Newspapers / St. Andrews University Student … / March 26, 1964, edition 1 / Page 2
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PAGE TWO THE T.ANCE march 26 EDITORIALS Whom Can We Trust? A precept basic to Christian living Is trust — trust In one’s neighbor, friend, or business associate. Trust is Inherent to good human relationships, and in the context of a community such as St. Andrews, it is vital to the whole working of human interrelation ships. The student Readers were pleasantly surprised when they returned to campus last fall to find that telephones had been installed in the student offices in the Student Center. These telephones, it was understood, were to be used for business calls, both on and off campus. However, it seems that for some reason it has come to be that outside calls on these phones - especially that of THE LANCE — are monitored (or is eavesdropping a more appropriate term to be used?). Why? Has the privilege of outside calls been abused to the point that the student leaders are no longer to be trusted? And are the switchboard operators to take It upon themselves to surreptitiously decide whether a call is of a business nature or not? The most disappointing aspect of this whole mess is that the people to whom these phones have been entrusted have NOT BEEN TOLD DIRECTLY of the new change in policy (?). This leads us to seriously wonder whether ALL calls on campus phones are being “monitored.” C.D.Q, YOU are RESPONSIBLE because "THEY" are YOU WHO ARE THE “THEY” to which we are always referring when something goes wrong in our college community? Who are the “THEY” we dislike for trying to help us when we have done something contrary to our own code of ethics? Who are the “THEY” who takes all the fun out of our childish and seemingly innocent pranks? THEY are YOU. When we are reprimanded for skipping an assembly, or for not doing our very best academically, we rebel against this entity which we call “THEY”. But if we would stop and consider for a , moment we would realize that it is our own Conscience which is bothering us and we pick the nearest target as the victim of our discontent. This target concentrates itself on our college faculty and administrative officials, on our student officials, and on our very best friends. You rebel against “THEY.” THEY are YOU. When a test is returned to us and we are unhappy with the grade, -we_W^me_ the teacher for being “unfair”. Actually we are disgusted with tmrselves because we know we could have done better. Ultimate ly, we resolve to do better by working harder — to make our parents proud- of ms, but to feel better within ourselves. Why don’t we start right now to do something about that resolution? “THEY’LL” be proud of YOU. And remember THEY are YOU. (from BRIERBIT’S Greenbrier Junior College) Credit Due The article titled “Is Duke in Danger?” which appeared in the March 13 issue of THE LANCE originally appeared in THE CHAR LOTTE NEWS. Through an error in printing this credit was not given. EDITOR-IN-CHIEP BUSINESS MANAGER Charles Quick Roy Wllsun editorial stapf reporters and writers Mary Flaher. Pat BaH, Caroline Clower, Carol Prlvette. George ^vidson, Robert Perry. ’BUSINESS STAFF DreTRm^ON Stroupe, Lucille Crook i^iss-iKlBUTION Jin, Keylon. Mary Ellen McLean, Meredythe Lawrence Jack Abernathy ADVISOR . . utttn. Aucrnauiy dnrW published every second Friday except fn® « summer vacation. Offices are on yeaf”*^ Student Center. SubscBlptlon 'iZSM Opinions expressed in letters to the Editor and In necessarily those of The Lance, ^tters to the Editor should be brief and must be sign- ed. Names wiU be withheld upoi^ request. Prof. Cites Student's Duties From a study of today’s under graduate student, Professor John Rule, M.LT., has written the following tasks of practically every student, which appeared In the CHURCH RE VIEW, December 1963, Cambridge, Massachu setts. 1. DOWNGRADING HIMSELF. "Hie student who was top dog in secondary school finds himself, at college, In the presence of many, many students who are as bright and talented as he. 2. Learning to think logically and intellectually, not emotion ally. 3. SELF-DISCIPLINE. At col lege, the pressures to be dis ciplined that often were present at home or at preparatory school cease being exerted. 4. DEAD-LINING. Each student must find a way of meeting the study, writing, and exam dead lines that occur In his schedule. In some subjects that means Integrating one large paper Into a semester’s activity; In other courses that means being pre pared every day In order not to fall hopelessly behind. 5. PACING, Long hours of study are required of the student to day. A rhythm of study and play is the only preventive to the student’s going stale. 6. DEVELOPING SELECTIVE NEGLIGENCE. There are times yrtien a student simply can’t do all his assignments. He must learn to live with Incompletlon and at times forego intellectual' enthusiasm for the necessities built into the system, substitut ing grades for true scholarship. 