Media Files from Media Archive Project http://apps.carleton.edu/campus/archives/media/ Reason Carleton College, 2008 President John Nason gives a convocation speech on Carleton's budget and about the future financial survival of private educational institutions. Mon, 28 Apr 2008 15:33:08 -0500 The 1976 Commencement speeches, featuring speakers Jackson Bryce, Steve Gallovich, Robert Matthews, Ana Taylor, and Richard Cantwell. Mon, 28 Apr 2008 13:37:32 -0500 Howard Swearer is officially inaugurated as the sixth President of Carleton College. Fri, 25 Apr 2008 13:39:42 -0500 Howard Swearer is officially inaugurated as the sixth President of Carleton College. Fri, 25 Apr 2008 13:39:42 -0500 Howard Swearer is officially inaugurated as the sixth President of Carleton College. Fri, 25 Apr 2008 13:39:42 -0500 Howard Swearer is officially inaugurated as the sixth President of Carleton College. Fri, 25 Apr 2008 13:39:42 -0500 Howard Swearer is officially inaugurated as the sixth President of Carleton College. Fri, 25 Apr 2008 13:39:42 -0500 Howard Swearer is officially inaugurated as the sixth President of Carleton College. Fri, 25 Apr 2008 13:39:42 -0500 Howard Swearer, the sixth President of Carleton College, gives his inaugural address in the Fall of 1970. Thu, 24 Apr 2008 14:18:38 -0500 Howard Swearer, the sixth President of Carleton College, gives his inaugural address in the Fall of 1970. Thu, 24 Apr 2008 14:18:38 -0500 Howard Swearer, the sixth President of Carleton College, gives his inaugural address in the Fall of 1970. Thu, 24 Apr 2008 14:18:38 -0500 Howard Swearer, the sixth President of Carleton College, gives his inaugural address in the Fall of 1970. Thu, 24 Apr 2008 14:18:38 -0500 “The Poet as an Effete Snob” January 21, 1970 Whittemore speaks of seeking solitude in perusal of truth and poetry. Starting at Erasmus, moving to T.S. Elliot and ending with himself, Whittemore argues that great minds need first to free themselves from the cultural pressures of present day. As a soloistic loner one can decrease the level of influence the outside world has on their thinking. Whittemore and Elliot did this through poetry, and often took on the title of ‘loner’ in their quest for free thinking. However, this may be the reason that poets are often likened to snobs. This need for solitude could be due in part to the intrinsic nature of poetry writing. Poetry is “a revealing self-document” says Whittemore. Even taking on different personae to present one’s work- like T.S. Elliot- cannot filter out the poet him or herself. Thus, there is a streak of anti-popularity in the realm of poetry, since a minimum of outside interference produces the unpropagandized poet, and the reader much approach poetry with no preconceptions. The new criticism is anti-behavioral. Though loners have been romanticized into popularity, too. The media produces enigmatic characters like James Dean and sells them to Hollywood. However, the poet should seek no such fame- instead, they should dissent from popularity to preserve their independence. The loner poet doesn’t write for others’ approval. Finally, Whittemore likens the mind to a marshmallow- moldable and separate from the physicality of the body. The strong mind is an anti-behavioral marshmallow since it strives for freedom by rejecting norms. This liberty lets one’s thinking float above the system and independently create. He finishes with one of his own pieces. Thu, 27 Mar 2008 15:22:04 -0500 “The Poet as an Effete Snob” January 21, 1970 Whittemore speaks of seeking solitude in perusal of truth and poetry. Starting at Erasmus, moving to T.S. Elliot and ending with himself, Whittemore argues that great minds need first to free themselves from the cultural pressures of present day. As a soloistic loner one can decrease the level of influence the outside world has on their thinking. Whittemore and Elliot did this through poetry, and often took on the title of ‘loner’ in their quest for free thinking. However, this may be the reason that poets are often likened to snobs. This need for solitude could be due in part to the intrinsic nature of poetry writing. Poetry is “a revealing self-document” says Whittemore. Even taking on different personae to present one’s work- like T.S. Elliot- cannot filter out the poet him or herself. Thus, there is a streak of anti-popularity in the realm of poetry, since a minimum of outside interference produces the unpropagandized poet, and the reader much approach poetry with no preconceptions. The new criticism is anti-behavioral. Though loners have been romanticized into popularity, too. The media produces enigmatic characters like James Dean and sells them to Hollywood. However, the poet should seek no such fame- instead, they should dissent from popularity to preserve their independence. The loner poet doesn’t write for others’ approval. Finally, Whittemore likens the mind to a marshmallow- moldable and separate from the physicality of the body. The strong mind is an anti-behavioral marshmallow since it strives for freedom by rejecting norms. This liberty lets one’s thinking float above the system and independently create. He finishes with one of his own pieces. Thu, 27 Mar 2008 15:22:04 -0500 “The Poet as an Effete Snob” January 21, 1970 Whittemore speaks of seeking solitude in perusal of truth and poetry. Starting at Erasmus, moving to T.S. Elliot and ending with himself, Whittemore argues that great minds need first to free themselves from the cultural pressures of present day. As a soloistic loner one can decrease the level of influence the outside world has on their thinking. Whittemore and Elliot did this through poetry, and often took on the title of ‘loner’ in their quest for free thinking. However, this may be the reason that poets are often likened to snobs. This need for solitude could be due in part to the intrinsic nature of poetry writing. Poetry is “a revealing self-document” says Whittemore. Even taking on different personae to present one’s work- like T.S. Elliot- cannot filter out the poet him or herself. Thus, there is a streak of anti-popularity in the realm of poetry, since a minimum of outside interference produces the unpropagandized poet, and the reader much approach poetry with no preconceptions. The new criticism is anti-behavioral. Though loners have been romanticized into popularity, too. The media produces enigmatic characters like James Dean and sells them to Hollywood. However, the poet should seek no such fame- instead, they should dissent from popularity to preserve their independence. The loner poet doesn’t write for others’ approval. Finally, Whittemore likens the mind to a marshmallow- moldable and separate from the physicality of the body. The strong mind is an anti-behavioral marshmallow since it strives for freedom by rejecting norms. This liberty lets one’s thinking float above the system and independently create. He finishes with one of his own pieces. Thu, 27 Mar 2008 15:22:04 -0500 “The Poet as an Effete Snob” January 21, 1970 Whittemore speaks of seeking solitude in perusal of truth and poetry. Starting at Erasmus, moving to T.S. Elliot and ending with himself, Whittemore argues that great minds need first to free themselves from the cultural pressures of present day. As a soloistic loner one can decrease the level of influence the outside world has on their thinking. Whittemore and Elliot did this through poetry, and often took on the title of ‘loner’ in their quest for free thinking. However, this may be the reason that poets are often likened to snobs. This need for solitude could be due in part to the intrinsic nature of poetry writing. Poetry is “a revealing self-document” says Whittemore. Even taking on different personae to present one’s work- like T.S. Elliot- cannot filter out the poet him or herself. Thus, there is a streak of anti-popularity in the realm of poetry, since a minimum of outside interference produces the unpropagandized poet, and the reader much approach poetry with no