Third Floor West (South) Says, Cast Your Ballot
For Observance Of Good Friday
NEED A TYPIST?????????
Contact the following,
Lynn Burgess — Jenkins 111
Christina Creed — Belk 311
Cindy Harris — Belk 302
Frances Townsend — Belk 207
Rodielle UUom — Belk 114
As an interested party from Chowan
College, the third floor West South had
a meeting on the Religious holiday
Good Friday. As of right now the school
is not recognizing this holiday. We feel
that since Chowan is a religous based,
and makes us (the students) attend
Chapel, and also makes us practice
Baptist rules such as no drinking of
alcoholic beverages in dorms or school
grounds. Our floor thought that we
ought to recognize Good Friday; and be
able to get out of school on ^e end of
classes at 5:00 p. m. April 7 and return
to classes at 8:00 A.M. April 12.
Our hall has already filled out a
request concerning this subject, and
has gotten a good response. So from the
advice of an anyomous S. G. A.
member, we are submitting this article
to the students in hopes that we can get
a good response from the student
body. If we do get a good response the
S. G. A. member said we had a good
chance to observe this religous holiday.
There will be a box in the Thomas
Cafeteria to submit your opinions.
YES, I would like to see Chowan observe ths religious day, Good Friday.
NO, I would not like to see Chowan observe the religious day. Good Friday.
TYPO GREMLINS
Events leading up to the trouble were
still clouded early this morning as
police tried to fill in the banks. —
Scranton (Pa). Scrantonian.
Howe who scored 786 goals in 25
seconds for Detroit, and Jean Beliveau,
who scored 504 in 18 seasons for Mon
treal — Philadelphia Evening Bulletin.
Rabbi Soltz Lectures
World Religion Class
ByMIKE BARNHARDT
Rabbi Ned J. Soltz of the Temple
Sinai in Portsmouth, Va., spoke to Mr.
Pruette’s world religion class on the
history of Reformed Judaism, which fte
serves as a rabbi.
Rabbi Soltz was Chowan’s guest for
three days, speaking at both chapel
assemblies and addressing several
other lectures around campus. Soltz
came here representing the Jewish
Chautauqua society, who for over 80
years, have offered a “unique
educational service, on a non-
denominational academic level, to help
create and provide the ground work for
dialogue, understanding and possible
affection among people of.all faiths.”
Soltz began his talk with the origin of
Reformed Judaism in the early 19th
century, when they disregard
irrevelant prayers and inducted
the sermon and organ music into their
service. Until World War II, Germany
was the home for reformed Jews,
lliese Jews wanted to make Judaism
more constant with society, and
stressed a more universal message.
Explanation
For Student
German Jews first came to America
in 1884. Most of them were merchants,
but a later immigration brought in
wealthy and intellectual Jews. Many
of these Jews made their homes in
the midwest and Cinncinatti became
the high culture city for German Jews.
Soltz stated that most of the Jews in
the United States are conservative,
with reformed running a close second
and Orthodox consisting of only a small
minority.
He also said that a certain amount of
prejudice has always been present
against the Jew. And the execution of
millions of Jews during the Nazi
holocaust proved that this prejudice
could easily grow out of control, and
must be stopped.
Pro And Con
Here is the real disappointment of “Chowan High,” he went to
college. Dressed in the proper college attire and he has returned to
try and persuade others to follow him. He thinks it is better to be a
frat brat than a grease monkey at the local Chevy dealer.
The hands of the clock are moving toward eleven and Mary Kay has
to say good-by to Slick, cause daddy'll ground her for two weeks if
she is not home by eleven fifteen.
Does It Pay To Go To College?
Apathy
Submitted By
PAM OWENS
“Why do students not participate in
the civic system? Why, after fighting
for voting rights, do students not
participate in the electoral process?
There is an obvious answer: students
do not know how to use the tools of a
democratic society because they have
never been allowed to do so in relation
to themselves. Students live in an ar
tificial world where they are forever
held as adolescents. They are told in the
classroom that they must participate in
the civic system, but they are
discouraged by endless road-blocks
from initiating activities within their
own university environment. When
students try to organize themselves for
civic purposes or for programs to ad
vance their educational experiences,
their efforts are often arbitrarily
stymied by governing boards,
university officials and politicians
whose interests do not mirror those of
the students.”
— Consumer advocate Ralph Nader
before the subcommittee on higher
education. May 7, 1976.
The following article from U.S. News
and World Report, January 24, 1977,
develops two approaches, pro and con,
to the question. Does It Pay to Go to
College?
Yes — "It's Worth a Lot
in Dollars,"
And in Many Other Ways
Below is an interview with Harold
Howe II, vice president for Education
and Research, The Ford Foundation.
