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Special ---- SCHOLASTIC Vol. 124, No.3, October 1982 savings! Notre Dame, IN 46556 FEATURES

STUDENTS ONLY! 4 General Humanities Are Not Necessarily Liberal Prof. Kenneth Featherstone (Thru November 30th. Must have valid 1.0.)

5 The Liberating Arts Prof. james Carberry - 112 OFF- All Your Flower Needs 6 The Thomas More Society An interview with its founder . .. Scholastic ALL PHOTO-DEVELOPING • Corsages • Plants JUgt '0 6BW BKOll1pQeg: Reg. Student 8 Why Shakespeare? 12-color prints + developing C-126 $4.40 $2.20 • Gift Items • Wire Service Why not? julie Wodarcyk 24-color prints + developing C-110 $8.12 $4.06 36-color prints + developing C-135 $12.32 $6.16 Mon. thru Fri. - 9 a.m. to 5:30 p.m. 10 In Search of the Bard Sat. - 9 a.m. to 5 p.m. A visit to Shakespeare's hometown . .. Tim Vercellotti QUALITY PHOTO-TECH DEVELOPING IN MATTE OR GLOSSY FINISH 272-6363 12 Max Lern~r: We Have a Lot to Learn ::5: "P~aILaul StUiu G1 C~t1i.UDt P\it.u.. • Views on education ... Michelle Dietz 409 Dixie Way N. page 8

40~ Om. NorthIU.S.lIIROllt,nd 212-6060 18 The Program of liberal Studies: Two Views w., (1/1 Mi. N. of Campus) 1elefiora Point-Counterpoint. . . Alice Douglas, Jeff Monaghan

22 Molding the "Renaissance Man" A Student for All Seasons . .. Tom Allen, Sue Schuller

23 Comedy (! A serious look . .. Prof. Robert Lordi " FE)~~ REGULARS 15 Fiction/In the Sun Katharine Stalter &~~ a(S~ 16 Gallery/Figurative Works jeff Ripple 20 Poetry

28 Last Word Beth Healy Fresh and Salt Water Fish Live Aquarium Plants Aquariums and Supplies The opinions expressed in Scholastic are those of the authors and editors of Scholastic page 12 and do not necessarily represent the opinions of the entire staff and editorial board of Scholastic or the University of Notre Dame, its administration, faculty, or the student 10% off Fish and drjl"goods' body. ' (excluding feeder goldfish) 277-0734-;~~~~j The magazine is represented for national advertising by National Educational Advertising with NDISMC Student J.D. Services and CASS Student Advertising, Inc. Published monthly during the school year ~ir Rirha except during, vacation and examination periods, Scholastic is printed at Ave Maria Press, HOURS: PERSONALIZED HAIR DESIGNS Notre Dame, Ind. 46556. The subscription rate is $7.00 a year and back issues are Frida 9 S for men and women available from Scholastic. Please address all manuscripts to Scholastic, Notre Dame, Ind. 415 Dixieway North Hours: 11 a.m. to 7:00 p.m. s.l . Visi! Our Location at 417 North In Roseland across 46556. All unsolicited material becomes the property of Scholastic. (Across from Wendy's) Mon.-Sat. copyright © 1982 Scholastic / all rights reserved I none of the contents may be repro duced without permission. 277-4862 $.

Special ---- SCHOLASTIC Vol. 124, No.3, October 1982 savings! Notre Dame, IN 46556 FEATURES

STUDENTS ONLY! 4 General Humanities Are Not Necessarily Liberal Prof. Kenneth Featherstone (Thru November 30th. Must have valid 1.0.)

40~ Om. NorthIU.S.lIIROllt,nd 212-6060 18 The Program of liberal Studies: Two Views w., (1/1 Mi. N. of Campus) 1elefiora Point-Counterpoint. . . Alice Douglas, Jeff Monaghan

22 Molding the "Renaissance Man" A Student for All Seasons . .. Tom Allen, Sue Schuller

23 Comedy (! A serious look . .. Prof. Robert Lordi " FE)~~ REGULARS 15 Fiction/In the Sun Katharine Stalter &~~ a(S~ 16 Gallery/Figurative Works jeff Ripple 20 Poetry

Up Front ,. . Notables , EDITORIAL BOARD Scholastic 1982-1983 o EDITOR-IN-CHIEF Beth Healy board chairmen of private and state esting statistic in light of Notre Higher Ed? colleges and universities. The Presi Dame's commitment to liberal edu • GENERAL MANAGER Give 'em an A . dent was asked to make a "major in cation. May it be noted that Yale ~ Pat Pitz vestment in planning, negotiating, University, where liberal arts require Americans feel that the overall and cooperating to establish civilized, ments for technical majors such as ogo Culture/Fiction Editor quality of education in this country effective, and morally acceptable al business and engineering are the Sheila Beatty - both public and private - is good ternatives to nuclear war ..." highest, was first in undergraduate or excellent, according to a nation While supporting the President's degrees with a total of 1,697. News/Sports Editor wide public opinion survey. These proposals to reduce nuclear arsenals, , Dan McGrath findings are from a comprehensive the academicians did not propose un study by representatives of 11 higher balanced trust of the Soviet Union. DO education associations and released The letter called for a balanced re Photo Editor by J. W. Pellason, president of the duction of nuclear weapons, moving Mike Delany American Council on Education and toward ultimate elimination. Calpurnia in Juniper Edge- Equate- Id by Father Hesburgh. According to Father Hesburgh, the St. Mary's Editor Group Attitudes Corporation of letter was motivated by the increas The student-owned and -operated Tara jones New York, the wholly owned sub ing concern of those who are the Juniper Press begins a seventh year by Anne Marie Jehle sidiary of Hill and Knowlton, Inc., "custodians of the knowledge and of book publishing this semester. We're all here at Notre Dame as another step in self-t::vaiuation Copy Editors the international public relations wisdom on which civilizations are Members of Dr. Elizabeth Christ piring to become educated in our comparison with others. The equa Tom Wrobel firm conducted the study. In rating based" 'about the "catastrophe that man's book publishing course have own way. In examining all the differ tion "ME - SOMEONE OTHER julie Wodarcyk the ~verall quality of a college edu major nuclear war would represent selected as this year's manuscript, ent essences of education, I've found THAN ME" arises. I know the sig cation in the United States, 72.5 per to the American people and to all The Frozen Maiden of Oalpurnia, by some fun ones, namely phonetics and nificance of >, <, ~, = signs, and ,Advertising Manager cent of all respondents gave academe civilizations." Dr. Ralph McInerny, director of art. As the latest innovations in edu realize their implications. Though I Brian Graham a better than passing grade, with In addition to Father Hesburgh, Notre Dame's Medieval Institute. Re cation they refresh my ideas, help . aspire to the optimal = stance, my 16.9 percent rating higher education signators to the 'letter include aca lease of the book is expected in late me to become well-rounded' and insecurities often lead to a < view- ,Distribution Manager in this country as "excellent" and demic leaders of universities such as October. edge-equate-id. point. Relating myself to others Michael Meeks 55.6 percent rating it as "good." 23.1 Harvard, Radcliffe, MIT, Johns Hop The new McInerny manuscript, the What's this all about? Well, start helps me paint in the background of percent categorize higher education kins, and Stanford. third to be selected by Juniper Press, with the basics, the edges. The first my portrait. Business Manager as "fair," and only 3.6 percent view is described as a "witty, whimsical thing I learned was that I was a But where does the id come into it as "poor." modern-day myth." Students in the child-DOT, and I had parents the picture? Is it that shady side of . jim Dever, The poll reveals· that Americans class select one manuscript from sev DOT. In connecting the dots, a di myself: instincts, drives, aggressions, are very supportive of higher educa eral submitted by University staff mension formed. More self-revela which I mask to prevent the darken- Layout Editor tion, but the poll also shows that members or students and guide it tions drew in more lines: I am a ing of my self-image? No, I cannot i <;:harles van Ravenswaay they have a number of concerns through a number of publication and sister, a friend, a student.... Thtls. rid myself of this id by simply ignor- about higher education that need to promotional steps. Two books pub a rugged, outline of self took form, ing it. There is a place for it, but I I Art Editor be addressed. Americans are ex ... And NO lished by Juniper Press which have and I was left to ease the edges and must not put it in its place. I must ,Tamera Mams tremely concerned about the rising been termed outstanding successes paint my self-portrait. instead transform it into something costs of higher education, and are Means Business are Michael Molinelli's cartoons on So, I have my portrait, but what beautiful. It adds a tint to my por- worried about their own ability to campus life, On the Road to Selling do I equate it with? (Certainly not trait, not to be mistaken for a taint. : Advisor: pay for a college education for their , 'More business leaders took their Out and Don't Make a Right. DaVinci!) Well, using it like my Thus I become edge-equate-id and > Fr. Mario Pedi, O.S.B. magic mirror (remember Romper children. They would also like to undergraduate degrees at the Uni I frame my portrait. see more federal aid for needy stu versity of Notre Dame than at any Room?), I could look at myself be i Maybe someday I'll try my hand dents. Also, Americans tend to view other American Catholic college or fore sizing others up. I try to under at a skull-tour. 0 •CREDITS stand the differences which I' note higher education as a means of ob university, according to a survey Coming Up .. . ,. between myself and others. It's just C taining good-paying jobs rather than done by Standard & Poor's Corpora , over: as a means of creating better-in tion. On Nov. 22 and 23, Notre Dame;s !person, to the I p.22 sity came in second with a total of Scholastic Magazine. I was very magazine was most readable and I demic leaders, representing 25 col government official, to the business much impressed by the article "Dis leges and universities from through 312. person, to the ethicist, and t~ the enjoyed reading every article while Notre Dame was 11th among the cipline and Desire" by Ms. Baille and waiting to see the game. out the country, in calling upon citizen. The keynote speaker WIll be Brian Couch. They did an outstand President Reagan to "seek seriously nation's private universities, and Edwin Newman, new correspondent Sincerely, when compared with all the colleges ing job writing a most informative Roger Stanton and vigorously" alternatives to nu for NBC and author of Strictly piece. It was professionally done clear war. and universities, Notre Dame ranked Speaking and A Oivil Tongue. Publisher, Football N 8WS 23. This is definitely a pat on the and I would like to compliment both Basketball Weekly On Sept. 17, a letter was signed by active and retired presidents and back for Notre Dame and an inter- 2 SCHOLASTIC OCTOBER, 1982 3 2