preconceptions. The new criticism is anti-behavioral. Though loners have been romanticized into popularity, too. The media produces enigmatic characters like James Dean and sells them to Hollywood. However, the poet should seek no such fame- instead, they should dissent from popularity to preserve their independence. The loner poet doesn’t write for others’ approval. Finally, Whittemore likens the mind to a marshmallow- moldable and separate from the physicality of the body. The strong mind is an anti-behavioral marshmallow since it strives for freedom by rejecting norms. This liberty lets one’s thinking float above the system and independently create. He finishes with one of his own pieces. Thu, 27 Mar 2008 15:22:04 -0500 “The Poet as an Effete Snob” January 21, 1970 Whittemore speaks of seeking solitude in perusal of truth and poetry. Starting at Erasmus, moving to T.S. Elliot and ending with himself, Whittemore argues that great minds need first to free themselves from the cultural pressures of present day. As a soloistic loner one can decrease the level of influence the outside world has on their thinking. Whittemore and Elliot did this through poetry, and often took on the title of ‘loner’ in their quest for free thinking. However, this may be the reason that poets are often likened to snobs. This need for solitude could be due in part to the intrinsic nature of poetry writing. Poetry is “a revealing self-document” says Whittemore. Even taking on different personae to present one’s work- like T.S. Elliot- cannot filter out the poet him or herself. Thus, there is a streak of anti-popularity in the realm of poetry, since a minimum of outside interference produces the unpropagandized poet, and the reader much approach poetry with no preconceptions. The new criticism is anti-behavioral. Though loners have been romanticized into popularity, too. The media produces enigmatic characters like James Dean and sells them to Hollywood. However, the poet should seek no such fame- instead, they should dissent from popularity to preserve their independence. The loner poet doesn’t write for others’ approval. Finally, Whittemore likens the mind to a marshmallow- moldable and separate from the physicality of the body. The strong mind is an anti-behavioral marshmallow since it strives for freedom by rejecting norms. This liberty lets one’s thinking float above the system and independently create. He finishes with one of his own pieces. Thu, 27 Mar 2008 15:22:04 -0500 Wayne Carver Senior Convocation June 1, 1964 Introduction by Jim Brownson In a speech comprised of anecdotes, witty wordplay and good-natured teasing, Wayne Carver entertains the almost-graduates at senior convocation. He begins by referencing Mr. Owen Jenkin’s earlier speech that was cut short by some student antics. Since Jenkin's conclusion was omitted as a result of the prank, Carver reads the conclusion in tribute. Midway through the story of his own baptism, Jenkins is cut short. A student disruption occurs, reminiscent of the Jenkins episode, this author presumes. Amidst all of the tomfoolery, Carver does admit that Carleton provides a familial experience. More specifically, he quotes a student: "The troubles of Carleton can be compared to the trouble of a family." Carver concludes by a sentimental farewell: He tells them go and don’t look back. Reminding the students that the school will go on without them by saying "We are opening in the fall", he also reminds them that it will always be here, and that they are always welcome to come back home to Carleton. Thu, 27 Mar 2008 11:42:37 -0500 Wayne Carver Senior Convocation June 1, 1964 Introduction by Jim Brownson In a speech comprised of anecdotes, witty wordplay and good-natured teasing, Wayne Carver entertains the almost-graduates at senior convocation. He begins by referencing Mr. Owen Jenkin’s earlier speech that was cut short by some student antics. Since Jenkin's conclusion was omitted as a result of the prank, Carver reads the conclusion in tribute. Midway through the story of his own baptism, Jenkins is cut short. A student disruption occurs, reminiscent of the Jenkins episode, this author presumes. Amidst all of the tomfoolery, Carver does admit that Carleton provides a familial experience. More specifically, he quotes a student: "The troubles of Carleton can be compared to the trouble of a family." Carver concludes by a sentimental farewell: He tells them go and don’t look back. Reminding the students that the school will go on without them by saying "We are opening in the fall", he also reminds them that it will always be here, and that they are always welcome to come back home to Carleton. Thu, 27 Mar 2008 11:42:37 -0500 Wayne Carver Senior Convocation June 1, 1964 Introduction by Jim Brownson In a speech comprised of anecdotes, witty wordplay and good-natured teasing, Wayne Carver entertains the almost-graduates at senior convocation. He begins by referencing Mr. Owen Jenkin’s earlier speech that was cut short by some student antics. Since Jenkin's conclusion was omitted as a result of the prank, Carver reads the conclusion in tribute. Midway through the story of his own baptism, Jenkins is cut short. A student disruption occurs, reminiscent of the Jenkins episode, this author presumes. Amidst all of the tomfoolery, Carver does admit that Carleton provides a familial experience. More specifically, he quotes a student: "The troubles of Carleton can be compared to the trouble of a family." Carver concludes by a sentimental farewell: He tells them go and don’t look back. Reminding the students that the school will go on without them by saying "We are opening in the fall", he also reminds them that it will always be here, and that they are always welcome to come back home to Carleton. Thu, 27 Mar 2008 11:42:37 -0500 "Education or Serendipity" September 23, 1967 During this inaugural speech to the students as the new dean, Smith compares the examples of Sputnik and Berkley to warn against the dangers of overspecialization in preparation for graduate school. Introduction by reading from the book of 90th psalms Prayer Choir Academic awards for distinguished students Introduction by John Nason Bardwell L. Smith served in the marines, and then came to Carleton in 1960 to teach for the religion department. Smith humorously talks about his nervousness as a leeway into his argument. Smith states that usually liberal arts students choose to come to Carleton because they have reservations about professionalism. However, even Carleton had a large percentage of graduate school hopefuls coming into 1964. But Smith stresses that a liberal education should produce competent leaders as well as increase sensitivity to the human condition. In the dichotomy between scholastic versus humanistic education, a college's chief purpose should not be to produce graduate students. A liberal arts should allow the opening of the senses to human accomplishment and need. We cannot separate activism and study, career and social obligation. We should also not separate our education by phases of primary school, high school, college and graduate studies. This perpetuates a finality to one phase which can actually be viewed as a period of learning that is interwoven through successive phases. This also perpetuates an inequality in school ages. Smith asserts that leaning should be lifelong, since specialization is easy and gaining education is the real challenge. Finally, Smith discusses how we should cultivate teachers. They must care about how the students learn, not just what they have learned and how much they can show that learning. They must understand that there are stages of learning that encourages creativity and the joy of exploration. Lastly, Smith lists what the evolution of education will look like, mentioning everything from interdisciplinary studies to study abroad. Wed, 26 Mar 2008 13:50:16 -0500 "Education or Serendipity" September 23, 1967 During this inaugural speech to the students as the new dean, Smith