8/6/2019 The Merciad, May 21, 1969

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* M i l l * %4

4 V M * O M U M

Volume XXXXNo. 8 Erie, Pa. 16501

graduation activities commence Wednesday, MayOnce again the seniors and the

the

m. inyear ' sHonors Convocation was heldat 2:00 piLitt le Thea tre. This|

a 1961 g radMercyhurst^College. Missis presently i nstruc tor andassistant at the CenterTeachers

ege, Columbia Unive rsity, andAn explanation of tradition by |

biology majorsconferenceEymard and eleven mem

Twenty-tnird E a s

Iately 400 faculty andif rom 75 colleges attendthe conference. Mercyh ursts were Terry Westover ,

ary Ellen Turek,

as part of the U nderg rad

|Geology, Math, Microbi-Physiology, and Psychol-

ceremony and the passing of thegavel from Linda Varricchio, 1969S. G. A. president, to JeanneBaker, 1970 S. G. A. president.Th e dedication of the Praeteritawas read by Sandra Adams andLisbeth Faller, thiseditors . year ' s co -Sister M . Jan et, AcademicDean, presented the student honors and awards. The ArchbishopJohn Mark Gannon Award forscholastic excellence was present

ed! to Christ ine Strong. EmilyFatica received the Carpe DiemAward, given each year to thesenior who has best realized theschool motto through personal integrity, social competence, andoutstanding intellectual habits.The^f Saint Cath er ine ! Medal,awarded to a sophomore in recognit ion of* outstanding academicachievement, was presented toNancy^Ryan.

of Erie and Mercyhurst Collegechaplain.Commencement exercises willtake place in the -afternoon ofJune L in Memorial Auditorium.Siste r M. Jane t, A cademic^ Dean,will present the candidates fordegrees. Conferring of degreeswill be done by Sister M. Carolyn,Pres ident of:Mercyhurst College.The degrees will be presented bythe Most Reverend Alfred M.Watson, D. D., Bishop of Erie.Th e Commencement^ Addresswill be given by the Right Reverend Monsignor John G. Nolan,S. T. D., National Secr etary of theCatholic Near East Welfare Association and President of thePontifical Mission for Palestine.

Mercyhurst College's 1969-70 Student Governmleaders include: Jacquelyn Gemma, vice-presidBarbara Smith, secretary; Mary Zeit ler, t reasurer; Jeanne Baker, president.

The following seniors wereawarded membership in KappaGamma Pi and; Delta EpsilonSigma national honor societies:Sandrabender, Adams,Judith Mary

Ann Bra-Irene Bradley,Mary Frances Hellmann, BarbaraNiederriter, Mary Ann Park ,Nancy Ann Regruth, Sandra SueSear ight , * Paula Gail Semrau,Mary Jane Siebert , Mary BerniceSroka, Christ ine Strong.

Fifteen seniors have ^been se lected for membership in "Who'sW ho m American Colleges andSandra Adams,Desser,Rosalie

SPRING; EXAMSCHE DUL EMonday. May 26,19698:0010:004:30Tuesday,9:002:303:30Wednesday,12:30

8:0010:001:30May 27, 1969P 8:0010:001:30, May 28, 19698:00

Universities : rj ^ ^ ^Mary Ann Bosco, DonnaEmily Fatica, Carol Hall ,Hodas, Christ ine Kaczmarek, Roberta Keim, Patricia Lindeman,Karen Schreckengost, EileenSmith, Christ ine Strong, Christ ine Syguda, Patricia Trabold,Linda Varricchio.

Other honors included theLeadership Award, given to LindaVarricchio; the Sodality Award,given to Christ ine Kaczmarek;given to Christ ine Kaczmarek.The final graduation activit ieswill begin on Sunday, June 1,with the Baccalaureate Mass inthe Chapel of Christ the King.Concelebrants of the Mass will beReverend Paul J. DeSante, Reverend John J. Hilbert, and RightReverend Monsignor John G. Nolan. The* Baccalaureate Addresswill be delivered by the ReverendJohn J. Hilbert , M.A., Episcopal