course to them, in the same sequence. vance the liberty of the human spir solidation and preservation of aca it. One without the other is simply demic territory. One fundamental a. Clear thinking, the drive to pen pointless. part of this process would be to con etrate to the essence of a phenom Therefore, there would appear to ceive of ways to achieve the liberal Liberal Education enon. be a case for a reexamination of our spirit. The results could be aston b. Imagination, the expectation existing college system, and the tra ishing. D that the use of imagination will ditional subject concentrations. To rearrange facts into new concepts. do this may require new kinds of an c. The use of symbolic systems of ministrators, ones whose strengths Kenneth Featherstone is Professor of Who is really an educated person? logic and mathematics to search have less to do with the idea of con- Architecture at Notre Dame. deep into the complexities, and beauty, of natural law. The de velopment of communicational means which transcend cultural The and political barriers. d. Creation. Engineering in the ac the unique potential humanism that tual application of knowledge to Uberating our Maker has so clearly offered us? solve practical problems. Solution Allow me to outline just four of these by creation is, simply, engineering. freedoms. So, there seems to me, ample evi- Arts a. Freedom to resist genetically dence that liberal education is tak by Professor James Carberry produced behavior, to overcome ing place, where those who cannot reflex actions, preconceptions, bi remove their cultural blinkers least ases and general bigotries. expect it to be. I suspect that trying principle shall best guide us? That of b. Freedom from constraints and to know a greaLdeal about some the technocrat or the liberally edu repressions upon the capacity of thing generates a great desire to cated? imagination, that most marvelous comprehend complexities and to per It is my contention that the Lib of human gifts. severe in a drive to reduce them to eral Arts are of practical merit. This c. Freedom to transcend the in the simplicity and stark awesome is obvious insofar as one must be vidiousness of discursive com ness of nature's laws. There is as able to read, write and speak with munication, by use of the rich much joy, much more realization of modest sophistication in order to symbolic world of abstractions human potential, happening in our study physics or philosophy. Thus, which exists just below the level laboratories than in our classes on medieval education commenced with of consciousness. Shakespeare, despite what our "hu study of subjects (The Tr~vium d. Freedom to bring into existence manists" would like us to believe. grammar, dialectic and rhetoric) things that were never there be As we approach the second millen- ; deemed indispensable to the study of General Humanities Are fore. This is to be almost divine, nium, now so startlingly close at advanced topics. Given the appalling that is, to create. hand, it becomes imperative that we inarticulateness of most 'American These are the kinds of objectives come to grips with postindustrialism. college students, perhaps the trivium which liberality is all about. Is lib Everybody, even Walter Cronkite, ought to be restored. Alas, given the eral education alive and well on knows that we bungled the industrial occupation of our public schools by Not Necessarily Liberal North American campuses today? revolution, and that we are now ap the Attilas of the mind, the National An inspection of university cata parently insisting upon repetitions Education Association, there is scant logues is an overwhelming experi of the same kind. War, pestilence prospect of recreating such ele ~nce. Such vast course offerings, and famine reign rampant as always, mentary rigor. But what practical virtues mark by Professor Kenneth Featherstone lIterally I suppose in the millions. only the dimensions interchange in Such vast coverage of all wisdoms various ratios. Do people become literature and allied disciplines? known or imagined to mankind. But more human, that is to say more The study of great literature I submit that all of this offers un free? Not really. onventional wisdom teaches promises to liberate one from the iberal is often used to de cation. limited opportunity for general but At Notre Dame, we can do a great C that the Liberal Arts are ir crass, mundane; from the grunts of ' L, scribe education when gen I say this because I understand the not liberal, education. There i~ not deal about all this. Indeed we must, relevant in modern times. animality. Political Science may lib eral would be much more ac- meaning of liberal to have much to much which suggests that it is con and we will. But it will not be by Surely, it is argued, modern techno erate you and your issue from tyr curate. This is probably because lib do with its ancient Latin root, LI cerned with helping people to es proliferations of centers or programs logical society, can carryon quite anny. A command of history might eral education sounds so much better BER, and therefore with the idea of cape from the grip of d~rkness. dedicated to social concerns and jus-, nicely sans knowledge of Aristotle liberate you from cultural amnesia; than ¥eneral education. These days freedom. Liberal education, to me for However, bearing in mind my de tice, or of more course offerings, or or Dante. Or Shakespeare (as a the arts from the crudities of modern anythmg to do with liberal is almost one, is that kind of training which in scription of 'the sense and purpose of of requiring a few more hours of Harvard dean recently declared). caveman. And theological and philo automatically considered conse creases the possibility of freedom. liberal education, it might well be open electives for everybody. While those well educated in the sophical studies may well liberate crat~d. Similarly if you are talking Freedom, in all dimensions, has been that it does exist in areas of study Rather, it should be by amending disciplines of immediacy will suc you from the worship of false gods. of lIberal education it is presumed the central thrust of human ambi that we least expect, areas which we our institutional organization indi ceed, we may well ask, "To what Hence the liberating arts. Note that that. in some way you are likely dis tions during much of history, and I have been culturally trained to dis rectly inherited from medieval Eu end?" as did the British major when I do not declare "will liberate" - cussmg the humanities. I am not think that liberal education should miss as the antithesis of liberality. rope, to a new'one. Even the array of an American corporal observed that there is no guarantee, any more than sure that the presumptuous human be conceived as something likely to Consider, for example, an engi our professions does not seem to be all of England could be put into one a degree in Chemical Engineering as i~ies have the lock on all of the pos further that thrust. neering or scientific course; it could appropriate, and the array of our corner of Texas. Is the technocrat sures one of achievement in that SIble ways to study humanity and What exactly is it that we want to be metallurgy or biology. Could it five colleges less so. Society urgently aware of ends? Practical conse field. humaneness. There is something be free from? Could it be that we be that it contains significant ele needs newcomers who can get into quences? At the risk of embarrassing If, then, freedom from the crass rather fishy about our almost reflex want to be free from all of those ments of liberality that, for instance, the postindustrial world with great our Theology Department, I defer to and mundane, tyranny, cultural am adoration of the use of general hu things which seem to stand in our a humanities course does not? Ear competence, and with fresh, "out St. Thomas Aquinas who noted that nesia, bad taste and hollow worship manities as the core of a liberal edu- way as we strive to become as lier I outlined four freedoms; let us sights" of what must be done 'to ad- the principle dictates the end. What is a practical end, then the Liberal human as possible, to work towards match four aspects of an engineering 4 SCHOLASTIC OCTOBER, 1982 5 Bernard of Chartres in the twelfth a heritage which has sllstained civili tellectual chaos. Arts are indispensable whether one with two majors: Chemical Engi mundi! Bird's treatise should be re zation - that of the Liberal Arts. - To recognize that we are finite be practices physics or poetry. neering and English, scarcely pos century wisely observed that we sit quired reading in the Behaviorist upon a mountain built by others and The JUdeo-Christian university ings in an imperfect world is the be What, then, is the status of the sible at Notre Dame with 6 elective Sciences - a dark calling best prac must remind, refresh and advance ginning of a wisdom transmitted Liberal Arts content in engineering hours of Humanities available in a thus view the terrain more clearly ticed in privacy between consenting by reason of those builders, our men its students in those disciplines with some signal eloquence by our education? The Accreditation Board four-year engineering curriculum. adults. tors of the past. To our peril do we which promise to sustain a civilized liberating mentors of happy mem for Engineering and Technology The lesson is clear: ABET and en Michael Novak aptly describes the vale of tears. The burden is great, ory. (ABET) which dictates the content gineering faculties are as unqualified ignore them, as Santayana warned. D American republic as a complex, And what university is obliged by given the egalitarian idiocies which of engineering curricula requires a to specify the substance of liberal synergistic confluence of political, plague our primary and secondary education as are poets in dictating a its nature to go forth into history Humanities/Social Science content economic and cultural-moral ele armed with a profound memory of educational systems. An elitism of of a mere 12.5 % of the total four physics syllabus. That is a generali- ments. It would seem'to follow that mind and spirit must be fostered: year program. A scant 16 credit the past? Surely one rooted in the whatever be one's professional -call Judeo-Christian tradition. Notre one which rejects trendy slogans, James Oarberry is Professor of hours for the average curriculum. ing, a profound awareness of disci unexamined though noble goals, Ohemical Engineering at Notre Dame At Notre Dame we are modestly Dame? Yes, if we eschew the deca plines which transcend one's profes dent nonsense of logical positivism, philosophically barren nostrums, and and a Fellow of the Royal Society of blessed with a 24-hour requirement. "Engineering faculties sion is not simply desirable but indis abandon trendy concerns and restore an inarticulateness which mirrors in- Arts in London} England. Engineering students at Princeton pensable to intelligent citizenship. and Yale are required to take 36 are as unqualified to hours of liberal arts; a datum which specify the substance of surely accounts for the superior ar , ticulateness of those students. liberal education as are 0' well as faculty and>administrati~n. Paul II's major writings are analyzed; Of the 24 hours required at Notre poets in dictating a I suspect the membership will in each semester. - Dame 18 are designated - 6 hours crease substantially this year. each 'of Theology and Philosophy, physics syllabus. " -,The T--homas Scholastic: What relevance does and 3 credits of Composition and Scholastic: Hcrwdo you understand Thomas More have today? Literature and 3 of a premature -- I a: liberal arts education? ' Freshman Seminar. Thus the en Wegemer: Although More lived 450 gineering students in this bastion of zation, hardly a universal. But the Wegemer: Here also More is helpful years ago, he has rightly been called, liberal education actually are offered fact is that poets evidence a respect M(~re ·.. 5 Q,clety :in making useful distinqtions,:' educa- __ the,20th-century saint par excellence. a trivial 6 credits with which to "lib tioniri the liberal arts quite dif~ The Church Herself suggests his ini~: for physics while engineers all too ! ' is erate" themselves. And if, as often often exhibit an atavistic contempt ferent from a.liberal education. The portance py canonizing him in 1935, happens, they slip into some Social I seven liberal·arts are. simplypre~ less than 30 years before Vatican II. or at best a patronizing attitude to : .... I Science sequence in the freshman ward the liberal arts. In the large, .,{". paratory intellectual skills or tools This Council,of course, stressedthei year,there remains no choice. (Si~ce they are victims of Descartes, nee~eci. to pursue serious intellectual,' layman's ,role in the Church; and; Engineering is heavily endowed with Rousseau and Dewey. The imperial An interview work. .Liberal' education, however, is, More, exceptional lawyer arid family; diverse sciences, it seems somewhat ism of a logical positivism: a thesis w1th the pr()duct of many years of- reflec~ " man that he was, clearly illustrates redundant that these students elect neatly buried in the foundation of tion on the', fundamenta1 issues, of the Catholic's ,role in serving society Social Sciences in lieu of Humani modern engineering education and life,reflection whic}:l·freesthe indi- through his personal and profes-, ties.) one unrelieved by transcendental .' '·,·1· . viduaUrornthe current opinions, the sional talents. • ' For those who manage to rescue concerns. Rousseau's chains were orthodoxy, of his day. The core of the meager 6 credits, there exists forged in the Industrial Revolution. 'Gerard. Wegel_mer""llreside.t:1.~,.,' any liberal education, as More at- ,Scholastic: What are some of the, absolutely no structure in the choice. Technocrats have since been willing " J ' tests, is. philosophy and theology; , ' parallels bet\Ve~n' More's life ,and: They walk to an academic buffet, a captives who surely seek not the lib those subjects most closely identified' ,modern life? . . , - , cafeteria of the mind, and are free :with wisd()m;Traditionally they are eratlon of the arts. The Cartesian Scholastic: 'When and why did you to select intellectual baloney or cav world is much neater than that of I ,the core because ·they address most Wegemer: Most of us are guilty of iar. Many of the best offerings in the r ,fotindthe .Thomas More Society of Dante . . . and yet ~ yet an imper 'r' directly and most cCigently those, picturing More as the great English: Arts and Letters College are closed ! Notre Dame? How many people are furidamentat issues which each man statesman and chancellor who dra-: ialism of the self-styled "humanists" j, presently involved ? ' to College of Engineering students or prevails to crystallize the intran 1 ." must answer for himself: the pur 'matically resigned from the King's: require permission of the instructor sigence of the technocrat. A cavalier I pose of life arid the way he will live service, faithful to his, conscience,! who, understandably, must give pref j Wegemer: In September 1981 the ' that life. Philosophy arid theology glorious champion of 'the Church. attitude toward science and tech ! erence to AL majors. nology is too often evidenced by at .! - Society began .under More'spatrcm- are best supplemented with the hu But like the decisions which most of; I'm obliged to. contrast this shabby age, largely because More epitomizes manities and social sciences, ,but the, us make, there was little. drama inj titudenizers more specialized (Res ·1. state of liberal education of engi toration Poetry - 1670, between i the liberally educated man who; like extent to which that is possible what More did: he stepped down: neering students at Notre Dame to most of us, had neither the leisure widely differs from person to person. quietly, for "reasons of health," with; June and August) than any physi nor the fortune to have the "perfect., .', , day with its status in the 1960s. Then cist known to me. virtually no support from family or! every engineering student was re~ The net result is the Balkanization curriculum;':, most educators like to ScholaStic: Please give a brief de~ friends. We are also guilty of over~: quired to take 6 credits of the 'of the academy. To each his own taik abouLAs you may know; More's scription of the goals" purpose and emphasizing .the picture of More as: Collegiate Seminar - a Great Books and to hell with the liberal education • professional. studies began at 16' outlook of the Society at Notre . one of England's greatest humorists: discussion course eventually replaced of our most precious species - the when his father irisisted that he do "Dame. (which he was) and as, the loving; by the Core Seminar. Our engin~er student. something, useful! '. Complying with Wegemer : The . More Society is pri husband and father who doted on his' ing majors were the envy of many at At root is the issue of the two cul his father's wishes, More supple- marily a study group which ad wife and children (which he did).: other campuses. In its infinite wis tures - science and the humanities. men ted his technical courses by seek- '. dresses those perennial and contem But at no point did More have. a dom the Notre Dame College of En The classic Leavis-Snow contro ing the guidance of carefully chosen porary issues which each person charmed gineering Council eventually saw fit and easy life. More suffered versy; an issue admirably addressed teachers, teachers faithful to the must decide in his own personal, pro to a greater extent than most of us to relegate Collegiate Seminar from by Professor Otto Bird in his book Church and genuinely cultured men. fessional and family life. These is a requirement to an elective status. will ever suffer. His mother died Oultures in Oonflict (University of I would hope the More Society could sues are studied in light of the un when he was young, and two of his That benighted decision ended a Notre Dame Press). That book is . ,t. facilitate a similar type of, supple- changing principles of the Catholic unique experiment in the liberal edu subsequent stepmothers also died. He. more widely adopted at Yale and mentary education. Faith, prinCiples valued so highly was a brilliant' student who thor- cation of engineers. 1 At the end of last year, over 125 by, More that he sacrificed family, Vassar than at Notre Dame. Pro 1 , oughly loved the "new learning," the. Contrast our situation today with fessor Bird taught at Notre Dame i dues-paying-members had enrolled. position and life for them. Like that at Yale. Last year a young for many fruitful years before his in the Society. This membership rep- More, the Society has great respect (continued on page 25) woman was graduated from Yale recent retirement. Sic transit gloria -I rese~~~d .. ~~l_s_c?~~_lso? campus as for.tJ..1el'C?peLCl~da sele:cti()I1. ()~ lohn ~-- ·1 6 SCHOLASTIC I OCTOBER} 1982 7 I J. Bernard of Chartres in the twelfth a heritage which has sllstained civili tellectual chaos. Arts are indispensable whether one with two majors: Chemical Engi mundi! Bird's treatise should be re zation - that of the Liberal Arts. - To recognize that we are finite be practices physics or poetry. neering and English, scarcely pos century wisely observed that we sit quired reading in the Behaviorist upon a mountain built by others and The JUdeo-Christian university ings in an imperfect world is the be What, then, is the status of the sible at Notre Dame with 6 elective Sciences - a dark calling best prac must remind, refresh and advance ginning of a wisdom transmitted Liberal Arts content in engineering hours of Humanities available in a thus view the terrain more clearly ticed in privacy between consenting by reason of those builders, our men its students in those disciplines with some signal eloquence by our education? The Accreditation Board four-year engineering curriculum. adults. tors of the past. To our peril do we which promise to sustain a civilized liberating mentors of happy mem for Engineering and Technology The lesson is clear: ABET and en Michael Novak aptly describes the vale of tears. The burden is great, ory. (ABET) which dictates the content gineering faculties are as unqualified ignore them, as Santayana warned. D American republic as a complex, And what university is obliged by given the egalitarian idiocies which of engineering curricula requires a to specify the substance of liberal synergistic confluence of political, plague our primary and secondary education as are poets in dictating a its nature to go forth into history Humanities/Social Science content economic and cultural-moral ele armed with a profound memory of educational systems. An elitism of of a mere 12.5 % of the total four physics syllabus. That is a generali- ments. It would seem'to follow that mind and spirit must be fostered: year program. A scant 16 credit the past? Surely one rooted in the whatever be one's professional -call Judeo-Christian tradition. Notre one which rejects trendy slogans, James Oarberry is Professor of hours for the average curriculum. ing, a profound awareness of disci unexamined though noble goals, Ohemical Engineering at Notre Dame At Notre Dame we are modestly Dame? Yes, if we eschew the deca plines which transcend one's profes dent nonsense of logical positivism, philosophically barren nostrums, and and a Fellow of the Royal Society of blessed with a 24-hour requirement. "Engineering faculties sion is not simply desirable but indis abandon trendy concerns and restore an inarticulateness which mirrors in- Arts in London} England. Engineering students at Princeton pensable to intelligent citizenship. and Yale are required to take 36 are as unqualified to hours of liberal arts; a datum which specify the substance of surely accounts for the superior ar , ticulateness of those students. liberal education as are 0' well as faculty and>administrati~n. Paul II's major writings are analyzed; Of the 24 hours required at Notre poets in dictating a I suspect the membership will in each semester. - Dame 18 are designated - 6 hours crease substantially this year. each 'of Theology and Philosophy, physics syllabus. " -,The T--homas Scholastic: What relevance does and 3 credits of Composition and Scholastic: Hcrwdo you understand Thomas More have today? Literature and 3 of a premature -- I a: liberal arts education? ' Freshman Seminar. Thus the en Wegemer: Although More lived 450 gineering students in this bastion of zation, hardly a universal. But the Wegemer: Here also More is helpful years ago, he has rightly been called, liberal education actually are offered fact is that poets evidence a respect M(~re ·.. 5 Q,clety :in making useful distinqtions,:' educa- __ the,20th-century saint par excellence. a trivial 6 credits with which to "lib tioniri the liberal arts quite dif~ The Church Herself suggests his ini~: for physics while engineers all too ! ' is erate" themselves. And if, as often often exhibit an atavistic contempt ferent from a.liberal education. The portance py canonizing him in 1935, happens, they slip into some Social I seven liberal·arts are. simplypre~ less than 30 years before Vatican II. or at best a patronizing attitude to : .... I Science sequence in the freshman ward the liberal arts. In the large, .,{". paratory intellectual skills or tools This Council,of course, stressedthei year,there remains no choice. (Si~ce they are victims of Descartes, nee~eci. to pursue serious intellectual,' layman's ,role in the Church; and; Engineering is heavily endowed with Rousseau and Dewey. The imperial An interview work. .Liberal' education, however, is, More, exceptional lawyer arid family; diverse sciences, it seems somewhat ism of a logical positivism: a thesis w1th the pr()duct of many years of- reflec~ " man that he was, clearly illustrates redundant that these students elect neatly buried in the foundation of tion on the', fundamenta1 issues, of the Catholic's ,role in serving society Social Sciences in lieu of Humani modern engineering education and life,reflection whic}:l·freesthe indi- through his personal and profes-, ties.) one unrelieved by transcendental .' '·,·1· . viduaUrornthe current opinions, the sional talents. • ' For those who manage to rescue concerns. Rousseau's chains were orthodoxy, of his day. The core of the meager 6 credits, there exists forged in the Industrial Revolution. 'Gerard. Wegel_mer""llreside.t:1.~,.,' any liberal education, as More at- ,Scholastic: What are some of the, absolutely no structure in the choice. Technocrats have since been willing " J ' tests, is. philosophy and theology; , ' parallels bet\Ve~n' More's life ,and: They walk to an academic buffet, a captives who surely seek not the lib those subjects most closely identified' ,modern life? . . , - , cafeteria of the mind, and are free :with wisd()m;Traditionally they are eratlon of the arts. The Cartesian Scholastic: 'When and why did you to select intellectual baloney or cav world is much neater than that of I ,the core because ·they address most Wegemer: Most of us are guilty of iar. Many of the best offerings in the r ,fotindthe .Thomas More Society of Dante . . . and yet ~ yet an imper 'r' directly and most cCigently those, picturing More as the great English: Arts and Letters College are closed ! Notre Dame? How many people are furidamentat issues which each man statesman and chancellor who dra-: ialism of the self-styled "humanists" j, presently involved ? ' to College of Engineering students or prevails to crystallize the intran 1 ." must answer for himself: the pur 'matically resigned from the King's: require permission of the instructor sigence of the technocrat. A cavalier I pose of life arid the way he will live service, faithful to his, conscience,! who, understandably, must give pref j Wegemer: In September 1981 the ' that life. Philosophy arid theology glorious champion of 'the Church. attitude toward science and tech ! erence to AL majors. nology is too often evidenced by at .! - Society began .under More'spatrcm- are best supplemented with the hu But like the decisions which most of; I'm obliged to. contrast this shabby age, largely because More epitomizes manities and social sciences, ,but the, us make, there was little. drama inj titudenizers more specialized (Res ·1. state of liberal education of engi toration Poetry - 1670, between i the liberally educated man who; like extent to which that is possible what More did: he stepped down: neering students at Notre Dame to most of us, had neither the leisure widely differs from person to person. quietly, for "reasons of health," with; June and August) than any physi nor the fortune to have the "perfect., .', , day with its status in the 1960s. Then cist known to me. virtually no support from family or! every engineering student was re~ The net result is the Balkanization curriculum;':, most educators like to ScholaStic: Please give a brief de~ friends. We are also guilty of over~: quired to take 6 credits of the 'of the academy. To each his own taik abouLAs you may know; More's scription of the goals" purpose and emphasizing .the picture of More as: Collegiate Seminar - a Great Books and to hell with the liberal education • professional. studies began at 16' outlook of the Society at Notre . one of England's greatest humorists: discussion course eventually replaced of our most precious species - the when his father irisisted that he do "Dame. (which he was) and as, the loving; by the Core Seminar. Our engin~er student. something, useful! '. Complying with Wegemer : The . More Society is pri husband and father who doted on his' ing majors were the envy of many at At root is the issue of the two cul his father's wishes, More supple- marily a study group which ad wife and children (which he did).: other campuses. In its infinite wis tures - science and the humanities. men ted his technical courses by seek- '. dresses those perennial and contem But at no point did More have. a dom the Notre Dame College of En The classic Leavis-Snow contro ing the guidance of carefully chosen porary issues which each person charmed gineering Council eventually saw fit and easy life. More suffered versy; an issue admirably addressed teachers, teachers faithful to the must decide in his own personal, pro to a greater extent than most of us to relegate Collegiate Seminar from by Professor Otto Bird in his book Church and genuinely cultured men. fessional and family life. These is a requirement to an elective status. will ever suffer. His mother died Oultures in Oonflict (University of I would hope the More Society could sues are studied in light of the un when he was young, and two of his That benighted decision ended a Notre Dame Press). That book is . ,t. facilitate a similar type of, supple- changing principles of the Catholic unique experiment in the liberal edu subsequent stepmothers also died. He. more widely adopted at Yale and mentary education. Faith, prinCiples valued so highly was a brilliant' student who thor- cation of engineers. 1 At the end of last year, over 125 by, More that he sacrificed family, Vassar than at Notre Dame. Pro 1 , oughly loved the "new learning," the. Contrast our situation today with fessor Bird taught at Notre Dame i dues-paying-members had enrolled. position and life for them. Like that at Yale. Last year a young for many fruitful years before his in the Society. This membership rep- More, the Society has great respect (continued on page 25) woman was graduated from Yale recent retirement. Sic transit gloria -I rese~~~d .. ~~l_s_c?~~_lso? campus as for.tJ..1el'C?peLCl~da sele:cti()I1. ()~ lohn ~-- ·1 6 SCHOLASTIC I OCTOBER} 1982 7 I J. [found in Shakespeare] is unparalleled," says Pro The essence of Shakespeare's success is that he was Why Shakespeare? by Julie Wodarcyk fessor Robinson. "He was blessed (or cursed) with a able "to hold the mirror up to na:ture." How he did great gift of language." (Shakespeare had a working this remains a mystery, especially when one considers vocabulary of approximately 30,000 words - five times that he did not spend all of his time writing, and that Now with the drops of this most balmy time more than that of the average person in our more he was not especially well-educated. He was, however, literate society.) The language has a mesmerizing able to remember what he had read and seen, and in My love looks fresh, and Death to me subscribes, effect in many of the plays; it flows smoothly, with corporated his perceptions into his work. He took the Since, spite of him, I'll live in this poor rhyme, every word in just the right place. For example, when world of reality, mixed it with the world of his imagina While he insults 0 'er dull and speechless tribes; the ghost of Hamlet's father speaks in Act I, Scene V tion, and created art of lasting importance. Shakespeare of Hmmlet, his words cause a chill in the audience as observed man and used his observations in the creation And thou in this shalt find thy monument, well as in Hamlet: "But that I am forbid to tell the of the mirrors we call drama and poetry. Maybe he did When tyrants' crests and tombs of brass are spent. secrets of my prison-house, I could a tale unfold whose not really believe that .his work would survive him, yet, (W. Shakespeare, "Sonnet 107," L. 9-14) lightest word Would harrow up thy soul, freeze thy as we look at it today, that does not seem possible. I, young blood, Make thy two eyes, like stars, start from for one would rather believe that he knew his contribu their spheres, Thy knotted and combined 100cks to part, tion to' literature would be a lasting one, a victor over and each particular hair to stand an end.... " In A Time. Midsummer Night's Dream, Shakespeare moves us to the world of his imagination through his use of lan Time doth transfix the flourish set on youth Shakespeare has, as he Why would the public guage. The fairies' speeches are as light and airy as And delves the parallels in beauty's brow, predicted in many of his want to learn more about their movements; as they whirl about we are able to Feeds on the rarities of nature's truth, sonnets, won the war with Shakespeare? One reason believe that such fairy creatures really exist. "Over And nothing stands but for this scythe to mow. Time. His characters live for the popularity of Shake hill, over dale.! Through brush, through brier,! Over And yet to times in hope my verse shall stand, in his words, and he him speare today is the time park, over pale,j Through flood, through fire.! I do Praising thy worth, despite his cruel hand. self is regarded as one of lessness of his works, com wander every where,/ Swifter than the moon's sphere;/ ("Sonnet 60" L. 9-14) 0 the greatest poets and dra bined with their broad And I serve the Fairy Queen.! To dew her orbs upon matists of all time. And, scope. His plays are as rel the green./ The cowslips tall her pensioners be./ In although his works have evant to 20th-century their gold coats spots you see; / Those be rubies, fairy been studied for centuries, America as they were to favors.! In those freckles live their sav~rs." . interest in Shakespeare Elizabethan England. Pro Closely connected with Shakespeare s language 1S shows no signs of flagging. fessor Paul Rathburn, who his flair for the theatrical. Shakespeare's works are New enthusiasts of his has taught Shakespeare to meant to be performed, and therefore appeal to a larger work continue to view it over 1,000 Notre Dame stu audience. Of special interest to the theatrical world is with fresh perspectives, dents since 1968, finds that the fact that the plays lend themselves easily to inter thus extending its lon Shakespeare's plays, be pretation. Producers were adapting and changing the gevity. they comedies, tragedies, plays in the 17th century and the practice continues. Notre Dame has a history or histories, offer a lasting Notable examples in recent times, according to Prof. of uncommon interest in message to their viewer. Rathburn, are: Peter Brooks' successful staging of A Shakespearean stu die s. "Shakespeare's comedies Midsummer Night's Dream in an auditorium setting, While oth'er schools have may seem frivolous on the with the white walls of a gymnasium and other con not been touched by the surface but they never temporary touches; the Joseph Papp production of growth of Shakespeare's really are. The comedies Much Ado About Nothing, set in 19th-century America popularity and complain explore very deeply the which opened on a Central Park stage, moved to Broad about a lack of "elective in male-female relationship, way and from there to television; and a production of terest," Notre Dame has ex the whole world of court Hamlet set amidst the espionage and counterespionage perien~ed the opposite-too ship. They are reflections of Nazi Germany. Rathburn views the tendency to many stUdents and not of the audience." He con adapt Shakespeare as a' natural one. "Where in the enough space in Shake tinues, "The tragedies are world of the late 20th century are we to find the 'proper' speare courses to accommodate them. Also evidence of a portraits of people in pain. They [the tragedies] are perspective from which to view Shakespeare?" he asks. strong interest in the bard and his works are: the pop full of questions about suffering, God, our families, the Although he feels that "the challenge to adapt and re ularity of such films as Roman Polanski's Macbeth, brevity-indeed the very meaning--our lives." The shape Shakespeare's plays remains irresistible," Rath Franco Zeffirelli's Romeo and Juliet, and Sir Laurence histories, finally, provoke an intense reaction. Prof. burn prefers the more traditional productions. "Time Olivier's Henry V; the ND-SMC Theatre's innovative Rathburn believes that the history plays mirror today's and again it turns out that if, you trust Shakespeare production of The Taming of the Shre.w; and the for attitudes toward the savagery of war and t~e deception and the audience you can 'play it straight,' present what mation of a Shakespeare Club "open to all the world." that masquerades under the name of patriotism, despite he wrote with great success." The emphasis on per Tom Koegel, a senior English major and "Lord High the fact that Shakespeare writes about a period of time formance in the plays is evident. Note the comical Ch~mberlain" of the club, feels that there is enough in extending from the 12th century to the 16th. It is very troupe performance of "Pyramus and Thysbe" in A terest at Notre Dame to make the club successful. He easy for the reader or viewer of one of Shakespeare's Midsummer Night's Dream, the dramatic soliloquies in states that the purpose of a club devoted to the study of plays to find himself identifying with one or more char Macbeth and. Richard III and, especially, Hamlet's in Shakespeare's art is to provide a way for those inter acters, so perceptive is Shakespeare's vie:w of human structions on the art of acting: "Suit the action to the ested to learn more about Sha:kespeare on a personal nature. word, the word to the action, with this special ob level, outside of a classroom setting. Koegel. and Pro Not only the scope of his work but also his skill with serv,ance, that you o'erstep not the modesty of nature. fessor James Robinson - the self-proclaimed "King" . language makes Shakespeare the object of so much For anything so o'erdone is from the purpose of play Julie Wodarcyk is a senior English/ of the club - hope that the activiti'es. planned for the serious study. Although it is not always easy to under ing, whose end, both at the first and now, was and is, to German major from 'Grove Oity, year, which include ,informal discussions, film screen stand Shakespeare's heavily rhetorical . language, this hold, as't were, the mirror up to nature, to show virtue Ohio. She is presently copy-editing ings, and a sonnet contest, will encourage the public to same language is a large part of the magical quality her feature, scorn her own image, and the very age for Scholastic. ThiS is her first con- discover more about Shakespeare. of his work. "The metamorphosis .through language and body of the time his form and pressure." tribution. .