compares the examples of Sputnik and Berkley to warn against the dangers of overspecialization in preparation for graduate school. Introduction by reading from the book of 90th psalms Prayer Choir Academic awards for distinguished students Introduction by John Nason Bardwell L. Smith served in the marines, and then came to Carleton in 1960 to teach for the religion department. Smith humorously talks about his nervousness as a leeway into his argument. Smith states that usually liberal arts students choose to come to Carleton because they have reservations about professionalism. However, even Carleton had a large percentage of graduate school hopefuls coming into 1964. But Smith stresses that a liberal education should produce competent leaders as well as increase sensitivity to the human condition. In the dichotomy between scholastic versus humanistic education, a college's chief purpose should not be to produce graduate students. A liberal arts should allow the opening of the senses to human accomplishment and need. We cannot separate activism and study, career and social obligation. We should also not separate our education by phases of primary school, high school, college and graduate studies. This perpetuates a finality to one phase which can actually be viewed as a period of learning that is interwoven through successive phases. This also perpetuates an inequality in school ages. Smith asserts that leaning should be lifelong, since specialization is easy and gaining education is the real challenge. Finally, Smith discusses how we should cultivate teachers. They must care about how the students learn, not just what they have learned and how much they can show that learning. They must understand that there are stages of learning that encourages creativity and the joy of exploration. Lastly, Smith lists what the evolution of education will look like, mentioning everything from interdisciplinary studies to study abroad. Wed, 26 Mar 2008 13:50:16 -0500 "Education or Serendipity" September 23, 1967 During this inaugural speech to the students as the new dean, Smith compares the examples of Sputnik and Berkley to warn against the dangers of overspecialization in preparation for graduate school. Introduction by reading from the book of 90th psalms Prayer Choir Academic awards for distinguished students Introduction by John Nason Bardwell L. Smith served in the marines, and then came to Carleton in 1960 to teach for the religion department. Smith humorously talks about his nervousness as a leeway into his argument. Smith states that usually liberal arts students choose to come to Carleton because they have reservations about professionalism. However, even Carleton had a large percentage of graduate school hopefuls coming into 1964. But Smith stresses that a liberal education should produce competent leaders as well as increase sensitivity to the human condition. In the dichotomy between scholastic versus humanistic education, a college's chief purpose should not be to produce graduate students. A liberal arts should allow the opening of the senses to human accomplishment and need. We cannot separate activism and study, career and social obligation. We should also not separate our education by phases of primary school, high school, college and graduate studies. This perpetuates a finality to one phase which can actually be viewed as a period of learning that is interwoven through successive phases. This also perpetuates an inequality in school ages. Smith asserts that leaning should be lifelong, since specialization is easy and gaining education is the real challenge. Finally, Smith discusses how we should cultivate teachers. They must care about how the students learn, not just what they have learned and how much they can show that learning. They must understand that there are stages of learning that encourages creativity and the joy of exploration. Lastly, Smith lists what the evolution of education will look like, mentioning everything from interdisciplinary studies to study abroad. Wed, 26 Mar 2008 13:50:16 -0500 "Education or Serendipity" September 23, 1967 During this inaugural speech to the students as the new dean, Smith compares the examples of Sputnik and Berkley to warn against the dangers of overspecialization in preparation for graduate school. Introduction by reading from the book of 90th psalms Prayer Choir Academic awards for distinguished students Introduction by John Nason Bardwell L. Smith served in the marines, and then came to Carleton in 1960 to teach for the religion department. Smith humorously talks about his nervousness as a leeway into his argument. Smith states that usually liberal arts students choose to come to Carleton because they have reservations about professionalism. However, even Carleton had a large percentage of graduate school hopefuls coming into 1964. But Smith stresses that a liberal education should produce competent leaders as well as increase sensitivity to the human condition. In the dichotomy between scholastic versus humanistic education, a college's chief purpose should not be to produce graduate students. A liberal arts should allow the opening of the senses to human accomplishment and need. We cannot separate activism and study, career and social obligation. We should also not separate our education by phases of primary school, high school, college and graduate studies. This perpetuates a finality to one phase which can actually be viewed as a period of learning that is interwoven through successive phases. This also perpetuates an inequality in school ages. Smith asserts that leaning should be lifelong, since specialization is easy and gaining education is the real challenge. Finally, Smith discusses how we should cultivate teachers. They must care about how the students learn, not just what they have learned and how much they can show that learning. They must understand that there are stages of learning that encourages creativity and the joy of exploration. Lastly, Smith lists what the evolution of education will look like, mentioning everything from interdisciplinary studies to study abroad. Wed, 26 Mar 2008 13:50:16 -0500 "Education or Serendipity" September 23, 1967 During this inaugural speech to the students as the new dean, Smith compares the examples of Sputnik and Berkley to warn against the dangers of overspecialization in preparation for graduate school. Introduction by reading from the book of 90th psalms Prayer Choir Academic awards for distinguished students Introduction by John Nason Bardwell L. Smith served in the marines, and then came to Carleton in 1960 to teach for the religion department. Smith humorously talks about his nervousness as a leeway into his argument. Smith states that usually liberal arts students choose to come to Carleton because they have reservations about professionalism. However, even Carleton had a large percentage of graduate school hopefuls coming into 1964. But Smith stresses that a liberal education should produce competent leaders as well as increase sensitivity to the human condition. In the dichotomy between scholastic versus humanistic education, a college's chief purpose should not be to produce graduate students. A liberal arts should allow the opening of the senses to human accomplishment and need. We cannot separate activism and study, career and social obligation. We should also not separate our education by phases of primary school, high school, college and graduate studies. This perpetuates a finality to one phase which can actually be viewed as a period of learning that is interwoven through successive phases. This also perpetuates an inequality in school ages. Smith asserts that leaning should be lifelong, since specialization is easy and gaining education is the real challenge. Finally, Smith discusses how we should cultivate teachers. They must care about how the students learn, not just what they have learned and how much they can show that learning. They must understand that there are stages of