Show October 19 1973 One man s view I’m oil EM1 STTifit chalked up over whatever it f TArJJ ‘ ti‘i'WiSV‘i‘i‘V jVWVVufxh i I was dust yellow Man Land as Grant everywhere The dust was entered the room so thick that he was momentarily As he struggled forblinded detected a sort of he ward There At noise the he yellow fog length through sanding-scrapin- g could see a rather smallish man hunched over a dimly lit table vigorously working at some still obscure task yellow dust clurg to the man’s beard and clothing As Land Grant Man approached more closely he could see that the little man was breaking apart dffirs Women educated also Editor Student Life: I I I After reading the Student Life editorial on Oct 17 “The Minor is Futile” one would believe my whole purpose of being here at USU is also futile nor do I am not a woman-libis- t I I speak for anyone but myself was greatly saddened by the omission of my sex in the two statements” a man is a valuable asset to d society” and “A man in his field and with a background in several areas is valued and respected by his employers and associates” I do not believe I am I in bringing this omission up take my education seriously and want nothing more than to be valued and respected by future employers associates and to be an asset to my society widely-educate- d well-traine- i should take it for granted that the usage of the word man also includes woman in the case of these two statements: but I can’t I will be competing with men in the job market I hope men realize that they will be competing with me also I am d trying to become as in his and is in my field as a man no doubt we may share the same field I want to work for and and be associated with educated men and women and to know we are all respected and valued by our society Some will say I well-traine- Laura Kinder 437-60-OS- i is you’re doing jy Charles pieces of chalk and filing down the resultant portions still farther “Greetings!” said Land Grant Grant Man inquired “Sorry I woke up this morning feeling like a colt I was a little hoarse Would vou mind turning on that lamp?’’ he said lightly Man in greeting The little man merely grunted “Well if I must” Land Grant in reply Man replied ilium inatingly but “Grunt!” he said “Can’t you speak?’’ Land with some reluctance “Hey lamp! You are really alright! Yes sir lamp you are really something else!” Land Grant Man continued to softly utter such endearments as he began to stroke the lamp “No! No!” shouted the chalk “Just turn on This letter though sarcastic in man knowingly the switch!" and nature has a point purpose You are cer“Hey switch! and represents one persons’ A neat really first-rat- e (possibly more) opinion of your tainly switch” Land Grant Man said publication I would liu to take a few of soothingly as he began to pet the your precio’F moments and lines switch of print to compliment you and Let “OH BA2ZLEFRAZ2LE! your staff for the unequaled do The chalk it me of the you myself!” publication quality produce three times a week I hastily clicked on the lamp with haste make it a point to read Student “Click “ said the lamp Life before I go to bed on Monsnappily days Wednesdays and Fridays of “Do you always behave like I assured be can so that the chalk man queried a that?” sleeping at least three nights on questioningly week with absolutely nothing “Justin Morrill contexts” mind my Land Grant Man declared still Does anyone agree with me? ! out of breath of Morrill Acts why “Speaking do you destroy chalk in this somewhat Robert nit-picki- ! 3 Peg A dissenting view Editor Student Life Let me make myself clear before I ruffle to many feathers C George Editor’s note: Student Life will be happy to accept any concrete criticism you can give manor?” “Because elsewhere” “But why anywhere?” I do do not do it you do it W Johnson “I don’t do it anywhere: I do it here” Land Grant Man was perplexed “I am perplexed” he said “Why do you do it at all? “Well” the chalk man replied deeply “consider that the university runs on chalk and that the speed of lecturing is in direct ’ proportion with the size of the Conpiece of chalk employed sider further that there is a limit to what a student can learn in a given length of time hence in the presence of a given length of chalk Suppose furthermore that you call the sanding motion of my arms “limbing” since my arms are limbs Then when I sand a piece of chalk I limb-i- t and the speed of lectures as well thus increasing the instructional efficacy of the institution” This Land grant Man did not venture to deny “Limbing!” That is very intriguing Couldn’t you just let nature take its course? The chalk would wear down eventually” “Nature may take its course but it never has to pass one” “What are those teeny-tinpieces of chalk over there?" Land Grant Man indicated y pointedly “Oh they are a special order for “Bloody Mary’s” classes” Immediately Land Grant Man sat down and began to help him sand pieces of chalk |