Q. Mr. Howe, is it true that going to
college is no longer a worthwhile in
vestment in time, effort and money?
A. I can’t agree with that contention.
Hiere is no question it is a worthwhile
investment.
There has been considerable
publicity to the effect that a college
education is worth less in dollars than it
used to be. That’s probably true. But
it’s still worth a lot in dollars, and worth
a lot in a good many other terms as
well.
Q. Is making money the goal of a
college education?
A. I happen to think that entirely too
much emphasis has been put on this.
There’s no evidence that the other
values in a college education — of
leading to a more interesting life, and
providing wider opportunities to serve
the community — have in any way
diminished.
Q. How important are these values,
compared with the job payoff?
A. That’s a matter which every in
dividual has to answer for himself. But
The one and only Casanova of Chowan High showed off the latest
dance steps he has learned off of the new program put on by Dick
Clark. But is he in for a shock when the hop Is over. The “Back Street
Marauders” are outside stealing the chrome moon huticaps off Cas’s
custom 57 Chevy.
first of all. I’d say this: Further
education is bound to enhance the depth
and breadth of your appreciation and
understanding of a whole variety of
aspects of the world, by they political,
scientific, artistic or whatever. By
addressing oneself in an organized way
to the wide-ranging field of human
experience — and that’s what happens
in college — a person builds a bank on
wiiich to draw in the futiu-e. He or she
really does have — in my view and in
the view of many people better in
formed than I—a more interesting life.
That’s the personal side of it.
On what I might call the civic side of
it, perhaps the best thing to say is to go
back to H.G. Wells’s familiar
statement: that history is a race bet
ween education and catastrophe. I
think there is some fundamental truth
in that.
The same thought was echoed some
years before by Thomas Jefferson in
his defense of a wide educational op
portunity for the citizens of the country.
I think it’s a valid argument that in a
republic which depends upon the
judgment, good sense and civility of its
citizens, the idea of having those
citizens better and better educated
carries with it the idea of an improved
capacity to contend with an increasingly
complex world.
One of the reasons, of course, that the
economic benefits of a college
education are talked about so much is
that you can hitch numbers to them.
After long, involved calculations you
can say that the financial advantage of
a college degree over a high-school
diploma has declined by a certain
number of percentage points. It’s not
possible to hitch numbers to judgments
on a person’s own satisfaction or ef
fectiveness as a citizen. But these are
very important things in the world —
and the more important things are, the
less you can hitch numbers to them.
WHY A DEGREE
OPENS MORE DOORS —
Q. Why are so many recent college
graduates having such a hard time
getting jobs in their chosen fields?
A. One of the major reasons is that
we’ve been going through a major
economic depression, and the country’s
economy has not been able to absorb
them. 'There is also the fact of im
balance in the manpower supply in
some fields — for example, a large
oversupply of teachers.
I maintain, however, that a person
with a college education has more
adaptability — when he can’t find a job
in his own field — to go find one in some
other. He has more capacity to get
himself retrained, if he has to do that,
than a non-college-educated person.
Unemployment hits hardest among
those who never finished high school;
those who have studied beyond high
school find jobs more easily than those
who have not. Recent studies indicate
that education beyond high school gives
an advantage in getting and holding a
job, in the amount earned, and in job
satisfaction. Persons who have just
started to make it in the job market —
women, blacks and Spanish speaking —
would be foolish to think they can
progress further without advanced
education.
Q. Do colleges and universities have
an obligation to guide students toward
fields in which their knowledge and
training will be most needed?
A. I think they have an obligation to
let students know about the problems of
entering fields that are oversupplied
with manpower. It’s an obligation that
needs to be exercised with some care
because there's always room for
someone who's really good at
something.
There will be some youngsters who
will have interests, let’s say, in the field
of philosophy — a field at present
heavily oversuw>lied with aspirants.
They should be ^owed to go ahead in
full knowledge that there is an unem
ployment problem. Some may get
^rsonal satisfactions that make that
risk worthwhile. Others may be good
enough so they make out very well in
getting a job anyway.
Q. Could college, in response to the
job problem, become too vocationally
oriented?
A. I think there is some threat to the
important tradition of studies in the
liberal arts. There is a tendency,
particularly in undergraduate college,
for youngsters to see more immediate
opportunities in engineering, ac
counting and the like. It seems to me
important to keep a solid element of
liberal-arts education in the
curriculum. It’s quite possible to learn
a vocational speciality in college and at
the same time to enhance one’s sense of
the civilization and the country of which
he is a part. The recent emphasis on the
economic value of education implies
that such concerns may be impractical.
But without them, men and women
become Uttie more than robots trained
to fit the needs of the economic system.