learning that encourages creativity and the joy of exploration. Lastly, Smith lists what the evolution of education will look like, mentioning everything from interdisciplinary studies to study abroad. Wed, 26 Mar 2008 13:50:16 -0500 "Education or Serendipity" September 23, 1967 During this inaugural speech to the students as the new dean, Smith compares the examples of Sputnik and Berkley to warn against the dangers of overspecialization in preparation for graduate school. Introduction by reading from the book of 90th psalms Prayer Choir Academic awards for distinguished students Introduction by John Nason Bardwell L. Smith served in the marines, and then came to Carleton in 1960 to teach for the religion department. Smith humorously talks about his nervousness as a leeway into his argument. Smith states that usually liberal arts students choose to come to Carleton because they have reservations about professionalism. However, even Carleton had a large percentage of graduate school hopefuls coming into 1964. But Smith stresses that a liberal education should produce competent leaders as well as increase sensitivity to the human condition. In the dichotomy between scholastic versus humanistic education, a college's chief purpose should not be to produce graduate students. A liberal arts should allow the opening of the senses to human accomplishment and need. We cannot separate activism and study, career and social obligation. We should also not separate our education by phases of primary school, high school, college and graduate studies. This perpetuates a finality to one phase which can actually be viewed as a period of learning that is interwoven through successive phases. This also perpetuates an inequality in school ages. Smith asserts that leaning should be lifelong, since specialization is easy and gaining education is the real challenge. Finally, Smith discusses how we should cultivate teachers. They must care about how the students learn, not just what they have learned and how much they can show that learning. They must understand that there are stages of learning that encourages creativity and the joy of exploration. Lastly, Smith lists what the evolution of education will look like, mentioning everything from interdisciplinary studies to study abroad. Wed, 26 Mar 2008 13:50:16 -0500 "Education or Serendipity" September 23, 1967 During this inaugural speech to the students as the new dean, Smith compares the examples of Sputnik and Berkley to warn against the dangers of overspecialization in preparation for graduate school. Introduction by reading from the book of 90th psalms Prayer Choir Academic awards for distinguished students Introduction by John Nason Bardwell L. Smith served in the marines, and then came to Carleton in 1960 to teach for the religion department. Smith humorously talks about his nervousness as a leeway into his argument. Smith states that usually liberal arts students choose to come to Carleton because they have reservations about professionalism. However, even Carleton had a large percentage of graduate school hopefuls coming into 1964. But Smith stresses that a liberal education should produce competent leaders as well as increase sensitivity to the human condition. In the dichotomy between scholastic versus humanistic education, a college's chief purpose should not be to produce graduate students. A liberal arts should allow the opening of the senses to human accomplishment and need. We cannot separate activism and study, career and social obligation. We should also not separate our education by phases of primary school, high school, college and graduate studies. This perpetuates a finality to one phase which can actually be viewed as a period of learning that is interwoven through successive phases. This also perpetuates an inequality in school ages. Smith asserts that leaning should be lifelong, since specialization is easy and gaining education is the real challenge. Finally, Smith discusses how we should cultivate teachers. They must care about how the students learn, not just what they have learned and how much they can show that learning. They must understand that there are stages of learning that encourages creativity and the joy of exploration. Lastly, Smith lists what the evolution of education will look like, mentioning everything from interdisciplinary studies to study abroad. Wed, 26 Mar 2008 13:50:16 -0500 John Nason Convocation - "Remodeling Old Buildings" January 5, 1965 President Nason sets the stage by putting remodeling plans into the context of socialization. A growth spurt in attendance for the college required the building of more dorms and similarly, a restructuring of the campus to make services readily available and the Carleton experience more convenient. Relocations and renovations were considered to plan the campus logically. Nason talks about new physical facilities, solving the separation of the administrative offices and the betterment dining facilities. Willis, Laird and Leighton were buildings that were hoping to be rearranged to avoid costly changes. Nason spoke of using Willis as the student commune for student organizations and the snack bar. Other ideas involved Sayles-Hill, discussed as a vacant space with various possible uses. He also addressed the restructuring of meal times and dining facilities. The family-style, served meals was thought to be a gracious way to dine. However, as Nason points out, it was inefficient and limiting. In keeping with other colleges’ dining set-up, cafeteria halls gave the students more opportunity to socialize. The cafeteria style also allowed for more leisure and flexibility. Tue, 25 Mar 2008 15:32:12 -0500 John Nason Convocation - "Remodeling Old Buildings" January 5, 1965 President Nason sets the stage by putting remodeling plans into the context of socialization. A growth spurt in attendance for the college required the building of more dorms and similarly, a restructuring of the campus to make services readily available and the Carleton experience more convenient. Relocations and renovations were considered to plan the campus logically. Nason talks about new physical facilities, solving the separation of the administrative offices and the betterment dining facilities. Willis, Laird and Leighton were buildings that were hoping to be rearranged to avoid costly changes. Nason spoke of using Willis as the student commune for student organizations and the snack bar. Other ideas involved Sayles-Hill, discussed as a vacant space with various possible uses. He also addressed the restructuring of meal times and dining facilities. The family-style, served meals was thought to be a gracious way to dine. However, as Nason points out, it was inefficient and limiting. In keeping with other colleges’ dining set-up, cafeteria halls gave the students more opportunity to socialize. The cafeteria style also allowed for more leisure and flexibility. Tue, 25 Mar 2008 15:32:12 -0500 John Nason Convocation - "Remodeling Old Buildings" January 5, 1965 President Nason sets the stage by putting remodeling plans into the context of socialization. A growth spurt in attendance for the college required the building of more dorms and similarly, a restructuring of the campus to make services readily available and the Carleton experience more convenient. Relocations and renovations were considered to plan the campus logically. Nason talks about new physical facilities, solving the separation of the administrative offices and the betterment dining facilities. Willis, Laird and Leighton were buildings that were hoping to be rearranged to avoid costly changes. Nason spoke of using Willis as the student commune for student organizations and the snack bar. Other ideas involved Sayles-Hill, discussed as a vacant space with various possible uses. He also addressed the restructuring of meal times and dining facilities. The family-style, served meals was thought to be a gracious way to dine. However, as Nason points out, it was