Editor 's Note: The fo llowing addresswas delivered by Dr. William P. Dor-ney Saturday , Apr il 19 , at t he Fathe r -Daughter Dinner . Dr . Dorney , fatherof Karen Dorney, Junior , t i t led h isaddress "CommunicationTo Know IsTo Understand." \ : ^ JJS tu d en t p r o tes t s an d d em o n s t r a tions in high J schools, colleges anduniversities have mounte d in volume,scope and in tensi ty . Many of themhave raised issues of fundamental importance about the nature and goalsof our country and its insti tu tions. 'm Student demonstrations have showndeep concern about the mater ialismof our society and the p lodding pacetoward desegregation and equalr ights . They have raised questionsabout the moral bases of the Vietnamwar , the power of the mili tary-Industr ial complex and the question of theuniversity 's purpose to serve mili taryends. They have sought a par ticipatory role for faculty an d s tu d en tsin the running of educational institu tions and the rev is ion of cur r icu lat o Increase th e i r relevance to th eproblems of life in our society.The v io lently cr it ical sp ir i t that hasswept the campuses is an ti-h is tor ical,contem ptuous of l iberalism, impatien t with moral analysis and multip le meanings. JIn general, whatever differences ofopinion exist on how best to servethe cause of. peace, equality , justiceand f reedom, It is well to recognizetoo . th a t th e s tu d en t p r o tes t s h avein great degree been motivated byextraordinary selflessness, idealisman d a l t r u i sm.We are aware of the fact t hat s tudent d issenters are handicapped bylack of funds and of direct accessto media of mass communications aswell as by s tubborn and of ten recalcitran t resis tance to desirab le change.Many have used , therefore, dramaticforms of pro test to call atten tion to r -their gr ievances.Non-negotiab le demands, v io lencean d incessant1 rhetor ic are all tooof ten the hallmarks of s tudent protest. The past Is dismissed as irrelevant, o r at best, i t is condemned asthe bitter seed from which our hopeless present has been harvested. Formany students; , as for Stephen Deda-lus in Ulysses, "history is a nightmarefrom which I am try ing to awake."The past has undoubtedly betrayedus from time to time and no onewould deny this. Nor would one quarrel with the belief tha t the fu turemust be better . |Most of us believe in the r ight andar e committed! to th e protection ofaU peaceful no n-obst ructiv e forms ofpro test, including mass demonstra

that some student activ is ts have usedin the attempt to achieve their ends;methods which v io late and subver tthe basic principles of freedom ofexpression and academic freedom.Protest that depr ives o thers r of theoppor tunity to speak or be heard , orthat requires physical take-over ofbuild ings to d isrupt the educationalprocess, or the Incarceration of administrators and o thers are anti-civil-llber tar ian and incompatib le with then a tu r e an d high purpose of an educational insti tu tion . T ^When men govern themselves theyhave a right to decide for themselveswhloh views and proposals are soundand which ucsound. Th is mean s th a tall points of views are entitled to beexpressed and heard . This is?par ticularly true in colleges and universitiesf,w h ich; render great; services to society when they function as centersof free, uncoerced, independent andcreative thought and-exper ience. Universities have existed i and can exis twithout br icks and mor tar but theycannot function without freedom ofinquiry and expression .

"I do not know what the fu tureholds but I know who holds the futu r e . " When Mar tin Luther King , Jr .wrote these words he expressed hisfaith in men, Chr is tian and non-Chr is tian , who are par t of w h a tStrlngfellow Barr has called the "republic ' o f learning,'* men who havethe respect for knowledge, silence,an d listening which are essential toany active understanding and so lu- ition to the complex problems facing ggall men . 4Freedom, the wor ld has learned toIts sorrow, is a f rag ile p lant tha tmust be pro tected and cultivated .There are dangers , too , that v io lenceand the threat of violence will breeda counter -v io lence and backlash thatwUl defeat or set back the very objectives s tudent activ is ts seek toserve and lead;to repressive counter -measures .The late Thomas Mer ton who voicedthe eloquence of silence remindedu s th a t " a man can n o t ^understandthe true value of sUence unless hehas a real respect for the validity oflanguage; for the reality which is expressib le in language is found face to,face and without medium, in s ilence."SUence, med i ta t io n , and reflection arenot popular with many i activ is ts .Their ears suffused wit hstereophonicsound; their eyes hypnotized by theimage industry ; their minds cloggedby shrill slogans that "tell it as itis," it is well-nigh impossible formen to find the silence necessary forreflection. One ventures to say, however, that if students reflected, theirminds would reflect intellectual

