no, I'm sorry, but you're only allowed one glass of fruit pulchre
About councils In high schools...
Student councils are dying.
Student councils are absolutely powerless, controlled by the administration, a complete farce.
Student councils are dying—but not for the above reasons. Student councils are dying because the vast majority of high school students are unaware of the actual purposes of a student council.
According to the National Association of Student Councils (NASC), the purposes of a student council are to:
1) Provide a learning experience in democracy for students.
2) Provide an outlet for student grievances.
3) Allow students to participate in the administration of nonpolicy related matters (i.e. Homecoming dances).
Unfortunately, a misunderstanding of that second purpose prevents fulfillment of the others. Many students believe that student council should be a place where grievances should be acted upon. When student council is unable, for example, to change a school dress code, it is considered powerless. As a result, students are repelled by the thought of a powerless organization.
However, student councils can be powerful without being able to change school policy. If a student council has the backing of the students, any administration is more likely to listen to student council requests.
There are many ways in which a student council can regain the backing of the students. Among the more effective:
1) Open student council meetings. Meetings should be held in a room large enough to hold many students who are not council members. The meeting should be at a time when all students are able to attend.
2) Devote more time to student grievances. Non-council members with a specific beef should be invited to address the council; their ideas should be warmly welcomed and discussed.
3) Invite members of the faculty, school board and the administration to talk with the student council. Notice the phrase "talk with." Too often student councils are talked to or talked at. Rather than listen to an adult speak on school policy, students should participate in question-and-answer sessions with these adults.
4) Initiate special projects on subjects in the students' interests. Earth Day and the Vietnam war moratorium were two examples of times when student councils could have made giant steps toward student backing.
If the student council at your school is dying, ask yourself why. Is it the fault of the council or the result of a misunderstanding among the student body?
—Larry Grewach
And at camp...
Last year each wing chose one person from the wing to represent them at a camp council. This provided an excellent opportunity for the campers to discuss their objections to the camp rules.
This camp council, however, was abolished after one meeting because it accomplished its purpose. When the campers used the council to express disagreement with camp rules, particularly the restriction placed on length of hair, it was abolished by camp officials.
Action like this is truly sad because a legitimate channel for dissent such as this council provides nothing but advantages for both sides: the campers can express their opinions and work to get oppressive rules changed, and the camp officials can see what the campers don't like and either change the rules or show the campers why the rule must be maintained. In this way, conflict between the two groups is minimized.
The camp council should be re-instated for the rest of this camp, and if the campers contest the rules, this should be looked upon as proof of the councils success rather than as justification for its abolishment.
-Mike Thompson
Midwestern, many campers may be surprised to learn, is blessed not only with music and art courses, but language, journalism, speech, science and math.
Music and art but others too
Several hundred campers arrived at Midwestern thinking that the first two were the only courses being offered and had never suspected that the five existed. This in itself is not a terribly gross mistake or sin, except that nothing has been done to change the situation. At All-Camp Night Russell L. Wiley, director of the camp, and the other speakers all told of the marvelous music and art opportunities being offered to campers, but lumped the rest into the category of "various other divisions."
Or music and art are considered higher forms of learning than Latin or debate.
Whatever the cause, the various other divisions would like merely to be recognized and made known as French, German, Latin, Spanish, journalism, science and math, and speech.
—Phyllis Hyre
Stop, look and listen
Recently it has been observed that the campers are coming closer and closer to the cars or the cars are coming closer to the campers—but which is the question at hand.
The signs indoctrinating shall at least establish one fact or clue in the campers' defense. The sign reads, "Stop for pedestrians in crosswalks."
So, based on the information supplied, one easily could sway his decision to the camper. The conclusion probably would say something like, "We find the driver guilty and the campers innocent." But first I would think about it before I'd come to any sort of conclusion.
In some cases I've seen, if it had not been for the driver having control of his car and also good brakes we probably would have one or two fewer campers. The thing is not who's in the right and who's in the wrong but who'll live to tell about it. So from now on STOP, LOOK AND LISTEN.
Darius Grayson
“SI”
The country is the United States of America,
The country is the United States of America,
Black is the people,
White is the rule,
Red is the forgotten
Togetherness is the mistaken.
Vietnam is the war:
Soldiers are the black-white- n-red
H-red,
Home is the freedom
Forever is the victor,
Stars and stripes is the flag;
Red-White-Blue is not you,
But still you fight;
"IS IT RIGHT?"
Darius Grayson
Walking creates a radiant feeling within oneself. You are able to stop and comprehend your surroundings. Sun strikes the cheeks and your eyes close. Warmth circulates throughout the body.
On walking...
Walking brings people places, and takes them back again. Observing others walk is always a learning experience. Some people travel quickly to get to a meeting on time. Always rushing Strolling is an excellent lesson in nature and beauty. Especially with others.
To walk with people can be overwhelming.