inefficient and limiting. In keeping with other colleges’ dining set-up, cafeteria halls gave the students more opportunity to socialize. The cafeteria style also allowed for more leisure and flexibility. Tue, 25 Mar 2008 15:32:12 -0500 John Nason Convocation - "Remodeling Old Buildings" January 5, 1965 President Nason sets the stage by putting remodeling plans into the context of socialization. A growth spurt in attendance for the college required the building of more dorms and similarly, a restructuring of the campus to make services readily available and the Carleton experience more convenient. Relocations and renovations were considered to plan the campus logically. Nason talks about new physical facilities, solving the separation of the administrative offices and the betterment dining facilities. Willis, Laird and Leighton were buildings that were hoping to be rearranged to avoid costly changes. Nason spoke of using Willis as the student commune for student organizations and the snack bar. Other ideas involved Sayles-Hill, discussed as a vacant space with various possible uses. He also addressed the restructuring of meal times and dining facilities. The family-style, served meals was thought to be a gracious way to dine. However, as Nason points out, it was inefficient and limiting. In keeping with other colleges’ dining set-up, cafeteria halls gave the students more opportunity to socialize. The cafeteria style also allowed for more leisure and flexibility. Tue, 25 Mar 2008 15:32:12 -0500 John Nason Convocation - "Remodeling Old Buildings" January 5, 1965 President Nason sets the stage by putting remodeling plans into the context of socialization. A growth spurt in attendance for the college required the building of more dorms and similarly, a restructuring of the campus to make services readily available and the Carleton experience more convenient. Relocations and renovations were considered to plan the campus logically. Nason talks about new physical facilities, solving the separation of the administrative offices and the betterment dining facilities. Willis, Laird and Leighton were buildings that were hoping to be rearranged to avoid costly changes. Nason spoke of using Willis as the student commune for student organizations and the snack bar. Other ideas involved Sayles-Hill, discussed as a vacant space with various possible uses. He also addressed the restructuring of meal times and dining facilities. The family-style, served meals was thought to be a gracious way to dine. However, as Nason points out, it was inefficient and limiting. In keeping with other colleges’ dining set-up, cafeteria halls gave the students more opportunity to socialize. The cafeteria style also allowed for more leisure and flexibility. Tue, 25 Mar 2008 15:32:12 -0500 Spring 1963 Introduction by Geo Koehler Class of 1963 Owen Jenkins, Carleton English professor, outlines his speech into four parts as an appropriate exercise in rhetoric. He establishes his integrity not by first praising the students, as it is too easy to praise a bunch of Carleton students to the audience of Carleton students. So he states the cases to say that the students have often been attacked in this difficult year, criticized for their untraditional behavior. Jenkins then recognizes, tongue in cheek, that it is because the students are lazy and insane from the life of Carleton. Campus camps are divided into the articulate minority that voices its loud opinions against everything the majority stands for and the silent majority. Taking on the rhetoric techniques of Socrates, Jenkins performs a humorous dialogue with Geo and ‘Faculty Member’ to define what a Carleton education is. His argument is proved by using himself as an example: saying that the ends, goals and purposes of a liberal arts education is “me”. But his thesis is completed by saying that the graduates have learned survival. They have endured like survivors, like veterans. He juxtaposes this with the theory of time in college as a frenzied period of preparation, which often results in ‘over-teach’. Preparation is death. And it is too much for the liberal arts to prepare a student for; it cannot prepare a student for the unpredictability of life. The speech ends with an unpredictable twist and so Jenkins leaves without orating his grand conclusion. Tue, 25 Mar 2008 13:46:26 -0500 Spring 1963 Introduction by Geo Koehler Class of 1963 Owen Jenkins, Carleton English professor, outlines his speech into four parts as an appropriate exercise in rhetoric. He establishes his integrity not by first praising the students, as it is too easy to praise a bunch of Carleton students to the audience of Carleton students. So he states the cases to say that the students have often been attacked in this difficult year, criticized for their untraditional behavior. Jenkins then recognizes, tongue in cheek, that it is because the students are lazy and insane from the life of Carleton. Campus camps are divided into the articulate minority that voices its loud opinions against everything the majority stands for and the silent majority. Taking on the rhetoric techniques of Socrates, Jenkins performs a humorous dialogue with Geo and ‘Faculty Member’ to define what a Carleton education is. His argument is proved by using himself as an example: saying that the ends, goals and purposes of a liberal arts education is “me”. But his thesis is completed by saying that the graduates have learned survival. They have endured like survivors, like veterans. He juxtaposes this with the theory of time in college as a frenzied period of preparation, which often results in ‘over-teach’. Preparation is death. And it is too much for the liberal arts to prepare a student for; it cannot prepare a student for the unpredictability of life. The speech ends with an unpredictable twist and so Jenkins leaves without orating his grand conclusion. Tue, 25 Mar 2008 13:46:26 -0500 Spring 1963 Introduction by Geo Koehler Class of 1963 Owen Jenkins, Carleton English professor, outlines his speech into four parts as an appropriate exercise in rhetoric. He establishes his integrity not by first praising the students, as it is too easy to praise a bunch of Carleton students to the audience of Carleton students. So he states the cases to say that the students have often been attacked in this difficult year, criticized for their untraditional behavior. Jenkins then recognizes, tongue in cheek, that it is because the students are lazy and insane from the life of Carleton. Campus camps are divided into the articulate minority that voices its loud opinions against everything the majority stands for and the silent majority. Taking on the rhetoric techniques of Socrates, Jenkins performs a humorous dialogue with Geo and ‘Faculty Member’ to define what a Carleton education is. His argument is proved by using himself as an example: saying that the ends, goals and purposes of a liberal arts education is “me”. But his thesis is completed by saying that the graduates have learned survival. They have endured like survivors, like veterans. He juxtaposes this with the theory of time in college as a frenzied period of preparation, which often results in ‘over-teach’. Preparation is death. And it is too much for the liberal arts to prepare a student for; it cannot prepare a student for the unpredictability of life. The speech ends with an unpredictable twist and so Jenkins leaves without orating his grand conclusion. Tue, 25 Mar 2008 13:46:26 -0500 Spring 1963 Introduction by Geo Koehler Class of 1963 Owen Jenkins, Carleton English professor, outlines his speech into four parts as an appropriate exercise in rhetoric. He establishes his integrity not by first praising the students, as it is too easy to praise a bunch of Carleton students to the audience of Carleton students. So he states the cases to say that the students have often been attacked in this difficult year, criticized for their untraditional behavior. Jenkins then recognizes, tongue in cheek, that