8 SCHOLASTIC OCTOBER, 1982 9 [found in Shakespeare] is unparalleled," says Pro The essence of Shakespeare's success is that he was Why Shakespeare? by Julie Wodarcyk fessor Robinson. "He was blessed (or cursed) with a able "to hold the mirror up to na:ture." How he did great gift of language." (Shakespeare had a working this remains a mystery, especially when one considers vocabulary of approximately 30,000 words - five times that he did not spend all of his time writing, and that Now with the drops of this most balmy time more than that of the average person in our more he was not especially well-educated. He was, however, literate society.) The language has a mesmerizing able to remember what he had read and seen, and in My love looks fresh, and Death to me subscribes, effect in many of the plays; it flows smoothly, with corporated his perceptions into his work. He took the Since, spite of him, I'll live in this poor rhyme, every word in just the right place. For example, when world of reality, mixed it with the world of his imagina While he insults 0 'er dull and speechless tribes; the ghost of Hamlet's father speaks in Act I, Scene V tion, and created art of lasting importance. Shakespeare of Hmmlet, his words cause a chill in the audience as observed man and used his observations in the creation And thou in this shalt find thy monument, well as in Hamlet: "But that I am forbid to tell the of the mirrors we call drama and poetry. Maybe he did When tyrants' crests and tombs of brass are spent. secrets of my prison-house, I could a tale unfold whose not really believe that .his work would survive him, yet, (W. Shakespeare, "Sonnet 107," L. 9-14) lightest word Would harrow up thy soul, freeze thy as we look at it today, that does not seem possible. I, young blood, Make thy two eyes, like stars, start from for one would rather believe that he knew his contribu their spheres, Thy knotted and combined 100cks to part, tion to' literature would be a lasting one, a victor over and each particular hair to stand an end.... " In A Time. Midsummer Night's Dream, Shakespeare moves us to the world of his imagination through his use of lan Time doth transfix the flourish set on youth Shakespeare has, as he Why would the public guage. The fairies' speeches are as light and airy as And delves the parallels in beauty's brow, predicted in many of his want to learn more about their movements; as they whirl about we are able to Feeds on the rarities of nature's truth, sonnets, won the war with Shakespeare? One reason believe that such fairy creatures really exist. "Over And nothing stands but for this scythe to mow. Time. His characters live for the popularity of Shake hill, over dale.! Through brush, through brier,! Over And yet to times in hope my verse shall stand, in his words, and he him speare today is the time park, over pale,j Through flood, through fire.! I do Praising thy worth, despite his cruel hand. self is regarded as one of lessness of his works, com wander every where,/ Swifter than the moon's sphere;/ ("Sonnet 60" L. 9-14) 0 the greatest poets and dra bined with their broad And I serve the Fairy Queen.! To dew her orbs upon matists of all time. And, scope. His plays are as rel the green./ The cowslips tall her pensioners be./ In although his works have evant to 20th-century their gold coats spots you see; / Those be rubies, fairy been studied for centuries, America as they were to favors.! In those freckles live their sav~rs." . interest in Shakespeare Elizabethan England. Pro Closely connected with Shakespeare s language 1S shows no signs of flagging. fessor Paul Rathburn, who his flair for the theatrical. Shakespeare's works are New enthusiasts of his has taught Shakespeare to meant to be performed, and therefore appeal to a larger work continue to view it over 1,000 Notre Dame stu audience. Of special interest to the theatrical world is with fresh perspectives, dents since 1968, finds that the fact that the plays lend themselves easily to inter thus extending its lon Shakespeare's plays, be pretation. Producers were adapting and changing the gevity. they comedies, tragedies, plays in the 17th century and the practice continues. Notre Dame has a history or histories, offer a lasting Notable examples in recent times, according to Prof. of uncommon interest in message to their viewer. Rathburn, are: Peter Brooks' successful staging of A Shakespearean stu die s. "Shakespeare's comedies Midsummer Night's Dream in an auditorium setting, While oth'er schools have may seem frivolous on the with the white walls of a gymnasium and other con not been touched by the surface but they never temporary touches; the Joseph Papp production of growth of Shakespeare's really are. The comedies Much Ado About Nothing, set in 19th-century America popularity and complain explore very deeply the which opened on a Central Park stage, moved to Broad about a lack of "elective in male-female relationship, way and from there to television; and a production of terest," Notre Dame has ex the whole world of court Hamlet set amidst the espionage and counterespionage perien~ed the opposite-too ship. They are reflections of Nazi Germany. Rathburn views the tendency to many stUdents and not of the audience." He con adapt Shakespeare as a' natural one. "Where in the enough space in Shake tinues, "The tragedies are world of the late 20th century are we to find the 'proper' speare courses to accommodate them. Also evidence of a portraits of people in pain. They [the tragedies] are perspective from which to view Shakespeare?" he asks. strong interest in the bard and his works are: the pop full of questions about suffering, God, our families, the Although he feels that "the challenge to adapt and re ularity of such films as Roman Polanski's Macbeth, brevity-indeed the very meaning--our lives." The shape Shakespeare's plays remains irresistible," Rath Franco Zeffirelli's Romeo and Juliet, and Sir Laurence histories, finally, provoke an intense reaction. Prof. burn prefers the more traditional productions. "Time Olivier's Henry V; the ND-SMC Theatre's innovative Rathburn believes that the history plays mirror today's and again it turns out that if, you trust Shakespeare production of The Taming of the Shre.w; and the for attitudes toward the savagery of war and t~e deception and the audience you can 'play it straight,' present what mation of a Shakespeare Club "open to all the world." that masquerades under the name of patriotism, despite he wrote with great success." The emphasis on per Tom Koegel, a senior English major and "Lord High the fact that Shakespeare writes about a period of time formance in the plays is evident. Note the comical Ch~mberlain" of the club, feels that there is enough in extending from the 12th century to the 16th. It is very troupe performance of "Pyramus and Thysbe" in A terest at Notre Dame to make the club successful. He easy for the reader or viewer of one of Shakespeare's Midsummer Night's Dream, the dramatic soliloquies in states that the purpose of a club devoted to the study of plays to find himself identifying with one or more char Macbeth and. Richard III and, especially, Hamlet's in Shakespeare's art is to provide a way for those inter acters, so perceptive is Shakespeare's vie:w of human structions on the art of acting: "Suit the action to the ested to learn more about Sha:kespeare on a personal nature. word, the word to the action, with this special ob level, outside of a classroom setting. Koegel. and Pro Not only the scope of his work but also his skill with serv,ance, that you o'erstep not the modesty of nature. fessor James Robinson - the self-proclaimed "King" . language makes Shakespeare the object of so much For anything so o'erdone is from the purpose of play Julie Wodarcyk is a senior English/ of the club - hope that the activiti'es. planned for the serious study. Although it is not always easy to under ing, whose end, both at the first and now, was and is, to German major from 'Grove Oity, year, which include ,informal discussions, film screen stand Shakespeare's heavily rhetorical . language, this hold, as't were, the mirror up to nature, to show virtue Ohio. She is presently copy-editing ings, and a sonnet contest, will encourage the public to same language is a large part of the magical quality her feature, scorn her own image, and the very age for Scholastic. ThiS is her first con- discover more about Shakespeare. of his work. "The metamorphosis .through language and body of the time his form and pressure." tribution. .

