandwen, the president of the Student Senate, objected to the collection idea, he said, because the ticket- ing system discriminates against students. The campus parking commission allows faculty and staff to park in nearly any campus lot. Students cannot. Commuters are particularly hard-hit. They are given permission to park by the stadium in "V" lot irregardless of the fact that their classes may be in the Hasbrouck-Morrill area. Or, burning with fever the wasted student leaves his van in front of the infirmary. That's a staff-only lot; his car may be towed away by the time the student emerges, full of penicillin. Or maybe Sandwen acted in sympathy with the coed who had to drop off a paper at Bartlett. Her bumper sticker said "14" so she dashed off a sob story in twenty letters or less, stuck it under the windshield wiper, put up the hood and ran, hoping to hell she'd be back before the cruiser came cruising into parking lot 5. Prexy Lee Sandwen had evidence for a case but the court ruled in favor of Mc- Eleny, so Attorney General Henry Bouffard went to work. He found that students owed $31,000. Faculty owed $4,000. Unregistered cars owed $99,000. Some of these cars be- longed to the ticket-flapping students already mentioned. Others who weren't directly affiliated with the university

didn't take their tickets seriously because, after all, UMass is not really a city. Because the student court had given Bouffard the authority to collect only student fines, he de- cided to act as a private citizen to collect the others as well.

Early in the spring semester, Bouffard and a small staff won the cooperation of the Clerk of Northampton courts, and drafted an IBM form letter to be sent to all the scof- flaws. The letter demanded payment of fines on pain of court action. Bouffard was hopeful enough to expect all debts to be paid by the summer of '72.

The McEleny case set a precedent for the handling of the violators but did not result in any but a superficial treat- ment of the real problem. The parking annoyance of the 1971-72 school year ate at time, money, and perhaps a few consciences. Robert Ferriter, the coordinator of park- ing, says he recognizes the problems but is waiting for a "go ahead" sign to do anything about it. He does not say to whom he is looking for that sign, but while he is waiting, there are plans to build a highrise in parking lot 6 and no intention to replace those lost parking spaces. The situa- tion does not look promising, but perhaps the future will see monorails, a local subway, or maybe just a super-effi- cient bus service. Ferriter dreams of metered slots and a sidewalk shuttle like those of Disneyland. Whether there will be any improvement at all is yet to be seen. But one thing is certain. Another year of the Great Car Crunch has passed.

Roberta Soule

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Joe College Turns to Crime

The times, they are a-changing — so that the Joe Col- lege who once worked his way through school is now stealing his way through. And he's getting all kinds of out- siders to help, too.

Joe and his friends ripped off more than $90,000 last year, and the Campus Cops said it was getting worse. As a result, UMass — 1970's became no different than any other topflight campus in the country, for unabashed crime took the place of the panty raid as Joe College's favorite pastime.

Campus Security was "not sure" of the percentage of outsiders who help push up the crime statistics because so little of the loot was ever recovered. Some said that Joe and his off-campus accomplices contributed equally to the problem, while others said that the student crooks "proba- bly have 80% of all the stolen articles still within five miles of campus."

Police found it a backbreaking job to keep up with the student thieves because the "old college try" now seemed to be translated into an all-out effort to take anything and everything in sight. The Campus Center tried to fight the problem by making things as hard as possible to rip off. But without much success. Although equipment was bolted, anchored, and glued down to prevent thefts, arti- cles ranging from fire hose nozzles to color T.V. sets still disappeared without a trace.

Joe's extra-curricular accomplishments during the aca- demic year mounted up to look like something off of a Brooklyn police blotter. He stole, assaulted, counterfeited, vandalized, raped, shoplifted, stripped cars, sold stolen goods, pushed drugs, and burgled, Yet, through it all, he still managed to give the cops the slip.

Authorities saw campus crime following the same growth pattern as crime across the rest of the country. As it is "on the outside," no one is safe within the university's ivy-cov- ered walls anymore, either.

Campus Crime — 1970's knew no discrimination of its victims by age, sex or status. The veteran prof who left his office open for a moment was just as vulnerable as the rookie co-ed who left her room unattended while talking to a neighbor. Anyone walking the campus at night was tak- ing a chance. Students were warned to lock themselves in at night to prevent uninvited guests from robbing their rooms while sleeping.

Police couldn't hope to compete with the number of campus crooks who had been having a field-day at UMass during 1971-72. The 25 full-time police and 33 security guards formed an unlikely odds to successfully guard the property and welfare of the 20,000-member university community. The Campus Center, hardest hit by crime since its opening in July 1971, had only three security

guards to keep Joe College and his friends from carrying off their assorted hauls through the Center's 15 exits.

Another favored target of the stealing students was the University Store. The store claimed more than $80,000 in what they called "inventory shrinkage" — which is their polite word for being ripped off in everything from text- books to toothpaste.

Campus crooks were noi only energetic in exercising their craft; they also excelled in pulling off their capers with swiftness and precision. The increasing number of cars on campus provided a new challenge. Vandalism of cars was very common. Bicycles also became a popular item, be- cause an accomplished crook can quickly strip a chained bike to its frame with the thoroughness of a piranha.

Thieves often go after the unusual, but probably tlie most unusual crime to date took place in the Campus Cen- ter. In past years, thieves have walked off with tape play- ers, chairs, tables, microphones, speakers, carpet sweep- ers, typewriters, ashtrays, exit signs, sound projectors, rec- cord players, head phone sets and 80 couch cushions. One campus strongman even walked off with a granite ta- ble top.

The pi6ce de resistance came, however, when thieves managed to literally "lift" a neatly cut 8' by 10' piece of blue carpeting from the middle of the Center's wall-to-wall flooring.

The University, despite its tattered-jeans appearance, is a concentrated, affluent population. Students are surrounded both by expensive facilities and their own tempting posses- sions. New liberal open house policies have all but shat- tered traditional dorm security. Increase in drug use has led more students to stealing to support habits. Rise in stu- dent population has extinguished communal feeling. And students, themselves, often see nothing wrong with ripping off the establishment. To them it's a way of "getting even" with the administration for increasing student fees and taxes.

The times are, indeed, a-changing. University students have chosen a new, less structured living experience over the old traditional ways. Unfortunately, while some are en- joying their new experiences, others have taken advantage of the situation to reap their own rewards and rip off their peers.

Until some security change comes to UMass, Joe Col- lege and his crimes will flourish into the 70's. Maybe by the mid-70's the days will return when students can sleep with their doors unlocked, and the old Joe College will be on the prowl again for nothing more sinister than a pair of girl's panties.

Linda Roth

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UMASS vs AMHERST

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Beefing Up The Electorate

1971 was the year of the new 18-21 year old vote in the U.S. and in Amherst.

When the Twenty-sixth Amendment was added to the Constitution, the effects could be felt all the way to the Amherst Town Hall. Suddenly there appeared a potential of about 10,000 new voters on the UMass campus who could quite possibly turn the tide of local politics.

The resulting confusion included not only the apprehen- sion of the local residents that their ways of life would be changed by an activist youth movement. It was coupled with the fact that relatively few of the newly enfranchised knew exactly what their rights were.

And that's what brought Town Clerk Estelle Matusko to the Campus Center on October 14 and November 18. She answered questions and registered the new voters at tables on the concourse with the help of other members of the Board of Registrars. As it turned out, she was not aiding "the Enemy" as other residents of Amherst may have seen it.

Nearly one thousand students were registered who proved their residence in Amherst with a paper from the Housing Office. Their six-month residency requirement in- cluded the summer vacation if the student had been a UMass the previous Spring semester. And it didn't matter if he had a Needham library card, either.

By the time of the Town elections on February 22, a total of about 1500 students were registered in Amherst. This is nearly 20% of the total electorate of 7800 in Amherst, and nearly all of it is concentrated in the third precinct (Orchard Hill, Sylvan, Central and the Quad) and the second pre- cinct (Southwest).

There are seven precincts in Amherst, making a student "takeover" of Amherst a longshot since the town is gov- erned by a representative Town Meeting and the Town Manager does not have the powers of a mayor.

The fact that only 1500 students of a possible 10,000 or so decided to register in Amherst, indicated to observers that either students aren't as interested in politics as they are purported to be, or that they are more interested in their own hometown's politics.

The fact that the first Town election involving 18-year-old voters attracted only a normal turnout, and the fact that two candidates of the students had already been defeated in the earlier Town Caucus, reassured the locals that they need not fear any show of student strength in Amherst po- litics.

The students simply proved once again that they are bet- ter at campaigning for issues and candidates than they are at voting for them.

Carl Green berg

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PART 2

Student As Inhabitant

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Southwest Internal Planning

The biggest thing that happened in Southwest this year was the SWIP conference (Southwest Internal Planning). The conference was BIG because something tangible came out of it; it was not merely another entertainment put on by an area government.

SWIP was more important than the concerts, and the skating rink, and even the "yurt" erected behind Pierpont. Three important changes will be made in the Southwest residential area, as a result of the conference: first, there will be a "local" student union; second, the Human Libera- tion School will be established; and third, the Open Door will swing into operation. Student Union:

Anticipating the conversion of Hampden Dining Com- mons into a student union of sorts, the residents and staff members at the conference revamped the DC on paper. They put in a study hall, an art gallery, and a record and tape library in the north wing of the building, and allotted space to be utilized by an experimental theatre and the Southwest Film Series.

The east wing of Hampden was slated for display booths. Any groups active in Southwest, or wishing to be, will have access to the area in order to publicize their ef- forts, and sell their products, and recruit new members. SWIP's hope is that the different life-styles of Southwest will be represented among the displays and that the resi- dents will get more exposure to other patterns of living. The SWIP conference saw the display area as becoming a center for activity and integration among the occupants of the Cement City.

Also located in this wing will be the Southwest counsel- ing center, where the academic, draft, personal and career counselors will be more accessible. The Peer Sex Program will include sex education, personal hygiene education and counseling. Human Liberation School:

Due to the SWIP conference, a center to combat racism and sexism will be built in Southwest in 1973. Called the Human Liberation School, it will attempt to do just that — liberate humans. In establishing such a resource center for human relations, SWIP was attempting to make the area a more equitable, as well as personally satisfying, place to live.

The School will encompass the already established Women's Center and will provide similar services and. in- formation in the area of racist and youth discrimination, also. It will hear complaints, arrange courses, and also act to improve conditions on the whole in Southwest. The Open Door:

One more innovation arose from the SWIP conference. The Open Door is the place with the motto, "We supply anything, to anyone, at any time." Staffed by student vol- unteers, with some professional assistance, the Open Door will provide answers to the questions of where to go, what to do, and whom to see, when there is a problem. It will also provide a referral service and double as an informa- tion center.

Like the Human Liberation School, the Open Door will serve in the area of human relations, but it will provide more of a shoulder to cry on, an ear to listen, than does the School.

SWIP made big plans for big action next year, and that was something impressive.

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Quad

1971-72 saw the Quad become the focus for interna- tional students on the UMass campus. In a proposal drawn by the International Programs Office, Hamlin House will be changed into a coed dormitory and a cross-country meet- ing place in an effort to attract foreign and American stu- dents interested in inter-continental student communica- tion.

According to Larry Carpentier, of the International Pro- grams Office, "Many students at UMass would be sur- prised to find that there are 700 foreign students here. At present, there is no one place for contact between Ameri- can and foreign students because everyone is split up in separate dorms."

UMass lags behind the rest of the country since most other large American universities already have such facili- ties for cultural and personal contact between American and foreign students. Such a facility on this campus would provide foreign students with a vehicle for establishing much-desired contact with American students on this cam- pus.

During 1971-72, Hamlin was occupied by Chadbourne residents while the latter dorm underwent renovations. Hamlin House will be renovated during the summer. By the proposed completion date of January 1973, Hamlin will hopefully serve two purposes as an international center — both as a place where all students could go to meet for- eign students, and as coed dorm.

Folk dancing, foreign foods, cross-cultural workshops, and displays will be part of the international center. In its role as a dorm, Hamlin will consist of a 50-50 ratio of Americans to foreign students.

Hopefully, the International Center will result in better un- derstanding between Americans and people from other countries both on campus and off.

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SYLVAN

"Potential" was the word used by Ken Burnham, Assist- ant Area Director for the Sylvan Area, in describing the fu- ture possibilities of the area. Sylvan Area, the most recent addition to residential living on campus, is trying desper- ately to achieve a unique identity in and of itself. In Sylvan alone, the students have had to start from scratch in mak- ing the area the way they want it.

The students living in Sylvan were ohginally limited to three groupings — approximately 900 freshmen, 200 up- perclassmen, and 200 graduates. Only 19.8% of its 1120 residents during the first semester of 1971-72 were fe- males.

The suite style of living is different in structural setup from that of a classical type of dorm; some of the worst criticisms by students as to the area are concerned with physical layout. Lack of space is a common cry among students. Many students are disenchanted with the kitchen facilities presented to them in an area which is supposed to

be the newest and the most modern. Cashin, for example, has a kitchenette that is one single unit, combining range, oven and refrigerator. This unit is inadequate for the possi- ble dorm capacity of 470 students.

The largest thorn in the side of Sylvan residents, how- ever, is the dug-up area known as "The Pit." Access to the dorms is available only through M-lot, causing incon- venience to many residents. Further disgust is voiced when students are informed that the remainder of the road will be dug up when the first half is completed.

But the dreams of many of the residents in the area do in fact seem to be materializing. Among the most signifi- cant is perhaps a better cross-section of students with an increase in the number of female residents.

Students have taken the initiative to renovate storage ar- eas for ping-pong, and other recreational activities.

Perhaps the most significant developments have been in the elections of an Area Government and individual House Governments. Although still in their beginning stages, the new organizations have attempted to gear all of their ef- forts towards student needs. Response to these needs has led to the development of the Human Relations Center. One of the Center's accomplishments has been the cre- ation of a Learning Center, occupying suite 02 McNamara. Colloquia have been started, many of which receive Uni- versity credit as well.

