Bridgewater Review Is Published Three Times a Year by the Faculty of Bridgewater State College
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January, 1987 Volume 4, No.3 Bridgewater TABLE OF CONTENTS Editor's Notebook Bridging the Generation Gap - Again .. .. 1 by Michael Kryzanek Letters to the Editor 2 Poetry by Ann duCille Review Pride 32 Security 32 Blossoming 32 Poetry by Harold Ridlon Betrayal 6 Editor: Michael J. Kryzanek, Political Science Essays Associate Editors: Barbara Apstein, English Mark Twain's Roughing It: William Levin, Sociology A Humorist's Darker Side ........... .. 7 Editorial Board: by Joseph Yokelson Stanley Antoniotti, Economics Conserving Nantucket 11 David Culver, History by Steve Sheppard Stanley Hamilton, Foreign Languages Fanaticism, Fear and Faith 16 Edward James, Philosophy by Milton L. Boyle Jr. Joyce Leung, Librarian Vahe Marganian, Chemistry Gallery 14 William Murphy, Educational Services Photos by Robert Ward Diane Peabody, Biology Cultural Commentary Philip Silvia, History The Peace Corps at Twenty-Five 21 Nancy Street, Speech Communication by Charles and Sandra Robinson Photography Editor: Robert Ward, Historical Commentary Media and Librarianship Vietnam and Revisionism. .......... .. 24 by David Culver Art Director: Joan Hausrath, Art Book Reviews Poetry Editor: Charles Fanning, English Americans In Paris 27 Design, Layout and Typography: by Annabelle M. Melville Barbara Condon, Office of Public Affairs Wickedness: A Philosophical Essay .... 28 by David Cheney Actual Minds, Possible Wodds ...... .. 29 by Stephen M. Levine The Last Word The Politics of Literature: What Makes a Masterwork? 31 by Charles Fanning Preview ................ Inside Back Cover The Bridgewater Review is published three times a year by the faculty of Bridgewater State College. Opinions expressed herein are those ofthe authors and do not necessarily reflect the policies of Bridgewater Review or Bridgewater State College. Letters to the Editor should be sent to: Bridgewater Review, c/o Editor, Department of Political Science and Economics, Bridgewater State College, Bridgewater, MA 02324. Articles may be reprinted with written permission of the Editor. Rhythms at Dusk, a hand dyed, handwoven wall hanging in wool (58# x 60#) by Joan Hausrath, Professor of Art. Editor's Notebook Bridging The Generation Gap .- Again Michael J. Kryzanek fter twenty-one years spent in the personal ramifications of public the midwest, I came of age in actions, a blind acceptance of protest A Massachusetts during those leaders and a sad unwillingness to see dark but exhilarating days of Vietnam, the good that this country has to offer. Watergate and domestic unrest. Al Along with its high ideals and morals, though I was a graduate of that now my generation also acquired healthy famous high school class of 1965, I doses of cynicism, permissiveness and never really thought of myself back an eventual overarching concern for then as being part ofAmerica's revolu self. tionary generation. But after one year The 80's generation is criticized as in graduate school I found myselfcarry more interested in personal and career ing a sign which read "Free Huey growth than those of us who still Newton" and going to protest rallies to identify with the Tet offensive, the end the war. Mind you, I was no March on Washington and the protest flaming radical or card carrying mem songs of]oan Baez. To a member ofthe ber of the peace movement, but the 60's generation the twenty year olds of times and the public environment today seem ignorant of recent history, changed me, as it did many others who hopelessly immersed in popular cul lived through that era. ture and too busy making money to Looking back now to a time over turn their attention to the problems of twenty years ago when words like their community, their country and "relevance," "commitment," and their world. And yet I think that those "involvement" were heard on college of us who came out of the 60's should campuses with great frequency and not be too harsh on the current student forcefulness, I am drawn to a compari In many respects today's college stu population. Their materialistic savvy son with the young men and women dents face a similar lack of oppor gives them a much better under who sit in class before me and listen to tunities to reach out of themselves. standing of how to survive in this my lectures on politics. How does this Granted that world hunger, apartheid, difficult world; they are harder generation of college students match and the war in Central America have workers (although unfortunately up to my generation? Have the same stimulated Live-Aid, calls for divest muchoftheir energy is directed toward values and concerns that prompted my ment of stock portfolios by colleges non-academic pursuits); and they generation to get involved been passed and an occasional demonstration