ear thhomepartieven at the price oin this century , we in the in terminablewith Its essence. The pastthis essence, an insight thlive amidst the collegemust carefu lly contemplatehas ears to hear, let hJesu s ' words have par ticu lar

for everyone in this room.us who would free the mand the mind 's ear must mpast, reflect upon it and selves in a constructive anway so that the mad rush tcan be unraveled and reveafutile ir rational so lu tion t"The p a th s of our dayAlbert Camus, "lead us as peace as to destruction.** means, let us take " time we must also put "time inreading, reflecting and liswe are to walk the path s tive social change. 7Another'subject of concdays among parents , educato(-workers and other professionmost closely associated wipeople living in an urban the growth and developmentage hate groups. Many of thenave sprung up in the poveets of our; nation where theof the people have been sdisabled by the spectre ofThe active involvement of n u mb er s of teenagers in theWatts . Rochester , Philadelphilyn and Har lem dramatineed for a deeper understathe behavior and problems depr ived youth . J

Many of the' frustrate d, young people liv ing in the gHarlem have found; the neof belonging to a hate cult tractive than gang f ighting In Har lem the procurershate groups have enjoyeddeal of success. What is th ition of minor ity teenagers defiance and violence. Thmany psychological, th readsinto the fabric of membehate groups. ,'-JOne aspect of appeal for ager is tha t the movementestab lished author ity f igures:ent, the school, and the policthre e figures are in the of the teenager's life and phis f rustrations, his tensions,pressures . They present h imready target for retaliation t r ib u t io n , f *There i s also the prom ifuture which never showed before. The promise of going ca attracts a s ignif icant nuthe black and brown popula

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Page 2 th e merciad Wednesday, rcommunication-toknow|is to understandSMI jflL * [Continued from Page I)

the eyes of the minority^ Christianityand Judaism have emphasized therole of the White Race In its saints,religious orders," and in Its followers.It Is significant today that cracksare beg inning; to appear in the religious veneer of our society to changethis perception,. However, we would benaive not to understand the a t t raction of the hate cults for th e minority groups in this country.Another positive factor of the movement c that must be recognized and

utilized in more positive ways la theconcepts g of Each-One-Teach-One.This 1 B not,the professional teachert ra ining pat tern but a grass rootstechnique of personal involvement in"spreading the word." Group recognition and status are a significantpart of this approach because thesuccessful .*'brother" receives an Islamic nam e, which op ens up a newlife and obliterates the negativism, rejection and failure of the past life.At this point he ^becomes one of thechosen people and is recognized assuch by his peers. It is evident*;wha tthis does for his own self-conceptwhich is predicated not only on howhe feelsjj about himself but is also areflection of how he thi nks ; othersview him. An interesting aside of thisphenomenon Is the growing resistanceof teenage'minority s t ude n t s in Secondary High Schools in answeringto their legal names . Their legalnames are viewed as "slave" namesand will not be gresponded to by |members of the group. They will onlyrespond to thei r Islamic names andthe response is ; superficial and isdirected to denigrating the role ofthe teacher .i | Their viewpoint to school Is negat ive to the point that they st resst ruancy and i f there i s a t tendanceit is directed at breaking down therole of the teacher and the school.The teacher is not only representedby the whi te | professional but alsoIncludes the negro professional who isviewed with greater disdain becausehe is considered! a follower of th ewhite power I struc ture. This resistance to school wends Its way fromthe classroom to the lunchroom whereeating pork or any of its productsare refused.. This is in consonancewith the Muslim doctrine that forbidsthe eating of pork or any of Titsproducts. Violence against fellow students or teachers in the lavatories,the stairways and on the streets areplanned and carried out with a precision and dedication that denigratesfair play or an y \ idea of giving theother fellow a chance.