Students are finding that the Sylvan Area may in fact of- fer a truly unique lifestyle, but it is up to them to decide whether it is to become a garbage dump or a superior resi- dential area.

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At the beginning of the second semester of the 1971-72 academic year at UN/lass, Orchard Hill Residential College opened an Extension Center to serve the needs of those students and University employees employed in activities of a social reform nature. The primary tasks of this center were to develop relationships betw/een ongoing, isolated projects, and to encourage increased participation in these programs by means of newsletters and other communica- tion materials.

Three projects of this Extension Center were the "Stu- dent-Labor Relations Project," "Consumer Services," and the "OH Women's Center." The student-labor relations project attempted to combine the knowledge gathered by living and working, with that gathered in the classroom. The project's organizers operated under the premise that unless working people and students learn to learn together, they will never learn to live together. All programs gener- ated by this project were open to Orchard Hill students, and University non-professional employees through their unions, taxpayers of the state who have all but shut out the cultural life of the University. The semester's plans called for:

— A three-credit course on consumer survival skills.

— Six one-credit colloquia dealing with the current issues vital to both working people and students; "Television and Society," "Women in the Economy," "Women in the Politi-

cal System, Coping' — Law of the Layman," and "Stu- dent-Labor Relations and the Economic Problems of the Black Community."

— Two lecture series: one on racism, and one on econ- omy and the wage earner.

— Special events including conferences, workshops, and films, etc.

"Consumer Services" was designed to serve consumers in an increasingly bewildering maze of false and deceptive advertising, unfair pricing, insurance hoaxes, and inferior, dangerous products for which there is no real need. Be- sides two sections of consumer survival skills, the service planned to include:

— A consumer-oriented reference library.

— Establishment of relations with the Western Massa- chusetts Public Interest Research Group.

A hotline for consumer problems of students and mem- bers of the surrounding community.

— Guest speakers and lecturers.

— Programs for community groups in Northampton, Ho- lyoke, and other surrounding communities, to deal with consumer-related problems of the aged, the unemployed, etc.

These new services reflected the spirit of the Hill in 71- 72: progression, innovation and education.

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Central

1971-72 saw an increased involvement between tine resi- dents of Centrai Residential Area and the administration at UMass, as the students began participating in the input and decision mailing in Central Area.

Central Area Council, the student government of the area, sponsored a free movie series every Friday night in Franklin Dining Commons second semester; the Council also sponsored the highly successful "Happening on the Hill," an annual all-day barbeque and outdoor concert for area residents. An area newspaper, The Quagmire, was also established. Most important, however, was the Coun- cil's role in the decision making of the area.

An Environmental Standards Committee was established in the fall of 1971 as an adjunct to the Business Manager's staff, its purpose to increase student input in financial mat- ters. The committee was responsible for the reviews of pro- posed expenditures for Central Area dorms.

A snack bar facility was established in the basement of Greenough House to provide students with a much needed service for 1971-72. Though not highly successful finan- cially, the venture's books did balance at the end of the year.

The human relations aspects of dorm living were also stressed in Central, as an attempt was made to make dorm counselors more viable individuals in the living/learning de- velopment of dorm residents. A racial awareness program was also initiated, featuring area courses and colloquia.

Central has been relatively unnoticed by the University for the past few years, having been underplayed to the other living areas, but 1971-72 marked the metamorphosis of Central Area.

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The Black Experience

The following article is reprinted from the Spring. 1972 DRUf^, the UMass Black Literary Experience magazine, where it appeared as the Editorial.

If it is true that Black students are now going through college to go back to the Black commu- nity, then what is it that we are learning here that is so vital to us. Can it be the Americanization process of brainwashing that our folks back home need? Could it be the corrections of the falla- cies that "our" history books taught us? Or could it be that the only thing the folks back home need, is the assurance that we did battle with the fallacies, that we fought the Americanization in order to get back home.

What the people are looking for are not messiahs or martyrs, but warriors. The last Dude that came to save his people was crucified. Then came Malcolm and Martin and folks sat back and let these men fight the battles for them. But warriors don't fight for the people; they fight with them; and when warriors come back home, the folks have to fight for themselves, and the things that the people want come to be. What makes warriors different from messiahs or martyrs?

Warriors are not above the community. They come from among the people and the things that they fight for, are those things that all the people fight for, i.e., community control of community actions and welfare. Warriors never leave the community. They are like craftsmen; a carpenter does not leave his wood to study four years away from it, and expect to come back and be a better carpenter. The warrior realizes, as does the carpenter, that in order to be better, one continues working with the wood as he defines his mathematics, to make his dimensions more precise; as he enlarges his history to relate his work to others in the past, as he increases his power of linguistics to help teach, that which he has learned, to fellow warriors.

In other words, it is a growing belief that a student cannot talk of returning home without having studied and worked with people while in school. There cannot be any proof of theories without practical application. Students must get involved in the same things in which the people are involved. There must be the same pressure on the students that the Tenants Rights workers face. The student must feel the same fears that the voter registration worker feels. He or she must experience frustrations and defeats as any other half-way house worker, or prison reformer would. Because, when the "warrior comes home" with his "education," he must be able to relate this learning to the people in such a way that they might convert it to working, dealing energy.

To those of us who are optimistically saying that Black students come here to learn and then return home and teach, I say that we had better be about getting the tools for the carpenters, or the weapons for the warriors, so that when they go back home, they will be seasoned. If we do not start with ourselves now, we will find more and more students coming to Amherst to "steal away" only to find that "there is no hiding place down here."

Herman Davenport Co-Editor, DRUM

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Foreign Student Experience

"Foreign Student," according to the university's terminol- ogy, is the name given to any person registered here who Is a non-citizen of the United States. As of the fall of 1971 , there were 702 foreign students associated with UMass.

But the definition does not carry along with it any of the Implications of being a non-American In a large American state university. What does it mean to be part of a minority which has nothing In common but a non-unifying factor? Yes, all of the foreign students are registered in the foreign student office, they all receive the monthly news bulletin, and many of them are known by the head of the office, Mr. Boatin. There is an International Club, and In the past few years an International Fair has been held.

But although all speak English, very few have the same native tongue. By far, the largest group of foreign students is the Chinese, constituting about 20% of the non-Ameri- can students. If we consider that the non-Americans are only 3.5% of the entire student body, we can see that the .6% Chinese population In this Institution is not very over- whelming. Massachusetts taxpayers must be very happy, then, since their children constitute the vast majority of those educated at UMass. While this situation is not upset- ting In Itself, It creates a major problem for the foreign stu- dent. Contrary to popular opinion, the American youth is not generally very knowledgeable or concerned about what happens outside of his country unless it has the potential to directly affect him. So when he has not been exposed to a variety of life-styles, even out of his state, he Is prone to face "outsiders" with indifference, disdain and, sometimes, morbid curiosity.

At the same time the foreign student often finds the American way of life very difficult to adjust to. There is not only the ever-present language problem, but also the differ- ent types of upbringings that Americans and non-Ameri- cans have had. The American student is very frequently judged as close-minded by his foreign counterparts. And worse, the common assertion is that Americans (at least at UMass), are Immature. Although most foreign students eventually are able to adjust to their surroundings, either by becoming Integrated Into the American way of life or by keeping company with other non-Americans, they are still viewed by many as "weirdos."

Usually, the foreign student is able to accept the Ameri- can ways. "I see them, I like them, but I'm not one of them." He keeps In mind the fact that while he Is In the U.S. he Is part of the rat-race, and if he gets to know friendly and interesting Americans, it Is all for the better. But generally speaking, the foreign student knows that eventually he will be back together with people who. have drives, habits, and interests similar to his, and that the years spent in America will have been a good experience.

Karin Ruckhaus (Venezuela)

International Fair (above, below) was held in April.

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D.C.

If the way to a student's heart is indeed through his stomach, the Food Service Management wields a lot of power on the UMass campus, feeding 10,000 stomachs every day.

"Power politics," with indigestion to the loser, might be the one way of describing the series of confrontations be- tween FSfVI Director Joel Stoneham and the hungry hordes during the 1971-72 school year.

The Dining Commons is a sure loser in any popularity contest, any year. But this year, the usual complaints were distinguished by positive action and demands on the part of the gastronomically-underprivileged. The resulting inter- nal convulsions of the Food Service Management caused a number of improvements in Dining Commons service, ranging from staff reorganization to the new Basic Foods Line.

Because student interest in good nutrition has probably never been so high, one answer to this is Basic Foods. Ranging from strict vegetarian diet through poultry and fish eaters, but eliminating red meat, this menu emphasizes more natural foods and makes available supplements such as yogurt, wheat germ, cheese, and nuts.

The program was developed in Spring of 1971 in re- sponse to student demands, as a rather limited supplemen- tary offering to the regular menu.

During the summer, however, Food Services was re- quested to present an 8-week vegetarian menu for the Stu- dents International Meditation Society for its teacher-train- ing program convening at the university. Some of the menu items included whole grain, stone-ground breads, tofu (soy bean curd), tahini ( sesame butter), Granola, and herb teas. Locating a ton of whole grain buckwheat flour was a challenge In the present institutional foods setup. Recipes were developed from standard recipes for 6-8 persons. Eventually, purchasing contracts were made and the pro- gram was a success. With this inspiration, the Food Serv- ice decided to offer an entirely separate menu for students in residence who prefer a vegetarian or near-vegetarian diet.

The Basic Foods Line is the only one of its range in the country. It has been available since September, 1971 and this year 800-900 students took meals there, with 2000- 4000 using it on an occasional basis. One interesting as- pect of the Basic Foods program is the cheerful atmos- phere in special Dining rooms at Worcester and Southwest Commons. Apparently, when students feel they are collab- orating with Food Services on something special, grum- bling all but disappears and "good vibrations" are every- where.

Atmosphere is an important ingredient in the regular menu Dining Commons. Good nutrition involves more than offering the right foods. They have to look right; the atmos- phere must be pleasant; the food must taste good.

The existing cold, oppressive, and sterile atmosphere of the Dining Commons might explain many half-finished trays. Or it might be the taste of the food. Most of the stu- dents will say that some of the meals are "pretty good," while others are particularly "bad." The range of personal tastes to be satisfied make universal gastronomic ecstasy a near impossibility, especially with the added factors of cost.

problems of preparation, availability of products on the in- stitutional market. One response of the Food Service has been to offer a wide variety of selections at every meal.

A control in the hands of the students is the Test Kitchen, which meets every Tuesday and Thursday to try new products. Any student may attend, taste, and rate the products, and unless a product is rated acceptable by the attendant students and faculty members, it will never make the menu.

Many students feel that the Dining Commons should use mostly fresh fruits and vegetables. Although this would in- crease the labor of preparing the meals and possibly the price of a meal ticket, it may be a worthwhile step in the interests of improved relations. And the four-week menu cycle presently used might be abandoned in favor of a longer cycle.

A classic photo in the Daily Collegian, showing a pros- trate student, queried "Is it spring in the air or Dining Com- mons in the stomach?" This strain between the consumers and the management of institutional food is both universal and eternal, but at UMass the Food Service has remained impressively flexible within somewhat taxing limitations. The students have the responsibility of articulating their de- mands and keeping up the pressure.

Karen Rehm

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nfirmary

Plans for the expansion of the present UMass Infirmary were revealed February 7 by Acting Director of Health Ser- vices Barry Averil. The new facility, which will house an enlarged out-patient clinic, will cost approximately $1 .5 mil- lion. The project has been in the planning stage for seven years, according to Averil; it is hoped that construction will begin in June 72, so that the facilities will be in operation by mid-73.

The present building, tremendously overcrowded during the past few years, was designed to handle only 10,000 students; the new facilities should increase this figure to 25,000 students. The increased size of the out-patient facil- ity should reduce considerably the time a student has to wait for treatment.

The new dental clinic will operate on an "emergency only" basis, with normal dental work being handled by the student's family doctor or an area physician. There is the possibility of including a "preventive dental clinic" at a later date to provide students with check-up and cleaning facilities.

The new building will also expand the present physical

therapy and X-Ray facilities. The new reception area will be larger and more efficient and should eliminate the present confusion students often encounter when seeking care. Plans also call for the out-patient to be divided into smaller units which will provide the student with a more personal environment. A Nurse Practitioner Area with five nurses and a doctor on call at all times should also decrease the waiting time. Also, an eye clinic may be included at a later time.

These new services will be housed in a two-story build- ing to be located directly in front of the present Infirmary. There are also plans under consideration to add two addi- tional stories to the extension and increase Health Services in-patient facilities. The building has presently only five- room wards, which are unwieldly when dealing with emo- tional or contagious problems. There are hopes for single and double rooms which will provide more privacy in these cases.

The new services will be reflected in a possible 5% in- crease in the Student Health Fee, but that this would not be realized until the facility is completed.

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1.07

Off-Campus Living

Part of just about everyone's college experience is that day when he "goes off-campus." The restrictions on mov- ing off were not very stringent, and even if you weren't 21 or a senior, there was always some kind of excuse that could be used.

"I'm going to commute from home."

"But our records show that you live in New Jersey."

"Uh . . . yeh, well, with the money I save by living at home, I'm going to buy a car."

"Why didn't you say so?"

It is really pretty amazing, with the number of apart- ment complexes going up, that there is so little room when you decide to move off. The price range of the apartments varied about as drastically as the quality. Puffton, Colonial, Cliffside, Squire, University Park, Crown Point, North Vil- lage, Presidential, Mayflower, Townehouse, Sugarloaf. They seemed to pop up every week.