8 SCHOLASTIC OCTOBER, 1982 9 -, .. .

'I' i' !i 'I '! been used by Shakespeare in gram closed my eyes, and tried to picture the church floor. mar school, possibly where he learned a Warwickshire country lad doing Standing at the back of the church, his "little Latin and less Greek." the same thing. A spot like this could I saw that the chapel behind the The next room was a minimuseum, easily spark flights of imagination. altar curved to the right, breaking In Search of the Bard with display cases filled with play Maybe it was here, on a similar the straight line of the nave. The bills and drawings from 18th- and afternoon, that Shakespeare envi attendant there, an elderly woman, 19th-century Shakespeare produc sioned the courageous Richmond do said that the foundation of the tions. ing battle with Richard III at Bos church had been laid that way in Located upstairs was the focal worth Field, or the thrilling play of imitation of Christ's tilted head as point of the home, the birth room. rapier and dagger between Hamlet he hung on the cross. It was in that Here was the bed where Shakespeare and Laertes, or the pastoral esca chapel that Shakespeare was buried. was born, as well as a small cradle pades of Orlando and Rosalind in the I walked back to the chapel ex used by Mary Shakespeare to rock Forest of Arden. (The Forest of pecting to find a grand memorial to her young son to sleep at night. The Arden is just north of Stratford. On Stratford's favorite son. Instead, all room, as well as Shakespeare's bed that perfect spring day I could have I saw was a simple plaque marking room down the hall, was simply sworn I heard Orlando as he nailed the place where Shakespeare is bur furnished, which struck me as ap one of his love sonnets to a nearby ied. I should not have been surprised, propriate for the beginnings of a tree.) for throughout my visit I had been man who occasionally showed the Now this was what I had come able to see past the 20th-century beauty of the simple life in his for, to see Shakespeare's surround hustle and bustle to the simple sur writing. ings, and to imagine what it must roundings of the man. I thought it Unfortunately, the spell was once have been like in his day. I was fitting that Shakespeare, who gleaned again broken on my way out of the 'pleased to see, as I walked back basic truths from the complexities of by Tim Vercellotti house, when I encountered the cus along the Avon, that there were no man, should spring from such simple tomary souvenir shop. I told myself souvenir shops around to sell "I slept roots. I could do without the Bard book on the bank of the Avon" T-shirts. While standing at Shakespeare's marks and the plastic Globe Thea The final stop in my pilgrimage grave, I felt that I ought to do tres as I exited. was the most important of all, a something in honor of the play From Henley Street I set my sights visit to Holy Trinity Church, where wright, poet, man. It would have upon the Shakespeare Memorial The Shakespeare was baptized and bur been fitting to recite a soliloquy or a atre, a large brick auditorium set on ied. The 15th-century church had sonnet, but my memory failed me the bank of the Avon River. En weathered the passage of the cen there. What could I do to honor a route I passed the home of Shake turies well. As I entered the spacious, simple but brilliant man, whose work speare's daughter, Judith. Judith's cool church, I gratefully noticed a had evoked laughter, sorrow and home, sad to say, has lost much of surprising lack of tourists. Sunlight most of all, a better understanding As with most students, my interest tage from showing the wear and. tear its charm now that it is used as shone through the tall stained-glass of the maze of human nature? I in Shakespeare began after a high of thousands of visitors, but I was Stratford's Tourist Information of windows, creating a collage of or simply said "Thank you." My pil school survey of his "greatest hits." still disapPointed to see the ShaKe fice. anges and reds, blues and greens on grimage was complete. D I was awed by his genius as a play speare Birthplace Trust give in to The Shakespeare Memorial Thea wright, and touched by his percep commercialism. tre is the Stratford home of the tion of the basic truths about some I forgot about the souvenirs when Royal Shakespeare Company. Mac very complex men and women. I de Anne Hathaway, Shakespeare's wife. I came upon the Hathaway garden, beth was being performed that day, cided to learn more about the man. I scorned the tour coaches as I filled with bright yellow crocuses, and I was disappointed to discover Aside from the dates marking hiked out to Shottery. To trace the orange and red tulips and other col that the performance had been sold Shakespeare's baptism, marriage and footsteps of Shakespeare from a tour orful flora. Now this was more like out. (I had seen three RSC produc death, however, there was little to bus would be sacrilege! As I neared it. I could picture a quiet moonlit tions in London, though, which tem learn. I thought my search was over the house, I questioned the use of the night, and could hear the soft crunch pered my disappointment.) The until last semester when, while word "cottage" to describe the Hath of gravel underfoot along the paths building itself, built in the 1930s, was studying in London, I had the chance away residence. The 12-room Tudor as a young Will courted Anne. Per fairly plain, but, the realization that to visit Shakespeare's home, Strat home was evidence that the Hatha haps it was here that the romantic many of theatre's greats had per ford-upon-Avon. On a beautiful ways had been a family of means. entreaties of Orlando, Lysander and formed there made the auditorium morning in mid-May, I set out upon The sparkling, whitewashed walls, Romeo came to Shakespeare's mind? very impressive. I would imagine an my pilgrimage. The sun was shining, the thatched roof and the timber My trek continued as I headed earlier production of Macbeth, with and the tall grass and goldenrod framed windows at odd angles back to Stratford. Dodging the other Laurence Olivier, as Macbeth, sor waved in the breeze as the train car this is what I had hoped to see. The tourists along Henley Street, one of rowfully intoning "Out, out, brief ried me the 92 miles from London to cottage, maintained by the Shake the main streets in town, I made my candle! Life's but a walking shadow, Stratford. speare Birthplace Trust, had been way to what I considered to be "the a poor player, that struts and frets I had hoped to find a simple, Eliza spared the ravages of modernization. shrine," Shakespeare's birthplace and his hour upon the stage, then is bethan village nestled in the War The interior was also historically family home. The house was actually heard no more." As I left this veri wickshire hills, untouched by the preserved, from the copper kettles two buildings, the second annexed to table temple of acting, I resisted the progress of the centuries. The bubble hanging in the kitchen's fireplace to the first as John Shakespeare im temptations of ,the R~C sweat shirts burst as I saw a bustling town, the Elizabethan period four-poster proved his fortunes as a leatherer and posters that were being hawkeii complete with department stores, bed upstairs. I was quickly brought and town bailiff, or mayor. at the door. Wimpy's (the British version of Mc back into 1982, however, when I While the three-storey shingle At this point I decided that I Donald's and a true sign of progress) walked into one of the back rooms of rOOfed, timber-framed house was needed a break from the noisy sight and the ever-present souvenir shops. the cottage, now used as a souvenir large, it was also simple and orderly, seers that crowded the town, so I Not exactly the Tildor hamlet that I Tim Vercellotti is a senior Govern shop. Cringing, I hurriedly walked a rarity in a period when structures crossed the Avon and walked along had imagined, but I'd deal with that past the Shakespeare tea towels and the bank along which I found a ment major from Pittsburgh, Penn later. My first destination was Shot were built upward and outward. In sylvania. This is his first contribu coffee mugs, and out the back door. side, the furnishings were sparse. shady spot across the river. from tery, a small village about a mile I was told that the money from the Holy Trinity Church, Shakespeare's tion to Scholastic. outside of Stratford and the home of The most prominent piece in the sales would be used to keep the cot- front room was a desk said to have burial site. I lay down in the grass,

10 SCHOLASTIC OCTOBER, 1982 11 -, .. .

10 SCHOLASTIC OCTOBER, 1982 11 -.~-; '"' . ,

Max Lerner: We Have a Lot to Learn

by Michele Dietz

After 50 years of teaching across life in general, offering experienced haven't at some point touched in the tern." Anthropologists have tried, part of each other, not for frag the United States and abroad, Max views and candid advice. last 50 to 55 years," he continued. psychologists have tried - yet Ler mentary purposes (such as Vietnam Lerner knows the ropes of education. Lerner likes to look at things' as "I am very impressed with the mood ner maintains that no discipline has or the draft or ethnic morality, as Now he teaches in the American organisms. Civilizations, families, in of the students and their sensitivity "been able to supply the overarching in the 60s), but for the nation as a Studies department at Notre Dame, dividuals, universities, and even to values; also with their self-disci frame that American Studies re whole." and tells his students that American classes - are not machines, he says, pline." quires." Max Lerner is not down on so civilization and education have a long but living, growing organisms that When asked how universities par Presenting America as a "system ciety; he is much the opposite. He way to go. should each be a unified whole. . allel to civilization, Lerner said, "It of interlinked systems" of knowledge does not fail to see and admit the Recipient of an endowed professor Classes are organisms with a com is hard to say Notre Dame reflects and education, incentive and achieve problems American civilization faces, ship, the W. Harold and Martha mon purpose, according to Lerner, civilization. No one university can ment, class and ethnicity, power and but he feels far from hopeless. It just Welch chair in American Studies, "to bring about a meeting of minds reflect the whole society. Various authority, arts and play, values and takes cooperation, will and intelli Lerner lectures on the past, present, and personalities between young peo universities reflect different seg beliefs, Lerner strives toward a holis gence. Education, according to Ler and future of American civilization, ple who are getting ready for their ments of the society." tic view. This wholeness in American ner, should be a primary concern I its changes, crises and commitments. life experience and older people who Professor Lerner tries in his classes civilization, he argues, has not yet in making the future better - in I He is regarded as one of the founders bring to the confrontation experi to give an overview of American been found. making civilization more whole. of the academic discipline of Ameri ences they've had. civilization revisited a quarter-cen His advice for students in affecting Liberal education, in particular, I can Studies. "The purpose (of education) is not tury after his 'book was published. American civilization is twofold. should be a means to finding the With a wealth of experience, only to help. young students to de "It is a good thing for students and First, students must try to under answers. Liberal education i~self Lerner's perspective is not just that velop potential, but also to help teachers alike to become civilization stand what is happening in civiliza must also be unified as a whole, ! of a professor. Born .in Russia, he teachers to examine and test the watchers," Lerrier suggests .. tion, in the world outside, and within Lerner claims. "The essence of lib emigrated to the U.S. in 1907 and meaning of their experience," he con- In his Welch chair inaugural ad themselves. Second, Lerner urges stu eral education is to try to find, in now lives in New York. He is nearly tinued. . dress, he said that the past two dec dents to develop their will and intelli the whole tradition, what is best of II 80 years old, sharp, witty, funny, Lerner also views the classroom as ades have been in rapid flux - with gence so that it can become par~ of what's been thought and written and personable, and extremely intelligent. an arena for "a confrontation of the collective will and intelligen,ce. i_i,['_ Vietnam, assassinations, and Water felt," he said. "We must take a bit

" I 'Ii He has participated in numerous values between teacher and student, gate - and that the 80s are still in a He also thinks students should of that and bring together what is journalistic endeavors. Currently a and student and student." He added, stormy present, with political leaders take part in the passions and actions helpful for our own personal de syndicated columnist for the Los "I find in the history of Notre Dame who fail to command confidence, a of our time, not just as "partisans," velopment and collective effort." I Angeles Times and the New YO?'k that there has been a good deal of struggling economy, and the piling but as actors in an effOIt to find a Illustrating the significance of a Post, Lerner has been the managing this - I find it's been true in my up of lethal nuclear weapons. With consensus, to find what holds us to liberal education, he said: "If we are editor of the Encyclopedia of Social classes. There is a greater sense of conflict abundant today and no ready gether. dealing only with a vocational or II Sciences, editor of The Nation, edi peace here than I find in the turbu- answers in sight, Lerner urges stu "The question we ask should not professional or technical education, torial director of PM, columnist of lent world outside.' . dents to take on the responsibility of be 'how can I be better than you?' we are not dealing with something I The New York Star, and the author "I think Notre Dame - because it . finding the cure for the "spells of but 'how am I like you, how are you deeply human. If we are dealing with of 15 books, the most celebrated be is' a private University, because it is sickness" America has suffered and like me, how can we think together liberal education, then we are deal ing Values in Education and America specialized, because it has a history suffers now. and act together toward common ing with universals." This is what is I as a Civilization, from which he as a Catholic University - is differ The proliferation of American g::>als and methods?' " Lerner said. needed for the effort of learning J teaches his Notre Dame class. ent from big public, secular universi Studies programs and departments in The American Studies professor from experience and applying it to I In a recent iriterview, Max Lerner ties," Lerner added. "I welcome that the 60s and 70s has made a start in claims we have a lot to learn from present development, Lerner empha shared some of his views on Notre difference very much. I find that the finding a cure, he said in his speech, the 60s - in a parallel, not an identi sizes. I Dame, liberal education, American concern here for values is greater. "yet we have stHI a long way to go cal sense. He believes "the time has Yet he also stresses that we must I Studies, the future of America, and "There are very few colleges I before we find a true connective pat- come to have the same sense of being include in this effort a lot of young :! '\ ·1 I H I I

.' -"-.-c • ~'v; .

12 SCHOLASTIC OCTOBER, 1982 13 -.~-; '"' . ,

Max Lerner: We Have a Lot to Learn

by Michele Dietz

.' -"-.-c • ~'v; .

12 SCHOLASTIC OCTOBER, 1982 13 Americans who have not had a lib How should this be done'! "1 would He attributes the problem to a eral education. "We can't exclude like to see. teachers not just working long economic series of ups and their energies because that's where in solitary· in their own classes downs resulting in everyone feeling abilities lie," Lerner says. "I hope we not just researching together, but in their first objective is to get a job. won't define liberal education so nar teams, panels - actually teaching "Once we get over the insecurities rowly as to exclude the vast ma their views together. This is still of the job, we can focus on the work jority of young Americans. But for uncultivated," he remarked. itself," he said. those who will lead this movement, a Lerner got down to specifics: "I "Love and work" are the two liberal education is crucial." would like to see a continuing teach centers of life to Lerner. "Love Here again he advises to "go with ing group from various disciplines your work and work for the love of In the Sun the organism" - and if computer teach a group of students from vari it," is one of his mottos. by M. Katharine Stalter technology and science technology ous disciplines to get at a total mean Lerner likes college students. He are part of the knowledge revolution ing of liberal education." even likes college football games, as - then we should include them with witnessed by his enthusiasm at the The four o'clock sun cast a large reflected streak in liberal arts - not exclude them. Notre Dame-Michigan game, his first "I have no contempt for technology "The purpose (oj educa onto the 'Gulf of Mexico. The streak was at an angle to football game since about 15 years the left of the people on the beach, so that if they Ii - it simply· carries out society's pur tion) is not only to help ago. Bundled up next to Father Hes !I poses," Lerner said. "It is the means, wanted to watch the sailboats and sea gulls without young students develop burgh (who filled him in on the rules squinting, they had to look to the right. A few people, Ii and we better know that m!":!ans very of the game), Max Lerner was soon 'I well." potential, but also to help mostly children, were actually in the water, but it was jumping up and down for his new December and too cold for most of the tourists to swim. I' The learned scholar offered con teachers to examine and loyalty. I crete suggestions to accompany his The girl on the Budweiser beach towel shifted test the meaning oj their Students are the next generation her weight from one elbow to the other. She was lying i ideas. First, he would like to see of heroes; they are heroes now. Foot liberal education expanded. "Basi experience. " on her stomach, reading Seventeen, her left. hand ball players "may someday become, resting on her forehead to block out the sun. The cally in America, we have failed to football professionals and dun their "Mom, are we all going out for dinner tonight?" break the past (European) tradition He would also like to see Ameri December issue of Seventeen featured Christmas "Yes, and I want you to get dressed up." team owners for a share in the big stories, fashions, and a nine-page fun-at-the-Christmas of liberal education, which has con can Studies and American civiliza money game," Lerner reflected. "But "Damn!" The girl picked up Seventeen and threw centrated so much on humanities tion become more a part of liberal parties-with-your-friends section. She closed the maga it into the sand. "I've been dressed up every night this right now they are still boys train zine and rolled over on her side. and social sciences," he said. "We education. He defined American ing for engineering or business posts week and you know it!" need to break down the division be Studies, in his inaugural, as "one "It's not Christmas without snow." "I didn't say you weren't." and their thing is team loyalty and The girl's mother was applying more sunscreen tween the various disciplines. We area of studies which is not stale glory. The rest will come all too "No, well, you acted like ... .', But she had are too involved with independent or exhausted - a happy member of to her nose. Her nose burned easily. "I know. I don't momentarily lost interest in arguing with her mother. soon. Meanwhile they strike me as . have much Christmas spirit here either." disciplines, such as history, litera the human sciences - interdisci closer to the elemental strength and She was watching the old man wade into the water. ture, psychology, sociology-I would plinary, best carried on in sustained The girl flipped through the pages of her magazine He stopped when the water reached his waist, and skill of the warriors of the Iliad, again, then tossed it aside. "I missed Amy O'Brien's like to include everything that gears dialogues of a group of teachers and and a good counterweight to the made large circles in the waves with his arms. He on the strength and bearability of students, with the laboratory of an party last night." She scowled towards the Gulf. looked up at the sky and smiled. anti-hero strain in American life." Her mother wasn't listening. Her attention was civilization - which includes life unfinished civilization all around Notre Dame students have a long The girl sighed and looked at her mother again. sciences and hard sciences as well as them." fixed on the ten-year-old boy riding a styrofoam float "Well, where are we going?". . road ahead - just like the rest of over miniature waves. "Tim!" she called. "Don't go out humanities." He adds, nowever, that "up to now "Nana was talking about the Spring House. It's American civilization. But for. now, any farther than tha~!" She turned to the girl. "I'm a there has not really been a unity in "there can be heroism in the college supposed to be very good." little worried about him." . "Yeah, okay. I'll wear my brown dress." She rolled American Studies, and growth still classroom and library, wrestling with "The water's not deep. Did you hear what I said? I Jo./Jl'S CBoutlque over onto her back and put suntan lot~on on her lies ahead." He explains that Ameri ideas and values," Lerner says, work missed Amy O'Brien's party last night. Everyone was can Studies is mostly several courses ing within a system of systems and shoulders. "I want to be back in time for that movie bOlt there except me." on TV, though." on literature, history, and politics, trying to find a tolerable common set "There'll be other parties. Tim! Come in closer to and he thinks we should. expand our "What time is it on?" tJ~e u\Jo.tUlto.Q Cut of values to hold them - to hold us the shore!" view of what holds them together. - together. D "Eight." The girl sat up straight. "Yeah, but not like this "No, I don't think we'll be back that early." He also suggests teaching teams in one. I mean, absolutely everyone was there. Other American Studies. Lerner will be on "Okay. Fine. I'll have to miss it, then. Same as I'm families don't go to Florida for Christmas j they have a missing all the parties at home." the panel for the "Responsibilities of nice Christmas party at home... .". . Journalism" conference, among other "If you were home, you'd be shovelling the drive "Don't complain so much! The other girls would kill way right now instead of sitting on the beach. Be notable speakers, on November 22-23. for the chance to go to Florida and get a tan in Before seeing the American Stud glad you're here." As she spoke, the girl's mother December." , rubbed lotion on her thighs. ies program at Notre Dame, the "Then let the other girls come instead of me. I don t Welch. chair professor had never "I'd rather be shovelling the driveway," the girl care if I get a tan." A few yards down the beach, mumbled. Open six days a week come across the idea of including the three boys around her age were listening to a Rolling media as a part of American Studies. Her mother looked around for the little boy. "Do with five operators to Stones Emotional Rescue tape and drinking Miller you see Tim?" serve you. "I like this linkage that they (at High Life. The girl frowned at the boys. The boys Notre Dame) have established," "He's right there. Building a sand castle." stared at two girls in bikinis walking past. The girl's mother closed her eyes. The girl realized Call Corinne, Lerner said of this concept. "I think "Mom, it's just so boring here. There's nothing to it's a good idea - as good as the that there was nothing else to say, not for the moment. Executive Hair Designer do." She got up and started walking towards her brother. one linking literature, history and .as she spoke, an old man slowly rose from his lawn Shampoo, Cut politics - if anything, it's better. It's As she walked, she noticed the old man swimming & Style- $12.00 chair a short distance away. His faded green swim parallel to the shoreline. He stopped, stood up, re a linkage which is true of civiliza suit was too big for him. He fiddled with the elastic tion right now. We have to study adjusted the elastic on his swimsuit, and began the around the waist, then made his way to the water. slow walk up the beach. The girl crouched down to Evening appointments, America in action." The girl was absentmindedly digging a hole in the Whatever discipline a student examine her brother's sand castle. As the old man if desired. sand. "Why did my grandparents have to move to passed the girl, he smiled at her. D chooses, "getting a job" should not Michele Dietz is a senior American Florida? And why do we have to visit over Christmas? be the primary learning objective, Studies major from Baltimore, Mary Why not in the summer?" . M. Kather~ne Stalter is a former according to Lerner. He sees this as land. This is her first 'contribution to A hermit crab scuttLed across the sand In front of the Saga employee. This is her first con- another disease, also not incurable. Scholastic. girl. The three boys began tossing a Frisbee. tribution to Scholastic.

