The Ranger (San Antonio, Tex.), Vol. 61, No. 11, Ed. 1 Friday, November 21, 1986 Page: 3 of 12
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J.O. Wallace
Bob Lancaster
::
IQ tested by working Reader’s Digest exam
♦
of the light atop Loftin Student Center. The photographer used a
20 second exposure to capture the mood of the campus at night.
By La Deanne Cupp
Arts & Leisure Editor
►
“To dispose of the collec-
tion is sheer stupidity. A
library is known for its
quality.”
working collection and purchased
any book or edition for that purpose.
“My parents were school teachers
and had only teachers’ salaries.
Nothing of enormous value could
have been purchased, as no addi-
tional money was available for such
things,” she said.
J.O. Wallace, who retired two years
ago as librarian, was a personal
friend of Morrison when the collec-
tion was purchased.
Wallace was librarian when the
college purchased the collection.
This was the only two-year college
receiving such a grant to purchase a
collection, he said.
He explained the collection needs
special cataloging.
The cataloging is not completed.
Candace Rosales is one of the
librarians completing the process.
Wallace said, “To dispose of the
collection is sheer stupidity. A
library is known for its quality. No
amount of dollars can make up for
the black mark in the intellectual
field, if the collection is sold.”
Morrison wanted the collection
here as a research source, he said. •
ecutive clause.”
Before the discussion, Vazquez en
couraged members to write letters to
the editor expressing displeasure
with the analysis.
SRC members also approved tap
ing meetings.
Vazquez said recording the
meetings would provide an accurate
record of what was said in meetings.
Also discussed in the meeting was
a leadership workshop Nov. 15 at the
University of Texas at Austin.
Members who attended the
workshop said it was a positive
experience.
Night moves
A time exposure catches the illumination of headlights as a car leaves
the parking lotinfrontof The Cave. A filter produced the star-like effect
were discussed.
Tony Cantu, freshman journalism
major and news editor for The
Ranger who wrote the analysis,
disagreed, saying the issue was
whether SRC had legal power to call
an executive session.
Tom Weinbrecht, public relations
commissions chairman, said
members had discussed in the
previous meeting clarification of the
term “executive session” in the
charter which was written in 1982.
SRC president Mario Vazquez said,
“We did not make a definite state-
ment that we were keeping the ex-
Diane Marsh, Advertising Art Club
president, said, “It would be great to
have them every month.”
Marsh said the workshop clarified
the responsibility a member has to
his student organization.
“It kind of helps to build a firm .
foundation for the organization,”
Marsh said.
In other business, members voted
to get final approval on bulletin
boards for use as a book swap.
With this plan, students would
swap books at the end of a semester,
rather than buy and sell at a
bookstore. •
An Austin bookseller has apprais-
ed the Morrison Collection in Moody
Learning Center at $250,000.
The figure from Thomas Taylor
falls short of estimates from some
members of the college community.
The Morrison Collection, a collec-
tion of rare 18th century literature,
is housed in the Baskin Suite of
Moody Learning Center.
The collection belonged to the late
Dr. Lois G. Morrison, a former dean
of women and an English professor.
The district’s planning and policy
committee, chaired by Dr. Doug
Harlan, requested the appraisal.
Chancellor Ivory Nelson said, “If
we put the collection on the market,
we wouldn’t get the value we had ex-
pected. The books are not as rare as
believed and some of the books are
readily available in England. Some
of the books are in bad condition
too.”
Approximately 140 titles are
valued at $100 to $150, he said.
The collection was bought with a
federal grant of $32,201 in 1968 and
$147,000 has been spent on the col-
lection, the chancellor said.
“That’s almost $180,000 spent on
a collection of not very rare books.
I think the collection should be open
for use, so more people could benefit
from it,” he said.
Betty Morrison Hennington of
Trinidad, Texas, Morrison’s surviv-
ing daughter, wrote Nelson to protest
the sale.
In a phone interview Tuesday,
Hennington said she had received a
letter and phone call from the
chancellor.
She said, “After reading The
Ranger, one of the things that
bothered me was the limited use of
the collection. Mother wanted the
students to use the collection.
“Many times she took her classes
to her home to see the books and
handle them.
“She thought it might be an incen-
tive or inspire the students to learn.