Learning to live on your own, without the DC to cook for you, without the janitors to clean out the bathrooms, with- out the trash-room to empty the trash in, resulted in chaos. Pizzas and Cool-Pops (let it be said) are not the most nutri- tious combination for a square meal, especially when they

are the on/y combination.

"Do you want to go with me to do the shopping this afternoon?"

"Nah, I went this morning."

"What'd you get?"

"T.V. dinners . . . Twenty of them."

"Again?" ■

"Again."

Perhaps the most interesting feature of living off-campus is that you have to live with someone else. Gradually, over the months, you can grow to hate this person. It is not wise to choose a friend for a roomate, because the friend- ship will not last very long.

"It's your turn to empty the trash."

"Nope."

"F — you, "nope," I took it out yesterday!"

"Nope."

"Go to hell!"

"Nope."

Living in an apartment? It can be fun. It can be a hassle. But whatever it is, it's very valuable before stepping out of college.

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£ ledglllg* once rushing is completed and you have chosen a

house, you are formally invited to pledge. The pledge period basically gives you and the house the chance to become acquainted before the actual initiation.

Scholarship: High .cdemlc .chleve„e.. is e.c..r.ged .. .11 times. Individual chapters have scholarships and loans available. The ovexall cum. average for sororities is 2.8 and for fraternities it is 2.3

Activities:

Social - Social life can become an important part of our

educational experience. Due to the interaction of the members of the Greek System with each other and with other campus groups, the social perspective is broadened. Service - The Greek system is directly responsible for many

service activities, such as (1) The University Guide Service (2) UNICEF Drive (3) Freshman Mugbook (4) Homecoming Float Parade. In addition, many Greeks individually contribute their time to UMass services.

Sports - fraternity and sorority members have always been and

still are well represented in both intramural and varsity sports.

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arents Day, like the one above at SDT were one of the means which the Greeks used to try to familiarize as many people as possible with the Fraternity- orority system.

he page at left was reprinted from the March 6, 1972 Collegian.

115

The pendulum has apparently begun to swing back for the Greek system on the UMass campus. Greek member- ship plunged to a record low in 1970-71, but has been steadily rising for 1971-72.

In the spring of 1970, four fraternities folded for vahous reasons — one because of poor financial management, another fraternity because of a fire in its house and insuffi- cient financial support to re-establish itself, a third because its national charter was revoked, and a fourth due to un- known reasons. Since 1971-72, however, two houses have come back to the UMass campus and Greek membership has increased considerably.

Greek living is a communal type of arrangement, accord- ing to Greek area co-ordinator Paul Stevens; it is a small group of individuals who have willingly come to live to-

gether, to create their own government, their own budget, their own program of activities and service projects.

Greek-sponsored service projects were many and widely varied in 1972 — parties for underprivileged children from surrounding communities, the 100-mile March of Dimes Run from Boston to Amherst, and the fund-raising Bounce for Beats the proceeds of which also went to the March of Dimes.

In 1971-72 the Greek system expanded its horizons to become more community-oriented, encompassing a greater span of activities and interests. With this broaden- ing of interests came increased Greek membership, an in- dication, perhaps, that UMass students are beginning to respond to the Greeks' annual plea to come down to meet them and to make their own decisions.

116

117

Tuesday, April 18, 1972, the 100-mile March of Dimes Run kici<ed off the annual Greek Week, involving 22 Greek houses in the fund-raising project. Each house was re- sponsible for covering 4 miles of the actual distance as runners carried the Olympic torch from Boston to Amherst.

The run began on the capital steps in Boston with the official lighting of the torch by Governor Sargent, contin- ued through Worcester and finished in Amherst at the UMass Haggis Mall, where Chancellor Bromery accepted the torch from the last runner and lit a larger torch with the smaller Olympic torch, signifying the end of the run and the start of Greek Week.

In addition to the run, forty Greeks were bused to the Boston business district to collect for the March of Dimes; Greeks also collected at the Campus Center and Student Union for the entire day.

118

119

The Big Splash

The morning of Wednesday, June 29 found the UMass campus basking in the hot summer sun. The weather re- ports predicted chances of scattered thunder showers on Thursday.

The campus was virtually dead. Summer school had just started, and the swing-shifters had recently arrived. But compared to the usual bustle during the regular school year, the university community was fast asleep.

The swing-shift freshmen were flinging frisbees and play- ing catch outside the Hills North and South dorms. Apart- ment swimming pools were full, and everyone who enjoyed catching the rays was sprawled out on their respective lawns. It was a relief to see the sun after such a lousy June. In an area where the average rainfall for the month was four inches, the Amherst region had already received over eleven inches.

Around five-thirty that afternoon, clouds began to collect over the area. It was strange to see them come together, for it was similar to Hurricane Agnes the week before. Then, about six o'clock it started. The rain came down in sheets. And sheets. In forty minutes it was all over.

Hills North and South were evacuated. The ceilings in both began to collapse, with tiles covering the floors. The basements were flooded. The Campus Center concourse level was under three inches of water. The pond was cov- ering the benches. The Student Activities Offices ceilings began to fall, and tiles were scattered around Gerry Scan- Ion's (head of the Campus Center) office.

Homes in the Amherst area had up to six feet of water in the basements. Amherst center was without power for about half an hour as a result of two fallen trees. Triangle and East Pleasant Streets were closed to traffic due to flooding.

In the end, it was determined that Amherst was the only area to be hit by the flash storm. For several days after, the water was contaminated by a high bacteria count. Worst hit of all was the Campus Center, that Awful Waffle. So, what else is new?

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The bridge over the campus pond (top) was temporarily submerged by the storm. Hills Dorms ceilings began to fall, (above) and the swing-shift freshmen were forced to evacuate to Gorman.

120

The Campus Center was one of the hardest hit build- ings of the mini-hurricane (top right). Lot 1 1 (right) was a temporary swimming hole for summer students.

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121

Co-Ed Dorms

This is a report to the parents of America who have been concerned about their daughters moving into dormitories with boys.

It is written in response to the keening of students on college campuses, who have tried the experience of coed living and have liked it.

"I only wish parents knew what it is really like to live in a coed dormitory," said a student who has lived in one for over two years. "It's not at all like a lot of people think; it's not all sex and orgies. It's something better than that. If only they knew the truth about coed dorms ..."

This, then, is the truth about coed dorms, an increas- ingly popular trend on college campuses throughout the country — a controversial trend which has faced opposi- tion from administrators and parents — but a surprisingly innocuous trend which is gradually receiving approval from all but the most prudish of parents.

The controversy seems to stem from preconceived no- tions of what goes on within the walls of a coed dorm, which, in turn, are based on preconceptions of what will happen when young men and women live together.

Most students will tell you that rampant sexual relation- ships exist only in the minds of their parents. In actuality, a brother-sister relationship is fostered, one which psycholo- gists and sociologists have universally labeled as "healthy."

"You won't find any panty raids here," said one coed dorm resident. "We're above that. I think living in a coed dorm has had a lot to do with it. It provides a much more wholesome atmosphere."

A recent survey at the University of Massachusetts (Am- herst), one of the first public universities to establish coed dorms, has shown that most girls regard their male count- erparts as brothers.

"I don't really have a boyfriend," sighed one young lady, "But," she added with a smile, "I've got 25 brothers living down the hall."

One girl claimed her best friend was a boy, "But it's nothing sexual, mind you. We're just best friends."

Another girl, a senior and, hence, one of the older girls living on her corridor, complained of being a mother im- age.

"All the guys on the floor come to me to sew on buttons, patch their pants, iron their shirts, and even ask for advice," she said. "You'd think I was their mother or

122

something."

Likewise, most boys avoid becoming sexually involved with a girl who resides on an adjacent corridor, which seems to shatter the myth that proximity leads to promiscu- ity. Boys, too, think of these girls as sisters.

"We've got some nice girls on our corridor," one boy remarked, "but I wouldn't go to bed with them. Don't ask me why. I probably would if they lived somewhere else. Maybe it's because I see them every day."

This sibling relationship, and its many implications, is one aspect of the sociological phenomenon which has emerged from the establishment of coed dorms. Often de- scribed as a "platonic relationship," it is thought to be the result of an "incest taboo," a concept first applied to coed dorms over 3 years ago by Stanford Psychologist Joseph Katz.

This taboo, Katz explained, is not one of guilt; rather, it is a reluctance to sexually exploit a regular companion. As a result of this, coed living seems to have exploded the myths of what will happen when teenage boys and girls live together.

One direct consequence is that boy-girl relationships, in many cases, go beyond sexual attraction. Occasionally, girls feel that boys see them for more than their bodies.

"I'm not saying that guys don't notice good-looking girls," one girl commented. "It just seems that when guys live with girls, they start to notice them for more than just how they look."

"I guess you might say that they start to see us more as people," another girl added, "which is good."

Girls respond to this change in attitude, and boys notice this response.

"The girls in a coed dorm are different from the ones in an all-girl dorm," was one boy's analysis. "It's hard to de- scribe what the difference is, though. It's not so much how they dress, although the ones in all-girl dorms tend to be flashier to impress the guys. Maybe it's just that when girls and guys live together, they're more open with each other. Not necessarily friendlier — just a different type of friendli- ness. More relaxed and honest. It's definitely a lot better that way."

Some other conclusions based on the survey:

— Students generallyl consider life in a coed dorm to be more natural, and more like real life.

"I don't think coed dorms should be so out of the ordi- nary," as one girl put it. "It's the single-sex dorms which are unnatural. How many apartment houses take only all girls or all boys?"

— There seems to be less formal dating, especially on a one-to-one basis. Group activities have taken their place.

"I remember in high school," one girl reminisced. "Ever- yone went out in pairs — movies, games, parties, every- where. If you didn't have a boyfriend, you ended up sitting home. But now," she said, "it's a lot different. We all go

places and do things as a group. Maybe there will be 4 guys and 2 girls, or 4 girls and 2 guys — it doesn't matter. That's what's nice about it."

— Many of the girls living in all-girl dorms are there be- cause their parents "wanted them to study without distrac- tions." It has been found, however, that coed residents spend as much time studying as do residents of single-sex dorms, but more studying time is spent with the opposite sex.

"Having a boyfriend doesn't keep me from doing home- work," claimed one girl. "After all," she laughed, "I'm here to learn, not to find a husband. Seriously though, we both do just as much homework now as we did before. Except now," she added, "we do it together."

— When coed dorms were first established, the most pub- licized advantage was the decrease in dorm damage and vandalism. Although it is no longer considered to be the most important aspect of a coed dorm, it continues to be an advantage.

"I lived on this floor last year, before the dorm went coed," one of the older boys remembered, "and I can say this: every one of those guys was rowdier than hell last year — hootin' and hollerin' till all hours of the night. There'd be water fights and the whole bit. And the guys would be drunker than hell, too. But now," he said, shrug- ging his shoulders, "you wouldn't believe it was the same bunch. I'd say they've grown up a bit. Of course, having girls move in did a lot to calm them down, too."

— Curiously, it seems that even some students' precon- ceptions of life in a coed dorm were inaccurate.

"To tell you the truth, I don't really remember what I ex- pected," one girl admitted. "I guess I was sort of indiffer- ent to the whole idea."

"I expected a lot of sex, and so on," confessed a fresh- man boy. "But, of course, if you come into a coed dorm expecting that, you'll be pretty disappointed. Your chances of finding it here are no better than finding it in an all-guys' dorm," he philosophized. "Coed dorms aren't particularly a dorm was coed played a secondary role in making mos students' decisions of where to live.

One of the greener residence areas at UMass is Orchard Hill. As of this year, all four dorms on the Hill are coed.

"I chose the Hill more because it was isolated from the rest of the campus," one freshman girl explained, "not so much because it was coed. Although," she added quickly, "I do like it being coed."

"At first I didn't care whether I lived in a coed dorm or not," one boy said, "but now that I'm living in one — well, I like it!"

— Finally, the truest test of success seems to lie in the fact that nearly all students in all living situations claim that they will hypothetically let their future children choose freely in deciding whether or not to live in a coed situation. Most, however, say they will recommend coed dorms.

123

Coed living at UMass got its start at the beginning of spring semester 1970 when 44 female students moved into Greenough House (formerly an all-male dorm) on an alter- nate floor plan. Like most first attempts, this one was not completely successful. Both the experimental nature of the project, plus the small ratio of wemen to men (30%) con- tributed to making the women seem more of a curiosity.

Gradually, though, things got better, and even the few undergrads who were initially opposed to the idea began to say nice things about it.

"I was against it at first," one junior girl confessed, "but after a while I kind of got to like it. Now I think it's one of the most worthwhile programs on campus."

Other dorms on campus saw what was happening at Greenough and liked it. By the end of the semester, twelve dorms submitted proposals to go coed starting fall semes- ter, some by alternate floors (Greenough Plan), others by alternate rooms. The Board of Trustees approved the Gree- nough Plan, but nixed the room-to-room suggestions.

So by fall semester 1970, 2543 undergrads (out of 10,500 residing on campus) were living in twelve coed dorms, which then carried the non-controversial label "liv- ing-learning centers," to ease parental sensitivity to the new situation.

It wasn't until the following semester, however, that freshmen were granted permission to move into coed dorms, an action which faced stiff opposition from Trustees and upperclassmen who felt that freshmen lacked maturity to cope with a coed atmosphere.

"Freshmen have so much to face, so many changes to go through, their first year here," stated a senior girl. "I think living in a coed dorm would just be too much for them."

"I know I wouldn't have been able to live in a coed dorm when I was a freshman," was the way another upperclass- man felt.

Others thought differently. Allen Davis, then head-of-resi- dence in Washington-Lower dorm noted that "freshmen are becoming isolated on the UMass campus because they are located in dorms other than those which are coed."

His sentiments were echoed by Greenough's head-of- residence William Tierney: "It is very important for fresh- men to live in coed dorms," he said.

