OCR Text |
Show Friday, May 28, 1965 SIGNPOST Page 2 EDITORIAL The Role of Student Government At Weber State College By Steve Bennion-ASWSC Business and Finance Vice President As we reach the end this school year, those of us who have participated in Student Government have a tendency to look back upon the events of the year, and wonder whether or not anything was really achieved through our collective effort. We certainly hope that our activities during the year have contributed to the eventual attainment of the maturity to which the studentbody of Weber State College destined. It is my feeling, how-however, that the role of Student Government has not kept pace with the growth of the Institution of which we are a part. In other words, the organization of the Associated Students of Weber State College does not represent the majority of students on campus, rather, it consists of a small group of students who are interested in the program of activities presented, and gain benefit through participation in these activities. The College also derives some benefit from the activities of these people, for the program of activities, as a whole, furthers the stated objectives of the school in that the student is given the chance to avoid becoming academically learned at the expense of important social graces. It is my contention that it is the studentbody as a whole which fails to derive the benefits which are available through the program of Student Government. This situation exists not because, of a lack of leadership ability of elected student leaders, nor is it caused by a lack of Administrative support, rather, the fault lies upon the entire studentbody. In short, the studentbody does not support the studentbody organization, and, therefore, fails to take advantage of the benefits of the program of Student Government. I would suggest that this is a rather deplorable situation, for each student contributes a share of his fees paid at registration to finance the program of Student Government. During the school year 1964-65, the studentbody contributed a total of $44,567.00 to finance the activities of the Associated Students of Weber State College. It seems to me that this is a rather high price to pay for apathy. The point of this writing is an attempt to encourage those of you who will return to Weber State next year to become an active part of your Student Gvoernment and support it's program of activities to the best of your ability, for it is only through the support and activity of each individual student that the program of Student Government will truly represent the studentbody of Weber State College. Challenges, Disappointments, Greet Weber State Graduates By George Butsikares Once again commencement time approaches. Once again those about to graduate approach with awe and anticipation intermingled to confront the future with its myriad challenges and perplexities. Once again the commencement speakers prepare to deliver the usual cliches and golden aphorisms subconsiously intended to be impressive, but not necessarily expressive of the deepest, most penetrating truths. And once again too many graduates will find failure, mediocrity, divorce, and unhappiness. What things should be said to this, the graduating class of this age or of any age? What can past experience, from those who have been out in the world and tasted directly of its bittersweet power, say to those who have heard the theories and suppose them fact, to those who will have sheepskin confidence, and to those who have naively suppose that their existence in a society of a theoretical nature, intended to be ideal, for four years more or less, has left them learned. For men and women crammed with untried facts remembered only for tests are generally of Professor Smith's school or of Dr. Jone's persuasion. The philosophy of life most students adopt most readily is not necessarily that philosophy which leads to greatest happiness, but rather which philosophy was packaged most attractively, and which one was presented by the most persuasive teacher. That's the way of life depicted might or or might not lead to happiness is too often only incidental. The bitterness behind for example an atheistic teacher's diatribes is too often ignored in the rush to appear "intellectual." First, the greatest joy possible in life is that of rearing a family well. All other considerations should be subsidiary to that. For it is by seeing life anew through the eyes of children that man may become renewed within and retain true perspective and grali- The thoughts about to be presented here, however, are mora than just scholastic guesswork intended to impress at commencement time. They are truths meant to remain with the graduate thoughout life and to be guiding lights to happiness. tude. Second, no life has adequate motivation toward principl e d moral living, when the storms of affliction and the pressures of the extreme tests of life come, if it is not anchored on the solid foundation of active, commited belief in God. It is not God who is on trial: it is mankind (and the happiness of the individual). Third, no man is mature unless he has learned to accept responsibility for his acts. It is an irrevocable law of nature that only cause can bring effect. And may men have had cause to regret that they did not conform to the ancient Judaeo-Christian code of ethics because of petty rationalization. The late Cecil B. DeMlle in a commencement address at Brigham Young University made the memorable comment, "No one breaks the ten commandments. He only breaks himself against them." Fourth and last, cheerful service to others is the only road to happiness. He who cheerfully serves others avoids the pitfalls of self-indulgence,self-centered-ness, and their corollary, self-pity. There is not true success without learning to get along with people, and people do not proffer their approbation to others unless those others are intelligently selfless in their actions. These thoughts, then are a few brief suggestions to those who are about to graduate. The test of the future happiness of any man lies in how well he keeps and lives those thoughts. LITTLE MAN ON CAMPUS " ILettevs to the eititor Dear Laurence: Now, Larry, if someone has snitched "Here Come the Chopper to Cut off Your Head" it wasn't because of my letter, for the letter didn't appear in the Signpost until the exhibit was over and all the "pictures removed from the wall. I have a feeling its disappearance might be attributed to a prank by some students, and that it will show up again one of these days elsewhere. Seriously, though, I agree with Matthew Arnold who agreed with M. Sainte-Beuve, who said, "In France, the first consideration for us is not whether we are amused and pleased by a work of art or mind, nor is it whether we are touched by it. What we seek above all to learn is,' whether we were right in being amused with it and in applauding it, and in being moved by it." Your letter implied that censoring something bad is the same as censoring something good. They are very different. If we don't censor the bad, how will we recognize what is good? We must not forfeit excellence for mediocrity or inferiority. A good artist follows certain principles in his art, and a better one follows them in his life as well. I disagree with you that an artist may never be a normal man perhaps not an ordinary man, but certainly an artist can be normal! I'm glad you have tender morals, Larry. Hold on to them. They are rather rare these days, but just as desirable as ever. Evelyn Dussal Dear Gerald: No, of course, no one was forced to view that picture which you say I consider obscene. Our "Introduction to Art" class was merely assigned to view the student exhibit and report on it which I did. And Gerald, I never said I was "fascinated" by that picutre repelled, yes, but please not fascinated. Eveyln Dussol Msm-rv Ml! TH LAr week: vtz so of school my' eiuoem eem to SORfA VOW FKOM OUR PBSULAK Clt&GKXW gcUTlN'e LITTLE MAN ON CAMPUS 1(1 I'T fmn . . . . J-?flf THIS KfcPOKT PZOW YOUR INZTZjCTOZ y 10U ezm TO HAVE A HARP TIME PAYWQ ATTt.Vr.". CUBS." LITTLE MAN ON CMUS T 11 HOW COME We've WZtteP PODS HAia? YAK5TO SENlD TtXJ THPU COLLEGE AM' YOU VOfi'T HV0 WONE TO SHCW fDI? IT? |