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About The daily Nebraskan. ([Lincoln, Neb.) 1901-current | View Entire Issue (Sept. 27, 1971)
B LWOIVEMENT- If you can't give of yourself what's left in life Drug reforms on the way? Although student use of illegal drugs is widespread, the University has done very little to develop realistic policies or programs concerning drugs. Now at last, some action is being initiated in the area. The Council on Student Life last week requested that a committee on drug education, rehabilitation and treatment be appointed by Student Affairs to establish drug education programs on campus and identify "resources, for both acute and long-term treatment of students with drug problems." The CSL action comes after an ad hoc committee on drugs found that interaction between campus agencies that could deal with drug problems "apparently does not exist to any great, or even desirable, extent" As a result, students with drug problems have had to seek help off-campus. The Council also voted last week to formulate a new policy on drugs, which, if approved by the Board of Regents, would replace the current antiquated policy, which states: 'The University recognizes no rationale for even a single instance of drug misuse." Under the policy, students who are caught using illegal drugs are subject to suspension from school. Clearly, the University drug policy ignores reality in three areas: -The threat of suspension in all cases works against staff and agencies becoming involved in a helpful relationship with drug users. -The widespread use of drugs is not taken into account by the policy, which was written in 1967. A survey conducted by Robert Brown of the Counseling Center last spring showed that 30 per cent of the UNL students had tried drugs and that the availability of drugs is not a problem for drug users. The current policy fails to distinguish between types and amounts of drugs and between simple possession and sale of drugs. What is needed is a new University policy that takes these three factors into account The University should stress education and treatment over discipline and should direct its efforts toward controlling the sale of illicit drugs. When possible, the University should refrain from disciplining a student who has already been punished by civil authorities for the illegal possession of drugs. CSL nas done a service in pointing out the University's neglect in the field of drugs. But a lot of work remains to be done. However, there is a problem concerning drugs that the University has no control of-namely the illegal status of marijuana. Most of the drug usage by students involves marijuana. The question becomes; should authorities enforce the law and toss thousands of students into jail? It appears that the law against marijuana is a law against a generation. A possible solution seems to be some legal recognition of marijuana, perhaps regulating its use as alcohol is regulated. Improving teaching Have you ever fallen asleep in a huge lecture class? Have you ever cursed a teacher for being so boring? Unfortunately for too many University students, the answer to both of these questions is "yes". But help may be on the way. The University's Teaching and Learning Center, organized to help the faculty develop more effective teaching skills, is conducting a program aimed at instructors of large lecture classes. Certain innovations developed in the program are already in effect For example, the history department is asking for student reactions to courses now instead of at the end of the semester and the graduate assistants in certain math quiz sections are being encouraged to develop direct individual contact with students. Vernon Williams, the Center's director, says student input is welcome in the Center's programs. The Teaching and Learning Center is performing a valuable service in its efforts to imrpove education. The Center deserves the help and cooperation of both faculty and students. Gary Seacrest fk- Dear editor, In regard to the letter by Rod Hernandez which appeared September 16, 1971: 1) I knew who Father Hidalgo was because my history books told about him. 2) Who was his source on the Alamo and Davy Crockett? Collier's Encyclopedia (and roughly 1800 other reference books) state that Crockett died defending the Alamo along with approximately 180 other men. I am not anti-Mexican, I am just pro-facts. I wonder if The Daily Nebraskan diligently researches the "statistics" printed in all its letters as well as it did this time? Mark Rasmussen EDITOR'S NOTE Rod Hernandez in his letter of Sept. 16 said there were approximately 1500 men who defended the Alamo. His source is Abel Amiaya, associate professor at Colorado State University and an expert on the history