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Eric A. Shimp Edward J. Martha F.M. Shockley Nancy G. Short Shockley, Jr. Sheryl A. Shulties Frank M. Siderits Robert E. Short, Jr. Kimberley B. Siegle Dale M. Simmons Barbara L. Sieg Stephen F. Simmons Donald B. Simmons 297 Susan F. Simpson Dwight C. Singer James J. Skedzielewski Deidre E. Slavin David E. Sloan Terry M. Smiley David B. Smith Floyd R. Smith, III Frank T. Smith Harry J. Smith 298 Laurie A. Smith Lisa Smith Peggy J. Smith Susan L. Smith Dorothy L. Smock Diane E. Snyder Linda L. Snyder Jeffrey C. Spangler Helen A. Spaulding Deborah L. Spence Linda L. Spicer Helen M. Spink 299 Frank X. Splan Anne A. Spraver Maxine M. Stallings Claudia C. Steele Ellen B. Steinert Carolyn E. Stevenson Robin K. Stevenson Charles C. Stickel Gregory H. Stilwell Jayne L. Stoneberger Meredith E. Stoops Michele F. Stoops Jerome T. Storck John R. Stowe Peter C. Stowe 300 Gail E. Strauss Michael J. Strusowski Donald E. Stump, Jr. Cynthia A. Stutzer Toni L. Suglia Kevin M. Sullivan BLUE HEN: How do you view the relationship of the uni- versity to student and community? BLUE HEN II GORDENSTEIN: It seems axiomatic to me that the uni- versity exists to service the students and the scholars. Their aims are not identical but they often overlap. As for TALKS TO the influence of the university on the community — I suppose it is felt when the students graduate and move DR. ARNOLD into the community. I'm not certain that the interests of the university and the community are identical however, GORDENSTEIN nor am I certain that it is a good idea to try to obliterate the distinction between town and gown. It is even possi- ble that there must be friction between them because of the nature of the institutions, the nature of the work they Dr. Arnold Gordenstein is a former assistant professor do, and the nature of the people who are often attracted in the English department and chairman of the American to academic life. studies program. After a long controversy regarding ten- ure, he left the university and currently holds a position BLUE HEN: What do you think of the University of Dela- in the Departmento de Lingua e Literatura Estrangeiras ware as a teaching institution? How would you describe at the Universidade Federal De Santa Catarina, Brazil. Dr. the "nature of the people" here and the work they do? Gordenstein received his Ph.D from Harvard where, he is proud to say, he was "the assistant of the great late GORDENSTEIN: I often had the feeling that everything is scholar Perry Miller." Dr. Gordenstein received the there, ready to begin — the buildings, warm rooms and Excellence-in-Teaching award in May, 1973. chairs, blackboards and chalk, a lot of good faculty, an 302 intelligent student body even though a little uniform, an atmosphere of freedom, enough money. Sometimes even a willingness to experiment (though usually in small things) in some areas of the administration. Then (and I share this feeling with many faculty and students, I be- lieve) why didn't it begin? There's small recognition of the possibilities, there's little urgency about the place, little sense of the inherent excitement about what they used to call the life of the mind. A lot of people are on rails and so the university is not getting proper mileage out of its own assets. The administration usually seemed like a foreign government. I should think that their func- tion would be to collaborate with the faculty to improve the academic possibilities but instead they often seemed like adversaries. The library could be better but they're BLUE HEN: Did you develop a specific teaching style? working hard on it and it was improving noticeably dur- ing my time there. Many times the university seemed like GORDENSTEIN: First, any given day, I try to know as a great big frat house. I believe that that particular at- much as possible about the book and the literature that mosphere is intimidating to young students, encourag- surrounds it. Then insist on the same for the students. ing conformity and mob behavior where we are commit- Then I listen a lot and give a lot of feedback, try to ted to thoughtfulness and strong individualism. I don't suggest possibilities that originate in what the students know what the university can do about that except to of- say. I consider the classroom — excuse the hyperbole — fer students an attractive alternative. a nearly holy place, where the rules are off, where one listens, respects, argues, but where one does not fake, pose, pontificate, of defend one's ego. The classroom BLUE HEN: Had you noticed a change in students' at- then is a laboratory for ideas rather