It was in this same semester that alternate room plans for ten dorms were finally granted approval on a trial basis. Like the alternate floor plan before it, the room-to-room setup was an unqualified success. It was widely hailed for the sense of community it brought to dormitory living. A student in this situation tells why:

"A lot of people were afraid of what might happen if you had boys and girls living right next door to each other. But as it turned out," he said enthusiastically, "it was terrific! We're all like one big happy family!"

A third variation of coed living was introduced when the $10 million Sylvan area, 3 dorms composed of suites opened.

It is generally speculated that, despite the growing popu- larity and success of coed dorms, there will always be sin- gle-sex dorms — or at least one male and one female dorm. Knowing this, most of the remaining few of a dying race of single-sex dorms are making an effort to join the ranks of the integrated, a task which involves much more than first meets the eye.

Baker House, an all-male dorm, is trying to go coed. Its

residents have found that there are three obstacles that must be overcome in the transition.

One, adequate facilities for housing both sexes must be obtained. At Baker, however, this has been a relatively mi- nor problem, as there is ample space in this immense dorm. Because of its size and structure. Baker is readily adaptable to a coed environment.

Baker's head-of-residence Steve Soderlind claims that size is an attribute to a coed living situation, although it inhibits a sense of unity.

"It's a shame that small dorms went coed instead of large ones," said Soderlind, "since a single-sex dorm should be small to facilitate a sense of community."

Secondly, the usual administrative red tape must be cut. This tends to be more of a procedural matter involving time and energy, but usually accomplished without any great degree of difficulty. One of the things that must be estab- lished is where the girls will come from, and where the guys will go. This is determined on paper only, using male and female "spaces." In other words, a presently all-girl dorm which is planning a coed move will be granted as many male spaces as Baker will be granted female spaces. This does not necessarily imply that Patterson's girls will be moving to Baker, or vice versa.

Finally, and most importantly, attitudes must be altered.

Working with what he called "a sharp bunch of floor counselors and upperclassmen," Soderlind set out to influ- ence the way the typical boy in a boys' dorm approached college life.

"Basically, what we had to do," said Soderlind, "was shatter many of the so-called masculinity images — booze, chicks, superjocks, and so on. An all-male dorm is a hos- tile environment — a survival of the fittest sort of deal — and it was in our hands to change that style of life. Other- wise they won't be able to cope with having girls around. And, more importantly, girls won't be able to cope with them. We've succeeded," Soderlind reported. "The guys have grown up tremendously in the past year. They've achieved a great deal of maturity."

It was all accomplished, he said, through "bull sessions and spontaneity. Some guy would start boasting about how many kegs of beer he could chug, or some other sort of foolishness, and we'd catch him, and say to him 'so what?' "

Now Baker is ready to go coed, and will open its doors to women for the first time starting fall 1972. Several others are making the coed switch in fall '72 as well, among them the notoriously nicknamed "Nunnery" — Van Meter House.

The question now seems to be, "What does this all mean?"

In an age when Women's Lib is fashionable, and the "separate but equal" clause is a violation of the Constitu- tion, coed dormitories seem to be right in step with the times. One can only speculate where this trend might lead. Now that Congress has paved the way for women to be drafted, it is conceivable that the Army might be building coed barracks, much like the Israeli kibbutz. And judging from the success of the coed dorms — and the resultant healthier atmosphere — that might not be a bad idea at all.

As for the parents of the American student, all they want is what's best for their offspring.

Try it . . . you might like it.

Jerald Lazar

124

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Student Senate

"Once upon a time, there was a Happy Valley with a cow college in it. Then, not so very long ago, the big daddies in Boston decided to re-name their cow college a 'university.' And it was good.

"But the big daddies looked out over their creation and saw that the kiddies were not happy. The kiddies were an- gry, for they had been promised many things that had not come to pass. The kiddy houses were dirty little boxes. The kiddy classes were a bore. The kiddy num-nums were more fit for the cows.

"So the word went out throughout the land: What shall we do with the angry kiddies? Soon a wise daddy appeared and said: 'There is no reason for this unhappiness. The university is the best of all possible worlds. If the kiddies are angry, we should put them In a room and let them talk to themselves. At least they won't hassle the daddies any- more, they'll only hassle each other.'

"And the room full of kiddles was called The Student Sen- ate .. . "

128

Lee Sandwen ("above") Student Senate President 1971-72.

John Stevens (above), Budgets Ctiairman Nick Apostala (below) Ctiair- man, Academic Affairs.

... To most of US, the Student Senate was an organ- ized way for students to establish an illusion of power and importance in the frightening size of the universe. Every Wednesday night, the Senate would gather in the Campus Center for its elaborate religious ritual: Roberts' Rules of Order was the Bible; the By-Laws were the Canons of the Faith; the officers and committee chair-persons, always sta- tus— conscious, were the Bishops and High Priests. In much the same way that religionists dispute minor doctrinal points, the Student Senate frequently spent hours of de- bate arguing of petty details, or amending a recommenda- tion that would be ignored by the University anyway.

While professors rated number one as the people most likely to talk in someone else's sleep. Student Senators rated a close second. The strength of their oratory was matched only by its lack of substance. At any given mo- ment, the meeting would degenerate into a hassle over a Point of Personal Privilege between Senator Bombast and Senator Snide. The length of debate was always inversely proportional to the importance of the issue . . .

129

130

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... If the Senate were to be judged solely by its meet- ings, it would be merely a surrealistic spectacle. But, in spite of its meetings, the student government had a signifi- cant year of accomplishment.

Elected by students and under the leadership of Senate President Lee Sandwen, the Student Government Associa- tion sponsored two voter-registration drives that made the new citizen-student a potent force in local, state, and even national politics. Student lobbyists fought any and all tuition increases. A free Spring Concert was held in spite of ad- ministrative paranoia. Undercover narcotics agents were banned from campus by the Senate, forcing the District At- torney to pledge that there were no agents on campus (at the time) and that "Big busts" would stop. (The District Attorney knew that we had become voters.) A long-needed reform of the Athletic Council, granting students as much power as possible under NCAA regulations, was passed by the Faculty Senate after a year-long campaign led by the Student Senate. The Women's Committee became a strong voice for women's rights and established several services to meet the special needs of women on campus. A Univer- sity-wide Teacher Evaluation Program was established be- cause of the pioneering efforts of the Academic Affairs Committee. Residential colleges and other experimental programs were supported.

The Student Senate also had the power to allocate the Student Activities Tax, a fee paid by each student at the University. Over the last two years, the Senate succeeded in reducing the tax by $3 per student while increasing the number of services provided and groups funded. Each year, the total tax comes to around $650,000.

Student Senate Attorney Richard Howland worked full- time giving legal aid to students. The Student Senate Transit Service provided us with free bus transportation around campus. The Draft Counselling Service, Lecture- Note Program, and Book Loan Service all sought to meet specific student needs. A Course Description Guide helped us choose among the limitless course offering each semes- ter.

The Student Senate provided funds for a wide range of student groups, including the Collegiate Committee for the Education of Black Students (CCEBS), Room to Move, the Coalition for Environmental Quality (CEQ), the Afro-Ameri- can Society, Juvenile Opportunities Extension (JOE), Northern Educational Services (NES), Yahoo, WMUA, the Collegian, and the book you are now holding in your hand.

While the revolution hasn't occurred, at least the student government has become something more than bread and circuses.

Larry Ladd President, Student Senate 1 972-73

131

Collegian

Jim Gold (left), Editor-in-Chief Barbara Brecfier (below), Pfiotograptner

What accurate information should UMass students re- ceive? How should it be presented? What deserves editorial support or criticisnn?

These were some of the questions which the staff of the Massachusetts Daily Collegian answered each night as they put together the prime news source for the students at the Amherst campus. Editors and staff members of the newspaper faced the responsibility of informing UMass stu- dents about the world. And the information had to be avail- able at 8 A.M. each day.

Not everyone agreed with what the Daily Collegian said, or how it said it. But the students working on the publica- tion set out to put each day's news into perspective. Re- porters and photographers were assigned to cover various

activities, such as a Student Senate meeting or an anti-war demonstration. Some were also assigned to take a deep look into parts of the University, such as the problems with the new Sylvan residential area or the politics behind the new Med School in Worcester.

While reporters were getting their stories, the job of put- ting it all together into readable form fell to each night's Issue Editor. This was the person who placed the stories in their respective positions in the newspaper.

The editorial staff interpreted news and selected columns and letters for publication. The sports staff told what was happening with athletic competition. The photography staff captured pictures of events. The business staff helped the local merchants display their wares.

Poor Richard's, a weekly magazine section of the Colle- gian evolved in the fall. Starting with record reviews and a weekend events calendar, it expanded and took in-depth looks at local and national events.

The Collegian could not work if it weren't for the dedica- tion of its staff, some of whom stay up all night so their fellow students can see what is going on here and across the world. The Collegian is students working together to keep the UMass community informed.

132

Don Saint-Pierre (left), Ass't. Managing Editor Kathy Edmund (below), Secretary

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Al Ctiapman (left), Ass't. Pfioto Editor Gib Fullerton (above), Pfioto Editor

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133

Dan Kamal (above), Sports Editor, Ann Gurnett (below left). Executive Editor, and Bill Ballou, Ass't, Sports Editor.

134

Connie Hollon (above), Secretary

Bill Manburg (below), Business Manager

Nathan Gorenstein (above) Managing Ed. Don Bishop (below). News Editor

135

WMUA

WMUA, the student-run 10-watt non-commercial FM sta- tion at UMass received, almost a year ago, a "construction permit" to make all necessary changes for broadcast at 1,000 watts in stereo on 91.1 megacycles. There were problems, like finding a location for the station's new an- tenna tower, which was eventually placed atop Dickenson House in the eighth floor ironing closet; and installing two quality telephone lines to carry the stereo sound from WMUA's studios in the engineering building over half a mile away, but WMUA finally established itself as an easily receivable stereo station accessible to surrounding com- munities for twenty miles in every direction, such as the communities of Springfield, Holyoke, Greenfield and Nor- thampton, as well as Amherst and Belchertown.

The extended listening area will provide WMUA with a potential non-college audience, but programming will not be altered; rather, professionalism will be stressed to a greater degree. The programming will attempt to reach the facets of the community by offering what people would like to hear, programming that will make the audience aware of what's happening in their community — programs such as WMUA's "Week in Review," CBS Massy Lectures," "Cycle Breaker," and "Focus." "Ujamma Drum," jazz and classi- cal music, and news as examples of "cultural public affairs programs" will also be aired.

A second purpose of WMUA should be teaching staff members techniques of remote recordings and broadcast journalism. Air quality depends on three factors — money, facilities, and personnel. WMUA is one of the best equip- ped college stations in New England, easily understandable if one examines WMUA's budget. The station is endowed about $45,000 yearly by the Student Senate at UMass — a budget more than necessary for the operation of a college station similar to WMUA. Therefore, it is up to the person-J nel of WMUA to push the station towards the goals of es-^ tablishing a superior college station.

There are indications that WMUA appears to be wasting money and space allocated to it by the UMass Student Senate. Over a year ago, WMUA was alloted more than ample office spaces on the second level of the Student Un- ion; the station has not as of yet utilized any of this space. The space is supposed to be used for the offices and stu- dios of WMUA some time in the near future, according to WMUA's station manager, but a move from Marston Hall to the Student Union will be costly, requiring more funds than WMUA has presently been funded.

WMUA is doing a creditable job with the abundant re- sources available — it is up to the station staff to do an excellent job.

136

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139

INDEX 72

INDEX 72, which you are now holding, is the product of very long hours on the part of a few people. The INDEX staff changed their format somewhat this year as a result of the large budget cut which they received from the Student Senate.

This year, too, the INDEX received a budget cut for the 73 INDEX. But this time there was a bit more concern on all sides. It all started at the preliminary budget committee meeting, at which time it was decided (with Senator Paul Doran in the vanguard) to reduce the budget to one dollar. Obviously this would kill the book. At the next full Senate meeting, however, the Senate decided that they wanted a book after all. (At least their constituents did.) Two propos- als were drawn up by the INDEX staff: one for a three-vol- ume soft cover edition, and the other was for a one-volume hard cover edition. After much typical, useless debate, it was decided that most senators wanted the traditional hardcover, since it would be more permanent. Former Sen- ate President Lee Sandwen proposed a $120,000 budget, since he felt that if the students really wanted a book, they why not give them a first-class one. That motion, surpris- ingly, was almost passed. In the final vote, however, the budget proved to be $61 ,000.

The INDEX found some friends in the Senate those nights. Although they may not have agreed with having a yearbook, they felt obligated to represent the students, an

action of which many people thought them incapable.

Thanks go to John Hogan, Bill Staton, and the others who felt that more people were for the INDEX than against, and voted accordingly.

Not many people realize just how much work goes into putting a yearbook together. It starts out with working out the bid forms. These are sent out, and, on the basis of lowest price and best quality, a printer is selected. In the same manner a senior photographer and a film processor are picked.

After the companies have been selected, the time for ac- tual work arrives. A general layout is drawn up, and the style format is determined. Since the INDEX attempts to cover the whole year, photographers must be sent out im- mediately to cover certain events. Once the pictures have been taken, they must be sent to New York to be devel- oped. Once the prints are received, a layout must be deter- mined for the particular page. Copy also must be written. In INDEX 72, which has relatively heavy copy, an English class was asked to do certain pieces which would be ex- tremely time consuming for the INDEX layout-copy staff, which consisted of three people. Indeed, two people did 85% of the work.

It is difficult to determine at this time exactly how good this book will be, or how it will be received. Considering the quality of the photography, however, and the amount of time spent on layout, INDEX 72 should be successful.

