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iven the situation of dissatisfaction on the part
'^ents with the college curriculum, they pay good
lit an education they have no say about. At that
®X,'^tion they are taught what will be their "trade"
rest of their life. In the eyes of some admini-
' ^s, students are not canable.of determining the
ication of valuable/nonvaluable learning. So
continue to learn what the faculty and admini-
consider worthwhile. Students are nrogrammed
,^ond to the system. And this conditioning began
^ fnost of us even left grammar school. I am aware
this college camous we have what we consider a
ar^nroach to education, i.e. classrooms without
that’s neat, but we will never be able to
this concent of learning because
I raised in a restricted educational atmosnhere.
of "teacher-student, roll-call, perfect at-
weekly tests, I will now seat you in anhabeti-
the numose of organization" is ingrained
skulls. For some, any deviation from the
' onal norm is frightening. We were lucky, we
nave to protest to get a change in our curriculum
t have to do a thing. The h-l-h was adopted at
steps of the Administration Building concerning the Kent
State killings. But these were minor incidents that
more or less went unnoticed.
4. fu"*® classify this break with tradition
that the newspaper has made as revolution. And it is in
a sense. We weren't happy and so we pursued something
^ ww wvy a. i uc u—JL—14 Wcis aaopuea at
workshop (pre-school 1970) and on September
to join me o” '•"h® curriculum was introduced to the
i/ing the top _®ody through the student newspaper. It was
case of. . .okay, for the next two years we
to experiment with the educational process,
1^^® it because it is a good thing,
was to offer us a more flexible and in-
recogni‘i‘”’^,5 ®yft®"» instead of the traditional "authoritarian
oative to'®. i4 ^®ialized curriculum" we were used to. But who
'ionized the curriculum? The same people usually
khat goes on in a classroom, the teachers. And
sense we aren’t so revolutionary after all.
Mars Hill College ever had a sit-in, rally, or
^ you want to call a revolutionary act of this
'om®* students literally demanded
sthing be done about the cafeteria service,
year before that there was a sit-in on the
we thought was better.^ Our dream is to make this paper
a iielc of action and^if we had to commit "revolution"
to acheive this goal, we would and still will. Because
we believe in the dream.
We must also remember that revolution doesn’t nec
essarily denote violence. Everyone goes through momentous
changesin their lives and that in itself is revolution.
Our society has defined revolution as takeover, threat;’
we have an all-around bad interpretation of the word.
^ + - ^ difference in saying that the
ondition of black people has been revolutionized through
integration as opposed to the condition of someone’s
life being revolutionized through Jesus Christ? Both
deal with the betterment of humanity, though one does
encompass something a little larger.
soaked in violence. Our society
+ eventually enslaving
the black man. But is there any good in violence?
According to Arthur Schlesinger there is. "Violence
secured Ain^can lndeDendence, freed elavae, and stopnad
Hitler. But Schlesinger does not advocate violence
but rather scorns it. "Among the great powers in this
decade, only America—like Russia, Germany Italv and
ha^ "'O'*® "“--ier- a m^or InJtS-
ment of politics. . .what kind of people are we we
Pea^fS^revolutr^^ frightening people on this’nlanet."
eaceful revolution, can it be done? Perhaps if we
hammer our swords into plowshares.