The symptomatology cannot be condoned because It const i tutes a hazardto all concerned. However, the causesmust be understood If we are to havea meaningful; approach to tre atme ntand prevention. School and all it entails is not meeting the basic needsof these children. Curriculum, text,books, methodology and teacher insight are not geared for the minoritychild. Drastic changes haveT takenplace In al l the areas ment ioned butmuch of what has been discussed andaccepted has not filtered down towhere it counts to the teacher inthe classroom. Textbooks teach morethan content ; they teach a t t i tudesabout self and others; $ and the mi-

Ve ry Soon Al l T hose" T o u g h Fab rics fYou L i ke dat 120 W. 8th, Wil l BeW a i t i ng F or You a t 12 1 W . 9 t hH i n E x c i t i n g "Plaza 9 "L i k e B e g i n n i n g M a y 2 6 t h !N e e d l e UpSee Y o u T h e r e !

i

the merciad JMercyhurst College, Erie, Pa .Editor-in-Chief Rosalie jHodasExecutive Editor Elaine MarshReporter Mary Ellen TurekBus. Manag er Marie O'HaraMake Reservations Now Atf% C a p p a b i a n c a^Travel 1A g e n c y7 1 8 S t a t e S t r e e t E r i e , P a ..Use B o s t o n Store!ChargeA " 4 5 5 - 5 41 1

norlties are still in the minority Ini the textbooks. Teacher a t t i tudes, insight and opinions are subtle in appearance but dramat ic in the effectthey have on children. Minority children are very perceptive of the adultworld through adult feeling. Thesechildren .have been hated by experts.Derision has been responsible forperpetuating the chain of social illness that has plagued the youngpeople living in the Harlems acrossou r nation,for the past two decades.The teenager who belonged to a gangtwenty years ago was full of hate.He hated the substandard f i l thyhouses that he and his family had tooccupy. He hated his parents becausethey allowed impoverished conditionsto resign them to a life f of frustration, failure and despair. He hatedschool because he had little or nosuccess in it. More than that , hehated himself. For when he gazed intoa mirror he saw an image that lackeddignity and worth. The gang offeredhim an opportuni ty to do somethingabout his hate.'*As a gang memberhe could give vent to this st rongfeeling of hate by involving himselfin the r i tual ofJ gang fighting. Herehe got a chance to injure himselfand his peers whom he also hatedbecause they were mirror Images ofhimself. pp? WThe teenagers living In the ghet tosof Harlems across the land ten yearsago; became a little more soph isticated in their t expressions of hate.Many of the same conditions thatplagued his father still existed, butinstead of reacting in an aggressive,hostile manner/, he chose to insulatehimself with drugs. Drugs offered him

a way :-of peaceful self-destructionwhile enjoying the fantasies of i amake-believe world tha t he | couldnever attain in the world of reality.Today the condi t ions that perpetuated the pat tern of hate in Harlemstill exist. The. leaders in th e hat egroups have tapped the! "hate potential" ^ of th e young people livingin this communi ty and are di rect ingit for their own vested interests. |It is time we made a concerted!effort to break this chain of hatethat has shackled count less numbersof young people for the ! past twentyyears. The government i s a t tempting to cope with the problem withits anti-poverty programs. Materialism is not enough. The youth of toworldsense such a gap. And their favoriteword is "relevant." I'm with them onboth cou nts. How many s tudentsserve on substantive committees Ineducational Institutions.? Most oftenthey are kept at arm's length. Aspirations are thwarted, expectations arenot met . 'And this i s the stuff thatrevolution is made of. Show me a profession whose chiefmeans of communication ' is the exchange of traditional cliches and Iwill show you one whose leaders arethrowing custard pies in an age ofnuclear missiles. ' 5 | |If I've used any cliches, I hope they

Bu r h e n n 's P h a r m a c yCorner 38th St. and Pine Ave.