She wanted people to see it and en-
joy it. That gave her great pleasure.”
Hennington was not surprised at
the appraisal figure.
“When I spoke with Nelson on the
phone and he quoted the $2 million
figure, I said, ‘No way is it worth that
amount.’ The $250,000 figure is more
realistic,” she said.
Morrison used the. collection as a
SRC delays action on revising constitution
Because of controversy about an
f executive session clause in the Stu-
* dent Representative Commissions’
charter, members Tuesday postpon-
ed approving charter revisions.
The controversy started when an
analysis entitled “SRC must research
before revising bylaws” appeared on
the editorial page in the Nov. 14
issue of The Ranger.
In a discussion between two jour-
nalism students and members of the
SRC, members said the analysis was
unfair because the reporter who
* wrote the analysis had not attended
the meeting in which the revisions
,w.
J
November 21, 1986 / The Ranger / 3
I
*
J
The Second Front
Book collection
worth $250,000
A SAC FULL/Tony Cantu
»
something to the effect that I may want
to write the IQ society for the complete
version of their test.
I believe “may” was italicized, imply-
ing not to waste my time. I never knew
italics could cause so much distress as
their real purpose became painfully clear
to me.
But it was the next sentence that end-
ed my misery. It read something like
this: Many people who don’t do well on
this test function normally in real life.
I died that day.
FLASHBACK: JUNIOR YEAR IN HIGH
SCHOOL
Having recently filled in about 200
bubbles with a No. 2 pencil, I was sum-
moned to my counselor’s office. She pro-
bably wanted to congratulate me on the
excellent results.
You must know the type of test, the
these bubble tests, but function normal
ly in real life.
Needless to say, I was crushed.
After these traumatic experiences, ra
tionalizing has replaced self-pity.
I can change a tire, can they?
I can whip up a mean chorizo con
huevo, can they?
They (italicized, of course) are probably
a bunch of pencil-necked geeks who do
nothing but flaunt their mental
superiority.
I may not be a genius, having failed
miserably at the IQ test, but I have the
last laugh.
The name of the IQ society is Mensa.
They are known world-wide as Mensa.
If you do not know Spanish, ask a
Spanish-speaking friend what mensa
means.
After your friend stops laughing, you
will agree with me. Mensa means dumb
(feminine gender).
They ain’t so smart.*
pie of liberties. Two or three wrong
answers were checked off as correct. “I
meant to mark that one,” I reasoned.
It was now time to count the correct
answers and add up the results. Once
the numbers had been added, page 53
provided the evaluation.
Was I a genius? Would I get accepted
into the prestigious society? As my
fingers flipped through the pages, delu-
sions of grandeur entered my mind.
Henry Kissinger would come over for
chats. Ronald Reagan would call for ad-
vice. Geraldo Rivera would want to open
the vaults of my great mind, trying to
discover the source of my intellect.
My bubble was abruptly burst as page
53 revealed the painful truth. I was not a
genius.
The revelation was accompanied by a
few words of consolation. They were
Sitting at home one day long ago, I
decided to find out if I was a genius.
There was nothing better to do, and to
< unearth my genius seemed like the
reasonable, sensitive thing to do.
I grabbed the Reader’s Digest.
“Are You A Genius?” its cover blared.
Inside was a short quiz taken from a
longer version prepared by an IQ society.
The test took about 30 minutes to com-
plete. It was a challenging little rascal.
Well, at least it was better than
reading Drama in Real Life. That’s where
t you find stuff like, “I Dangled from a
i Cliff for Ten Days...and Lived to Tell
About It” or “Inches from Being
Puree...My Long Hair Got Caught in the
Blender and I Lived to Tell About It.”
Thirty minutes passed, and I set my
pencil down, confident I had done well.
The problems didn’t seem all that dif-
ficult. I worked them out with ease.
To find out if I was a genius, I turned
to page 53 for answers.
I scored myself, allowing myself a cou-
type the teacher would threaten your life
over if you failed to use a No. 2 pencil.
So many times did I contemplate using
a No. 3—just to see what would happen.
But, at the last minute, my nerve would
fail me.
“Have a seat,” the counselor said. I
obliged.
She was a sweet, old lady, my
counselor. She always smiled and knew
all the members of the junior class by
name.