14 SCHOLASTIC OCTOBER, 1982 15 Americans who have not had a lib How should this be done'! "1 would He attributes the problem to a eral education. "We can't exclude like to see. teachers not just working long economic series of ups and their energies because that's where in solitary· in their own classes downs resulting in everyone feeling abilities lie," Lerner says. "I hope we not just researching together, but in their first objective is to get a job. won't define liberal education so nar teams, panels - actually teaching "Once we get over the insecurities rowly as to exclude the vast ma their views together. This is still of the job, we can focus on the work jority of young Americans. But for uncultivated," he remarked. itself," he said. those who will lead this movement, a Lerner got down to specifics: "I "Love and work" are the two liberal education is crucial." would like to see a continuing teach centers of life to Lerner. "Love Here again he advises to "go with ing group from various disciplines your work and work for the love of In the Sun the organism" - and if computer teach a group of students from vari it," is one of his mottos. by M. Katharine Stalter technology and science technology ous disciplines to get at a total mean Lerner likes college students. He are part of the knowledge revolution ing of liberal education." even likes college football games, as - then we should include them with witnessed by his enthusiasm at the The four o'clock sun cast a large reflected streak in liberal arts - not exclude them. Notre Dame-Michigan game, his first "I have no contempt for technology "The purpose (oj educa onto the 'Gulf of Mexico. The streak was at an angle to football game since about 15 years the left of the people on the beach, so that if they Ii - it simply· carries out society's pur tion) is not only to help ago. Bundled up next to Father Hes !I poses," Lerner said. "It is the means, wanted to watch the sailboats and sea gulls without young students develop burgh (who filled him in on the rules squinting, they had to look to the right. A few people, Ii and we better know that m!":!ans very of the game), Max Lerner was soon 'I well." potential, but also to help mostly children, were actually in the water, but it was jumping up and down for his new December and too cold for most of the tourists to swim. I' The learned scholar offered con teachers to examine and loyalty. I crete suggestions to accompany his The girl on the Budweiser beach towel shifted test the meaning oj their Students are the next generation her weight from one elbow to the other. She was lying i ideas. First, he would like to see of heroes; they are heroes now. Foot liberal education expanded. "Basi experience. " on her stomach, reading Seventeen, her left. hand ball players "may someday become, resting on her forehead to block out the sun. The cally in America, we have failed to football professionals and dun their "Mom, are we all going out for dinner tonight?" break the past (European) tradition He would also like to see Ameri December issue of Seventeen featured Christmas "Yes, and I want you to get dressed up." team owners for a share in the big stories, fashions, and a nine-page fun-at-the-Christmas of liberal education, which has con can Studies and American civiliza money game," Lerner reflected. "But "Damn!" The girl picked up Seventeen and threw centrated so much on humanities tion become more a part of liberal parties-with-your-friends section. She closed the maga it into the sand. "I've been dressed up every night this right now they are still boys train zine and rolled over on her side. and social sciences," he said. "We education. He defined American ing for engineering or business posts week and you know it!" need to break down the division be Studies, in his inaugural, as "one "It's not Christmas without snow." "I didn't say you weren't." and their thing is team loyalty and The girl's mother was applying more sunscreen tween the various disciplines. We area of studies which is not stale glory. The rest will come all too "No, well, you acted like ... .', But she had are too involved with independent or exhausted - a happy member of to her nose. Her nose burned easily. "I know. I don't momentarily lost interest in arguing with her mother. soon. Meanwhile they strike me as . have much Christmas spirit here either." disciplines, such as history, litera the human sciences - interdisci closer to the elemental strength and She was watching the old man wade into the water. ture, psychology, sociology-I would plinary, best carried on in sustained The girl flipped through the pages of her magazine He stopped when the water reached his waist, and skill of the warriors of the Iliad, again, then tossed it aside. "I missed Amy O'Brien's like to include everything that gears dialogues of a group of teachers and and a good counterweight to the made large circles in the waves with his arms. He on the strength and bearability of students, with the laboratory of an party last night." She scowled towards the Gulf. looked up at the sky and smiled. anti-hero strain in American life." Her mother wasn't listening. Her attention was civilization - which includes life unfinished civilization all around Notre Dame students have a long The girl sighed and looked at her mother again. sciences and hard sciences as well as them." fixed on the ten-year-old boy riding a styrofoam float "Well, where are we going?". . road ahead - just like the rest of over miniature waves. "Tim!" she called. "Don't go out humanities." He adds, nowever, that "up to now "Nana was talking about the Spring House. It's American civilization. But for. now, any farther than tha~!" She turned to the girl. "I'm a there has not really been a unity in "there can be heroism in the college supposed to be very good." little worried about him." . "Yeah, okay. I'll wear my brown dress." She rolled American Studies, and growth still classroom and library, wrestling with "The water's not deep. Did you hear what I said? I Jo./Jl'S CBoutlque over onto her back and put suntan lot~on on her lies ahead." He explains that Ameri ideas and values," Lerner says, work missed Amy O'Brien's party last night. Everyone was can Studies is mostly several courses ing within a system of systems and shoulders. "I want to be back in time for that movie bOlt there except me." on TV, though." on literature, history, and politics, trying to find a tolerable common set "There'll be other parties. Tim! Come in closer to and he thinks we should. expand our "What time is it on?" tJ~e u\Jo.tUlto.Q Cut of values to hold them - to hold us the shore!" view of what holds them together. - together. D "Eight." The girl sat up straight. "Yeah, but not like this "No, I don't think we'll be back that early." He also suggests teaching teams in one. I mean, absolutely everyone was there. Other American Studies. Lerner will be on "Okay. Fine. I'll have to miss it, then. Same as I'm families don't go to Florida for Christmas j they have a missing all the parties at home." the panel for the "Responsibilities of nice Christmas party at home... .". . Journalism" conference, among other "If you were home, you'd be shovelling the drive "Don't complain so much! The other girls would kill way right now instead of sitting on the beach. Be notable speakers, on November 22-23. for the chance to go to Florida and get a tan in Before seeing the American Stud glad you're here." As she spoke, the girl's mother December." , rubbed lotion on her thighs. ies program at Notre Dame, the "Then let the other girls come instead of me. I don t Welch. chair professor had never "I'd rather be shovelling the driveway," the girl care if I get a tan." A few yards down the beach, mumbled. Open six days a week come across the idea of including the three boys around her age were listening to a Rolling media as a part of American Studies. Her mother looked around for the little boy. "Do with five operators to Stones Emotional Rescue tape and drinking Miller you see Tim?" serve you. "I like this linkage that they (at High Life. The girl frowned at the boys. The boys Notre Dame) have established," "He's right there. Building a sand castle." stared at two girls in bikinis walking past. The girl's mother closed her eyes. The girl realized Call Corinne, Lerner said of this concept. "I think "Mom, it's just so boring here. There's nothing to it's a good idea - as good as the that there was nothing else to say, not for the moment. Executive Hair Designer do." She got up and started walking towards her brother. one linking literature, history and .as she spoke, an old man slowly rose from his lawn Shampoo, Cut politics - if anything, it's better. It's As she walked, she noticed the old man swimming & Style- $12.00 chair a short distance away. His faded green swim parallel to the shoreline. He stopped, stood up, re a linkage which is true of civiliza suit was too big for him. He fiddled with the elastic tion right now. We have to study adjusted the elastic on his swimsuit, and began the around the waist, then made his way to the water. slow walk up the beach. The girl crouched down to Evening appointments, America in action." The girl was absentmindedly digging a hole in the Whatever discipline a student examine her brother's sand castle. As the old man if desired. sand. "Why did my grandparents have to move to passed the girl, he smiled at her. D chooses, "getting a job" should not Michele Dietz is a senior American Florida? And why do we have to visit over Christmas? be the primary learning objective, Studies major from Baltimore, Mary Why not in the summer?" . M. Kather~ne Stalter is a former according to Lerner. He sees this as land. This is her first 'contribution to A hermit crab scuttLed across the sand In front of the Saga employee. This is her first con- another disease, also not incurable. Scholastic. girl. The three boys began tossing a Frisbee. tribution to Scholastic.

14 SCHOLASTIC OCTOBER, 1982 15 -

.:;-"-' , ~.( , . Gallery ''r .!I f"<: Figurative Works

by Jeff Ripple

In my drawing at this point, I am interested in Jeff is a junior in the Notre Dame Art Department. producing a strong accurate image of the figure. Line quality, value, and gesture are the aspects of drawing that I find most important. I have always had a strong ( respect for drawing and see it as fundamental to most other artistic activities, as well as an important form of expression. . \ i I \. I My early experiences in drawing led me towards I a reaiistic, traditional approach. I have stuck with \ realism because I enjoy the subject matter and the \ discipline in strong draughtsmanship. The figure has always been important. Historically, I ,., the visual arts have explored the figure as a universal \ and personal subject. I am drawn to both the ambiguity I of some of the poses and the obvious emotion of others .. \. ... \

Jeff Ripple Figure III Pencil 24 In. x 14 In. 1982

.. ,(- r . j: )/ I I ., !l j """.c:...... '. ••.. .. ,-,.-. '/ . c~t¥Ci:~_~"(!.~~f~'~~i~ !. ., ..

/,r:~" -!-..: :-',' . ~ .. "

/ /

Figure I Pencil 8 in. x 18 in. 1982 Figure " Pencil 13 in. x 13 in. 1982 Figure IV Pencil 20 in. x 12 in. 1982

16 SCHOLASTIC OCTOBER, 1982 17 -

.:;-"-' , ~.( , . Gallery ''r .!I f"<: Figurative Works by Jeff Ripple

Jeff Ripple Figure III Pencil 24 In. x 14 In. 1982

.. ,(- r . j: )/ I I ., !l j """.c:...... '. ••.. .. ,-,.-. '/ . c~t¥Ci:~_~"(!.~~f~'~~i~ !. ., ..

/,r:~" -!-..: :-',' . ~ .. "

/ /

Figure I Pencil 8 in. x 18 in. 1982 Figure " Pencil 13 in. x 13 in. 1982 Figure IV Pencil 20 in. x 12 in. 1982