More peo[de have a chance for more
education, it’s no surprise that the
relative dollar value of advanced
education declines somewhat. But it
hasn’t declined to the point of being a
poor investment — and I doubt if it will.
No—A Degree Won't
Assure "A Good Job
And High Salary"
Below is an interview with Richard B.
Freeman, Associate Professor of
Economics, Harvard University.
Q. Professor Freeman, is a college
education becoming a marginal In
vestment for your Americans?
A. Yes. That’s because the economic
rewards of going to college, compared
to its costs, have been falling.
Previously, one had a pretty sure
prospect of getting a good job and high
salary by going to college. Now that
certainty is no longer there.
Q. When and why did the economic
return on a college education start
going down?
A. It began falling in the 1970s. In
1969, college graduates’ earnings
reached very high levels relative to
other people, and they had no problems
in getting jobs. Since then, the
economic rewards of college have
declined.
Essentially the reason for this is
twofold: On one hand, we’ve had a big
increase in the number of young people
graduating from colleges and
universities in the ’70s—the biggest
increase ever. At the same time, the
demand for college graduates has
simply not increased at that pace.
On of the traditional sectors where
college graduates have been employed
has been in teaching. Well, because
public-school enrollment is declining,
the demand for teachers is falling. At
the university level, demand is in
creasing less rapidly that in the past,
with similar consequences.
The federal bureaucracy has been a
major employer of college graduates,
and, as we know, it has not been ex
panding in the last several years. The
research-and-development industries,
wWch also tend to employ many college
graduates, have also not expanded.
Q. What is the rate of return on a
college-education investment now, and
how does it compare with the rate of
return for a high-school graduate?
A. Doing a rate of return is risky—you
can calculate different kinds of rates of
returns depending upon your assump
tions and future earnings in the 1980s.
I’ve done a whole series of calculations,
but they show the rate of return has
fallen noticeably since the ’60s —about
3 percentage points, from somewhere
between 10 and 11 percent in the ’60s to
between 7 and 8 percent now. I don’t
think it’s meaningful to talk about
comparisons with a rate of return on
high-school nowadays.
Q. What has happened to the ear
nings gap between high-school and
college graduates in recent years?
A. It has narrowed significantly.
Bureau of the Census data indicate
that, for the average college graduate
25 and over, the advantage has
declined from maybe 53 percent in 1969
to 35 or 36 percent today.
Q. Will the gap continue to narrow?
A. No. I think it’s going to bottom out
and level off. For some groups it will
continue, but over all I predi^ that in
the 1980s we will begin to see the college
premium rise again—in large measure
because there well be relatively few
new coUege graduates at that time.
Q. When will the demand for college
graduates again match the supply?
A. I think it depends critically on the
age groups involved. For college
graduates in the ’70s, it may very well
be that throughout their careers they
will suffer from having been members
of the largest college graduating group
in the history of the country. I think that
the demand supply balance will shift in
favor of college people in the mid-1980s
for the people who are graduating at
that time.
For some fields, of course, that are
even now no major problems—for in
stance, engineering, accounting,
business administration.
PROBLEM; AGLUT
IN THE JOB MARKET—
Q. How much of the current problem
is due simply to students' making the
wrong career decisions when they
enter college?
A. A certain amount of it is.
In the last two decades, we’ve had a
cycle of shortages of engineers followed
a surplus of graduates — then
declining enrollment until a new
shortage of engineers develops.
Right now, the job market fo
engineers is relatively good. We’re
experiencing the biggest increases in
freshmen enrolling in engineering
programs that we’ve ever experienced.
I am willing to bet right now that
four years hence, when these
large classes that are entering
engineering graduate, they will
have problems.
Q. Do black graduates get any more
advantage from a college degree than
whites do?
A. In general, they’re not faring any
better on the job market, but the im
portant thing is that they’re not faring
and worse.
Before 1964, black college graduates
were basically restricted to jobs as
schoolteachers or to professions ser
ving the black community. Today many
get jobs in the big corporations or in the
Federal Government.
Furthermore, black high-school
graduates don’t do as well as white
high-school graduates in general.
Therefore, the economic incentive for
black youngsters to go to college is
greater than for white youngsters. In
other words, for young blacks, college
continues to represent a major way to
advance in the society economicetlly. As
a result, while white-male college
enrollments have fallen a proportion
of the relevant age group, that has not
been true among black-male college
enrollments.
Q. Are the rewards declining for
women graduates, too?
A. I’m not sure. On one hand, they are
having problems, primarily because of
a shortage of teaching jobs. About half
of the college women used to become
school teachers. On the other hand,
opportunities for college-trained
women in traditionally male-dominated
areas have increased.
•ITius, over all, the picture is fuzzy.
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