If Vr— Monday, November 13, 1972 TH£ SALtMITB Metzger’sComments Page Five Mark Long Winter Dr. Brian Meehan, Salem's newest member of the English Depart ment, glares with Miltonian earnestness. Irish Prof Loves Salem by Shirley Smith and Beth Wilson When Irish eyes are smiling All the World seems bright and gay The lilt of Irish laughter Will steel the heart away. Irish eyes are smiling in the Enghsh department with the ad dition of Dr. Brian Meehan, a well-traveled bachelor who just arrived at Salem from UCLA where he completed his doctor ate. Dr. Meehan has danced to mariache music in Mexico, re searched his doctoral thesis in the British museum in Lon don, and travelled extensively in the “land of his forefathers” - Ireland. Of course, all his favor ite writers are Irish - James Joyce, John Synge, William But ler Yeats and Sean O’Foalain, but while researching his doctor ate in London, Dr. Meehan found Fulke Greville, Lord Brooke to be a profoundly “ce rebral and religious” Seventeenth Century poet. He hopes some day to make this thesis into a book; already he has published some isolated poetry in the Win ter of ‘72 issue of the Southern Review. And now you ask - So what is he doing at Salem? Why isn’t he in Ireland “stealing the hearts away? ” Dr. Meehan came to an all girls’ school because he is in terested in women’s liberation. He thinks that there is intellec tual stimulation here; the girls speak up, voice their opinions and “find their own feminine identity.” Colleges need variety in experience. Several cigarettes later, we found that we definitely had not encountered Dr. Meehan among the yellowing list of college pro fessor stereotypes favored by the editors of Cosmopolitan and Women’s Day. Perhaps what set him apart from the stereotypes were his combined passions for the films of Frederico Fellini and the collecting of records of famous operatic tenors such as McCormack, Schmidt and Tau ber. He became a Fellini freak while attending UCLA, when he loved within walking distance of Westward Village, the premier center of the West Coast which touted Felhni’s films 8V2 and Satyricon. Anyone who would like to meet this fascinating intellect can sign up for his interim course on Renaissance Lyric Poe- ty; or if unable to wait until January, stop by his office and ask him to lunch or Offer to give him a lift to his apartment (he doesn’t drive). If you attended the Pierrettes productions last week, you might have seen him perform in Formed Oak. If none of his aforementioned virtures strike you as remarkable, you might be looking for a good chess or pool opponent: yes, the smiling Irishman loves a good sport as well as he loves Milton and the Seventeenth Cen tury, Fellini, Tenors, and . . . well, maybe not as well as The following remarks by Dr. Walter Metzger, professor of his tory at Columbia University, are excerpted from the Special Re port of the national Conference on Education, held in honor of the 200th Anniversary of Salem College last spring: Nothing in academic discourse lends itself to such earnest rhe toric and is so pervaded by an air of unreality as the subject of academic governance. Yet no subject has graver implications for the freedom, solvency and moral stature of American col leges and universities, and none is more in need of the tough in telligence that educators, when they steel themselves, can bring. Anyone who has pondered the subject knows why it tends to encourage chitter-chatter of a not very edifying sort. First, the word “governance” itself sets se mantic traps. It sounds like gov ernment, and it sounds like gui dance, but it couldn’t mean both and it could mean neither, since, in context, it may take on inti mations of management, or or ganization or administration, words with a rather different nng. The ambiguities of the term set us to wondering (out loud and often at length) whether a college is more like a country or a factory, more like a family or a supermarket, more like a vol untary association or a social agency - as though to establish what something is more nearly hke is to gain impression of what it really is. One might conclude - as I would - that a college is sui generis, is not like anything but itself, but this conclusion is not likely to be reached before we comb the social landscape for analogies and send our meta phors into moral combat. Our interest in what we un- melodiously call restmcturing can also engender idle talk. If there ever was a time when these academic Guals were divided into three tidy parts - when students did nothing but learn, professors nothing but teach, administrators noth ing but mn (and mn very fast on some occasions) - that time is surely past. Clearly, the role of the pro fessor has grown complex, the metamorphosis of closeted ad ministrations into ones that are more open to the world and sharing has given rise to the pro fessor as campus senator, as Om budsman, and as union chief. Nor are students any longer pent up in a niche. Today, in the wake of cam pus turmoil, one finds such func tional combinations as the stu dent evaluator of the faculty, the student planner of curricu lum, legislator on campus policy, and, here and there, student trustee. Undoubtedly, the new mixed roles are worth discussing; unhappily they are too often dis cussed on a paltry plane. We trivalize these mixed ar rangements by presuming that their success or failure hinges mainly on their pacifying im pact. No doubt, they do perform calming functions, but it is not only as an antidote to violence that these mixed committees and councils must be assessed. The violence that entered campus life was but a symptom of a deeper and more enduring ten dency - the tendency of the young and not so young to with draw their deposits of consent from the accounts of the estab lished and official leaders. We must ask whether structural re forms have replenished these ac counts, have added to the moral reserves without which authority turns into power. We must ask whether the cur rent tranquOity on the campus is anything more than a sullen peace, brought about by greater economic pressures and lighter draft calls, but signifying no re pair of broken loyalties. But of ten, instead of speaking to the is sue of legitimancy, we