of the Southwest United States. sieve Williams fjxj and narrow Steve Williams is a student assistant in Centennial College. In my case it was a high school sociology teacher who had formerly been a girls' athletic instructor for about thirty years (especially basketball, not unusual at 6' 2") She decided to leave sports and teach sociology because she had some definite ideas about how people behave. For instance. Boys are NASTY! Girls just don't know any better. "If you wear patent leather shoes, girls, they stare at the reflection up your skirt." So she managed to outlaw patent leather shoes, then sandals. If it had been possible she would have outlawed the basic sex drive of people between the ages of VC ) Ml- bob russell Confessions of Delbert Duright, part 1 Delbert Duright started kindergarten at the age of six, a year later than most kids.This extra year had made him almost incorrigibly independent. I mean, sometimes Delbert thought he could actually decide himself what he should do. But Delbert soon found The Way. Delbert took to laying on his rug, buttoning his lip, and otherwise doing most of the proper things. Occasionally Delbert would sin, that is, step out of line, be noisy so that the class could not be let out for recess, etc. This resulted in him being sent to the corner. Delbert found the corner to be a pretty boring place. Sometimes he would be lucky and would he sent out in the hall. This was when all the available corners were already filled with other disobedients. The hall was decorated with spattered paint, so Delbert could count the dots. Once he got way up into the thousands. Class time was no joy for Delbert. But he soon understood it all. So it seems, his teacher said, that there are these things that one has to know in later life. These things might be quite boring, but nevertheless, the teacher obviously knew what was best for THE DAILY NEBRASKAN Delbert. Delbert found that he was a passive capsule waiting to be filled with knowledge that he could use in later life, although the fact wasn't apparent then. Recess was also no joy for Delbert. Sometimes it was, when the teacher would let the kids do what they wanted to. But most of the time, the teacher decided what games the class would play. In a roundabout way the teacher told the kids that these games would be useful in later hfe. Another thing Delbert found out was that if one did things the teacher liked, it was much easier to endure school. Just find out the kind of things the teacher liked, do these things periodically, and he or she would like you. This was sometimes called "brown-nosing" or being the teacher's pet, but Delbert figured that the advantages outweighed the disadvantages. He found that he didn't have to do as much work any more. It came to him that mayble this was one of those games that would come in handy in later life, although none of his teachers ever told him of that fact. Entering junior high school was no big thing for Delbert. It was only slightly more challenging. This was due to the fact that now there were lour or five teachers to figure out. Soon Delbert had the likes and dislikes of all his teachers figured out and it was smooth sailing. He also learned a new word. This word was manipulation, the name of the four or give games he was now playing. Delbert found that he was still studying boring things that would be of use to him in later life. Delbert was still obviously not competent to figure out what things he needed in later life. Decisions were to be left to adults. Delbert got elected to student council. He thought it would be nice to get out of class, while most everyone else was in class. Student council was yet another one o) these games that would be useful in later bfe. Student council was where the school administrators would try to make the members feel as if they were accomplishing something, when Ihey were actually being guided into "decision" by the school administrators. But Delbert thought: maybe this is the way democracy is, w he should probably learn how to be a good citizen. High school was more of the same. Delbert had perfected manipulation to such a great extent that he could sleep through class in a position that looked as if he was awake. The time came for Delbert to go to college, for to go to college is part of The Way and the path to success. The more college, the better. The longer adolescence is prolonged, the better. The longer dependency is prolonged, the better. Delbert went into his high school counselor's olficc. The first thing he noticed was the "Don't make waves" plague on the wall. Delbert guessed that a more appropriate name for high school counselor would be "slot finder." Delbert found his transitional slot ' at the University of Nebraska at Lincoln. He