She was your grandmother, Betty
Crocker and Mother Theresa all rolled
into one.
She spoke to me (and therefore could
not rely on the use of italics) and ex-
plained, in diplomatic terms, that some
of my percentiles left a lot to be desired.
She continued with something to the
effect that many people don’t do well in
Report states colleges unsure of purpose
bridge the discontinuity, the president said.
“For example, High Tech High School offers high
school students a chance to get involved in the college
experience.
“We are now able to offer core curriculum classes to
high school students in the spring semester at Churchill
High School,” Castillo added.
Castillo said a main function of the community col-
lege is its transfer programs.
Although the baccalaureate degree is important, it is
not the entry level for jobs, he cautioned. .
“We have an obligation to give students two-year
degrees. We need to teach them a skill and have them
By Cathy Leigh
Managing Editor
ty of disciplines,” Castillo said.
Community colleges have turned “the corner” where
students must take a core curriculum to obtain an ap-
plied science degree, he added.
The report concludes a great separation exists between
academic and social life on campuses.
“I think that is addressed to students who live in
dorms in senior institutions.
“In community institutions, we have a much more dif-
ficult challenge to get students involved in social ac-
tivities,” Castillo said.
President Max Castillo said a report from the Carnegie
Foundation for the Advancement of Teaching applies
primarily to four-year colleges, not two-year institutions.
The report, “College: The Undergraduate Experience
in America,” concluded undergraduate colleges in the
" United States are confused over their purposes and rack-
‘ ed by tensions that prevent them from providing
coherent educational experiences for their students.
“Many of the nation’s colleges and universities are
more successful in credentialing than in providing a
quality education for their students,” Ernest L. Boyer,
the foundation president, wrote in the report.
The Carnegie report is based on studies of 29 colleges
and universities and on separate surveys of 5,000 faculty
members, 5,000 college students and 1,000 college-
bound high school students.
The report identifies “points of tension” that hinder
fhe institutions’ ability to give the student a coherent
educational experience.
1 Castillo said, “The report mainly addressed senior bac-
calaureate institutions. It is a highly representative
sampling of senior institutions.”
»
Those responding to the survey disagreed about the
governance of a college.
Castillo agrees with the conclusion, “Presidents are
caught in the crossfire of conflicting pressures. Faculty
feel more loyalty to their discipline than to the institu-
tion where they teach. And when students are asked to
participate in campus governance their involvement is
sporadic.”
Castillo said, “It seems one of the challenges we face
concerns a great deal of pressures external to the
institution.
“These pressures can be from accreditation, state and
local agencies. You have various constituents within the
college you must address.”
College presidents must realize they must place a
system of governance into existence, Castillo said.
“There are decisions that must be based on the best
information you have. The issue is how well you react
to the information that you have,” he said.
As a college president, one must devote time, atten-
tion and energy to the management of environmental
pressure. There is no longer a question whether colleges
are affected by external pressure or force, Castillo said.
“The question is whether colleges are able to adapt
to these pressures,” he added.*
Explaining community colleges are local political en-
tities, Castillo said the mission of the community col-
lege is to be a point of entry and re-entry.
“It is for students who won’t use senior institutions
as their starting point. Community colleges must be able
to retain flexibility for these students,” Castillo said.
“Community colleges are directed by statistics to be
flexible. They must adapt to the student. Senior institu-
tions are different. The students must adapt to the
school,” Castillo said.
One point of the study focused on the confusion
among institutions regarding their mission or role,
Castillo said.
“This is much more applicable to senior colleges. There take a core curriculum consisting of courses in a varie-
cannot be confusion in community colleges about their
mission. Their mission is given to them,” he said.
Not everyone at the community college accepts that
mission, although we are directed to do the mission,
Castillo said.
The report states a discontinuity exists between
schools and higher education.
“I feel community colleges are in a potentially ex-
cellent position to bridge the discontinuity between high
schools and colleges,” Castillo said.
This college has a number of programs that try to
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San Antonio College. The Ranger (San Antonio, Tex.), Vol. 61, No. 11, Ed. 1 Friday, November 21, 1986, newspaper, November 21, 1986; San Antonio, Texas. (https://texashistory.unt.edu/ark:/67531/metapth1350549/m1/3/: accessed July 17, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting San Antonio College.