it is because the students are lazy and insane from the life of Carleton. Campus camps are divided into the articulate minority that voices its loud opinions against everything the majority stands for and the silent majority. Taking on the rhetoric techniques of Socrates, Jenkins performs a humorous dialogue with Geo and ‘Faculty Member’ to define what a Carleton education is. His argument is proved by using himself as an example: saying that the ends, goals and purposes of a liberal arts education is “me”. But his thesis is completed by saying that the graduates have learned survival. They have endured like survivors, like veterans. He juxtaposes this with the theory of time in college as a frenzied period of preparation, which often results in ‘over-teach’. Preparation is death. And it is too much for the liberal arts to prepare a student for; it cannot prepare a student for the unpredictability of life. The speech ends with an unpredictable twist and so Jenkins leaves without orating his grand conclusion. Tue, 25 Mar 2008 13:46:26 -0500 Spring 1963 Introduction by Geo Koehler Class of 1963 Owen Jenkins, Carleton English professor, outlines his speech into four parts as an appropriate exercise in rhetoric. He establishes his integrity not by first praising the students, as it is too easy to praise a bunch of Carleton students to the audience of Carleton students. So he states the cases to say that the students have often been attacked in this difficult year, criticized for their untraditional behavior. Jenkins then recognizes, tongue in cheek, that it is because the students are lazy and insane from the life of Carleton. Campus camps are divided into the articulate minority that voices its loud opinions against everything the majority stands for and the silent majority. Taking on the rhetoric techniques of Socrates, Jenkins performs a humorous dialogue with Geo and ‘Faculty Member’ to define what a Carleton education is. His argument is proved by using himself as an example: saying that the ends, goals and purposes of a liberal arts education is “me”. But his thesis is completed by saying that the graduates have learned survival. They have endured like survivors, like veterans. He juxtaposes this with the theory of time in college as a frenzied period of preparation, which often results in ‘over-teach’. Preparation is death. And it is too much for the liberal arts to prepare a student for; it cannot prepare a student for the unpredictability of life. The speech ends with an unpredictable twist and so Jenkins leaves without orating his grand conclusion. Tue, 25 Mar 2008 13:46:26 -0500 Spring 1963 Choir Introduction Introduction from the Chaplin Elridge Choir Interlude Book of proverbs reading Baccalaureate Address: John Nason helps the graduating seniors gain some perspective on their entry into the world. He tells them to take time and reflect on what fuels their ambitions. A Carleton College education is not supposed to be a vehicle for monetary gain. It is not for mercenary motives, ones that concern the advancement of social position. These ambitions encourage values that destroy the qualities Carleton admires and tries to instill in its students. A liberal arts education is also just not for professional training. Nason tells the class that their college experience should not only be about grades and appropriate coursework as steps toward a career. It is meant to produce well-rounded individuals and to protect students from becoming too specialized too early. This, an education should bring understanding. Nason talks about time spent in Carleton as a time when one could speak out without fear of professional repercussions. It is an encouraging environment to help a student to find and express his or her convictions. Graduates should use their well-rounded education as a way to better understand their fellow man or woman. Choir outro Total time: 1:02 Mon, 24 Mar 2008 16:09:23 -0500 Spring 1963 Choir Introduction Introduction from the Chaplin Elridge Choir Interlude Book of proverbs reading Baccalaureate Address: John Nason helps the graduating seniors gain some perspective on their entry into the world. He tells them to take time and reflect on what fuels their ambitions. A Carleton College education is not supposed to be a vehicle for monetary gain. It is not for mercenary motives, ones that concern the advancement of social position. These ambitions encourage values that destroy the qualities Carleton admires and tries to instill in its students. A liberal arts education is also just not for professional training. Nason tells the class that their college experience should not only be about grades and appropriate coursework as steps toward a career. It is meant to produce well-rounded individuals and to protect students from becoming too specialized too early. This, an education should bring understanding. Nason talks about time spent in Carleton as a time when one could speak out without fear of professional repercussions. It is an encouraging environment to help a student to find and express his or her convictions. Graduates should use their well-rounded education as a way to better understand their fellow man or woman. Choir outro Total time: 1:02 Mon, 24 Mar 2008 16:09:23 -0500 Spring 1963 Choir Introduction Introduction from the Chaplin Elridge Choir Interlude Book of proverbs reading Baccalaureate Address: John Nason helps the graduating seniors gain some perspective on their entry into the world. He tells them to take time and reflect on what fuels their ambitions. A Carleton College education is not supposed to be a vehicle for monetary gain. It is not for mercenary motives, ones that concern the advancement of social position. These ambitions encourage values that destroy the qualities Carleton admires and tries to instill in its students. A liberal arts education is also just not for professional training. Nason tells the class that their college experience should not only be about grades and appropriate coursework as steps toward a career. It is meant to produce well-rounded individuals and to protect students from becoming too specialized too early. This, an education should bring understanding. Nason talks about time spent in Carleton as a time when one could speak out without fear of professional repercussions. It is an encouraging environment to help a student to find and express his or her convictions. Graduates should use their well-rounded education as a way to better understand their fellow man or woman. Choir outro Total time: 1:02 Mon, 24 Mar 2008 16:09:23 -0500 Spring 1963 Choir Introduction Introduction from the Chaplin Elridge Choir Interlude Book of proverbs reading Baccalaureate Address: John Nason helps the graduating seniors gain some perspective on their entry into the world. He tells them to take time and reflect on what fuels their ambitions. A Carleton College education is not supposed to be a vehicle for monetary gain. It is not for mercenary motives, ones that concern the advancement of social position. These ambitions encourage values that destroy the qualities Carleton admires and tries to instill in its students. A liberal arts education is also just not for professional training. Nason tells the class that their college experience should not only be about grades and appropriate coursework as steps toward a career. It is meant to produce well-rounded individuals and to protect students from becoming too specialized too early. This, an education should bring understanding. Nason talks about time spent in Carleton as a time when one could speak out without fear of professional repercussions. It is an encouraging environment to help a student to find and express his or her convictions. Graduates should use their well-rounded education as a way to better understand their fellow man or woman. Choir outro Total time: 1:02 Mon, 24 Mar 2008 16:09:23 -0500 Spring 1963 Choir Introduction Introduction from the Chaplin Elridge Choir Interlude Book of proverbs reading