16 SCHOLASTIC OCTOBER, 1982 17 Studies avoids the randomness of the by Jeffrey l. Monaghan humankind by looking toward those to say what is on their minds, when required liberal arts classes for other civilizations and classical thinkers it is on their minds. This is their majors. Any other major is bound to I find it appropriate that a discus- who are said to scale the heights of sanctity. If, then, we are to identify Perspective some degree by its concentration on sion of liberal education at this Uni- human ability. The humanism PLS with the classical mind-set, we see one particular subject and conse- versity includes some thoughts on teaches, however, is one which is ro that humankind will enter the king by Alice Douglas the Program, as students gain some quently neglects other important ap- the Program of Liberal Studies, manticized. Exposure to the fine arts dom asking, "What's that? And historical perspective and ability to pro aches to knowledge. Only an which by virtue of its title seems to and natural sciences, for example, that? And that?" Like Cub Scouts in Liberal education is the freeing o~ read challenging texts, they more architectonic approach will be free suggest the premier embodiment of leaves the PLS student in a sense of the Smithsonian, humankind will be the student from the prejudices and easily discern the prevailing themes enough to afford a view of all learn- what liberal education is about. In awe at the wisdom of the Great dwarfed by what we thought was assumptions of his age and the blind and each author's special contribu- ing and thus facilitate the proper my short tenure as a sophomore in . Books. And rightly so, since if there "the real world." ers of specialized study. It should tion. ordering of knowledge. the then General Program of Lib- is one motif in the great thinkers it I regret to say that because PLS enlarge his knowledge to include a -'-Not only are Program students Because there is so much to know, eral Studies, however, I found this is that human nature is exclusive in fails, in its sophistication, it cannot personal encounter with his Western schooled in great thinkers' ideas, but and so few people are gifted and assertion to be unfounded. For sure, its awesome potential. That awe boast of being a microcosm of liberal tradition. The university student who more importantly, they share their dedicated enough to become Renais- the doggone thing ought to be re- someness, however, is not in any di education, much less liberal stUdies. graduates unaware of the history responses to the world's great books sance men, the Program is some- named because it falls well short of a rection away from God. As a matter The subtle ideological close-mind ed that has shaped his present situation and discuss their views in seminars. times accused of producing dilet- proper program in liberal studies, of emphasis, I think, a proper study ness of the Program is steadily dis is powerless in his ignorance to ac This is pure liberal education - the tantes. But a view and appreciation most especially within a Catholic in the Humanities recognizes this quieting, and quickly led to my own curately interpret current events. disciplined study of the components of the whole of knowledge is prefer- university context. and guards against human pride. frustration with the Program. I do For instance, learning about biology of our cultural heritage, and the dis- able to a narrow vocational training. Theoretically, Notre Dame's PLS Pride is born out of an attempt for not regret the change, for I feel the in a systematic way may train the cussion of these ideas. In the semi- One can always deepen one's under- seeks to expose and to broaden a humankind to be its own god: we greater College of Arts and Letters mind to think critically, make clear nar, the student practices and de- standing of particular areas of our student's mind with classical under- think we know so much, yet ironi can boast of a much wider ideo distinctions and true syntheses, but velops his powers of understanding, culture, but the first step is to be standing. As with this essay, how- cally our greatest wisdom is that we logical spectrum. My guess is, how such a specialized education neglects elucidation and persuasion. He learns aware that there is indeed a cultural ever, in practice it amounts to no bet- must admit there are things which ever, that PLS will only continue to Pro The Pingramof Liberal Con Studies: Two Views the major component of liberal edu to listen carefully to others' views, tradition that orders and directs all ter than a' noble attempt. Among we do not and cannot know. Wise enjoy its exclusivity simply because cation -learning one's cultural heri analyze them, compare them to his endeavors. other things, the pity of its curricula men like Socrates realized this, and it would topple under any ideological tage. own, and synthesize all views with One of the most exciting features is the cloistering of the students. In his message has survived the test of «aggiornamento." But I bet the Clas Training in a particular science the author's towards the truth of the of the Program is the fact that it is their requiring four departmental time. This is what makes a Classic. sics would still stand. And that's my does not equip one to practice that matter. No other classroom situation common for the students and faculty courses each semester, the PLS pro It is my feeling that Jesus of point: the PLS programmers have science in a truly informed manner. develops communication skills as to continue their discussions past the grammers for some reason feel they Nazareth best captured the classical sought out a strain of interpretation, This may sound paradoxical, but con well as the seminar does. Whereas in classroom; needless to say, the bell can be their own political scientists, sentiment of liberal education when namely conservatism, and veiled it sider the well-trained biologist who the seminar, students read works of often rings before any definitive de philosophers, theologians, and econ he said, "I tell you solemnly: un behind the Classics. In this way, a sees no wrong in performing in every genre, in the tutorials they cisions have been made about the omists. Empirically, I found them less you change and become like PLS education is simply conserva i vitro fertilizations: that person has study specific disciplines. One learns issues under consideration, but the quite conservative in these disciplines little children, you will never enter tive conformity rather than an invi failed to study the nature of man not only the history, but the guiding process is well begun. This sincere and, hence, hardly liberal. the kingdom of heaven" (Mt 18:2). tation to think things through on I and his functions. He may know the principles of art, literature, philoso interest in ideas and unaffec1:ed dis Indeed, the emphasis in PLS can Reinhold Niebuhr punctuated this one's own. The Classics are not used I mechanics of man, but he is ignorant phy, natural science, theology, gov cussion outside of cla.ss is perplexing not be placed on Liberal) since this notion by saying, "Every child is a with the greatest of liberal foresight. of the humanity of man. If he had ernment and history. Knowledge of to many students whose studies and is not a department in which liber born theologian" (p. 146, Beyond PosSf51Y-PLS is only symptomatic studied his cultural heritage, which the history and essential concepts of extracurricular lives are fragmented, ally minded people would be inclined Tragedy). It is because children con of how through life our education includes morality, our biologist these disciplines is crucial to an edu but such dialogue is natural and es- . to study. Rather, the emphasis is on front life with a basic and sincere leads us away from our ignorance would have a personal knowledge of cated view of the world. sential to truly liberal education. Studies, since liberalism is an inter curiosity that they make this im and innocence merely by demanding '1 man's nature that would direct the The structured and connected This love of learning leads to contact pretation frequently critiqued and pression to the wise, sometimes em that we simply accept knowledge as I morality of his scientific practice. study of the Program of Liberal outside the classroom between fac castigated. Often, it is a criticism barrassingly so. Children are prone true rather than emphasizing our ra We need to know our tradition and ulty and students in the most pleas as shallow as my use of the term tional approach in coming to know I its teachings about man, his place in ant and fruitful manner. Seldom "liberal" so far in this essay. of it ourselves. Knowledge, I think, the world, and his relationship to God does genuine friendship develop in The fact is that the most distin is not simply saying, "O.K., I accept I to interpret our situation and direct other majors as it does in the Pro guishing characteristic of the Pro that," but rather, "I see, and I want our actions. I think that no other gram's atmosphere o~mutual search gram is its conservative homoge to see more." Education, then, might "II major offers such an extensive, thor for truth. Students~come to know neity. The possibility that education be said to be God's action as well as ough and structured approach to the each other better and more easily broadens the mind through exposure our own. Rev. Michael L. Cook, S.J., wisdom of the world as the Program than do those in other majors, thanks and discussion of varying interpreta once said: .JI of Liberal Studies. Students encoun to the constant dialogue and open tions is eradicated in PLS. Such color ter the best that has been thought in ness in and out of class. is simply not there. I think the God's action makes possible our the history of man's consideration This common pursuit of knowledge problem with the craft of liberal response but it is only in actually of himself, the world and God. By involves each student in a personal education in PLS lies not with the responding to the divine initiative reading almost exclusively original odyssey through a critical evaluation possibility that the tools are not that we can "know" in the experi works, students pursue knowledge of our heritage towards the meaning there, but with the probability that ential sense the divine activity remarkably free from the usual prej of life. This voyage is at once the they are not being used wisely. at the very center of our being. udices and biases of textbook writers most difficult and personally agoniz Perhaps the greatest tragedy with (p. 62, The Jesus of Faith) who are often under the influence of ing of the Program's studies, but the PLS lies. beyond its "sameness" and ideologies. One might fear that read most fruitful. Only when a student in its scholarly attempt at being a Life is so full of joy when we are ing original sources would be. very moves from understanding concepts study in the simple Humanities. The fully alive to want to pursue knowl- difficult and that one would need the Program seeks to educate its' stu help of later commentators. But in (continued on page 27) dents in the power and potential of (continued on page 26) 18 SCHOLASTIC OCTOBER, 1982 19 Studies avoids the randomness of the by Jeffrey l. Monaghan humankind by looking toward those to say what is on their minds, when required liberal arts classes for other civilizations and classical thinkers it is on their minds. This is their majors. Any other major is bound to I find it appropriate that a discus- who are said to scale the heights of sanctity. If, then, we are to identify Perspective some degree by its concentration on sion of liberal education at this Uni- human ability. The humanism PLS with the classical mind-set, we see one particular subject and conse- versity includes some thoughts on teaches, however, is one which is ro that humankind will enter the king by Alice Douglas the Program, as students gain some quently neglects other important ap- the Program of Liberal Studies, manticized. Exposure to the fine arts dom asking, "What's that? And historical perspective and ability to pro aches to knowledge. Only an which by virtue of its title seems to and natural sciences, for example, that? And that?" Like Cub Scouts in Liberal education is the freeing o~ read challenging texts, they more architectonic approach will be free suggest the premier embodiment of leaves the PLS student in a sense of the Smithsonian, humankind will be the student from the prejudices and easily discern the prevailing themes enough to afford a view of all learn- what liberal education is about. In awe at the wisdom of the Great dwarfed by what we thought was assumptions of his age and the blind and each author's special contribu- ing and thus facilitate the proper my short tenure as a sophomore in . Books. And rightly so, since if there "the real world." ers of specialized study. It should tion. ordering of knowledge. the then General Program of Lib- is one motif in the great thinkers it I regret to say that because PLS enlarge his knowledge to include a -'-Not only are Program students Because there is so much to know, eral Studies, however, I found this is that human nature is exclusive in fails, in its sophistication, it cannot personal encounter with his Western schooled in great thinkers' ideas, but and so few people are gifted and assertion to be unfounded. For sure, its awesome potential. That awe boast of being a microcosm of liberal tradition. The university student who more importantly, they share their dedicated enough to become Renais- the doggone thing ought to be re- someness, however, is not in any di education, much less liberal stUdies. graduates unaware of the history responses to the world's great books sance men, the Program is some- named because it falls well short of a rection away from God. As a matter The subtle ideological close-mind ed that has shaped his present situation and discuss their views in seminars. times accused of producing dilet- proper program in liberal studies, of emphasis, I think, a proper study ness of the Program is steadily dis is powerless in his ignorance to ac This is pure liberal education - the tantes. But a view and appreciation most especially within a Catholic in the Humanities recognizes this quieting, and quickly led to my own curately interpret current events. disciplined study of the components of the whole of knowledge is prefer- university context. and guards against human pride. frustration with the Program. I do For instance, learning about biology of our cultural heritage, and the dis- able to a narrow vocational training. Theoretically, Notre Dame's PLS Pride is born out of an attempt for not regret the change, for I feel the in a systematic way may train the cussion of these ideas. In the semi- One can always deepen one's under- seeks to expose and to broaden a humankind to be its own god: we greater College of Arts and Letters mind to think critically, make clear nar, the student practices and de- standing of particular areas of our student's mind with classical under- think we know so much, yet ironi can boast of a much wider ideo distinctions and true syntheses, but velops his powers of understanding, culture, but the first step is to be standing. As with this essay, how- cally our greatest wisdom is that we logical spectrum. My guess is, how such a specialized education neglects elucidation and persuasion. He learns aware that there is indeed a cultural ever, in practice it amounts to no bet- must admit there are things which ever, that PLS will only continue to Pro The Pingramof Liberal Con Studies: Two Views the major component of liberal edu to listen carefully to others' views, tradition that orders and directs all ter than a' noble attempt. Among we do not and cannot know. Wise enjoy its exclusivity simply because cation -learning one's cultural heri analyze them, compare them to his endeavors. other things, the pity of its curricula men like Socrates realized this, and it would topple under any ideological tage. own, and synthesize all views with One of the most exciting features is the cloistering of the students. In his message has survived the test of «aggiornamento." But I bet the Clas Training in a particular science the author's towards the truth of the of the Program is the fact that it is their requiring four departmental time. This is what makes a Classic. sics would still stand. And that's my does not equip one to practice that matter. No other classroom situation common for the students and faculty courses each semester, the PLS pro It is my feeling that Jesus of point: the PLS programmers have science in a truly informed manner. develops communication skills as to continue their discussions past the grammers for some reason feel they Nazareth best captured the classical sought out a strain of interpretation, This may sound paradoxical, but con well as the seminar does. Whereas in classroom; needless to say, the bell can be their own political scientists, sentiment of liberal education when namely conservatism, and veiled it sider the well-trained biologist who the seminar, students read works of often rings before any definitive de philosophers, theologians, and econ he said, "I tell you solemnly: un behind the Classics. In this way, a sees no wrong in performing in every genre, in the tutorials they cisions have been made about the omists. Empirically, I found them less you change and become like PLS education is simply conserva i vitro fertilizations: that person has study specific disciplines. One learns issues under consideration, but the quite conservative in these disciplines little children, you will never enter tive conformity rather than an invi failed to study the nature of man not only the history, but the guiding process is well begun. This sincere and, hence, hardly liberal. the kingdom of heaven" (Mt 18:2). tation to think things through on I and his functions. He may know the principles of art, literature, philoso interest in ideas and unaffec1:ed dis Indeed, the emphasis in PLS can Reinhold Niebuhr punctuated this one's own. The Classics are not used I mechanics of man, but he is ignorant phy, natural science, theology, gov cussion outside of cla.ss is perplexing not be placed on Liberal) since this notion by saying, "Every child is a with the greatest of liberal foresight. of the humanity of man. If he had ernment and history. Knowledge of to many students whose studies and is not a department in which liber born theologian" (p. 146, Beyond PosSf51Y-PLS is only symptomatic studied his cultural heritage, which the history and essential concepts of extracurricular lives are fragmented, ally minded people would be inclined Tragedy). It is because children con of how through life our education includes morality, our biologist these disciplines is crucial to an edu but such dialogue is natural and es- . to study. Rather, the emphasis is on front life with a basic and sincere leads us away from our ignorance would have a personal knowledge of cated view of the world. sential to truly liberal education. Studies, since liberalism is an inter curiosity that they make this im and innocence merely by demanding '1 man's nature that would direct the The structured and connected This love of learning leads to contact pretation frequently critiqued and pression to the wise, sometimes em that we simply accept knowledge as I morality of his scientific practice. study of the Program of Liberal outside the classroom between fac castigated. Often, it is a criticism barrassingly so. Children are prone true rather than emphasizing our ra We need to know our tradition and ulty and students in the most pleas as shallow as my use of the term tional approach in coming to know I its teachings about man, his place in ant and fruitful manner. Seldom "liberal" so far in this essay. of it ourselves. Knowledge, I think, the world, and his relationship to God does genuine friendship develop in The fact is that the most distin is not simply saying, "O.K., I accept I to interpret our situation and direct other majors as it does in the Pro guishing characteristic of the Pro that," but rather, "I see, and I want our actions. I think that no other gram's atmosphere o~mutual search gram is its conservative homoge to see more." Education, then, might "II major offers such an extensive, thor for truth. Students~come to know neity. The possibility that education be said to be God's action as well as ough and structured approach to the each other better and more easily broadens the mind through exposure our own. Rev. Michael L. Cook, S.J., wisdom of the world as the Program than do those in other majors, thanks and discussion of varying interpreta once said: .JI of Liberal Studies. Students encoun to the constant dialogue and open tions is eradicated in PLS. Such color ter the best that has been thought in ness in and out of class. is simply not there. I think the God's action makes possible our the history of man's consideration This common pursuit of knowledge problem with the craft of liberal response but it is only in actually of himself, the world and God. By involves each student in a personal education in PLS lies not with the responding to the divine initiative reading almost exclusively original odyssey through a critical evaluation possibility that the tools are not that we can "know" in the experi works, students pursue knowledge of our heritage towards the meaning there, but with the probability that ential sense the divine activity remarkably free from the usual prej of life. This voyage is at once the they are not being used wisely. at the very center of our being. udices and biases of textbook writers most difficult and personally agoniz Perhaps the greatest tragedy with (p. 62, The Jesus of Faith) who are often under the influence of ing of the Program's studies, but the PLS lies. beyond its "sameness" and ideologies. One might fear that read most fruitful. Only when a student in its scholarly attempt at being a Life is so full of joy when we are ing original sources would be. very moves from understanding concepts study in the simple Humanities. The fully alive to want to pursue knowl- difficult and that one would need the Program seeks to educate its' stu help of later commentators. But in (continued on page 27) dents in the power and potential of (continued on page 26) 18 SCHOLASTIC OCTOBER, 1982 19 Poetry by Teri Schindler

I Her highness with the half-dead permanent smiles, enjoying self-consciousness. j i : I Her loose, blue sweater runs sloppily down the shoulder i I she rests her cheek on, affecting the casual air of magazine abandon.

: ! Stirring random curls idly with tentative nails r her fingers extend and mingle I with the grace of dangling, summer-slim bare legs.

With eyes too' practiced to squint she swallows the room with delicate deliberateness. The hand drops abruptly and confident nails tap a victory march on the hardwood tabletop. IT He sits beside her, . clean-cut young man with a scrubbed face shine, includes her in.his personal jokes with .direct glances He grins in response to her smirk and rubs with pleasure the smooth rubber of new duck shoes. His brimmed hat and matching umbrella are carefully placed beside his books, by Teri Schindler and he arranges his face as well- smiling, not eagerly, .not easily, but with the careful precision of balanced glass. lIT At the country club, Their children But the women do. Less sure than the girl on Mondays, belie the belief that In the ultraviolet regions he leans on her through the air women discuss diets all of America is overweight. of 10 to 2 exclusive smiles exchanged~ between meals, They move continuously, they wonder at They rise and hover overhead bob their bodies knobby knees and ribby chests, the ripe, skinny children as obviously as insects- in the tepid pool, absorb the sun so naturally as 'they thumb their paperback romances humming- by Kathy McGarvey clusters of bouncing bathing caps that suddenly held to avoid shadows . a constant drone of derision. orange and red in July : ; but still and blue-flowered- you see how tan they are. block out the summer shrieks of children. Tight lips, a leathered canvas a tropical fruit basket They don't care. They shimmer in the heat bobbing to work up an appetite. Stretched across velvet black; and they sweat with the effort. A mouthed silence, of filling the hours before dinner, Amidst two rows of pearly niblets. in the irritated, You capped your smile in. painted toenail, l" " gossip-hungry· Brown hands, languid lost Summer's . ~"', art of being beautifully '. bored. .. Final handshake, sun-sealed;

Old eyes, sea-green oceans Shed a salty tear Upon a weathered beach; And strain a dusk's horizoned Shore you walk alone.' Bent head, braced against a wind That blows inside; Whispered drafts that kiss A weary conscience Good night, good-bye.

20 SCHOLASTIC OCTOBER, 1982 21 Poetry by Teri Schindler

: ! Stirring random curls idly with tentative nails r her fingers extend and mingle I with the grace of dangling, summer-slim bare legs.

20 SCHOLASTIC OCTOBER, 1982 21 .,

Molding the Comedy death. The first part of that process by Tom Allen and Sue Schuller by Professor Robert Lordi man projects in various art forms :i "Renaissance Man" (most prominently in dramatic com ;:1 Iii edy) as the vital principle, incar Ii nated generally as a youth struggling I ,:,': to overcome life-impeding obstacles in the path of his happiness, who by 1.(1 and communication. These charac relative to larger questions and con adaptation, flexibility and wit even answer will not be free, but will in : 1I I, teristics constituted the very essence cerns. _ tually succeeds in bringing to birth stead be preconditioned by the ;'i of university education. Formal edu Prqfessor Donald Sniegowski, for a new and better social unit (usually stereotypic miserly character he por cation is the starting point from mer Dean of the College of Arts and symbolized by marriage, reunion, trays. Any time a person acts auto which perennial education emanates. Letters, recognizes a decline in the recognition, and reconciliation). matically, i.e., not freely or as a Depravation of such an invaluable presentation of liberal arts material The flexibility, adaptability, l:md machine (implying as it does non fixture can only serve to starve an in modern-day education. It has been wit of the comic hero are an expres life), we laugh in our mental percep individual from continuous growth. pointed out that faculty members sion of the elan vital in the human tion of that person's variance from Undertakings such as the study of have become more specialized of late. organism, and these and such asso the human norm. In Don Quixote, history enable one to evaluate gov Because of this the likelihood of ciated capacities as his ability to when Sancho Panza is tossed in a Traditional education sought the ernmental and world situations and more integrated course themes has change or to compromise make it blanket, we laugh (as Bergson in development of the student who fit venture effective suggestions. Addi decreased. Sniegowski sees liberal possible for him to overcome what forms us) because a human being is the "Renaissance man" ideal. Acqui tionally it promotes foresight of de arts education as the factor neces ever impedes his progress toward reduced to an object (a ball), and in sition of vast amounts of literary in veloping patterns and trends, which sary in understanding the basics. "A happiness, or threatens his well-be this nonhuman aspect we laugh at formation and skills constituted real can prove drastically important to a liberal education gives one the abil ing. Conversely, the tragic hero him. So too with Charlie Chaplin in education in the past. Such knowl ity to think analytically and to ar (since tragedy ·as a structure projects Modern Times when Chaplin's mo edge was applicable in a business ticulate one's thoughts; doing so in the second part of the life process notonous and rhythmic repetition of and free-lance-oriented society. In "The most meritorious an effective manner," he maintains. leading to decline and death) is by today's technologically advanced so education is one which At the Panel Forum on Liberal nature unwilling to change: he is ciety, however, practicality dictates Education sponsored by the Thomas Man has often been defined, too absolute in his determination never "Comedy is a structure more of a technically oriented mind. fuses vital Arts and More Society of Notre Dame, Walter easily perhaps, as a laughing animal. to compromise his ideals, never to and as such may be funny As the demands of society change, Letters instruction with Nicgorski, chairman of the Program What makes man laugh is not so yield in the face of the obstacles, " so, too, must educational strategies of Libera'l Studies, held that skills of easily defined. Partly this is so be internal and external, that inevitably or serIOus. . .. and subjects. In this fashion have practical technical knowl communication are both necessary cause of popular misconceptions must destroy him. American institutions of higher edge." and practical in today's professional about what makes us laugh-is it Let us look now at what makes us tightening a series of bolts passing learning altered their course concen world. Such a belief is supported by comedy? or is it what is funny, laugh. A "humour" character (de along on an assembly line makes us trations and emphases. As a result a current rise in the employment sta comic, or humorous? Though these rived from medieval and Renaissance perceive him as part of the ,ma of this detour, universities have in society. Familiarity with literature tus of Bachelor of Arts gr.aduates. psychology of the four humours) is chinery. creasingly graduated technical train terms are popularly. conceived to be aids the scholar in formulating ser These graduates are said to be mov synonymous, they are not. We re one who is so fixed, so inflexible in But the inflexible, nonhuman as ees such as engineers and business viceable opinions on any given is ing more swiftly than technically his habits or conduct that he will pects of life are only one source of disciplined individuals. This is not to spond with laughter to what is per sue. Conceptual development and oriented graduates into higher man ceived by the. mind to be funny, respond automatically to a given laughter. Strangely enough we also say that students are not afforded a ideas generated by thought are pre .agement positions. Thus, the em stimulUS. For example, when the laugh at the opposite, at anything choice of educational paths, but in comic or humorous, but we mayor cious fruits of education. ployment outlook for liberal arts ma may not be expected to respond with thief threatens the "humour" char that reminds us that we are essen fluences such as future income and As members of a society, we have jors today is one of great opportu tially human. Thus, in Henry IV we overall marketability make the tech laughter to a comedy. A comedy is a acter Jack Benny-as-miser with the certain responsibilities with which to nity. structure (i.e.) a means of organiz choice of "your money or your life!" laugh at Falstaff in his "humour" nical aspect more of a feasible concern ourselves. The existence of aspect as a braggart soldier when he choice. ing experience) and as such may be we begin laughing before Benny an social problems acts as an exemplary (continued on page 26) funny· or .serious, as it often is in swers. Why? Because we know his feigns death in order to save himself The value and practicality of a issue. In order to establish a more from death at the hands of Hotspur. modern-day liberal arts education are countless novels, plays, or movies ·cohesive and functional society, we, that have happy endings. Dante's We. laugh at Falstaff's mechanical, an issue currently under extensive as educated individuals, must con automatic response here. But we also study. Education has essentially Commedia is not funny except in iso tribute practical ideas. Political is lated episodes in the Inferno), but it laugh at something else in this com transformed its focus from thought sues also concern our world greatly, and communication development to is, as its title suggests, a comedy, plex character. As the incarnation of thereby requiring attention. We bear i.e., a structure which begins .in hell the comic spirit, Falstaff never al statistical and methodical practice. an obligation to seek improvements Questions concerning the merit of with personal unhappiness, despair, lows life to get him down. When in government, avoiding compla cornered or endangered, he adapts, this shift have created a separate cency at all cost. and sense of loss and ends in heaven school of thought; one which urges· with supreme happiness, joy, and yields, compromises to maintain his More pertinent to the role which self-image, or to survive; and we the need for a commingling of the· the University of Notre Dame plays eternal union. two educational spheres. But before Comedy, then, as distinct from the laugh with him for that. When Fal is the religious issue. The value of staff remarks that "the better part of such a synthesis can be popularly ac being reflective in a religious sense comic, funny or humorous, is a struc ceptable, the value of the liberal arts ture for organizing human experi valor is discretion," we recognize becomes apparent when taken in the the wisdom of what he says, but we education must be emphasized to re context of the overall meaning of ence in a literary or nonliterary gain its credibility and practicality in form. Comedy, as Susanne Langer also recognize that he is calling at life. Active reflection on the peren tention to man's physical nature, as the modern world. nial concerns of man highlights the informs us,· is one of many ways man The term "education" itself is the has of projecting his feelings about opposed to his spiritual ideals. Our Notre Dame educational intent. In Tom Allen is a junior English major spiritual side tells us that honor and principal agent with which to work. particular, the Arts and Letters Core from New City, New York. Sue life in a permanent artistic form. The distinction of the· scholar was Man is, the only animal whose "se valor are good and necessary ideals, Course inspires contemplation on Schuller is a junior English/Mechani and that cowardice is neither. So assumed, before as well as now, by this and cal Engineer double major from mantically enlarged horizons" make other matters. This course when Falstaff plays dead, he calls at those who benefitted from develop aims to stimulate the student by pre Seattle, Washington. This is their him conscious of life as a process, Robert Lordi is pmfesso?' of English tention to the self-preservative in ment of their human skills of thought senting a wide range of material first. contribution to Scholastic. proceeding through phases from at Notre Dame. stinctswe share with him, but we 22· birth, to maturation, decline. and SCHOLASTIC OCTOBER, 1982 23 .,

