The J-TAC (Stephenville, Tex.), Vol. 61, No. 3, Ed. 1 Thursday, January 31, 1980 Page: 9 of 12
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January 31,1980 The J-TAC Page 9
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Dr. Michael Wade, of the agriculture faculty, exhibited a
series of plants suitable for classroom use. He described
their characteristics arid survival needs to the students
enrolled in Ed. 4033, a kindergarten curriculum course,
Friday.
For
Young Juniors
No wardrobe's complete
without a young and Springy
selection of pant sets, skirt '
suits, dresses and jean looks!'
We've got 'em.. . come see!
We specialize in si?es
for the petite coed"
%
968-8200
&
&
2127 W.
Washington —
Job market's reality sours
vision of liberal education
Let us imagine the possible
educational career of a young
man entering college in 1980.
During the first year he will
do an independent study
project, take a course in Western
Civilization and another on the
philosophy of sicence and
religion... The next summer he
will go to South America to live
in a village where he will spend
his time helping the villagers
adapt new technology to old
ways of doing things...
Returning,
this student will take a year-long
course in mathematics, one in
psychology, take a course in
Western Civilization and another
on the philosophy of science and
religion... The next summer he
will go to South America to live
in a village where he will spend
his time helping the villagers
adapt new technology to old
ways of doing things... ■
(CPS) -- Stanford Professor
Lewis Mayhew published that
vision of college life in 1980
back in 1964, when post-World
War II Baby Boom babies were
lined up in record numbers at
campus gates, federal funding
seemed limitless, and golden
Nix Hardware &
Manufacturing
965-4637
193 S. Graham
visions of higher education's
future weren't considered
outlandish at all.
In fact, Mayhew's vision was
only one of 15 other happy
specualtions by academics
included in a 1904 book called
Campus 1980, Optimism was
mainstream thought back then,
when the book's professors and
administrators - while mindful
of faint student "troubles" -
were all confident that the
geometric enrollment increases,
the students' humanitarian bent,
and the keenly-felt
"enthusiasm" for college would
continue and flower through the
next 16 years.
The varied and socially-active
curricula Mayhew envisioned
have been largely replaced by
"hard" majors that promise
employment after graduation.
Many schools have been forced
to trim the auxiliary programs
they initiated during the sixties,
bowing to the scarcer funding of
the seventies and the expected
enrolment declines of the
eighties.
"Sure, we were wrong about
a lot of things," cedes Dr. Alvin
Eurich, who edited Campus
1980. "And it's due mostly to
the changes, economically, that
have occured."
The biggest change may be in
attitude. The blithe,
expansionist, bouyant, mood of
Try
PITT GRILL
1615 South Loop
968-2900
for
everything
from steaks
to breakfast
24 hours a day
1964 is replaced -- almost with a
\^>ngence - by a grave pessimism
-Mien educators are asked to
speculate what the next decade
will bring.
"Problems, even severe
problems, lie ahead," mourns a
just-released report from the
CArnegie Council on Policy
Studies in Hjgher Education. A
five-to-fifteen percent
enrollment drop will parallel a
"downward drift in quality,
balance, integrity, dynamism,
diversity, private initiative, and
research capability."
But the Carnegie study, called
Three Thousand Futures: The
Next 20 Years in Higher
Education, offers the hope that
colleges can turn adversity into
opportunity by taking advantage
of better teacher-student ratios.
Consequently, its dire
predictions appear almost sunny
in comparison to some of the
other recent literature.
Indeed, a great deal of the
1980 literature on higher
education questions the very
value of college, something only
heretics discussed in 1964.
Gloomiest of all is a book
called Campus Shock. Author
Lansing Lamont interviewed
some 650 students, teachers,
administrators 'and parents at a
dozen liberal parts universities
that he thought would
"represent the best in- higher
education. Historically, they
have produced a majority of
leaders in public and
professional life." Lamont.chose
the eight Ivy League schools,
Stanford, and the universities of
Michigan, Chicago, and
California-Berkeley. -
Though the bqok is laced
with sensationalism and hobbled
.by its curious conception of
"representative" campuses,
Lamont's conclusions aren't all
that different from those of
other observers.
He finds that the
commonality of a college,
continued on p. 10
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The J-TAC (Stephenville, Tex.), Vol. 61, No. 3, Ed. 1 Thursday, January 31, 1980, newspaper, January 31, 1980; (https://texashistory.unt.edu/ark:/67531/metapth141443/m1/9/: accessed April 23, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.