140

Walt Sobzak (left), Editor-in-Chief Gail Taylor (below), Designer

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143

Peter Naum (above), Photographer

Steve Newman (below right), Photographer

144

Larry Gold (below), Photographer

Dr. Dario "Duke" Politella (bottom), Advisor

Many Hearty Thank-Yous to: Dr. Dario Politella and his E-337 Lev Merrill and his Representation Eternal George Williams Gunky the Kid Gib Fullerton Al Chapman Al Marcus, again

Bud, Larry, Cathy, Edna, Judy, and the Gang in RSO. Lassie Helen Fellows

Photographers (and rather good ones, at that):

Charlie Minott — Co-Photo Editor Jetf Shelkey — Co-Photo Editor Steve Newman Peter Naum Scott Prescott Larry Gold Peter McClennan

And a VERY special Thank You to Valerie Semensi

145

Hey Kids!!

Betcha never heard of half of these groups! Right? Well, kids, they're your R.S.O.'s!!

622 Academic and Scholarship Fund Collect.

605 Accounting Assoc.

340B Action Lab

241 J. Adams L.M.U.

240 J. Q. Adams L.M.U.

401 Adelphia

331 African Students Club

375 Afro-American Student Soc.

351 Agricultural Science Fair

261 S Alpha Chi Omega

707 Alpha Lambda Delta

714 Alpha Phi Gamma 315 APO-Alpha Phi Omega 271 Alpha Sigma Phi

354 APO/GSS Book Exchange

715 Alpha Pi Ivlu

703 Alpha Zeta 306 Amateur Radio

624 American Chemical Soc. 608 Amer. Dairy Science Assoc. 61 7 (AIAA) Amer. Inst. Aer. & Ast. 348 Angel Flight

602 Animal Husband/Ani. Sc. CI. 394 April 1 0 and 1 1 Committee 330 Arab Organization

603 Arboriculture Club/Arbor, and Park Man- agement

267A Arcon Guides

557 Area East Coordinator

558 Area West Coordinator 399 Area Gov. Conting. Fund 325 Armenian Club

704 Arnold Air Society

604 Art History Club 653 Astronomy Club

912 Baha'i Club 215 Baker House

355 Barbell Club

663 Belchertown Volunteers 118 Black Mass Communic. Proj. 367 Birth Control Handbook 116 Block 229 Brett House

217 Brooks House

218 Buttertield House

512 Buttertield Productions 328 Bike Club

1 04 Caesura

301 Campus Chest Committee

91 0 Campus Crusade for Christ

452 Campus Girl Scouts

201 Cance House

556 Central Area Coordinator

379 Central Area Council

1 1 3 Central Voices

219 Chadbourne House 259S Chi Omega

338 Chinese Students Club 908 Christian Science Organ.

871 Class of 71 -Senior Comm.

872 Class of 72-Senior Comm.

347 (CEO) Coalition for Environmental Quality

101 Collegian

356 Colonel's Cadre

340 Community Action Foundation

A

B Aclion Lab

C (NES) Northern Educ. Serv.

D Poverty Committee

E Racism Seminars

F Comm. on Nutrition-Human Needs 383 Commuter's Assembly 31 1 Commuters Club

674 Computing Machines-UM

377 Concern

239 Coolidge Tower L.M.U.

700 Council of Academic Honor Societies

243 Crampton House

353 Crew Club

205 Crabtree

337 Crattsmen's Guild-UMass

310 Dames Club

278F Delta Chi

233 Dickinson House

803 (DVP) Distinguished Visitors Program

395 Dratt Counseling Service

115 Drum

206 Dwight House

625 Education Club 237 Emerson House 109 Engineering Journal

606 (AICHE) Engin. -Chemical Amer. Inst.

607 (ASCE) Engin. -Civil-Amer. Soc.

609 (IEEE) Engin. -Elec. and Econ.

601 (ASME) Engin. -Mechan. Amer. Soc.

652 (AIIE and IRE) Engin. -Industrial and Radio

629 English Dept. Undergrad. Counc.

326 Equestrian Club

708 Eta Kappa Nu

648 Fernald Entomology Club 231 Field House 665 Finnish Club

636 Five College Information Telephone Ac- count

610 Floriculture Club

374 (Collegiate) Flying Club 360 Flying Redmen

612 Food Distribution Club

61 1 Food Technology Club 638 Forestry Club

909 Free Press Committee 332 Free University 635 French Corridor

314 (GSS) Gamma Sigma Sigma

31 4P Gamma Sigma Sigma — Pledges

31 4S Gamma Sigma Sigma — Special

627 Geographical Assoc. — U. Mass.

228 Gorman House

230 Grayson House

380 Greek Council

1 000 Greek Week

380B Greeks — Freshman Mugbook

221 Greenough House

457 Greenough Snack Bar

363 Harambi

342 Heymakers/Square Dance Club

901 Hillel

A Hillel Passover

B Kosher Kitchen

C United Jewish Appeal

225 Hills North

226 Hills South 111 Hobbitt

613 Home Economics Club/UMass Amer. Home Econ. Assoc.

302A Homecoming 1971 368 Homophile League 661 Horticulture Club 344 Horticulture Society

103 Index

346 India Association

634 Innkeepers Club

146

267 Interfraternity Council

376 Interim Concert Coord, Connm.

339 International Club

317 International Programs — Off. of — For- eign Students

904 Inter-Varsity Christian Feilowstiip (IVCF) 262S lota Gamma Upsilon

390 Israeli Students Club 646 Italian Club

236 James House

21 1 Johnson House 336 Judo/Oriental Sports 276 Junior Panhellenic

254S Kappa Alpha Theta

712 Kappa Delta Pi

270S Kappa Kappa Gamma

251 Kappa Sigma

806 J. F. Kennedy IVIemorium

238 J. G. Kennedy Tower L.M.U.

208 Knowlton House

361 Krishna Consciousness Bakaktyoka Soc.

256F Lambda Chi Alpha 272S Lambda Delta Phi

615 Landscape Architect, Club 637 Landscape Operations Club

209 Leach House

618 Learning Resources Center

21 0 Lewis House 907 Lutheran Club

212 Lyons House — t^ary

246 MacKimmie House

643 lyiarketing Club

403 (ylaroon Keys

370 Ivlartin Luther King Soc. Act.

513 Ivlasque

616 Mathematics Club 913 Ivleher Baba League 235 Melville House

300 Metawampee Award

304 Military Ball

204 Moore House

402 Mortar Board

396 Movement for New Congress

511 Musigals

345 M.L.K. Lecture Series

905 Newman Club

671 Northampton Volunteers 552 Northeast Area Coordinator 378 Northeast Area Government 1 12 Northeast Passage 340C (NES) Northern Educ. Serv. 631 Nursing Club — Senior Class 340F Nutrition and Human Needs

701 Omicron Nu Society

551 Orchard Hill Area Coordin. 382 Orchard Hill Area Governm. 336 Oriental Sports/Judo

906 Orthodox Club 309 Outing Club

266 Panhellenic Council

318 Parachute (Sport) Club 244 Patterson House

451 People's Peace Treaty Coali.

702 Phi Eta Sigma 253F Phi Mu Delta 277F Phi Sigma Kappa 274F Pi Lambda Phi 710 Pi Sigma Alpha

202 Pierpont House

504 Play 71 Workshop

623 Pre-Law Society

619 Pre-Med Club

349 Precisionettes

340D Poverty Committee

245 Prince House

621 Psychology — Council

Students 316 Program Council

of Undergraduate

340E Racism Seminars 323 RAP Line

200 (RSO) Recognized Student Org. 620 Recreation Club

335 Regional Alliance for Freedom of Israel (RAFI)

405 Revelers

508 Roister Doisters 343 Room to Move 362 Rugby Club 649 Russian Club

501 ST, Children's Theatre 670 Scabbard and Blade 352 Science Fiction Club 404 Scrolls

334 Scuba Club 313 Senior Day 110 Shorthorn 260F Sigma Alpha Epsilon 273F Sigma Alpha Mu 255S Sigma Delta Tau 263S Sigma Kappa 258F Sigma Phi Epsilon

341 Sigma Sigma Alpha 265S Sigma Sigma Sigma 312 Ski Club

384 (National) Ski Patrol 372 SMILE

553 Southwest-Berkshire-Area Coord,

554 Southwest-Hampden-Area Coord,

555 Southwest-Hampshire-Area Coord. 366 Southwest Assembly

406 Southwest Patriots 633 Spanish Club

102 Spectrum

381 Spring Concert Committee

342 Square Dance/Heymakers Club

502 Statesmen

675 Stockbridge Athletics

813 Stockbridge Class of '71

814 Stockbridge Class of '72

815 Stockbridge Class of '73 321 Stockbridge Rifles

805 Stockbridge Senate

1 07 STOSAG

333 (STOSO) Stock. Science Organ.

801 Student Senate

802 Student Senate Tax Fund A Finance Committee

B Stabilization Fund

C Capital Equip. Loan Fund

D

E Office of General Counsel

F Bus Service

G Social Action Comm.

H Holding Acct.

I

J

K Judiciaries

L

M Undergraduate Councils

0 Long Range Planning

P Public Relations Committee

R Academic Affairs Comm.

Y Sponsored Events 371 (SIMS) Students' International Meditation Society

385 (SDS) Students for a Democratic Society 91 1 Student Religious Liberals

3160 Student Union Crafts Committee

666 (SUG) Student Union Governing Board 305 (SWAP) Student Workshop on Activities

Problems 550 Sylvan Area Coordinator

386 Sylvan Area Government

705 Tau Beta Pi

257 Tau Kappa Epsilon

213 Thatcher House 275F Theta Chi 234 Thoreau House

628 Turf Management Club

903 (UCF) United Chhstian Found.

455 United Marshal Arts Club

388 (MOBE) University Mobilization Committee

667 (USCC) University-State Commun. Coun- cil

337 U. Mass. Craftmen's Guild

203 Van Meter North 220 Van Meter South 453 Veterans for Peace 307 Volunteer Fire Dept.

392 Wall Street Mobilization Committee 242 G. Washington Tower L.M.U. 232 Webster House

214 Wheeler House 900 Winter Carnival

303 (UMass) Women's Abortion Action Coali- tion Grp.

105 WMUA 1 1 7 WTOY

106 Yahoo

350 Young Democrats

322 Young Republicans

324 Young Socialists Alliance

357 Young People's Socialist League

268F Zeta Nu

Summer Program

921 Art

922 Fine Arts

923 Intramurals

924 Outdoor Recreation

925 Crafts

926 Lecture-Demonstrations

927 Popular Events

928 Films

929 Newspaper (Statesman) 930

931 University Summer Theatre

932 Student Government

933 Program Coordination 934

935

147

RSO

Bud Demers, (above) supervisor of R.S.O. ac- counts. Edna Zucker (right), secretary.

148

Bud Demers and Larry Popple, accountant, busy at work (left). Kattiy Krilovich (below), secretary, along with Ann Warchol, secretary.

Judy Martin, (below left), and Sylvia Byam, below right, two R.S.O. secretaries.

149

WMPIRG

WMPIRG — Western Massachusetts Public Interest Re search Group.

In early October, a year and a half ago, Ralph Nadei inspired a group of students in Oregon to form a public interest research group (OSPIRG), modeled after his own organization in Washington, using the techniques of public interest protection Nader himself developed, and applying them to student interests (students as citizens). Since then the idea has spread across the country — students in twenty-five states have created student PIRGS. The new concept in student activism came to Western Massachu- setts last year and now students at UMass can earn aca- demic credit equal to one or more courses for working for the public's interest.

WMPIRG is totally student run and directed, dealing in almost any area of the public interest — environmental protection, racial and sexual discrimination, health care de- livery, corporate responsibility, etc. Last semester, the stu- dent body at UMass and ten other schools petitioned their board of trustees to add a $2 voluntary fee to the semester bill. This money will be used to hire a full-time staff of pub- lic interest professionals, such as lawyers, scientists, social workers, etc., to work with students in areas previously in- accessible to them due to lack of time and/or expertise. These professionals are responsive to a PIRG regional board which is made up of students elected from each of their schools.

150

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151

Juvenile Opportunities Extension (JOE) Program

The success of the Juvenile Opportunities Extension (JOE) program was heralded at UMass by its Co-ordinator Larry Dye, Vice-Chancellor Dr. Robert W. Gage, and Mas- sachusett's Governor Sargent, despite a few minor inci- dents involving Joe youths.

JOE was in intensive pre-release program for institution- alized youth in the Department of Youth Services (DYS). Seventy-five "delinquents" were selected from the Lyman and Lancaster Training Schools in Massachusetts to partic- ipate with seventy-five student volunteers, who counseled them on a one-to-one basis for the month the youths lived at UMass. During the course of the program, however, JOE acquired nine additional members — six came in as runa- ways and three other youths came in from problem homes.

The relative success of the program can be judged in immediate terms based on figures released by Dye: forty- one of the youths went from UMass back to their own homes, eleven were placed in a "foster care environment," thirty — four youths were sent to a non-institutional "group home," and seven were returned to institutions while six were listed as being runaways from the program. The long range success of the program, according to Dye, will be judged in terms of "how many and how well the youths make the adjustment."

Despite the acclaimed success of the JOE Program, there were problems. The residents of Grayson, which housed some of the JOE youths, were not generally favor-

able of JOE. Charles Burns, one of the Heads of Resi- dence, stated, "The idea behind the program is good, but the logistics and administration is about the worst I've ever seen. I understand it had to be set up quickly (JOE Pro- gram) but the students of this university were imposed upon." Burns, who is on the Hill's security force, said that during the JOE Program $200 worth of property was sto- len; he also stated that during the program between two and six cars were broken into each night on the Hill. The program was also marred during its first week by two hos- pital incidents and one runaway. Personality conflicts de- veloped between eighteen of the advocates and their charges, resulting in the transfer of eight of the advocates to different youths in the program and the dropping of ten of the advocates altogether.