Phone 456-7762Erie, Penna.K*

JOHN COLVINDistributor for

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student summer travel neB Summer is travel and adventure t ime for students, and theU. S. | National Students TravelAssociation (NSTA), the only official student travel bureau inthe U. S., has a wide varietyof action-packed tours plannedfor 1969. p |

Jin addition to the classic toursof EuropeJ NSTA has added"Magical M inibus" tours, usraeli-bound jaunts, Go-Go Ole (highlighting Spain and Portugal) andthe Grand India tour. Popular repeats are the Eastern Europeanand Russian Tour, August 32Tour, and 21 Day Tours allweren't merely traditional. I end asI startedCommunicationTo KnowIs To Understand. I appeal to thewomen In this room to dare to hopeand dream and lead accordingly.Surely effective leadership in thesedays is a high-risk operation. Thisis a time when no action becomesone of the worst kinds of action. Myplea Is to bring society and educationtogether in more effective programsfor students. The dichotomy mustlargelyE disappear if we are to dojustice to ourselves, our children andth e world, t * J3Too many of us start out with highIdeals but lacking the courage to bedifferent gradually move backwardInto? traditional spat terns. f$

James Mlchener, writing in TH EFIELDS OF SPRING, makes the questfor finding one's Identity vivid whenhe says: "For this is the Journeythat men make: to f ind themselves.If they fall In this, i t doesn' t mat termuch what; else they find. Money,position, fame, many loves, revenge,are all of little -consequence, andwhen the tickets are collected at theend of the ride, they are tossed intoa -bin marked "Failur e." But* if aman happens to find himselfif heknows that he can be depended uponto do . . . the l imi ts of his courage. . . the po sition from which he willno longer retreat . . . the secret reservoirs of his determination ft. . theextent of his dedication . . thedepth of his feelings for beauty .5. .his honest and unpostured goals . . .then he has found a mansion : whichhe can inhabit with dignity all thedays of his life. IC am sure you in this room whohave committed yourself, to a betterworld will find your mansion of dignity. You are doing something uniquein our modern society. You are givingof yourself and not asking for a materialistic return, This will have aprofound effect upon the society youwill help to shape and it will have avery profound and gratifying effectupon you. Because Success is predicated on not what you do for yourself, but what you do for others. 1

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Best in Corsages and Bouquets10% to College StudentsLarge New Selection of Monogram mod Pins,f Pierced Earrings, and other Gift Items.Old English and Greek Lettering available for engraving.

We have Pewter MugsMon.-Fri.Sat. 1 9 : 30-9 : 009 : 30-5 : 80BREAKIRON JEWELERS

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Tours"

short trips with early and latedepartures for students who wantto workf or study for part of thesummer.NSTA offers 20 tours in all ,with 36 departures. These includethree study programs Pre-col-lege and College "French Studyjand the "Ital ian Art

Seminar." A limited! number ofscholarshi ps ar e: available to college study tour part icipants.|Asi a non-profit student travelservice, NSTA offers unique touradvantages: local , professionalstudent guides in each countryI plus special guides for educational sight - seeing, pre - departureorientation, co-ed traveling companions from schools facross th eUnited States, activit ies withlocal students and the servicesof fuliftime local staff in NSTA'sParis and Rome offices.On "General College Tours"students have sight-seeing, evening activit ies, and three mealsper day arranged, plus enoughfree t ime for personal exploration. Planned activities on allNSTA tours include: gourmetdinner part ies in Paris andRome, gondola ride in Venice, fondue party with Swiss students,bullfight in Spain and lots more."Economy College Tours" areideal for students who want maxi-mum free time with a minimumof structured activit ies. NSTA]arranges transportation, accomodations, two meals per day andone introductory tour per city,but plans no other activit ies, allowing the convenience of a tourand the freedom of independenttravel. 1And for students who want tocombine travel and study, NSTAoffers the "French Study Tour,"a three-dimensional program of amonth's study at the Sorbonne in

Paris, a two-weekfamily in Rouen,through picturesquand Brit tany. TheFrench Study Tour"weeks of French laand family living Switzerland plus tour of Italy, Franland. "Ital ian Art Sart history programmanesque, Gothic sance art on the sence and nearby Paris, an AdriaticVenice are includedtion" from studies.!Students on "Magtou rs w ill travel bygroup of six to eiI with a specially-quadriver/guide. The itplanned with flexibilseeing is organizedguides in major citiarrangement is caraparticipants can evenTour members will "magic" of France, Switzerland, Germaand Austria.In addition to tourfers a complete highcollege student traprogram with oversportunities, travel bnational Stud ent Iand USA tours. NSTplan specially-tailoregroups?

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