speak to the lesser issue of regulation. The subject of academic gov ernance, when it does not turn us into metaphorists and numer- ologists, seems to turn us into very mechanical engineers. Or else into wielders of catch- phrases that save us from having 'to come to grips with the diffi- Ireland. Hart Has rtaao soul by Dee Wilson ANNOUNCEMENT Moravian Candle Tea Brother's House November 30- December 2 December 7 - December 9 2:00 - 9:00 p.m. Mrs. Wade Boggs will be in Winston-Salem Wednesday, No vember 15th to show the slides for the Boggs Tour at the Hilton Inn. Anyone interested in going, see Laura Ferguson, 7 Sisters, or nieet in front of Sisters at 6:30 for a ride. A tall, slender brunette breezed down the basement hall of the FAC to admit us into her soundproof office. With a broad smile, Peggy Hart apologized for her lateness explaining that she had just finished accompanying a voice student. Accompanying is something Peggy Hart enjoys doing as part of her new job at Salem. She feels she could not employ her music degree solely in teaching without being able to play some herself. And, Peggy has accompanied many different people and groups, including the Governor’s School Chorus. Seating herself comfortably on the piano bench, she dmmmed her slender fingers on top of the piano - giving us the details about her job and her new hfe at Salem. Peggy is not unfamiliar witht the “ins and outs” of the FAC nor for that matter of Salem campus. She is a ‘69 graduate, who like some of us now, was forced to run her hairdryer in order to block out the noise so she could study and earn that degree. Peggy doesn’t feel the atmosphere of the FAC has changed, and the only start ling difference at Salem is the privilege of drinking in the dorms. As a former president of Sisters, she found it exciting to attend a party downstairs where one was allowed to imbibe. Most of her time Peggy spends in teaching private les sons and in accompanying;how ever, she does set aside some time for the personal pleasures of listening and playing. Peggy en joys a broad spectrum of music from the melodies of Mozart, Schubert, and Brahms to the big brass sound of Chicago and Blood, Sweat, and Tears. She hkes to play the piano music of Charles Ives, a contemporary composer. Peggy also confessed she was no fanatic about opera but preferred art song where a soloist is accompanied by piano. But, that may well be because Peggy concentrated on piano cult and sometimes frightening realities. Today, reigning the common place is “accountability”, a word derived from trust lawyers and theologians; yesterday the pass word was “community”, picked up from sociologists and human ists; soon, we may fetishize “pro ductivity”, as economists teach us to value everything, even gov ernance. That these words often serve merely ritualistic functions was brought home to me the other day when I visited the campus of a middle-sized Eastern state university, one that had gone through an elaborate process of self-study. The student-faculty- administration body in charge of this study was called the Com mission on Community Design - and that in itself was enough to give me sematic warnings: “com munity design” ? It’s like “planned spontanei ty” and “bureaucratic ecstasy”- a formidable contradiction in terms. The Commission, in a multi-volume report, came out squarely for the principle of ac countability, which it defined as the requirement that each per son be evaluated and criticized - and if need be sanctioned and disciplined - by each of his or her major constituencies; the president by trustees, faculty, students, and the public; faculty by students, chairmen, and deans, etc. If the authors meant what they write, they were espousing chaos. Imagine the endless rig marole of evaluation, the con stant assualt on collegial comi ties as each man became his brother’s keeper and potentially his forsaker. But no one meant these words to inspire deeds. What happened was that a new administration, succeeding a ra ther unpopular one, wanted to start out the new regime with fragrant symbols. rather than voice when at Salem, although she did sing with the Archways. The major rival to Peggy’s love of music is her passion for travel. She has just returned from a trip to San Francisco where she was impressed by the cultural atmosphere. Her favorite section of the country is New England because she loves the snow and the people. Peggy’s return to Salem is rather accidental. She was teach ing private lessons in her home town of High Point because no other job offer was available ex cept, as she put it, “out in the middle of a cornfield in Nebras ka.” For a graduate of Salem and a holder of a Masters degree from the University of Illinois, opportunities were scarce. Nat urally, she was ecstatic about being asked to join Salem’s facul ty when a prep department teacher left. Salem should be equally happy with having her back in a new capacity as teacher rather than as student. That the word “accountabili ty” was used not for sense, but incense, came home to me when I realized that in point of fact, the new administration was opera ting a very tight ship, and gave very little responsibility ei ther to the faculty or the stu dents. It was quite clear that, despite their salute to topsy-tur- veyism, the president and vice president intended to keep the administration right side up. My main concern, though, is not that euphonic formulas can be used to conceal intentions, but that they can be used to con ceal reality. Very important things are happening to, as well as in, academic governance, and some are highly deleterious to it. One of these historic changes has to do with the flow of deci sional power from authorities located on the campus to those resident in the world beyond. Though colleges and universities have become richer and more complex than ever before, they have also become, in my view, less self-directive than they ever were before. They have become “delocalized” - with consequen ces we are just beginning to per ceive. Delocalization is not a single process but a congeries of processes, all working in the same direction and achieving a similar end. t,-: ■. ::

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