know how to enjoy life and are willing down? Was the generation of the 60's against the contras, but by and large the to laugh at themselves. Perhaps most unique in the way it responded to crisis problems ofthe 80's are far from home importantly, though, they are surpris in this country or do those of us who and have little direct bearing on the ingly confident about the future of are now in our 40's make too much of daily lives and futures of America's mankind and the planet. Compared to our social activism and political youth. With no serious national threat the "gloom and doomers" ofthe 60's, heroics? or crisis to force them out of their the generation of the 80's glows with Despite the seemingly endless array lethargy, the generation ofthe 80's has renewed confidence. of problems and controversies that appeared to concentrate its energies on If the social commitment and politi arose in that period, the 60's were also sex, money, sports, and MTV. cal awareness that were the hallmarks a time of endless opportunities - Although the students of the 60's ofthe 60's seem to be absent today, the opportunities for young people to chal will be remembered for their activism cause may be that fewer challenging lenge preconceived notions about the and social conscience, it is importantto opportunities exist. This generation world they live in; opportunities to recall that many of them paid little has not had the chance to realize that participate in a dynamic process of attention to political wrongdoing or what happens outside of their world social change; opportunities to face economic injustice. Campus strikes does affect them and that they have an danger or at least one's conscience. Not were often used as an excuse to cut obligation to try and do something every generation is given such oppor classes and avoid term papers, and about it. Yet it is critically important tunities to test themselves or to find demonstrations against the Vietnam that they, like their 60's predecessors, their place in the world. Those young war were supported not only because become aware of the evils of un men and women who became part of of moral outrage, but for more selfish checked power, the necessity of in the post-World War II college genera reasons such as the prospect of being suring that democracy remains a sys tion, for example, will be most remem shot. Yes, idealism, conscience and a tem of popular rule and the responsi bered not for their political voices or concern for others existed in 60's stu bility of good citizens to see to it that values, but rather for souped up cars, dents, but along with these virtues my the American dream becomes a reality phone booth stuffing, rock and roll generation also revealed a nasty sense for everyone. and panty raids. of intolerance, a failure to understand Letters to the Editor he article by Professor Steven Sanders "Two Cheers for Pornography" elicited a number Tofletters from our readers. Some letters, such as that of Mr. Ted Darcy, questioned the appropriateness of publishing the Sanders article, while others, from faculty members, criticize the positions taken in the article. In order to further clarify this highly controversial issue of pornography and to offer a forum for diverse opinions on this subject, we have published the letters of Mr. Darcy, along with a response from Dr. Gerard Indelicato, the President of Bridgewater State College, and the views of two faculty members, Professors Betty Mandell and Edward James. At the conclusion of this section, Professor Sanders has been given an opportunity to respond. The Editors Dear President Indelicato: Dear Mr. Darcy, do the impossible. Whether or not we As a parent of a student I was Your letter regarding the article by like pornography, censoring it would appalled by the enclosed article appear Professor Steven Sanders in the April, reduce the power of people to form ing in the April 1986, (Volume 4, No. 1986, issue of the Bridgewater Review their own judgments about it and 1) issue ofthe Bridgewater Review writ has just reached me. I want to thank would enhance the unrestrained power ten by Professor Steven Sanders. you for taking the time to write to me of the repressive state. It would also Copies are being sent to appropriate to share your concern. You obviously not reduce people's need for pornog personnel throughout the country and read the article carefully and reflected raphy. One should try to cure sickness, the media. thoughtfully upon its contents. not ban its symptoms. Professor Steven Sanders occupies a The Bridgewater Review is, as you Sanders gives the impression that the position as Professor of Philosophy know, a magazine edited by the faculty major proponents ofcensoring pornog with special focus on "critical think of the College. The articles which ap raphy are feminists, and that all femi ing" at Bridgewater State College.