When asked what changes he would make, were JOE ever to be initiated again. Dye responded by stating that he would hold a stronger training program for both the youths and the advocates, thereby hopefully avoiding some of the personality problems that arose during the course of the program. He also felt that improvements would be made In the daily schedule for the juveniles, allowing for less free time for the youths, while having more supervision.

Dye summarized his feelings about the interaction be- tween the JOE Program and UMass students by saying that it should have been a "sharing experience," but he added, "I don't think we tapped it enough."

152

One of the many workshops sponsored by the JOE program (left).

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Women's Lib

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Women's Lib, bane of universal male chauvanism, was relatively active during 1971-72, The year was capped off by the strike, at which time the Women's Caucus single- handedly upset the whole strike action and eventually led to its complete collapse. Somehow, the war in Southeast Asia acquired feminist frills, and they took it to their protec- tive breast. At the most important meeting of the strike, they walked out, however, claiming the whole thing to be sexist and racist, (Gigolo gooks).

Earlier in the year, the women had their very own day. The Women's International Day Rally was held in the Stu- dent Union Ballroom on March 9, There, they decided to rename the ROTC building to Emma Goldman Hall, and the new library would be the Mother Jones Library. Golly.

Other events discussed were things like the role of the workingwoman, women in political movements, and les- bianism. Abortion was one of the most popular subjects.

The audience was small, but intense. They listened to the lesbian speaker surrounded by placards reading: "All You Sexists Go to Hell," "Free All Political Prisoners," and, "We are lesbians and we are beautiful."

She said, "For too long we've let men define what a woman is. Now is the time that women must come out and speak out."

Afterwards, the women marched around campus, through buildings, into classrooms. Yelling, A grand time was had by most.

155

Room to Move

To a transfer student from a small mid-western college, the University can at first seem like a pretty awesome and threatening place, with a student body that is composed of cold, uncaring and unfeeling individuals.

When Joe K. came to UMass, he felt apart from the cus- toms and lifestyles of the campus. As a result, he spent many lonely nights in his room unable to relate to anyone or find anything to do.

One night, when he was more depressed than usual, Joe decided to forget about his loneliness and trip. He sat by himself for quite some time, and then went out for a walk around the campus. Inside of the Hatch, he became very paranoid, feeling intimidated by the people he saw there. He felt they were laughing and leering at him; he felt separated from the rest of the world. As the buzzing noise in his head became more intense, Joe panicked. He began screaming, until he was approached by a friendly, con- cerned girl who put her hands on his shoulders and told him everything was alright.

Joe soon found himself inside Room to Move, the stu- dent-run drug and problem drop-in center. For the first time at UMass, he found people who wanted to talk to him and be his friend. The girl sat Joe down, took his hand, and began to talk him into relaxing. Sensing her concern for him, he was able to calm down and talk about what he was feeling. The people at Room to Move proved they cared about him.

Initiated in the spring of 1971 by two students, Paul Goulston and Ron LaFrance, and opened on a full-time ba- sis in the fall of that same year. Room to Move has been providing students with a place where anyone with drug- related problems or a desire to get specific information can get "confidential and knowledgeable help without feeling threatened or restricted by rigid non-caring individuals." During a single two-month period, the staff dealt with al- most 300 people who sought drug information, had had bad trips, were runaways or needed counselling.

An answer to almost every possible question concerning drugs can be found in Room to Move's extensive library of research literature. When a problem arises that the staff feels needs more professional guidance, they provide the individual with an alternative of professional services availa- ble for his particular problem — agencies concerning wel-

fare, abortion problems, runaways and alcoholism, as well as the Infirmary and Mental Health.

Room to Move's drug concerns do not center only on the student population; the staff has also established a vol- unteer program to train students interested in helping out at the Center, instructing the students in workshops on bad trips, LSD imagery, counselling techniques and basic refer- ral information, and working with them on a one-to-one ba- sis for at least one shift a week. Room to Move has also held off-campus drug education workshops in the Amherst High School and the Junior High, the Northhampton schools as well as churches and PTA groups. On campus. Room to Move has trained counsellors in what to do in times of emergency in the dormitories. The staff has also set up workshops and training sessions for themselves with psychologists and social workers from time to time to ac- quaint themselves with new techniques, philosophies, and procedures being used in other centers. Their own staff meetings, which take place once a week, are to discuss problems in the Center, talk over future plans and to relate personal experiences and case studies.

Because of their limited budget, although aided finan- cially by the Office of Students, the Student Senate, and the Department of Health, Education and Welfare, Room to Move sponsored boogies from time to time that provided an opportunity for the community to hear good music as well as add some money to their meager finances.

Room to Move is a group of concerned and dedicated students working as a whole and sharing the responsibili- ties of the Center equally, giving individual attention to spe- cific cases as long as their assistance is required; Room to Move maintains a policy of confidentiality, fostering the concern and understanding that must be established in any counselling situation.

By the time he had left the Center, Joe had begun to feel a little more at home at UMass; he realized that his problems of adjustment weren't as bad as he had thought. He felt that he had been extremely lucky to find such a good friend as Room to Move; it gave him a new feeling of happiness to know that there is someone on campus who really cares.

Mary Lou Gordon

156

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Distinguished Visitors Program (DVP)

1971-72 proved to be an active year for the Distin- guished Visitors Program (DVP); however, other sources were also instrumental in featuring other lecturers on a va- riety of subjects at UMass. WMPIRG (Western Massachu- setts Public Interest Group) sponsored Ralph Nader, while Senator Brooke was sponsored by Campus Center Guest Lectures.

Whoever the speaker, however, he or she proved to be a crowd attracter. The University is becoming increasingly more aware of defining its role as inter-related with that of the community — the University can no longer remain iso- lated. The subjects ranged from Women's Lib to humor on the college campus.

Dr. Joyce Ladner, sponsored by DVP, spoke on "Black Women and Women's Liberation." Dr. Ladner is currently teaching in the Sociology Department at Howard Univer- sity, Washington, D.C. Humor columnist Art Buchwald, also sponsored by DVP, entertained a capacity crowd in the Cage with his anecdotes about his career. Dr. Howard Zinn of Boston University addressed UMass students on "Civil Disobedience in America."

Sander Vanocur, who resigned from NBC in 1971 to work in Public Broadcasting, stressed the importance of the media in the upcoming Presidential campaign in a lec- ture to UMass students; he also held a seminar concerning the control of the government over the media. Jean She- pard, a satirical writer whose stories have been published in several national magazines, articulately and humorously described American institutions. Dick Gregory put in a sur- prise appearance to an overflow audience in the Student Union Ballroom as part of the School of Education's Center for Innovation presentation on institutionalized racism.

Other distinguished visitors to the UMass campus in- cluded Saul Alinsky, Julius Christ and Pat Paulsen.

158

Ralph Nader (far left) urged students to combine their roles of stu- dent and citizen. "There must be a viable converging of the roles of student and citizen. There can be no distinction made between student as student and student as citizen. The combination must take place in the crucible of action in public issues and problem solving."

Massachusetts Senator Brooke (left) disclosed his policies on the important issues of 1972. "I feel there is no more important issue in the lives of Americans today than the crisis we have in South- east Asia." "This is going to go down in history as one of the real shames of history. I just pray to God that we're going to end it real soon."

Dick Gregory (below), on racism, one racist country in the world."

'The United States is the number

159

Dr. Howard Zinn addressed UMass students on "Civil Disobedi- ence in America." "Government itself wtiich tells us to obey the law, disobeys it. Who will call the government into account? Who will investigate the FBI? The assaults of the police?" "Obedience should have to make a case for itself. The greatest violence in our times has beeni brought about by obedience. Obedience has re- sulted in Auschwitz, Mai Lai and permitting governments to send young people into an absurd war."

Column humorist Art Buchwald captivated his UMass audience with his bits of humor on everything from sex education to Presi- dent Nixon. "As Spiro Agnew would say, it's a great opportunity to be here at the University of New Hampshire." "The local candy store is where I got my sex education." "Every afternoon at 3:00 we were given a lesson by thirteen — year olds. This type of in- struction is what kept me out of the back seat of a car until I was 23."

160

Satirist, Jean Shepard (above) entertained UMass students with Inis discussion of ttie virtue of American institutions. "How can you expiain Howard Jotinson's to Mao Tse-Tung? Howard Jofnnson's, ttiat orange glow in ttie dark of nighit, has single-handedly relieved the discomfort of more Ameri- can travelers than any other institution on the American scene."

Massachusetts Governor Sargent addressed the UMass community on "environmental policy," concerning the Mon- tague Dump. "Every day each of us throws away about seven pounds of refuse. In a year, the state must rid itself of seven million tons of waste. In 10 years we could bury the entire city of Boston — 43 square miles — under a pile of garbage 100 feet high ... We must recognize that effec- tive, long-range planning incorporating citizen participation is no longer a luxury in solving environmental problems. It is a necessity."

161

C.C — Is It Worth It?

The Campus Center Complex, that thorn in the side of the destitute students, did not gain in popularity during 1971-72. While there are several good aspects about the Complex, the positives are heavily outweighed by the negatives.

The Blue Wall Cafeteria-Coffeehouse-Moviehouse was per- haps the most appreciated area of the Campus Center. To get there, however, one must walk down leaking hallways of the $18 million mausoleum, dodging the drops. It seems that when the CC was built, a certain sealing substance was sup- posed to be placed between the parking garage structure and the actual building. Either it was forgotten completely, or it didn't expand as it was supposed to. Whatever the case, whenever it rains the halls do likewise. During the big downp- our of June 29, 1972, there were three inches of rain covering most of the CC concourse.

At the beginning of the year, a survey was taken to deter- mine the student feelings about the complex. There was very little favorable reaction to the survey. The biggest complaint was that of finances. The students pay sixty dollars a year for the right to use the building. Yet, of the eleven floors, only two are for the use of students, the rest being either conference rooms or hotel rooms for visiting conferees. The money the students pay is used to keep the price of conferences down. Yet how many of the conferences have anything remotely to do with the University. Very, very few.

There are twenty-eight jacks in the music room, yet there are 22,000 students.

And the $18,000 marble table which had to be dismantled because it was too big for the conference room. Why is it now being used for making pizzas on in the Hatch?

And why does a hamburg cost seventy cents? And a tuna fish sandwich, sixty cents?

And why is everything in the University Store more expen- sive than everywhere else. Why is the student exploited in his own store? Why is the price jacked up on everything if it has "UMass" on it?

There are a lot of questions which have been raised by stu- dents about "their" Campus Center. They deserve to be an- swered. Unfortunately, when it comes down to getting the an- swers, the powers that be are reluctant, or afraid, to speak the truth.

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Ah, gee! All the comfy purple cushions got ripped off. (top left)

The C.C. had a tendency to leak, at times (top right, above).

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TRADITION — A Thing of the Past?

Traditions at the University of Massachusetts, as well, apparently, as at other large educational institutions, are becoming increasingly hard to retain. It is difficult to isolate the phenomenon of "tradition-hunting," but it seemed to start in college at about the same time as the Class of 72.

The old maroon and white beanies which all freshmen were required to wear were discarded forever at that first football game. And that massive panty raid in the fall of '68 was the last concerted effort to obtain the frail, invaluable garments. Five thousand guys threatening to push JQA over onto Patterson until the silken prizes were thrown out was nothing to be ignored. Everyone had a good time. Then the cry of "Dirty Alice is giving shows!" broke the crowd into a gallop, and a surge on the lowrises.

And Homecoming Queens are now a thing of the past, too. It was last year that Jim LaMacchia won the election, and proved to the world what a farce it is to admire beauty.

His election proved, in one fell swoop, that electing girls on the basis of beauty destroyed them psychologically, and confused them in their roles as mature, super-serious women. The Uglification Process was at work.

The INDEX, too, had some very tense moments during the past couple of years. In 1970 — 71, the budget for this book was reduced by $33,000. In 1971-72, the reduced budget was cut by another $1 1 ,000. And who says infla- tion is rampant?

And now, at the end of the '72 school year, the Student Senate ratified a resolution condemning University continu- ation of the Redman-Metawampe symbol on the grounds that the use of Indian references on this campus gives a distorted and racist view of Indian heritage.

Oh well, let's go back to our boxes and vegetate, class, the garden has been stripped of its leaves.

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How many of you can remember Freshman beanies? Mugbooks? Homecom- ing Queens? Snow Sculpture? Metawampe? Panty raids? Penny-ins? Beer bashes? Friday night dances? Bras?

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Remember the Grafitti Board? . . . Before the Janitors found it with their paint cans.

The grafitti board was located just outside tlie University store, and attracted various and sundry deviants, perverts, aspiring poets, porno- grapfiic punsters, gays, straights, profs, students, and anyone else who enjoyed writing or reading words of wit. Since first placed there the board has been repainted several times, thereby trapping forever the wisdom of the university.

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PART 4 Student As Hedonist

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Jonathan Edwards performs in the Student Union Ballroom, December 7.

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Introduction

The year 1971-72 proved to be diverse and fulfilling in the areas of arts and entertainment. Each of the area col- leges provided a wide selection of events in the fields of theatre, dance, music, film, and lectures. THEATRE

The UMass Fine Arts Council distinguished itself once again this year with the high quality of its featured perform- ances. They were responsible for bringing to campus such productions as Andre Gregory and the Manhattan Project's version of Alice in Wonderland, Claude Kipnis and the Mime Theatre, Charles Ludham and the Ridiculous Theatre Co., and Siobhan McKenna.

The UMass Theatre Group proved their versatility this year with their renditions of lonesco's Exit the King, Saroy- an's The Cave Dwellers, Kopit's Indians, Brown's Natural Man, Besoyan's Little Mary Sunshine, Fry's The Lady's Not For Burning, and Lock Up Your Daughters, a comedy de- rived from a Henry Fielding novel.