laugh at his failure to live up to the like Charlie Chaplin) because the re and return to the social norm are moral norms are abrogated and often (continued from page '() spend my short time at Notre Dame ideal of honor we also approve. Any spective - sources of laughter and welcomed into the renewed society at mocked, license or freedom from re beginnings of the Renaissance in rethinking major problems and is sues before entering the "arena" time anyone's behavior calls atten pathos pre different, antithetical. the ~nd. straint prevails, while the partici England, but at 16 after only two pants engage in a frenzy of ab years at Oxford. his father brought once again. The problems of this tion to his (and our) common hu Laughter is 0. product of our mind's The harshness with which comedy manity (whether in a crude sexual perception: what is comic appeals to often treats such complex comic normal, irrational behavior. The him home to study law. He went country, of the individual profes j sions, of the inner city, of schools joke or in a witty dialogue of Shaw), our intellect. Pathos is a product of characters as Shylock and Falstaff height of fun is reached at the point through a 4-year crisis of faith in his and families can most adequately be we tend to laugh when we perceive our emotions: what is tragic appeals (as well as Don Quixote and a host furthest from the norm. late teens, his dearly beloved wife addressed in light of the Church's II the distance between the behavior to our heart. The comic, as primarily of others) will suggest perhaps that The aim of such seemingly aimless died after only six years of marriage, and the ideal. When Hjalmer in holiday activities is recreation, really and he was constantly pressed by the SOCIal and moral teaching. And I 1:·1 intellectual and hence unfeeling, is comedy has a serious side. As ob " think More is an outstanding ex !: Isben's Wild Duck strikes a pose and often unfair, even cruel, as when a served earlier, comedy is a projec re-creation, of the human psyche as many demands of his professional, declares his heroic determination to character is satirized or ridiculed. a result of the participant's release spiritual, and faP.J.!ly life. ample of one who was both faithful tion of life understood as a biologi and effective in manifesting that adhere to Werle's "demand of the The answer seems to be that our cal and social process by means of of the pent-up energies restrained in in short, More faced as many per tradition. ideal" by leaving his wife and child laughter or sympathy depends on which society is renewed. But it is his normal society, thus ensuring his sonal, family and social problems as immediately, and then delays before whether we are emotionally detached more. Comedy, as an imitator of life social and mental health. But, al any of us will; he faced the same leaving to accept his wife's offer of or involved. When a character is though comedy's therapeutic effect problems of faith and loyalty to the Scholastic: What future do you see reflects how vitally necessary com~ for the Thomas More Society at coffee and toast, we laugh at how presented not as an individual but as edy, in its festive aspect, is for the is necessary for life, that does not Church that any of us will face. More Notre Dame? easily his heroic stance is deflated, ,a stereotype, we see him only from psychological health of the individual . mean comedy is a substitute for life. ran the same race each of us runs, at how easily he yields to the "hu the outside, allowing us to remain and society. In the center of pure For, as Shakespeare reminds us, in and he won with style: with good Wegemer: That is hard to say. Its man demand," to the necessity of emotionally detached from him so comedy, we generally arrive at a the words of that temporary truant humor, with loyalty to his commit direction will depend upon the inter eating. that we can laugh at what we per festive state where the normal world from the world of care and responsi ments, and with the ability to create Thus, oddly, we laugh at the comic ceive in him as varying from the bility Prince Hal, "If all the year an environment both attractive and ests and initiatives of the individual of law, reason, and responsibility is members; the officers simply facili hero when he is nonhuman or in social norm or ideal. Although the turned upside down. In Midsummer were playing holidays, To sport would sound. tate those efforts. We will, however, flexible, and also when oppositely he tragic hero similarly varies from the Night)s Dream) the gross ass-headed be as tedious as to work." That is continue the Wednesday night lec bends, yields, or compromises an norm, we do not laugh at him (un Bottom is made love to against all to say, holiday and work have a com Scholastic: Do you think that his ideal on his way to embraCing the so less we are like Melina Mercouri in plementary relationship. Each is im type of association is a valuable one ture series and the periodic mailings reason by the ethereal Fairy Queen' this year; through the Society's ef cially acceptable norm that pertains Never on Sunday) because he is and in Henry IV the licentious lord portant for setting the limits of and to promote student enthusiasm? at the end of a pure comedy (I say highly individualized; we get inside for defining the other. One without forts, a new philosophy course will of misrule Falstaff is enthroned as be offered next semester, "Natural "pure" because satire and modern him (either by means of soliloquy or king in the tavern world. Such in the other would be tedious, destruc Wegemer: The enthusiasm definitely Law and Professional Ethics." We tragicomedy, or "dark" comedy are of private intimate scenes with loved versions from the norm, or topsy tive. It is fun to leave the normal exists here at Notre Dame, and given different from pure comedy and be ones) and so become emotionally in world to partake of the license and the demands of professional life and will also conduct an extensive survey turvydom, we find in 'life on holi this fall on student views on educa yond my scope here). But even more volved with him. Our detachment days, or vacations (i.e.) when the freedom from restraint that prevails the complexity of contemporary is oddly, we pity and fear the comic from the comic hero permits us to on festive occasions, but if the comic sues, I am convinced that the popu tion, with subsequent panel discus normal time and activities of the sions in the spring. D hero's tragic counterpart whose in laugh free of guilt at his variations workaday world are vacated or sus hero is to achieve happiness in the larity - and necessity - of .such flexibility, resolute and unbending from the norm. Our involvement pended), which are society's means of end, he must give over his abnormal groups will definitely grow.' Every will, and inability or refusal to com with the tragic hero prevents our allowing its members to renew them behavior and return to the responsi generation needs saints: examples of promise an ideal drive him relent laughing at his variations from the selves by indulging freely in modes bilities of the normal world. When incarnate virtue, proof that heroism lessly to destruction and death. How norm, and instead arouses our pity of behavior completely at odds with Hal rejects Falstaff, the incarnation is not dead, encouragement that the come such antithetic responses (and fear) for him as we see them normal everyday behavior. Thus it is of the holiday spirit in life, he is battle - no matter how hard - can laughter at the inflexibility of the leading him to inevitable destruction. that during New Year's and Mardi rejecting the holiday spirit in himself be won. comic hero, and pity and even ad Comic structure is almost as se i Gras festivities, sober adults dress in order to become a successful king. miration for the unchanging resolve vere with those who cannot or will themselves for masquerade balls to And depending on how we respond Scholastic: Personally, what have of the tragic hero ? We can laugh not change as is tragic structure. At 'play roles contrary to their true to the relationship between work your interest and involvement in the when pained (as in "dark" comedy) the end of a comedy, any unregener selves. Thus it is that at spring and play, Hal's rejection may be Thomas More Society been? an~ cry when happy. But physio ate comic character (such as Shy break stUdents like lemmings head viewed as comic or tragic. D logIcally we ordinarily cannot laugh Wegemer: Having worked in Wash lock or Malvolio) is rejected from for the antithetical world of Florida Circle Camera and cry at the same time. We can the comic harmony. Only those comic beaches, and when they return en ington for six years, I am anxious to alternately, but usually not at the c~aracters who change, who recog gage in An Tostal festivities. On Announces the Fall same time (although occasionally we nIze their false identities, who re ~uch "festive" occasions, normality Schedule of Courses do when we watch a comic genius pent, in short, only those who yield IS turned on its head, social and for the photographer: Cameral Advanced Camera Techniques Available Light Photography Light and Composition Photographic Modeling IIlIir {)('{;IHH "",11(' \!llllWltll,'IJIIIUII Glamour Photography For Women Only WE WOULD LIKE TO WELCOME Photo Cosmetics Darkroom Techniques HOURS Featuring: CHERRIE JOHNSON Oven-baked omelettes and apple pancakes. TO OUR SALON Mon. 8:30.5:00 The Camera I session is Free II\) 'REDI

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24 SCHOLASTIC OCTOBER) 1982 25 & 4

24 SCHOLASTIC OCTOBER) 1982 25 , , i: , i (continued from page1S) to personal acceptance or rejection eU/tUff Updatf of their claims is he truly "liberally educated." While he spends three years learning what man has made ART LECTURES MUSIC of the world, the student is con THEATRE stantly comparing the ideas of our ... at the Snite Museum of Art Nov. 3 - "Sculpture: The Space Conneelion" ... at Notre Dame 'Nov. 3 _Mark Twain in Person - O'laugh culture's great minds to his own con - Glenn Zweygardt, Asst. Profes lin Auditorium - SMC - 8 p.m. cepts. One deals not with "dead ques Until Dec. 26 - The Golden Age of Dutch Art: sor of Sculpture, NY State College Nov. 4 - Noon concerl: Notre Dame Jazz 'Nov. 12, 13, 18, 19, 20-The Maids by tions," but with urgent issues faced The Dreesmonn Colleelion of Ceramics, Alfred Univ. - 8 :00 Band - Direeled by Rev. George Jean Genet-Di Print, Drawing and Photogra p.m. - Annenberg Auditorium. Wiskirchen, C.S.c. - 12: 15 p.m. in daily life. The concepts and values reeled by 'leonard phy Gallery. Annenberg Auditorium. studied are often ancient in their Nov. 9 - "Nigerian Naturalism: The Art of Powlick - Wash origin, but have immediate modern Oel. 24·Dec. 19-Traditianal African Art in lie" - Douglas Bradley, Curator, ... at Saint Mary's ington Hall, ND the Brill Family Collection Snite Museum of Art- 12: 10 p.m. -8 p.m. relevance. The knowledge gained O'Shaughnessy Galleries. - Annenberg Auditorium. Nov. 4 - Guest Voice Recital - lillie Theatre DANCE through the Program will never be -8 p.m. come obsolete, indeed, the study of Oel. 31-Dec. 12-William Kremer: One Man Nov. 14 - "Fiber Art"-Magdalena Abakon Nov. 13, 14 - Abiogenesis - laFortune Ball Exhibition -O'Shaughnessy witz - 2:30 p.m. - Annenberg 'Nov. 10-Rhythmic Union - O'laughlin Au room, ND - 8 p.m. (13); 1 :30 the classic ideas has the most far Galleries. Auditorium. ditorium - 8 p.m. p.m. (14) - Donations ac reaching and long-term application (Gallery hours: T-F, 10 a.m.-4 p.m.; S-S, cepted. Call 283-7976 lor in Nov. 11 - Area Composers Concert - Roger of any pursuit. Hence students are Nov. 7-Dec. 19 - Hedrich-Blessing: Architec 1-4 p.m.; Closed M) formation. confident upon graduation that they tural Photography 1930- Briggs, coordinator - Wile Theatre SHARE 1980-0'Shaughnessy Gal -8 p.m. ('Tickets required; for reservations, information have received an eminently valuable ... at Saint Mary's College call (219) 284-4626.) leries. Nov. 14 - SMC Wind Ensemble Concert education and are well prepared for Nov. 8-11 - Portfolio Review - All galleries. THE Roger Briggs, coordinator - lillie any pursuit. A graduate of the Pro (Gallery hours: M-F, 9:30 a.m~- J 2 p.m., Theatre - 8 p.m. gram is not trained for any particu J p.m.-3 p.m.; Sun., 1-3 p.m.; Closed Sat.) lar career, rather, he is trained for COST life - trained to live and think as a (continued from page ~~) conscious, knowledgeable heir of his OF and Letters/Engineering double ma upon the value of the additional de Western cultural tradition. I think The suggestion of an integrated jor, she projects computer literacy gree in liberal arts. "The benefits Balloon this personal growth in wisdom is LIVING. education, however, is still held in courses for wholly liberal arts ma gained from the extra year cannot the ultimate aim of any education, highest regard, both'for reasons of jors. "In the next ten years I foresee necessarily be measured in, terms of Delight and is best afforded at Notre Dame practicality and value. The Arts and a computer course for liberal arts salary or job position. Rather,' the in the Program of Liberal Studies. 0 Letters/Engineering double major is majors, requir~d in the same sense personal rewards justify the time of increasing popularity here at as is mathematics today." A need spent in the program." Neither col Makes a hit Alice Douglas is a senior Program of Notre Dame since its inception in for familiarity with the technical as lege allows anything to be eliminated. ~ Liberal Arts major from Memphis) GIVE TO THE 1952. Currently there are seventy pects of our society has necessitated It with that guy or gal! is a rigorous program, asserted Tennessee. AMERICAN students, sophomore through fifth these requirements. Marley, but highly beneficial. CANCER SOCIETY. year, in this category. Historically, math and science In conclusion, the most merito Kathleen Maas Weigert, Dean of have always been a part of the lib rious education' is one which fuses This space contributed as a public service. the College of Arts and Letters, be eral arts. Jerry Marley, Dean of En- , vital arts and letters instruction with lieves that liberal arts stUdents need gineering, stated that this is often practical technical knowledge. The to develop a familiarity with the forgotten by those who criticize four benefits of such a well-rounded study technological direction of our age. years of engineering study as being remind one of the enduring ideal of Recognizing; the value of the Arts toO. technical. Dean Marley agreed the Renaissance man. 0 Patty N orrborn Beauty Consultant (continued from page 19) wisdom which has learned the lim exist at all if it were not good .... its of human knowledge. It is there (pp. 148-149, Beyond Tragedy) 1758 Crestwood Blvd. Announcing ... edge with the understanding that fore an approach to life with awe, Liberal education can be a wonder South Bend. Indiana with each new thing we learn' we are hope, and fear. With awe because ful approach to life because it is so a different person, blessed not with it knows the mystery of life, is actively an approach to God. We, I offer FREE complimen more knowledge, as acceptance but something more than an unknown become less haughty and more toler tary facials which I will do Scholastic's premier FICTION knowledge as perseverance. region not yet explored by an ad ant of our fellow human beings. We at your home or you may CONTEST. Open to all ND/SMC Perhaps our problem with liberal vancing science; with hope be value our gift t6'~1ee a deeper mean students. education on the whole, then, is that cause "it doth not yet appear ing in life and to act in such a way come to mine. The facial we do not yet know its means be what we shall be" and no record as to help others know life's good takes from 11/2-2 hours. cause we fall short in our perception of past history gives us an ade ness through our words and by our' When the facial is com of what it is. Liberal education, like quate clue of what creative om deeds. Liberal education leaves that pleted you are ready to First· , second· , and third people, should be treated as an end nipotence may bring forth out of much of a responsibility to those Can be picked up face the world with a place cash prizes. and not a means only. That end, I the infinite possibilities of exis who are a product of its curricula, or delivered. fresh-new- lovely look. think, is a chiidlike curiosity with tence; with fear because it knows and it is a responsibility which rises this world so as to prepare us for the the possibilities of evil, which ap above ideology. PLS can neither For A Free pear at each new turn of history, claim to do this, nor to be a liberal 256-0062 All entries due to Scholastic of· next. Reinhold Niebuhr said another School Colors Available. Complimentary Facial fice (third·floor LaFortune) by thing worth remembering: are never adequately anticipated approach to the Classics. The color Dec. 4. by an analysis of the past. The is simply not there. 0 (formerly Call: (219) 232·6220. childlikeness . . . lies on the other wisdom of such childlikeness will Jeffrey Monaghan is a senior The Balloon Bowkay) prefer its hopes to its fears, know side of sophistication. It is not the ology rrw,jor from Superior) Wiscon 420 South Spring Street Limit: 2000 words. childlikeness of a primitive igno ing that good is more primary sin. This is his first contribution to Mishawaka rance but the childlikeness of a than evil, that the world could not Scholastic.