7. DECIDING WHAT TO DO OR NOT TO DO ABOUT SEX. Today this matter is particularly diffi cult and not subject to easy answers. Tlie life of the undergraduate Is centered In these tasks. It would be fair to say that what does not relate directly to these tasks — to the delicate balance of work and recreation—is peripheral to his life AND TO HIS ATTENTION AS WELL! The student who undertakes these tasks has changed from his counterpart of the past. He or she Is more sojrfiisticated, more independent, much less willing to be sheperded than one* was the case. Many experiences that were ‘new’ for the college student yesterday are familiar customs for secondary school students now. ‘Southern Week’ Is Slated At Maine Resort Su>'ailoaf Mountah), Maine’s largest ski tcsoit, has scheduled a special “U'ai'n-to-ski-week” for southern collcoiana, March 23-29. There haa l)oen an increasing amount of interest by students to come north to ski rather than .uoins’ south during Easter vaca tion. The Sugarloaf area offers top Alpine skiing witli a 2'600 toot vei’tii-al, snow fields and at the same time it is economically 1 easible for students to make the trip. A trip to Sugarloaf for a week Would cost less than a week ill 1^ lorida. Dances, dog sled riiles and famed Sugarloaf Easter Pa rade on skis will also be featured. i'or infoiimation students can, write in caie of the Sugarloaf Area Association, Inc., King, field, Maine. On And Off Camp By JOE CHANDLER, JR. U8 Liberalism. Americans are Liberals. In fact, the one thing Americans are most “conservative” about Is their “liberalism.” The Ideals of free dom, liberty, equality, and opportunity are all elements of a hallowed tradition of liberal doc trine. What Ironically seems to trouble contemporary Americans most Is that In a time A»4ien the benefits of a free society are reaching fuller and fuller fruition there Is the clear possibility that we are losing our freedom by our own action, or Inaction. A first step at understanding our present dilemma Is to reexamine the four main types of liberal ism. The Ideals of liberalism that are conjured up In the American mind by the Minute Men and Inde pendence Hall, Thomas Jefferson and Patrick Henry, and the like are called “Free-Market” Liberalism. TTils theory, reach ing back to many American revolutionaries and to Adam Smith, called for the liberation of men and business from the con trol of government. Indeed, ac cording to this theory any govern ment intervention into the lives of individuals except courts was an abuse of government power. This sounds much like some “con servative” theories. “Utopian” Liberalism Is more a philosophy of human nature than an economic or political theory. It Is the most optimistic of all political theories, says political scientist Andrew Hacker. “The liberal view of man Is that he Is, quite simply, a perfectible creature,” Hacker writes. Man Is “Inherently good...endowed with reason and resourcefulness, and with the will to Improve himself. History is progress., the con quest of reason over ignorance and good over evil.” To varying degrees all liberals share these views. “Reformist” Liberalism Is “the popular—and partisan— conception of liberalism. The liberal is willing to experiment with legislation and political pro cesses; he thinks of the present as a prelude to the future.” By contrast, conservatives wish to give all existing Institutions a chance to work before changing them, and regards the present as the product of the past. The re formist liberal is convin^l “private individuals either 3 not or will not confront problems that are before hi,,, and therefore the state must k tervene U they are to be jT tended to.” This of course me J the state wlU grow. The reforj 1st reconciles this with the traJ tional liberal position the beil government is the least govej ment-by asserting that the stat.1 can really be a “liberating age J cy.” It can guarantee freedom,I to individuals. The most fan, J American representative ol ttiJ reformist school In poUtlcs \m| Franklin D. Roosevelt. Fourth is “Democratic" Lfcl eralism. "nie heart of thistheoril is the doctrine of balance ..I the attempt to achieve a balancfl between majority rule an| minority rights, between societ|l and the Individual. This question! has been a primary concern c, liberals like Tocqueville and JoJ Stuart Mill, as well as comtJ less contemporaries. ‘'Un.l fortunately,” Hacker writes! “most men only feel secure ii| their freedom If alternative defl.) nitlons of freedom are es-[ tinguished.” In this light, theraJ in which a majority uses its poweil may be as undemocratic i minority rule. Beyond saying “to each his om’l there are a few things that caul be generally said about allliberJ als, despite their wide variety,! First, all liberals believe securing the free life Is the priml pursuit of politics. Secondly, the| state must avoid coercion and enj courage the conditions for tha free life. It is only frank and honest I admit that many liberals are al most poles apart from each othetjl some are more close to varitieil of conservatism than otherl varieties of liberalism. PresiJ dent F. D. Roosevelt, while ‘‘re-l formist,'” also held tight i “free-market” Ideals. Manyo his followers, like Senator Byrill of Virginia, are now called “coiiJ servatlve.” To say that whereon^ places his allegiance is aUi matter of drawing lines convenient, but not very help No single doctrine Is either t source of all our Ills or source of our successes. LITTLE MAN ON CAMPUS JlhAB OF TH Y^A(? ON TH(5
St. Andrews University Student Newspaper
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March 26, 1964, edition 1
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