Baccalaureate Address: John Nason helps the graduating seniors gain some perspective on their entry into the world. He tells them to take time and reflect on what fuels their ambitions. A Carleton College education is not supposed to be a vehicle for monetary gain. It is not for mercenary motives, ones that concern the advancement of social position. These ambitions encourage values that destroy the qualities Carleton admires and tries to instill in its students. A liberal arts education is also just not for professional training. Nason tells the class that their college experience should not only be about grades and appropriate coursework as steps toward a career. It is meant to produce well-rounded individuals and to protect students from becoming too specialized too early. This, an education should bring understanding. Nason talks about time spent in Carleton as a time when one could speak out without fear of professional repercussions. It is an encouraging environment to help a student to find and express his or her convictions. Graduates should use their well-rounded education as a way to better understand their fellow man or woman. Choir outro Total time: 1:02 Mon, 24 Mar 2008 16:09:23 -0500 Summer 1970 Introduced by Richard L. Gale In address to the Alumni Association, President Nason discusses the tumultuous years of his presidency in his final formal speech on campus. As his last talk, this speech ends his career as an educator. Nason began by talking about the student protests that characterized the year. He read from the latest Newsweek commenting on how universities are the national soapboxes and “the most sensitive barometer to social change”. He also speaks to the ‘social role of the college’. Using an example of a conflict between the students and the administration, he confirms that the neutrality of Carleton as an institution must be maintained. Students supported Ralph Nader’s environmentalist policies and encouraged the board of trustees to side with them in their proxy vote and sell their stock in GM to show their opposition to GM’s contribution to pollution. However, the trustees voted to keep their stocks in GM. But Nason asserts that the college should maintain its neutrality in order to foster an open environment for individuals to hold their own opinions. He approves of the committees’ decision, which selected Howard Swearer as the new president. Nason closes by discussing his plans for retirement and thanking the trustees and alumni for supplying funds to create permanent endowments in his name and in his wife Elizabeth Nason’s name. Fri, 21 Mar 2008 16:02:32 -0500 Summer 1970 Introduced by Richard L. Gale In address to the Alumni Association, President Nason discusses the tumultuous years of his presidency in his final formal speech on campus. As his last talk, this speech ends his career as an educator. Nason began by talking about the student protests that characterized the year. He read from the latest Newsweek commenting on how universities are the national soapboxes and “the most sensitive barometer to social change”. He also speaks to the ‘social role of the college’. Using an example of a conflict between the students and the administration, he confirms that the neutrality of Carleton as an institution must be maintained. Students supported Ralph Nader’s environmentalist policies and encouraged the board of trustees to side with them in their proxy vote and sell their stock in GM to show their opposition to GM’s contribution to pollution. However, the trustees voted to keep their stocks in GM. But Nason asserts that the college should maintain its neutrality in order to foster an open environment for individuals to hold their own opinions. He approves of the committees’ decision, which selected Howard Swearer as the new president. Nason closes by discussing his plans for retirement and thanking the trustees and alumni for supplying funds to create permanent endowments in his name and in his wife Elizabeth Nason’s name. Fri, 21 Mar 2008 16:02:32 -0500 Summer 1970 Introduced by Richard L. Gale In address to the Alumni Association, President Nason discusses the tumultuous years of his presidency in his final formal speech on campus. As his last talk, this speech ends his career as an educator. Nason began by talking about the student protests that characterized the year. He read from the latest Newsweek commenting on how universities are the national soapboxes and “the most sensitive barometer to social change”. He also speaks to the ‘social role of the college’. Using an example of a conflict between the students and the administration, he confirms that the neutrality of Carleton as an institution must be maintained. Students supported Ralph Nader’s environmentalist policies and encouraged the board of trustees to side with them in their proxy vote and sell their stock in GM to show their opposition to GM’s contribution to pollution. However, the trustees voted to keep their stocks in GM. But Nason asserts that the college should maintain its neutrality in order to foster an open environment for individuals to hold their own opinions. He approves of the committees’ decision, which selected Howard Swearer as the new president. Nason closes by discussing his plans for retirement and thanking the trustees and alumni for supplying funds to create permanent endowments in his name and in his wife Elizabeth Nason’s name. Fri, 21 Mar 2008 16:02:32 -0500 Summer 1970 Introduced by President John W. Nason. Carleton Qualey was introduced as a graduate of St, Olaf College and a retiring American history professor. In an overview of the nation’s history, Qualey highlights the role of intellectuals in shaping the U.S. Describing the graduating seniors as intellectuals, Qualey defines the group as those who enjoy the life of the mind. He takes the 1933-35 New Dealers’ animation of young intellectuals and compares it to that of the late 1960’s. The college graduates of the 30’s produced the fresh ideas like their 1960’s counterparts. He says that intellectuals are moved by crisis but too timid. Qualey begins with the first settlers and the gathering of their intellectuals to reform the Church of England. He talks about the creation of American federalism in writing the Constitution. It was the intellectuals who protested the rise of Hitler and Mussolini even though the nation was widely isolationist. He also discusses the path of these seniors through their Carleton College, including the spawn of activists opposing the Vietnam. The liberals had lost Kennedy and the ideals he embodied which disillusioned the intellectuals towards political participation. The Black Power Movement was the most recent endeavor of educated progress. Continuing with this chronological theme, Qualey lists the events in a senior’s journey through their Carleton College career. Finally, He discourages the campus’ movement towards the far left, saying it is a simple solution. The far right is not an educated choice either, since it is a “cult of traditionalism”. The professor also warns against being part of pressure organizations, as in unions or specific lobbying groups. Full Length: 55min Fri, 21 Mar 2008 11:54:41 -0500 Summer 1970 Introduced by President John W. Nason. Carleton Qualey was introduced as a graduate of St, Olaf College and a retiring American history professor. In an overview of the nation’s history, Qualey highlights the role of intellectuals in shaping the U.S. Describing the graduating seniors as intellectuals, Qualey defines the group as those who enjoy the life of the mind. He takes the 1933-35 New Dealers’ animation of young intellectuals and compares it to that of the late 1960’s. The college graduates of the 30’s produced the fresh ideas like their 1960’s counterparts. He says that intellectuals are moved by crisis but too timid. Qualey begins with the first settlers and the gathering of their intellectuals to reform the Church of England. He talks about the creation of American