found it still more of the , same. He found that the Nebraska taxpayers had seen fit to spend millions of dollars on a colossal, bigger and better game than ever. Just scads of people to figure out and manipulate. This will be related in "Confessions of Delbert Duright, Part Two" or "Find that Slot." seven and forty. To finish off the class, or just give it a lift when the questions got hard, she would hold out her arms and, like a tightrope walker, tip-toe across the tile crack saying: "You can drift a little this way. ..or a little this way (Swaying left and right as she spoke so we would know what she meant), but in the end you must always follow the straight and narrow!" Sometimes she would continue right on out the door, leaving us to figure it out. We never did. Which brings me to the question of coed visitation. It seems that the Board of Regents long ago adopted pretty much the same idea of how far students can be trusted as my sociology teacher in high school. They impose rules designed to prolong the sexual adolescence of dormitory residents for the duration of their residency. The present dormitory environment on this campus is one which tells the student he is doing something wrong simply by being in a room with a girl in which the door is closed. Why don't the Regents ever come out to the dorms and tell the students why this is so? The reason is simple, the students aren't wrong, the voters simply have a different opinion. So, as in democracy, those in power worry about their own necks before honestly considering the effects of their decisions. The effect in this case being that it becomes much more difficult for many dormitory residents to establish mature relationships with members of the opposite sex because of antiquated assumptions. It is important that the Regents consider the idea that education is a living experience as well as a learning experience. If people are allowed to use their dormitory room as if it were their home (to be used however and with whomever the resident sees fit), we might see a significant reduction in such dormitory activities as pulling fire alarms, flooding floors with fire extinguishers, functions (John, we've matched you up with Delores tonight, good luck), fire crackers in garbage bins, and the Mid-nite Marauders. Though all these things are assuredly proud collegiate traditions, perhaps they are presently more of a nuisance than an education. Another problem with the present visitation situation is that most people ignore it. Violators are so soldom reported or "brought to justice" that a word of warning about discretion replaces eviction threats as was once the case. But nevertheless, the in loco parentis attitude still prevails and with it the idea that students are too irresponsbile to handle their own affairs outside of the classroom. There is a growing number of people who feel the Regents are irresponsbile to the rights of students who live under their jurisdiction. I would encourage the Regents to allow the dormitories to set their own visitation hours as their residents see fit. This policy has been adopted by a growing number of schools with considerable success. It would provide the student with a more relaxed atmosphere, something that is seldom considered in the "modern" dormitory with its cement block walls and layer cake architecture. mm Telephone: editor: 472 2588, newt: 472 2589. advertiting. 472 2590. Second clM pottage relet paid at Lincoln, Mebratka. The Daily Nebretkan it a ttudent publication, independent of the University of Nebratka't adminittration, faculty and student government. Addrett: The Daily Nebratkan, 34 Nebratka Union, University of Mebratka, Lincoln, Mebratka 68508. it EAST Y" East Union 7:00 pm Sept. 28th Come get involved Roffler Sculpture Kut t rM-i l HVHIIIC Mole Shag Long Hair is in Good grooming demands custom care. . . Today's long hair fashions demand even more attention to main tain that well-groomed iooK Nebraska Union Barber Shop is the mod-place where it all happens! Lower Level Nebraska Union Nebraska Union Barber Shop Walk in or appointment, 472-2459 Si kahate & eaxisMe BUSK BEIT cjsrnucntss INSTRUCTION FOR EVERYONE "SOPHISTICATED SELF-DEFENSE FOR ALL AGES PRIVATE & GROUP INSTRUCTION HOURS 9 AM -1 PM 2117 "O" Street Lincoln, Nebraska Phone 475-0726 : msmm r.v Now Playing the "NAZARETH' 2 Dance Floors fieres Minmj's now features the jijyfj l i j Cum 3 fa! LiA jj tfejl LlllnJ BIG JOHN SPECIAL, includes Triple Decker Burger with Lettuce. Diced Onions, Pickles. Toasted Bun, French Fries and Coke. here's Johnny's Restaurant 1 7th and M St. walking distance from campus serving breakfast from 7:00 open nites 'till the wee hours. PAGE 4 MONDAY, SEPTEMBER 27, 1971 MONDAY, SEPTEMBER 27, 1971 THE DAILY NEBRASKAN PAGE 5