The UMass Music Theatre also devoted much of their time to their performances of Stop the World I Want to Get Off and The Fantastics, while the Campus Center Program Council added their productions of My Fair Lady and You're a Good Man, Charlie Brown to the list.

The University also featured other theatre groups this year, which included the Sweet Corn Theatre Troup per- forming Assorted Shelters — Or-Do You Have Nightmares? and the Lion's Share Co. performing Cabaret, Celebration, and Jacque Brel is Alive and Well.

Off campus, there were a variety of theatrical perform- ances available at Smith, Mt. Holyoke and Amherst Col- leges. Amherst College performed selections of black com- edy from the British humorist Joe Orton, which included What the Butler Saw and Loot. They also performed Pinter's The Caretaker, a version of Shaw's Man and Su- perman entitled Don Juan in Hell, Shakespeare's Much Ado about Nothing, O'Neill's The Iceman Cometh, and the comedy classic Harvey by playwright Mary Chase.

Smith College was responsible for the fine productions of Shakespeare's Measure for Measure, Tennessee William's Suddenly, Last Summer and Something Unspoken, Ghel- derode's Escurial, Albee's A Delicate Balance, and Her- bert's Fortune and Men's Eyes.

Mt. Holyoke College featured the Oxford-Cambridge Shakespeare Co., who performed their version of Julius Caesar, Guys and Dolls, Pirandelo's Right If You Think You Are, and a collection of three one-act off Broadway plays entitled Snowball, Lemonade, and Next. DANCE

Along with the theatre groups, the Fine Arts Council was responsible for bringing to campus some of the most tal- ented artists in the field of Modern Dance. The performers included the Murray Lewis Dance Co., the Rod Rogers

Dance Co., and the Hawkins Dance Co., which appeared

at Smith.

MUSIC

The Fine Arts Council also featured a host of distin- guished musicians, among whom were the Swingle Sing- ers, Lorin Hollander, John Williams, the Tokyo String Quar- tet, the Julliard Quartet, the St. Louis Symphony, the Bela Bartok Choir and the Berlin Philarmonic Octet.

In the genre of classical music. Smith presented soprano Marilyn Home, but changed their tempo by featuring rock and soul concerts starring such performers as Frank Zappa and Roberta Flack, and a Broadway cast performing the rock opera Joseph and His Technicolor Dreamcoat. Mt. Holyoke was not to be forgotten for their fine concerts with J. Geils Band and the Youngbloods.

While large concerts were missing from the activities list at UMass until the spring, there were several small con- certs that were worthy of attention. Among the musicians appearing were Roland Kirk, Otis Jans and Jonathan Ed- wards. The Homecoming Weekend brought the Beacon Street Union, Rush and the James Montgomery Blues Band, while Winter Carnival featured the Persuasions. FILMS

The Campus Center Program Council and the Compara- tive Literature Film Series were responsible for bring to the campus a wide selection of notable films, ranging from for- eign classics to contemporary Hollywood features. Among those shown were Midnight Cowboy, Candy, Claire 's Knee, Hiroshima Mon Amour, Citizen Kane, Blow — up, and the Seventh Seal.

Ardent moviegoers had their taste for films duly wetted this year by the Amherst-Northampton area cinemas, which provided a fine selection of current films. Among those available were Death in Venice, The Clowns, The Devils, The Boyfriend, The Panic in Needle Park, The Touch, Summer of '42, Klute, Carnal Knowledge and The Last Picture Show.

The Showcase Cinemas in West Springfield featured such box office hits as A Clockwork Orange, Cabaret, The God- father, What's Up Doc? and Fiddler on the Roof. LECTURES

In addition to the performing arts, there were a number of other events of interest on campus this year. A notable list of speakers included Dr. Joel Fort, the columnist Art Buchwald, Robin the feminist, Joyce Ladner, and the au- thor Joseph Heller.

The Chinese Association of UMass presented a Chinese Night, and the Lion's Share Co. put on a Christmas Feast. The Fine Arts Council ran a Latin American Film Festival, and there were numerous art displays throughout the year, including one of Picasso's pottery.

Mary Lou Gordon

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Exit the King

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Celebration

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L'Histoire du Soldat

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Winter Carni

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The Persuasions proved to be a popular hit with UMass students at the Winter Carni concert (left).

Jonathan Edwards, the highlight of Winter Carni 72 (left).

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As part of Winter Garni, UMass was host to a match between the Chiefs and Jolters roller derby teams. The action was fast, and the excitement was high, and eventually the Jolters won, 47-46. The crowd of 2500 booed and cheered, and seemed to have a good time.

Still, it was a far cry from the Win- ter Carni's of past years.

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Concerts

One week before the big "Spring Concert," a smaller one was held at the southend of the stadium. The full story of the concert situation is on the At the Southwest Spring weekend, pictured on this page, t le cast included Todd Rundgren and his group, and Keady, Smithline, and Brother Ralph.

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"Major Spring Concert Unlikely," read the Collegian's February 2, 1972 front page headline. It took many long, hard hours of planning, manipulating and arranging by the Student Senate and the Concert Committee to revert the prediction of the UMass dally newspaper.

In the Fall of 1971, Student Senator Joe Tropiano of Dwight House had a vision — the UMass Alumni Stadium thronged with thousands upon thousands of UMies as the Stones performed on stage, live, in concert at UMass. The Student Senate issued ballots to all UMass students to de- termine their choice of performers. Students chose the Stones as their first preference, and The Who as their sec- ond; Chicago was the third choice, and Crosby, Stills and Nash were fourth. Because of the Homecoming 1970 dis- aster, in which over 4,000 gatecrashers smashed through the fences leading into the doors of the Cage, forcing the administration to declare a free concert, the administration became understandably paranoid at the Senate's proposal for a large concert. The Senate was faced with solving two major problems — how to prevent damages and avoid widescale gatecrashing, and how to get the necessary money in advance to get committment from a group and to pay all concert expenses. But Joe Tropiano graduated from UMass in January, 1972, taking with him his vision of the Stones concert, still only a vision.

No further mention was made concerning the feasibility of a major spring concert until the beginning of February, 1972 at a board meeting attended by Dr. Gage, Gerry Scanlon, Dean Field and members of the Student Senate and Concert Committee, at which time the administration deemed the possibility of any large concert extremely re- mote. Undaunted, the Student Senate and Concert Com-

mittee continued to explore the concert situation. Articles appeared in the Collegian, imploring student support of the concert, for only with the support of the UMass students would a concert be allowed by the administration.

The Concert Committee was allotted $5,000 by the Stu- dent Senate in February and sent out a plea to area gov- ernments to contribute to the fund, as almost twice as much as that amount would be required; eventual addi- tional funding by the Senate upped the amount to $8,000 with a $1800 deficit, plus a small amount of extra funds donated by the Southwest Assembly. 'Ballots were then is- sued by the Senate to determine the students' choice for concert performers; a ballot appeared in the Collegian and was to be returned to the Senate. The three top groups chosen were Poco; the American package, featuring Amer- ica, Pentangle, Jo Jo Gunne, and Todd Rundgren; and the Kinks. Unfortunately, most of the groups had been signed by the time of the return of the ballots. The only feasible - package deal featured Fleetwood Mac. And so it came to be that Fleetwood Mac was signed for the concert.

The concert still needed approval from the administra- i tion, but Dr. Gage had already stated approval of the type ( of concert planned — a small, free concert with 3-5,000 ( people. Plans for the concert continued until administrative ( permission was granted.

The "3-5,000 people" concert soon became a 15,000 people concert, as the threat of rain proved to be only a threat on Saturday, May 6. The bill hosted Fleetwood Mac; Ashton, Gardner, Dyke, and Co.; and McKendree Spring. , The concert was deemed a success, a promising forecast for the future of large concerts at UMass.

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It Was a Year of Thirst

And it came to be that the UMies were straying fronn the Amherst campus, visiting the many waterholes that were oases tor the thirsty.

Barselotti's . . . Mike's . . . The Pub . . . Quicksilver . . . The Rustic . . . Chequers . . . The Rathskeller . . . all of them satisfied The Thirst, regardless of age or other impediment.

And there was a new drinker born on every new birth- day; juniors, seniors and grad students alike, blossoming into the world.

Just how many drinkers the year produced will never be known. But there are many even now who fondle memo- ries of "good old days" in the bars of Amherst Town.

There was Mike's, in North Amherst. Does anyone still remember the night two guys came through, in one door and out the other, riding a pair of horses? I talked to one of them the other day.

"There musta been about fifty kids in here, and some- one said, 'Why don't you bring your horses in for a drink?', so we did. They were big horses, and the goddam floor was sagging like a trampoline. Kids were running around, the horses got nervous and started rearing up; so I took mine out that door, right there, and he threw me. I spent an hour and a half chasing that silly horse around the woodpile out back."

Afternoons at Mike's were a little more civilized, and the food they served, with a draught, made it a pleasant change from the Hatch or the DC.

The most prominent place in town was The Pub. About the biggest around, it was usually the most tightly packed. Mid-week relaxers might remember John Morgan and the famous Running Bear doing their thing, but whether it was Tuesday night or the weekend. The Pub was synonymous with crowded. Getting there early, very early, you found a chair; luckily they were fairly comfortable, because you of- ten found it most convenient to stay there all night. You didn't walk around The Pub; you shuffled, elbows tucked in, whatever you were carrying cradled protectively in front of you. And there was a lot of boisterous conviviality in the crowd, as the night wore on.

Large groups clustered around the tables, joking and laughing over just about anything. The fraternal good-fel- lowship atmosphere that is so often associated with the college group of whatever generation was always well dis- played at The Pub.

There weren't very many among us that you could call serious drinkers.

"I'm going to get drunk tonight" was often heard, but that wasn't what it really meant. Not too many of us sought out the secluded, quiet kind of place where you drink star- ing at the walls, counting the scratches on the bar.

Students went where they knew there were others of their type and generation, always looking for some social activity to accompany their drinking. If he dug sports, a student went to Barselotti's, where whatever game was be- ing broadcast was sure to be on the tube, and he could talk to the bartender or, often, to the guy next to him, about how the Bruins did or who had been traded to whom.

Decks of cards and a few cribbage boards were stored

behind the bar. And in the afternoons, there was usually a pitch game going on over in the corner, maintained by a couple of regulars who didn't seem to do anything else.

For a more unrestrained atmosphere, there was the Rathskeller, in the cellar of the Drake, or Quicksilver, just up the street from Barselotti's. They offered no set pattern of behavior or special interest obligations; just a place to

go.

Tall people may be reminded of the Rathskeller every time they get a bump on the head. Exposed plumbing and low overheads all over the place demanded that you keep your eyes open as you walked around, dodging brick pil- lars, steel columns, and the rough stone foundations that are the walls of this cellar. You felt like an individual here, as well as a member of the group, wandering around, talk- ing, smoking, leaning against a post watching the pool game that was always on, or doing nothing at all.

The interior designs of the Rathskeller and Quicksilver reflected the attitudes of the people who came to the places. No frills, no extreme architectural efforts; just bare functionalism with no great concern for decorative cute- ness.

An old metal ceiling in Quicksilver was masked with a loosely laid suspension of boards that didn't hide anything. And the Rathskeller looked exactly like an old cellar. It was a relaxed, casual environment of unforced funmaking.

Then there was Chequers, down past Southwest. This was not a student bar, as such. Smooth, neatly built stone walls, wrought iron here and there, pseudo-colonial chairs and tables, bartenders wearing ties, large wooden beams, carpeting around the bar all added up to higher-than-aver- age prices and hence fewer-than-average student custom- ers. The patrons came in wearing suits. They drank mar- tinis at lunchtime, making furtive appraisals of mini-skirted waitresses. It was a place for the more conservative, lux- ury-minded set, and the students were a minority here.

Back in town, next door to Barselotti's, was a place called The Rustic. They didn't have any draught, but if you came in a nickel short of buying a beer, "You can owe me," the barmaid would say. Which about characterizes the place. j

It was a homey sort of bar, relaxed, not raucously stu- " dent, but not alienatingly conservative; just a friendly place for a quiet beer.

The most interesting phenomenon relating to the local drinking establishments was the transformation evidenced between the daylight hours and the evening. There weren't any real working-class bars in Amherst, at least not at night. The outpouring from campus permeated the whole town. But in the daytime, when most of the students were occupied elsewhere, the local crowd of residents going ' home from work or out to lunch, drifted in and out for their r daily rations.

These were the guys that came to enjoy a beer and chew the fat for a while, drinking without becoming fasci- nated with what they were doing.

The students, at night, were on more of a deliberate bash, very conscious of the fact that they were DRINKING, almost desperate to impress that on themselves and every- one around. It was as though they knew they were not se- rious drinkers, that it was only a charade, a going through ij the motions, part of being a college student.

It was all in fun, to be given up, or lost, in a very short time.

Ray Blais

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If you were on campus, the two most accessible drinking places were the Blue Wall (right), and the Top of the Campus (below). While the TOC was rather expen- sive, the Blue Wall proved to be more reasonably priced for stu- dents.

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Bluewall Manager Ed Vadas (above)

Looking for big entertainment and small prices? Bands, theatre performances, a coffeehouse, or a large screen T.V. to view sports, movies, et cetera, et cetera? Look no further than the Bluewall, located on the concourse level of the Campus Center.,

The Bluewall offers easy accessibility, good prices, and a variety of entertainment. It has a bar for Club members and their guests, but does not exclude those under twenty-one from patronizing the cafeteria during the day and seeing and enjoying the entertainment at night. Entertainment starts each night at 9 p.m., and features a veritable ple- thora of performances.

According to Manager Ed Vadas, who hires all of the entertainment, bands draw the largest crowds, as eviden- ced by the immense popularity of the Wednesday night coffeehouse. Ed, an entertainer himself, has performed

from high school through the service, where he toured and entertained in Viet Nam. He has brought much talent and a wealth of innovations to the Bluewall.