than a place for titudes? either a performance or a speech. GORDONSTEIN: One really only knows the students one BLUE HEN: Why did you accept the teaching position at works with. The others we only pass on campus. I'd the University of Delaware? heard how they had become less political and more career-oriented, had gone from Bobby Kennedy to David GORDENSTEIN: I took the University of Delaware job in Eisenhower. That is possible but I didn't see much of this 1967 because it seemed like the most promising one change among my own student-friends who were vigor- pedagogically. I was promised the directorship of the ous, beautiful, proud, touching in their desire for fulfill- American Studies program in a short time (in 4 months, ment. We teachers often depend on these qualitites, live as it turned out), as well as what seemed then like a vir- off them and take inspiration from them. tual blank check to invent and teach courses, to re- structure what was then a small program and to have considerable voice in the direction American Studies would go. The salary offer, by the way, tied 3rd among 4 job offers. BLUE HEN: Finally, why did you go into American Studies? GOLDENSTIEN: It was a matter of identity, mainly. As a second-generation American I realized rather early that my identity was a prize that could be won only after I understood the pressures my environment had exerted upon my inner urges. And, since so much of that envi- ronment had been internalized through the years, the line down into myself led directly through a veritible warehouse of hitherto unacknowledged American beliefs and values. If we are to be serious about discovering our identities we must be Americanists, I believe. 303 Sharon M. Sullivan Laura M. Swain Wilfred S. Swain Carl E. Swanson, Jr. Susan B. Swartz Deborah S. Sweet Scott K. Swift Mary J. Talarowski Jocelyn Tandy Laurie M. Tanzer Mary A. Tappe 304 Randal H. Tate Jo Anne Taylor Sandra J. Test Patricia A. Testerman John C. Teti Anna M. Thomas Janet E. Thomas John P. Thomas Linda K. Thompson Janet E. Thrush Earle A. Timpson Maurice L. Tippett 305 Ruth K. Todd Alan W. Toland Puddy Toland Samuel J. Tomaino Mary J. Trainer Richard L. Tremaine Paul C. Trexler Margaret L. Tritsch Ann M. Trocolli Jeanne L. Tucker Deborah L. Turner Lisa K. Turner Victoria P. Unthank Caroline S. Urian Joy V. Usilton 306 Nancy L. VanDyke Eugenia P. Vanover Robert A. VanPutten Margaret M. Roger A. Vernon Linda C. Vile Venderamo Toni Vincent Jack R. Vinson, Jr. Denise M. Viola Paul J. Vitale Shirley J. Wagner William R. Wainwright Ardie L.F. Walker Robert D. Walkup Vivian A. Walls Jean M. Walot Patricia A. Walsh Janet L. Walters 308 Mary E. Ward Charles L. Ware Joyce E. Waritz Cynthia L. Wark Jerren A.U. Watts Peggy A. Wayrynew Dennis P. Weaver Deborah L. Weber Linda J. Wei Joseph W. Weik Mary B. Weiland Joseph J. Weiss 309 Nancy E. Wells Richard J. Welsh Martin M. Wendel Eric R. Wendler Stephen E. Wessel Cillie A. West Stanley C. West Robert C. Wetherhold Fredrick S. Whaley Mark M. Wheeler Kathleen W. Whisler Carol N. White 310 Elaine M. White Ellen L. White David D. Williams Deborah J. Williams Jo E. Williams Sheryl A. Widdoes Robert F,. Wieland Robert M. Williams Stuart K. Williams, II Susan J. Williams Beverly J. Wik Ron M. Wikstrom Paul L. Wildey Robert E. Wilhelm, Jr. 311 Sandra D. Williamson Susan P. Willig Cynthia M. Wilson Marc Wilson Mark E. Wilson Pamela L. Wilson Sally J. Wilson Scott O. Wilson Judith A. Winchester Norris G. Winebrenner Nancy R. Winner Patrice A. Wise 312 Daniel P. Wisniewski Robert D. Wisowaty MaryJane Wolf Donald E. Wolfe, Jr. Alice M. Woll Roslyn Y. Woodard Barbara A. Woolley Robert L. Woolley Ronald D. Wooten Cheryl A. Workman 313 David W.G. Wray Waren L. Wright John P. Wysocki Scott C. Yaich Elaine M. Yasik Richard A. Yatkowski Glenn A. Yerkes Donna L. Young Linda M. Young Wigberto Yu Christopher A. Zahl Patricia M. Zang Judith L. Zanzinger Valerie D. Zarin 314 Susan E. Zemyan Eileen D. Zerbe Catherine E. Ziegler Donna A. Zlonkevich Everybody I talk to is ready to leave with the light of the morning. They've seen the end coming down long enough to believe that they've heard their last warning. Standing alone, each has his own ticket in his hand, and as the evening descends I sit thinking about Everyman. 316 317 Seems like I've always been working for some other place to get it together. While with a few of my friends I could give up the race and maybe find something better. But all my fine dreams, well thought out schemes to gain the mother land, have all eventually come down to waiting for Everyman.

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