Vignettes...social clubs By LaMOYNE GARSIDE La Dianaeda Phoenix Excelsior Sigma Tiki Skull Otyokwa Chanodo Alpha Rho Vikings 22 EDITORIAL Stand Back: Weber is the People's Baby Somebody is heckling Weber College. And the people of the Weber College area do not go for it. The first inspiration was to give the school back to the church which originally owned it when it was two buildings. Public response to this idea was the same as it would be to giving the United States back to the Indians. More recently, but equally objectionable to the citizens of this area, was the suggestion that Weber be made a part of the University of Utah. Because of the caution with which the proposal began to circulate, the reaction was not immediately violent as it was to the first notion. But the feeling of the citizens was that someone was trying to trick them on the sly without proceeding openly and through the usual channels. Weber College's traditional friends had not been properly informed, they felt. But once the proposal had made the rounds as scuttle-but, the response was about the same as to the first one. It was an attempt to put the Ogden school under a lid and to quench forever its soaring ambitions to grow up and be a big boy some day. These reactions parallel closely the responses of a mother bear when strangers attempt to adopt her cub. Evidently the people of this area consider Weber College their own and have it established in their hearts and in the long run intend that it shall be a mighty institution operating beyond the two-year limitation now upon it. Their attitude is downright baleful toward the "rich and powerful" among us, whom they name off with informed ease, who would turn Benedict Arnold against their own school. Queer People (Continued from Page 15) Then there is the teacher who "gives you the assignment after the bell has rung, thereby making you late for your next class. The halls are like the Indianapolis Speedway." Teachers spend much time and money in order to meet the requirements of their profession. The thing that seems queer to you is that even though their knowledge and skill would bring a higher salary in the industrial market, they choose to teach. They believe that you are top issue and they attempt to fill up the vacant spaces in your cranium with thought for today and wisdom for tomorrow. You think that maybe theirs is a vain endeavor, but just out of curiosity as to the outcome, you are willing to "string along with them now and then." Well kids, so much for your inning. Now the teachers of Weber, asked how they feel about the students, come to bat with the following comments: In the matter of scholarship, so teachers say, a lot of you cling to "high school attitudes." You have paid your tuition, put your monicker on the college register, but you're not getting your money's worth. "You're failing to live up to your highest potentiality and are content with mediocre ideas." You are college students, but you "don't expect to do college work." There's one ray of light in the general gloom though "Geology students here (at Weber) are superior to average college students," we are told. There's hope and help for the rest of you too, if you will seek the guidance of your instructors. Maybe you'll have to give them the signal, but they'll help you meet your problems if you'll send up a flare. When it comes to the question of social integration, the answer of teachers is "yes and no." Since most of you have your homes in Ogden, "contacts of long standing still remain. Church affiliations, identification with high school and previously existing social groups make loyalty to college-sponsored activities difficult. You may be an entirely integrated person within such groups, but it doesn't show up on the campus." On the other hand, some teachers believe that the "bonds of friendly brotherhood are a little too strong." The emphasis is on social contacts rather than on book busting. You know which groove you're in. As to personality integration, some of you are well rounded, others lack maturity. An inferiority complex, "that handicap of the poorly adjusted . . . can assume crippling proportions unless brought under control." While the complex may have had its origin in childhood, some of you unknowingly promote its growth when you "don't do enough solid work to gain some confidence in yourself or to win the teacher's praise both very necessary to complete personality adjustment." The circle, once formed, often enlarges and may be a "serious drawback when college days are over and you have to make your own living." A belief that you're just as capable as the next fellow, and honest, hard work to back it up, will work both ways to take the kinks out of your badly bent ego. If you think you've got something to complain about, just lend an ear while the prof lets off steam about you. "You're too unsettled," he says. So is everyone else. So is the whole world. Admitted, but you don't try to get back on the hinges. You "don't take advantage of the instructor's experience; the opportunity to make new friends; the wealth of material in library and text books; . . . the lecture and concert series." Whether or not the cause is external or just an habitual frame of mind, some teachers think that you "pay too little attention to what is being said in class." As to grades, they know you all expect an "A" and are so sorry not to be able to oblige in all instances. In your relationships with them, teachers find that you are "friendly, pleasant, respectful, sincere." Teachers "take a great interest in student problems ... an interest that sometimes you don't credit them with." If you believe that they are giving you material of no use to you, your attitude toward them is "sometimes antagonistic," but have patience, the value will show up later. And don't kid yourself teachers know when you are buttering them up to get a good grade. As to assignments, didja know that teachers consider two hours' preparation for every one hour class the minimum? Do you come across? No. You'll "slide if the teacher will let you, and often in spite of him." It's up to him to "challenge each of you to the top of your ability." One nice prof (name given on request), says that "inadequate preparation is due to the teacher's attitude." Contrary to belief, teachers don't think you're lazy. They think you "try to do too much" not all of it in the way of study though. Many of you are working your way through college. Extracurricular activities and dates muscle in on study time. You don't get down to brass tacks when it comes to lessons. One teacher said of the boys, "Their energy is miss-directed." 23