Ed originally became involved in setting up a coffee- house last year at the Top of the Campus, which received favorable response. The coffeehouse concept was then to be moved to the back of the Hatch or to some other place in the Campus Center. The Students' Governing Board last year allocated money to be used in the cafeteria at the rear of the concourse level in the C.C; a bar, sound booth, and stage equipment were brought in to create what is now the Bluewall.

The Bluewall provides good value of entertainment in an informal and relaxing atmosphere — a welcome break away from academics and business. So try — you'll like it!

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The Lion's Share Co. offered several versions of popular plays and musi- cals to Bluew/all audiences . . . FREE. On this page are scenes from "You're A Good Man Charlie Broviin."

It was the Bluewall Cottee House whicti acted as the catalyst for the rest of the entertainment (left).

The "older folk" were allowed to cross the barricade, and enter the bar area.

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Perhaps it is all for the best that the Bluewall entertainment was not usu- ally "professional." The result was a more relaxed less neck-craning at- mosphere. If you wanted good entertainment, usually free, the Bluewall was the place to go. Thanks, Ed.

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Umie Humor is Where You Find It by Dr. Dario Politella, Resident Humorist

Humorist Art Buchwald made the announcement in the editorial pages of the Massachusetts Daily Collegian.

"... youth on the whole contributed very little to the Gross National Laughter factor in the country in 1971 ."

But some of us at the Amherst campus didn't believe him. On two counts. One is that there was humor here — not obvious, but here nonetheless. The other reason being that some of the humor was indeed gross enough to qual- ify for the GNL.

An example is the essay appearing in the MDC under the title, "On the Breeding Habits of the Volkswagen." The author was identified as a zoologist whose byline credited one "Erich Scheisskopf."

And an item in the "Editorial Points" column supplied the gratuitous "Note from Yesteryear; Mary had a little lamb, the doctors were surprised; it wasn't such a shock to her — she got rammed."

Further evidence appeared in the Dec. 7 edition when MDC expressed its own Pearl Harbor. There were only two items on page 16: a lengthy exegesis reprinted from Ram- parts magazine and a 3 column by 6-inch classified ad in- sertion order form.

The mag piece carried the banner headline, "Rape: the All-American Crime;" and the ad urged, "Stick It In — Get Results."

Yuks on the campus were provided with the greatest fre- quency by the columns of MDC, despite the presence on campus of Yahoo as the journal of avowed humor. But the newspapers humor was more often accidental than con- trived. A printer's error, the misplaced phrase, and the uns- killed rhetorician all contributed to comedy.

As a result, the editors of our 1 7,000-circulation daily tabloid accidently made contributions of great social signifi- cance. MDC will go down in history, for example, as help- ing to set back the cause of Women's Liberation by at least ten years with its coverage of the visit of feminist Robin Morgan in December.

The outline under her picture placed her at the podium IBS she "makes a point about why she feels women. She discussed the women's movement in great depth .."

But the most obvious sallies into humor were demon- strated by the headline writers of MDC. Striving to be ever j clever, they conjured such as

Student Court Punishes j Those Who Do No, No's

' and in the story of the triumph of the UMass hockey team, the headline trumpeted the news that

t Skaters Waltz Over Salem State

, When a 76-year-old baker took the New York State Lot- jtery for $1 million, the wire story carried this local headline: I Baker Wins Dough

Sports writer Earle Barroll wrote the story telling of the , defeat of the Redmen hoopsters at the hands of the strong ^ Syracuse Orange quintet. The headline appeared as

Orange Squeeze by UMass

And when the MDC ran a wire story quoting Miami Dol- phins' Larry Csonka that football players don't identify with the White House Quarterback as much as he does with them, an intrepid, draft-proof headline writer capped the tale with

Csonka Upset By

Super-Jock Nixon

Here are some quickies: on the story that the INDEX had missed a perfect score by only two points in the annual judging of college yearbooks by the National School Year- book Association:

No One's Perfect

On the occasion of the Peter Pan Bus Lines Strike:

Peter Pan Grounded

And in the last edition of MDC for Fall semester, when there was no opportunity to rebut, appeared this

CORRECTION: Contrary to what was previously printed in Friday's Collegian, the Senate has not passed an amendment, but it has adopted a motion leading to the passage of an amendment.

Got that?

But evidence of humor on the campus also appeared in other places for those who would find it.

In advertising the campus performance of the Ridiculous Theatrical Company presentation of "Bluebeard," the pos- ter admonished theatre-goers that "Positively no one will be seated during the RAPE scene."

One perceptive student also noted with glee during the year that Soc. 256 "Race Relations" was being taught by A. Lincoln.

And the aficionados of the graffito were busily at work with such as: "Confucius say girl who lays cards on table end up playing old maid."

A male Rhetoric student contributed this one: "I asked my T.A. if she was free for the night. She said, "No, but very reasonable!"

From a men's room wall in Bartlett Hall: "All men should love one another — Ben Gay."

"And the children of the Lord looked up and said, 'Why me?' "

"I fink, therefore I am."

There was lots more to be found in the examination pa- pers of students and even in the minutes of the Student Senate. Which proves that Art Buchwald was indeed wrong in charging youth with few contributions to the National Laugh Factor.

Perhaps the MDC said it best when it headlined a lengthy story on university governance with the streamer that read, "Publications Require No Ability." For in a house ad that promoted the enlistment of students for the busi- ness staff of MDC, they wrote on Monday, "Find out more at the recruiting meeting on Tuesday. Time and place will be announced in Wednesday's paper."

The laugh was on us.

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UMassibus Sexualis

One of the latest "revolutions" to affect University of Massachusetts students was concerned with sexuality in 1971-72. As University men and women became more knowledgeable, their concern with sex and sex-related is- sues developed to a higher level in the seventies than stu- dents of other years. Being aware of this change, the Stu- dent Health Services Staff expanded its programs to help students not only to learn about sex, but to help them to deal with sexual problems.

Through the Family Planning class and the Peer Sex Ed- ucation program, students were able to get authoritative information and help on reproduction, contraceptives, ve- nereal disease, and other topics. The Infirmary Staff and the Mental Health Staff dealt with personal problems on an individual basis.

The same Family Planning class was repeated three times a week during the year. Any student could attend any one of the classes in the Infirmary library. Each class covered both how reproduction occurs and methods of controlling reproduction. Slides, a lecture, and the stu- dents' questions were the format of the class. The class provided the student not only with the opportunity to learn about reproduction and contraceptives, but also where they could find more information and counseling about sexuality.

Peer Sex Education colloquia and discussion groups pro- moted student thought on a wider range of topics than the Family Planning class. A student volunteer from each dorm participating in the Peer Sex Education program was se- lected as Peer Sex Education counselor for that dorm. Trained to promote programs on subjects that other stu- dents might want to learn about, the counselors co-ordi- nated colloquia and led dorm discussions. Instead of hav- ing non-student teachers conduct the classes, the P.S.E. program trained students to be educators and counselors for their peers. The counselors were able to teach and dis- cuss sexual matters with students of their own age group. By living in the dorm, the counselors were readily available to students seeking help.

Peer Sex Education counselors sponsored dorm discus- sions and P.S.E. colloquia. The classes were chiefly dis- cussion sessions about student chosen subjects: sex roles, homosexuality, alternatives to abortion, marriage, venereal disease, and others. The P.S.E. counselors tried to find out what the students wanted to know and tried to help them. Films and guest speakers supplemented the counselor's own knowledge.

P.S.E. counselors also helped individuals to solve their personal problems, such as problem pregnancy. The coun- selor tried to help the student by discussing the problem and by making appropriate referrals, such as a Health Ser- vices physician. The counselors helped individuals, as well as groups, deal with sexuality.

The P.S.E. program began during the Fall of 1971 in Southwest. The program expanded to the Central area dur- ing the Spring semester. The program, under the direction of Health Services Health Educators, will probably reach other residential sections of campus in the future.

According to P.S.E. counselors Maureen Dion of John Quincy Adams lower and Arthur Williams of John Adams middle, the program has been "successful." Course evalu- ations have shown that the students felt free to discuss problems, that the P.S.E. program was a good way to learn basic sexual knowledge, and that the classes were enjoya- ble. Counselor Williams explained, "The P.S.E. program was successful in that the program has reached so many people in a very important area."

The Infirmary Staff also aided students with personal sex problems. Medical attention was available to students who wanted medical help. The Staff tried to dope with each in- dividual problem and to help the student to solve the prob- lem, which remained confidential.

The Health Services Staff, said Mrs. Jane Zapka of Health Education and director of the P.S.E. program, has noticed that students have more trust and confidence in the Health Services than in past years. Students have been more willing to deal with their sexual feelings and show more concern and responsibility for others.

Venereal disease patients, for example, were willing to go to the Infirmary for treatment. These patients also tried to help persons who might be infected receive medical at- tention. Although the student venereal disease rate has in- creased, the rise may in part be due to increase numbers seeking treatment because of greater awareness and knowledge about venereal disease and its symptoms. More students seemed willing to seek help from the Infirmary. Besides venereal disease, the Staff has also given medical attention to other sex-related problems.

The Mental Health Staff offered assistance to students with emotional problems. The Staff has tried to help stu- dents to solve their problems with sexuality through discus- sion.

The "sex revolution" on the University of Massachusetts campus has resulted in efforts to educate the students about sex. According to Mrs. Zapka, students were more interested, knowledgeable, concerned, and responsible about sex. Family Planning, Peer Sex Education, the Infir- mary Staff, and the Mental Health Staff helped students learn about, and cope with, their sexuality.

Barbara Lemoine

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219

Couples

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221

222

Using a not-entirely-original idea for gathering opinions, the INDEX staff, in conjunction with a certain esteemed English teacher on this campus, has collected the following College-isms. They reflect much of the common frustrations, foibles, and farces of today's typical UMass student.

College is

, dropping your soap in the shower and having a girl pick it up for you. , sharing your knowledge and your dreams with a few life-long friends

you've acquired on the road taken towards maturity and awareness.

frustrating

trying to fall out of bed for a class.

D.J. and the Pub.

wondering who will commit suicide next.

a 4 year hiatus between Dad's welfare and the State's.

collective confusion.

a four year escape from society.

three-hour lines.

Woodstock Nation.

four year membership to a country club.

Noise when you want quiet, and quiet when you feel like being loud.

manning the dorm during a panty raid.

parties, parties, parties — loneliness.

missing your teddy bear.

living for a week on your last quarter.

learning that things aren't right or wrong, and doing them anyways.

being in a world of your own and wondering why.

walking fifteen miles to find out all of your classes have been cancelled.

pulling an all-nighter and falling asleep during the exam.

losing your books in the University Store, and finding them at the Book Mart.

paying $66 a year for the Campus Center and then reading that the University

officials don't want p Spring concert because it may be a rip-off.

finding cold peas in your cottage cheese, and finding out they were put

there intentionally.

finding out they're having mulched carrots and raisins for desert.

staying up late, getting up early, and sleeping through lectures.

long Sunday nights and tough Monday mornings.

going to the 1 1 o'clock movie at the Student Union, and finding out

that there isn't an 1 1 o'clock movie.

not being able to get to your 10:10 on time.

trying to inhale your lunch between 12:30 and your 1 :00 class.

getting carded at the packie and discovering that you left your ID in your room.

waiting forever for Friday night, and the next thing you know it's Monday. . . . walking into the first class of the semester and finding out you have the

same professor who gave you a "D" last semester. . where it costs you a fortune to sleep late in the morning. . doing prescribed mental gymnastics to prepare you for something you

will never do, or have been doing for the past five years. . living on borrowed time, borrowed money, and borrowed dope.

223

PARTS Student As Athlete

224

Somewhere behind the black eyes, cuts, scratches, and sprained ankles that result from a typical afternoon on the Boyden Gymnasium basketball courts or the strained voices struggling on about last nights hockey game lies participation, of one form or another, in a facet of univer- sity life called athletics. Taking into consideration the fact that there are over 3,000 students who participate in the intramural program annually, and that on any given occa- sion one might find some 4,000 students packed into tne cage to watch a basketball game, one is faced with the realization that athletics, after all, is probably the most comprehensive of all extracurricular activities. If there are some who would deny the significance of athletics as part of the university experience, then now is the time for them to become involved. It is in the coming year that a substan- tial increase in athletic fees will be put into effect, and it appears imminent that a new sports complex will have to be built in order to appropriately accomodate basketball and hockey crowds. When it comes time to pay the bill, there will be those who will wish they had become in- volved.

Another question very much a part of the athletic scene this year is one of the value of our membership in the Yan- kee Conference. The arrival of the new "need basis" gov- erning the appropriation of athletic scholarships will virtu- ally stagnate the development of any Yankee Conference teams into nationally competent ones. As basketball coach Jack Leaman was quick to point out, if this clause existed I a few years ago Julius Erving would not have been able to attend UMass at all. It seems rather ridiculous that a school ; with the size and athletic potential that our school has to be so limited in the scope of our achievements by being involved in such a restrictive organization. By now we have demonstrated a dominance over other schools that belong ) to the conference in all sports.

Ultimately, the dilemna that now faces us can be traced back to the curricular growth of the university over the past I ten years. The growth of the athletic department at this 3 point is failing to equal the growth of the university as a i whole. We stand now at an interesting and important point t in UMass sports history.

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FOOTBALL

The 1971 season was the beginning of a new generation in the football program. Rookie Coach Dicl< MacPherson introduced pro-style offenses and defenses, and a host of new faces joined the roster to accompany them. The new- comers were people like quarterback Piel Pennington, heir apparent to Gregg Landry, and Yogi's son Tim Berra. With these new additions in personnel and the new type of for- mat that Coach MacPherson brought with him it was