26 SCHOLASTIC OCTOBER) 1982 27 , , i: , i (continued from page1S) to personal acceptance or rejection eU/tUff Updatf of their claims is he truly "liberally educated." While he spends three years learning what man has made ART LECTURES MUSIC of the world, the student is con THEATRE stantly comparing the ideas of our ... at the Snite Museum of Art Nov. 3 - "Sculpture: The Space Conneelion" ... at Notre Dame 'Nov. 3 _Mark Twain in Person - O'laugh culture's great minds to his own con - Glenn Zweygardt, Asst. Profes lin Auditorium - SMC - 8 p.m. cepts. One deals not with "dead ques Until Dec. 26 - The Golden Age of Dutch Art: sor of Sculpture, NY State College Nov. 4 - Noon concerl: Notre Dame Jazz 'Nov. 12, 13, 18, 19, 20-The Maids by tions," but with urgent issues faced The Dreesmonn Colleelion of Ceramics, Alfred Univ. - 8 :00 Band - Direeled by Rev. George Jean Genet-Di Print, Drawing and Photogra p.m. - Annenberg Auditorium. Wiskirchen, C.S.c. - 12: 15 p.m. in daily life. The concepts and values reeled by 'leonard phy Gallery. Annenberg Auditorium. studied are often ancient in their Nov. 9 - "Nigerian Naturalism: The Art of Powlick - Wash origin, but have immediate modern Oel. 24·Dec. 19-Traditianal African Art in lie" - Douglas Bradley, Curator, ... at Saint Mary's ington Hall, ND the Brill Family Collection Snite Museum of Art- 12: 10 p.m. -8 p.m. relevance. The knowledge gained O'Shaughnessy Galleries. - Annenberg Auditorium. Nov. 4 - Guest Voice Recital - lillie Theatre DANCE through the Program will never be -8 p.m. come obsolete, indeed, the study of Oel. 31-Dec. 12-William Kremer: One Man Nov. 14 - "Fiber Art"-Magdalena Abakon Nov. 13, 14 - Abiogenesis - laFortune Ball Exhibition -O'Shaughnessy witz - 2:30 p.m. - Annenberg 'Nov. 10-Rhythmic Union - O'laughlin Au room, ND - 8 p.m. (13); 1 :30 the classic ideas has the most far Galleries. Auditorium. ditorium - 8 p.m. p.m. (14) - Donations ac reaching and long-term application (Gallery hours: T-F, 10 a.m.-4 p.m.; S-S, cepted. Call 283-7976 lor in Nov. 11 - Area Composers Concert - Roger of any pursuit. Hence students are Nov. 7-Dec. 19 - Hedrich-Blessing: Architec 1-4 p.m.; Closed M) formation. confident upon graduation that they tural Photography 1930- Briggs, coordinator - Wile Theatre SHARE 1980-0'Shaughnessy Gal -8 p.m. ('Tickets required; for reservations, information have received an eminently valuable ... at Saint Mary's College call (219) 284-4626.) leries. Nov. 14 - SMC Wind Ensemble Concert education and are well prepared for Nov. 8-11 - Portfolio Review - All galleries. THE Roger Briggs, coordinator - lillie any pursuit. A graduate of the Pro (Gallery hours: M-F, 9:30 a.m~- J 2 p.m., Theatre - 8 p.m. gram is not trained for any particu J p.m.-3 p.m.; Sun., 1-3 p.m.; Closed Sat.) lar career, rather, he is trained for COST life - trained to live and think as a (continued from page ~~) conscious, knowledgeable heir of his OF and Letters/Engineering double ma upon the value of the additional de Western cultural tradition. I think The suggestion of an integrated jor, she projects computer literacy gree in liberal arts. "The benefits Balloon this personal growth in wisdom is LIVING. education, however, is still held in courses for wholly liberal arts ma gained from the extra year cannot the ultimate aim of any education, highest regard, both'for reasons of jors. "In the next ten years I foresee necessarily be measured in, terms of Delight and is best afforded at Notre Dame practicality and value. The Arts and a computer course for liberal arts salary or job position. Rather,' the in the Program of Liberal Studies. 0 Letters/Engineering double major is majors, requir~d in the same sense personal rewards justify the time of increasing popularity here at as is mathematics today." A need spent in the program." Neither col Makes a hit Alice Douglas is a senior Program of Notre Dame since its inception in for familiarity with the technical as lege allows anything to be eliminated. ~ Liberal Arts major from Memphis) GIVE TO THE 1952. Currently there are seventy pects of our society has necessitated It with that guy or gal! is a rigorous program, asserted Tennessee. AMERICAN students, sophomore through fifth these requirements. Marley, but highly beneficial. CANCER SOCIETY. year, in this category. Historically, math and science In conclusion, the most merito Kathleen Maas Weigert, Dean of have always been a part of the lib rious education' is one which fuses This space contributed as a public service. the College of Arts and Letters, be eral arts. Jerry Marley, Dean of En- , vital arts and letters instruction with lieves that liberal arts stUdents need gineering, stated that this is often practical technical knowledge. The to develop a familiarity with the forgotten by those who criticize four benefits of such a well-rounded study technological direction of our age. years of engineering study as being remind one of the enduring ideal of Recognizing; the value of the Arts toO. technical. Dean Marley agreed the Renaissance man. 0 Patty N orrborn Beauty Consultant (continued from page 19) wisdom which has learned the lim exist at all if it were not good .... its of human knowledge. It is there (pp. 148-149, Beyond Tragedy) 1758 Crestwood Blvd. Announcing ... edge with the understanding that fore an approach to life with awe, Liberal education can be a wonder South Bend. Indiana with each new thing we learn' we are hope, and fear. With awe because ful approach to life because it is so a different person, blessed not with it knows the mystery of life, is actively an approach to God. We, I offer FREE complimen more knowledge, as acceptance but something more than an unknown become less haughty and more toler tary facials which I will do Scholastic's premier FICTION knowledge as perseverance. region not yet explored by an ad ant of our fellow human beings. We at your home or you may CONTEST. Open to all ND/SMC Perhaps our problem with liberal vancing science; with hope be value our gift t6'~1ee a deeper mean students. education on the whole, then, is that cause "it doth not yet appear ing in life and to act in such a way come to mine. The facial we do not yet know its means be what we shall be" and no record as to help others know life's good takes from 11/2-2 hours. cause we fall short in our perception of past history gives us an ade ness through our words and by our' When the facial is com of what it is. Liberal education, like quate clue of what creative om deeds. Liberal education leaves that pleted you are ready to First· , second· , and third people, should be treated as an end nipotence may bring forth out of much of a responsibility to those Can be picked up face the world with a place cash prizes. and not a means only. That end, I the infinite possibilities of exis who are a product of its curricula, or delivered. fresh-new- lovely look. think, is a chiidlike curiosity with tence; with fear because it knows and it is a responsibility which rises this world so as to prepare us for the the possibilities of evil, which ap above ideology. PLS can neither For A Free pear at each new turn of history, claim to do this, nor to be a liberal 256-0062 All entries due to Scholastic of· next. Reinhold Niebuhr said another School Colors Available. Complimentary Facial fice (third·floor LaFortune) by thing worth remembering: are never adequately anticipated approach to the Classics. The color Dec. 4. by an analysis of the past. The is simply not there. 0 (formerly Call: (219) 232·6220. childlikeness . . . lies on the other wisdom of such childlikeness will Jeffrey Monaghan is a senior The Balloon Bowkay) prefer its hopes to its fears, know side of sophistication. It is not the ology rrw,jor from Superior) Wiscon 420 South Spring Street Limit: 2000 words. childlikeness of a primitive igno ing that good is more primary sin. This is his first contribution to Mishawaka rance but the childlikeness of a than evil, that the world could not Scholastic.

26 SCHOLASTIC OCTOBER) 1982 27 -TIle Last Word------

by Beth Healy Come see our new Phone store at 277-291 The value of the liberal arts revolves around the N. Village PiZZA For ACE concept that there is something beyond the sensory, Mall PARLOR The Best HARDWARE L=~ beyond collected data. Whether the chicken or the egg came first is of little importance compared to the fact US 31 N 1Ul1rl~'!i grl'IIIl'!i1 pizzlI. that they exist, that they were created. Ideally, educa Ii tion must liberate man to look beyond what he sees. Man is not merely a biological mass of flesh and bones. ACE IS THE PLACE The liberal arts free man to discover his soul, the Any Large Pan WITH THE HELPFUL HARDWARE MAN creativity of man modeled after the Creator. ONLY HOURS-- or 7,30 AM To 5,30 P.M. Moreover, man's responsibility to material reality, Closed Sunday to his fellow man, stems from the mystery of creation. Family Size 272-7535 In creation, man experiences the gift of existence. • PAINTS Pizza • TOOLS In that God, in his unlimited love, takes responsibility $5.99 • PLUMBING & for man's existence, it follows that man must take With one item ELECTRICAL FREE PARKING SUPPI.IES responsibility to advance, improve, and develop that Expires: 12/6/82 FRONT & REAR • GARDEN existence. SUPPLIES 219 DIXIE WAY • HOUSEWARES Man does not live by bread alone. His soul must • HARDWARE also be fed. It appears that education in the discovery See what's shakin' NO. IN ROSELAND • SPORTING of truth feeds both hungers. In fact, it is Jesus Christ, GOODS God became man, the "non-material" became "ma at Shake 'sl St. Thomas Aquinas wrote, "The discovery of truth terial/, who best illustrates this dual responsibility. is the fruit of studious enquiry." Notre Dame is most Christ fed men's souls and bodies. He brought the definitely a place of studious enquiry. Therefore, it Word of God, the ultimate truth, to the people. He also should also foster the discovery of truth, the Truth. multiplied loaves and fishes and changed water to wine. Historically, the liberal arts have been the avenues Man has the responsibility to pursue the liberal arts, to the discovery of truth. In that the liberal arts the discovery of truth, if for no other reason than that influence reality, they search for truth beyond ob God exists and the end is nonmaterial. Secondly, be servation and experimentation, beyond what man can cause God does exist, he has the responsibility to carry know through the senses. Education as a means of his commitment to material reality to completion. seeking the end must seek the proper end which for Believing this, he must also surrender to God's will, for every man is participation in eternal life with God. life does not end with the material and God will provide. The liberal arts are designed to help man discover And that, my friends, is the truth. 0 his end. We view history as a discussion of man in society; theology as a study to acquaint man with his final end, God; philosophy as an exploration of man's intellectual and spiritual being; and language and art Coming Next as an avenue for man's· expressive and creative soul. The premises of these disciplines cannot be proven Issue. .. t by scientific methods. They surpass the boundaries of man's experimentation. Education addresses both the material and nonma terial realms of reality. To ground education in the material is to condemn man to a finite end. To limit • OFFSET PRINTING. PHOTOCOPYING education to the nonmaterial is to ignore man's re RESUME' • LETTERHEADS. ENVELOPES sponsibility as a member .of society, to provide for him BUSINESS FORMS. NCR FORMS self and others. Neither is mutually exclusive. FOLDING. CUTTING. COLLATING. PADDING If modern education seeks to develop the whole man, • PLASTIC RING BINDING it must seek to integrate both the material and non • COMPUTER PHOTOTYPESETTING SERVICE material realities. The real danger surfaces when students seek the material end before, or instead of; Qri~~Jn\; • QUALITY • SERVICE • ECONOMY the nonmaterial. 277-3355 Educators often cry that learning is threatened e&!!it". by technology. However, this cannot be of grave 247 DIXIE WAY (U.S. 31) NORTH concern if the proper end of ·education, the discovery The Now Printers .. of truth, is kept in focus. The question of the validity of the liberal arts has only arisen in light of scientific advancement. The sciences only threaten the discovery of truth if bound by the senses, the material end. However, it.is possible, indeed necessary, to couple man's material talents with his discovery of the truth.

28 SCHOLASTIC -TIle Last Word------by Beth Healy Come see our new Phone store at 277-291 The value of the liberal arts revolves around the N. Village PiZZA For ACE concept that there is something beyond the sensory, Mall PARLOR The Best HARDWARE L=~ beyond collected data. Whether the chicken or the egg came first is of little importance compared to the fact US 31 N 1Ul1rl~'!i grl'IIIl'!i1 pizzlI. that they exist, that they were created. Ideally, educa Ii tion must liberate man to look beyond what he sees. Man is not merely a biological mass of flesh and bones. ACE IS THE PLACE The liberal arts free man to discover his soul, the Any Large Pan WITH THE HELPFUL HARDWARE MAN creativity of man modeled after the Creator. ONLY HOURS-- or 7,30 AM To 5,30 P.M. Moreover, man's responsibility to material reality, Closed Sunday to his fellow man, stems from the mystery of creation. Family Size 272-7535 In creation, man experiences the gift of existence. • PAINTS Pizza • TOOLS In that God, in his unlimited love, takes responsibility $5.99 • PLUMBING & for man's existence, it follows that man must take With one item ELECTRICAL FREE PARKING SUPPI.IES responsibility to advance, improve, and develop that Expires: 12/6/82 FRONT & REAR • GARDEN existence. SUPPLIES 219 DIXIE WAY • HOUSEWARES Man does not live by bread alone. His soul must • HARDWARE also be fed. It appears that education in the discovery See what's shakin' NO. IN ROSELAND • SPORTING of truth feeds both hungers. In fact, it is Jesus Christ, GOODS God became man, the "non-material" became "ma at Shake 'sl St. Thomas Aquinas wrote, "The discovery of truth terial/, who best illustrates this dual responsibility. is the fruit of studious enquiry." Notre Dame is most Christ fed men's souls and bodies. He brought the definitely a place of studious enquiry. Therefore, it Word of God, the ultimate truth, to the people. He also should also foster the discovery of truth, the Truth. multiplied loaves and fishes and changed water to wine. Historically, the liberal arts have been the avenues Man has the responsibility to pursue the liberal arts, to the discovery of truth. In that the liberal arts the discovery of truth, if for no other reason than that influence reality, they search for truth beyond ob God exists and the end is nonmaterial. Secondly, be servation and experimentation, beyond what man can cause God does exist, he has the responsibility to carry know through the senses. Education as a means of his commitment to material reality to completion. seeking the end must seek the proper end which for Believing this, he must also surrender to God's will, for every man is participation in eternal life with God. life does not end with the material and God will provide. The liberal arts are designed to help man discover And that, my friends, is the truth. 0 his end. We view history as a discussion of man in society; theology as a study to acquaint man with his final end, God; philosophy as an exploration of man's intellectual and spiritual being; and language and art Coming Next as an avenue for man's· expressive and creative soul. The premises of these disciplines cannot be proven Issue. .. t by scientific methods. They surpass the boundaries of man's experimentation. Education addresses both the material and nonma terial realms of reality. To ground education in the material is to condemn man to a finite end. To limit • OFFSET PRINTING. PHOTOCOPYING education to the nonmaterial is to ignore man's re RESUME' • LETTERHEADS. ENVELOPES sponsibility as a member .of society, to provide for him BUSINESS FORMS. NCR FORMS self and others. Neither is mutually exclusive. FOLDING. CUTTING. COLLATING. PADDING If modern education seeks to develop the whole man, • PLASTIC RING BINDING it must seek to integrate both the material and non • COMPUTER PHOTOTYPESETTING SERVICE material realities. The real danger surfaces when students seek the material end before, or instead of; Qri~~Jn\; • QUALITY • SERVICE • ECONOMY the nonmaterial. 277-3355 Educators often cry that learning is threatened e&!!it". by technology. However, this cannot be of grave 247 DIXIE WAY (U.S. 31) NORTH concern if the proper end of ·education, the discovery The Now Printers .. of truth, is kept in focus. The question of the validity of the liberal arts has only arisen in light of scientific advancement. The sciences only threaten the discovery of truth if bound by the senses, the material end. However, it.is possible, indeed necessary, to couple man's material talents with his discovery of the truth.

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L ·oN tlWJad l:lUl:llpUI 'awl:la aJloN a I" d 3ElVJ.SOd ·s·n ·Ell:lO J.1:lOl:ld-NON Is Liberal Education Falling Short?