Rainy walks are fun. Also walks in snow.
The form of walking that I enjoy most is . . . by bus.
—Leonard Sophrin
Dress: a problem
The 1970 Midwestern Music and Art Camp includes 1,300 teenagers, from hundreds of high schools all over the United States.
From talking with the campers about their high schools, one notices a great variance in school rules. The rule most frequently discussed is the "school dress code." The smaller the school or town, the stricter the code.
At North County High School, in Desloge, Mo., girls are not allowed to wear pants, and dresses cannot be worn more than three inches above the knee.
The boys are required to wear socks, their shirt tails must be tucked in, sideburns can be no longer than the earlobe, hair must be kept short, and moustaches and beards are absolutely taboo.
At Park Hill High School, in Kansas City, Mo., girls are allowed to wear pants, and skirts can be worn at any length—mini, midi, or maxi.
Boys are not required to wear socks, shirts do not have to be tucked in, sandals and shorts are permitted, and hair length, moustaches, and beards are not restrained.
The type of apparel a student wears to class does not affect his capacity to learn. Nor does it hamper the student's ability to produce good work.
High school advisers spend countless hours reprimanding students because their dresses are too short, or their hair is too long. This time could be better spent in helping a student who is receiving low grades attain better study habits, or in evaluating the teaching methods of the faculty.
Are the academic achievements attained at County High School higher than those attained at Park Hill? Does Park Hill receive more scholarships for its students than County High?
A student will be more responsive in class if he is comfortable. For some, this may mean wearing a dress, while for others, a pair of pants and a t-shirt.
The directors of the Midwestern Music and Art Camp have not imposed a dress code upon their students. As a result, the campers are happy, and it is expected that their achievements will be innumerable. Kim Hudson
Learning vs. teaching
Lower animal forms should and must live according to their instincts. But the instincts of the human animal are inadequate for and often a hindrance to the development of happiness in the individual.
Logical? This is the "logic" upon which our educational system is based.
From the time a child is born until he is six years old, he absorbs a fantastic amount of information about the world in which he lives. He learns to understand and use the garble of gutteral and nasal noises called language. He learns to coordinate his body and his mind in performing unlimited intricate tasks with his hands, his face and his whole body. At this time he orients himself thoroughly to this life, completely unfamiliar to him at birth. The child learns more at this stage than he is ever expected to learn again in six years time. He seeks out this immense quantity of knowledge and absorbs it naturally. No one actually teaches him how to talk or walk.
And yet, it is assumed that when the child reaches age six, his natural urge to learn is slackened. Supposedly, it becomes necessary for an adult to present knowledge to him and to stifle some of his interests in favor of others. He is placed in a desk in a room with thirty other children, where the process of "teaching" is frantically begun.
According to A.S. Neill, author of "Summerhill—a Radical Approach to Child Rearing," learning is not the product of teaching. Learning is the fulfillment of the natural urge to understand. The author has developed his theory in his experimental school in England where children aged 6 to 18 were allowed complete freedom in learning, without fear of disapproval. Classes were held but attendance was not mandatory.
Neill shows that the human seeks out knowledge naturally when having it is an aid to his achievement of happiness. When he is allowed to function naturally, learning becomes a thrill rather than a drudgery.
The United States government places much emphasis on individual freedom. It seems that the goal of the society is happiness for the individual. If this goal is to be achieved, each person must be allowed to seek knowledge and wisdom as an individual.
Of course, a time comes when the child seeks out instruction This is the only time he should be "taught". This type of teaching should be the function of the school system.
Until American educators realize that man's instincts are the most vital tools of learning he has, and therefore that they should not be stifled as they are in many classroom situations of today, children and young people will continue to assume that learning is an unpleasant process, great potential will continue to be suffocated in childhood, and the fullest human happiness will be denied to most individuals.
—Terri Mendenhall
kamper kansan
The Kamper Kansan, camp newspaper at the Midwestern Music and Art Camp, is published four times, on Fridays, during the five-week camp sessions on Fridays. It is written by the members of the Journalism Division of the Camp.
The opinions expressed in the editorial columns are those of the editorial staff of the newspaper. Guest editorial views are not necessarily those of the editorial staff. Any opinions expressed in the Kampor Kansan are not necessary those of the Midwestern Music and Art Camp or the University of Kansas.
Editor-in-Chief
News Editors
Editorial Editor
Feature Editor
Sports Editors
Photography Editor
Reporters and Copy Editors
Executive Staff
Kansan Adviser Photographic Advisers
Larry Gewachw
Cathy Croft and Phyllis Hyre
Mike Thompson
Terri Mendenhall
Jim McLean
Michael Greer
Carol Doell, Carol Dorge, Janie Edwards.
Darnus Grayson, Leslie Jones, Glancey Stephens
Cat M. M. Breckert
Gary Mason and William Seymour