federalism in writing the Constitution. It was the intellectuals who protested the rise of Hitler and Mussolini even though the nation was widely isolationist. He also discusses the path of these seniors through their Carleton College, including the spawn of activists opposing the Vietnam. The liberals had lost Kennedy and the ideals he embodied which disillusioned the intellectuals towards political participation. The Black Power Movement was the most recent endeavor of educated progress. Continuing with this chronological theme, Qualey lists the events in a senior’s journey through their Carleton College career. Finally, He discourages the campus’ movement towards the far left, saying it is a simple solution. The far right is not an educated choice either, since it is a “cult of traditionalism”. The professor also warns against being part of pressure organizations, as in unions or specific lobbying groups. Full Length: 55min Fri, 21 Mar 2008 11:54:41 -0500 Summer 1970 Introduced by President John W. Nason. Carleton Qualey was introduced as a graduate of St, Olaf College and a retiring American history professor. In an overview of the nation’s history, Qualey highlights the role of intellectuals in shaping the U.S. Describing the graduating seniors as intellectuals, Qualey defines the group as those who enjoy the life of the mind. He takes the 1933-35 New Dealers’ animation of young intellectuals and compares it to that of the late 1960’s. The college graduates of the 30’s produced the fresh ideas like their 1960’s counterparts. He says that intellectuals are moved by crisis but too timid. Qualey begins with the first settlers and the gathering of their intellectuals to reform the Church of England. He talks about the creation of American federalism in writing the Constitution. It was the intellectuals who protested the rise of Hitler and Mussolini even though the nation was widely isolationist. He also discusses the path of these seniors through their Carleton College, including the spawn of activists opposing the Vietnam. The liberals had lost Kennedy and the ideals he embodied which disillusioned the intellectuals towards political participation. The Black Power Movement was the most recent endeavor of educated progress. Continuing with this chronological theme, Qualey lists the events in a senior’s journey through their Carleton College career. Finally, He discourages the campus’ movement towards the far left, saying it is a simple solution. The far right is not an educated choice either, since it is a “cult of traditionalism”. The professor also warns against being part of pressure organizations, as in unions or specific lobbying groups. Full Length: 55min Fri, 21 Mar 2008 11:54:41 -0500 Summer 1970 Introduced by President John W. Nason. Carleton Qualey was introduced as a graduate of St, Olaf College and a retiring American history professor. In an overview of the nation’s history, Qualey highlights the role of intellectuals in shaping the U.S. Describing the graduating seniors as intellectuals, Qualey defines the group as those who enjoy the life of the mind. He takes the 1933-35 New Dealers’ animation of young intellectuals and compares it to that of the late 1960’s. The college graduates of the 30’s produced the fresh ideas like their 1960’s counterparts. He says that intellectuals are moved by crisis but too timid. Qualey begins with the first settlers and the gathering of their intellectuals to reform the Church of England. He talks about the creation of American federalism in writing the Constitution. It was the intellectuals who protested the rise of Hitler and Mussolini even though the nation was widely isolationist. He also discusses the path of these seniors through their Carleton College, including the spawn of activists opposing the Vietnam. The liberals had lost Kennedy and the ideals he embodied which disillusioned the intellectuals towards political participation. The Black Power Movement was the most recent endeavor of educated progress. Continuing with this chronological theme, Qualey lists the events in a senior’s journey through their Carleton College career. Finally, He discourages the campus’ movement towards the far left, saying it is a simple solution. The far right is not an educated choice either, since it is a “cult of traditionalism”. The professor also warns against being part of pressure organizations, as in unions or specific lobbying groups. Full Length: 55min Fri, 21 Mar 2008 11:54:41 -0500 Summer 1970 Introduced by President John W. Nason. Carleton Qualey was introduced as a graduate of St, Olaf College and a retiring American history professor. In an overview of the nation’s history, Qualey highlights the role of intellectuals in shaping the U.S. Describing the graduating seniors as intellectuals, Qualey defines the group as those who enjoy the life of the mind. He takes the 1933-35 New Dealers’ animation of young intellectuals and compares it to that of the late 1960’s. The college graduates of the 30’s produced the fresh ideas like their 1960’s counterparts. He says that intellectuals are moved by crisis but too timid. Qualey begins with the first settlers and the gathering of their intellectuals to reform the Church of England. He talks about the creation of American federalism in writing the Constitution. It was the intellectuals who protested the rise of Hitler and Mussolini even though the nation was widely isolationist. He also discusses the path of these seniors through their Carleton College, including the spawn of activists opposing the Vietnam. The liberals had lost Kennedy and the ideals he embodied which disillusioned the intellectuals towards political participation. The Black Power Movement was the most recent endeavor of educated progress. Continuing with this chronological theme, Qualey lists the events in a senior’s journey through their Carleton College career. Finally, He discourages the campus’ movement towards the far left, saying it is a simple solution. The far right is not an educated choice either, since it is a “cult of traditionalism”. The professor also warns against being part of pressure organizations, as in unions or specific lobbying groups. Full Length: 55min Fri, 21 Mar 2008 11:54:41 -0500 Summer 1970 Introduced by President John W. Nason. Carleton Qualey was introduced as a graduate of St, Olaf College and a retiring American history professor. In an overview of the nation’s history, Qualey highlights the role of intellectuals in shaping the U.S. Describing the graduating seniors as intellectuals, Qualey defines the group as those who enjoy the life of the mind. He takes the 1933-35 New Dealers’ animation of young intellectuals and compares it to that of the late 1960’s. The college graduates of the 30’s produced the fresh ideas like their 1960’s counterparts. He says that intellectuals are moved by crisis but too timid. Qualey begins with the first settlers and the gathering of their intellectuals to reform the Church of England. He talks about the creation of American federalism in writing the Constitution. It was the intellectuals who protested the rise of Hitler and Mussolini even though the nation was widely isolationist. He also discusses the path of these seniors through their Carleton College, including the spawn of activists opposing the Vietnam. The liberals had lost Kennedy and the ideals he embodied which disillusioned the intellectuals towards political participation. The Black Power Movement was the most recent endeavor of educated progress. Continuing with this chronological theme, Qualey lists the events in a senior’s journey through their Carleton College career. Finally, He discourages the campus’ movement towards the far left, saying it is a simple solution. The far right is not an educated choice either, since it is a “cult of traditionalism”. The professor also warns against being part of pressure organizations, as in unions or specific lobbying groups. Full Length: 55min Fri, 21 Mar 2008 11:54:41 -0500