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Title: A Rationale for the Crisis Colony Approach to Education, 1969
Collection: Augsburg Histories
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P, city r ,.,.. L · I ..,.....if <J�t·/ M...., .tr� c.,rcf.,J(,..,-«.._� ... C,l y l,,11, a,.,.• .,,. ,i-. ,' -.. ._l(.r_'V", I •-�t, ' /, -'. �.. , �' 1-{...,,c;.ut,.,,,,,r /f/.J fw 'S.,J,.,.+ ...,,"ff.. .,.,-J.,,-c �·;-_,.., 1 ... r,.�-·••J" r�..--- ., .4�� . .,, "':ru:-.c..""'f- �-&.,vc.L( w�ll. c,.,.,,.,..,H.,.4.. •�n t., .-...r L-. .., t ,_ 1l �.. """' t rvrr".. t, ' i . A RATIONALE FOR THE CRISIS COLONY APPROAOi TO m.JCATION THE SOCitTAL CRISIS - 1969 ''The :tnr:,n! things change, the m:,re they N!'Jilain the same," black people say when ever they read ptogzess 1epo:1-ts issued to reassure people that all is well with minorities. One has a feeling that the grandiose anmuncements, prog?'SfflS and post The urings of the past decade can be meas� rather accurately by that sumnary. Soaring Sixties 8I'e ending with the Sanber Seventies in Jm:)spect. seem to have skidded off Dike Bridge at Olappaquiddick and Liberal dreams disappeared in the murky waters beneath. The End of the At first glanoe the F.dwaro Kennedy Liberai Era episode seens to be only an appendix- not germane to the central narrative of the Sixties. A genuinely noble aney of martyrs have gone And salutory. of today's before. But in another se.nse it is quite integral to the era. It cxmnents on a ranantic aura that has lurked beneath the surface generation. Not long ago one of them wrote, "We are the first p.;eneration that :earned fran experience in our innocent twenties that things were really not getting better, that we shall oot ove:raJne. had glimpsed had all We f�lt by the time we were thirty that we the most cx:mpassiona.te leaders our nation could produce, been assassinated." The despair is deeply touchin�, but a.so quite naive Qther generations have likewise. been s�htly maudlin •. stunned by events and the despair is not lacking in parallels at other times in history. reveals am and they The Fmartl Kennedy incident ambiguity, slxMs the vulnerability in liberal and n:mantic visions. The Frontier Mythology of white-hatted and black-hatted characters is revealed. The episode is symbolic and the flaw of the L:i.bere.1 is discerned. derronic dimensions have not been The understood; in fact, the liberal tendency to demythologize has stripped us of the imagination to cope with such forces. I was among those who strongly supported Adlai Stevenson, but it is clear that "talking sense to the Pimerican people" was not enough for the Age. And satire ---the one weapon in the Liberal artillery---was insufficient in a time when people became_essent�ally humorless. �e mystery of Black pc:&er, of course, was the which ,,c�tance . made__the. .Liberal deficien�_ �11t. - Meanwhile, generational despair registered in the earlier statement still carries force. and complexity. The problems to which there is no solution are gr<:Ming in number As W. H. Ferry asserts, "I am aware that mankind has gone on for a long time with a considerable backlog of unanswered questions•••but it seems that today's backlog is different in important ways. Yesterday's questions tended to be local ••• today's questions, on the other hand, are nearly universal in their significance. 11 In Holland a certain group demanded the rip,ht to vote in the American election in 1968 because they felt that the American president was as important to the Netherlands as to America. The fact that .America did not hear does not cancel out the logic of what they were saying about the interrelation of people and events. No one can escape the bundling of humanity now so evident. But the Liberal answer seems ban]q,upt. As Rosemary Reuther put it about a bemused and erstwhile set of revolutionaries:· "The tides of causes had ebbed and flowed, washed over them too many times, until they all looked alike and all equally leading nowhere." Assessment of Conservative Answers for- the -Ti-rne Early ------- -- Na., we are listening again to the Conservative answers.being unwrapped by Mr. Nixon. The Nixon Pause Just the delay in action has has approach seems to be simply, been more refreshing than many had thought. given time for reflection. A caI'dinal tenet in his How can we find a way of accarmodation to things as they are'? His unwillingness to make dcrnestic promises 2 has made any initiative_ •• EXHIBIT Q - he indicates in the area sane� of a mnent of hope._. tmexpected bonus ' . since nothing has been pn::rn:i.sed. At this time an Inccme Supplenent p� seens to proposal for the premises, but Any be gain would be an caning as a Nixon danestic situatian. The program canes out of oonseivative it does represent a rather diffenmt app�ch to the whole mioo� ity question. If it does cane to pass and does not get emasculated in Congress, it could stamp Nixon as a conservative in the style of Disraeli or Bismar'Ck. Other signs about consezvative, Nixon answers, ha.rever, make one hesitant and fearful. 'Ihe process of going through the .AR-1 machine Metternich has begun. The style of and Talleyrand is waiting in the wings. But, whichever way his admin istration evolves, the bent of it is tooaro reestablishing the status quo. Nevertheless, the clear effort to sloo cla-m the pace, even if successful, has a different kind of dilemna. in the making. By reversing the rubrics of the opening statement of this article, another strange but forceful truth emerges: "If we want tirings to stay as they are, things_will have to change." .Acccmnodation and compromise to preserve the good that we have seems praise worthy, but "the good that we have11 is loaded with questions and the manner of preservation becanes a key concern. Taking the latter first, those who noo clamor for a seat at the Carmunion Table--spread with the earth's bread and wine for mankind---can be answered only by suppression, . if things are to remain the same. That means change. Military and police f.orces for our more as we are �raced land by and for our world will have to the heavy arms of law and accepted Fascism as an appropriate fonn for Greece e World be relied on rore order. _We have already and Brazil and many Third countries. 'Ihe logic for such a goverrmental approach is at the doorstep of the l.hri.ted States itself. Essential elements are all around a final mix. Even the phrases that SUIIIIIOTl us, waiting for us to such a government are pre scripted: "The streets of our country are in turnoil. The universities are and filled with students rebelling and rioting. Corrmunists are seeking to destroy our country. Russia is threatening us with her might and the :republic is in danger. Yes, danger from within and without. We need law and order." These woros of Adolf Hitler in 1932 seem highly applicable for some in our own day. If an unagreed-on peace without justice is declared and enforced both here and abroad, the fires burning may be shielded fran our view, but the fire burns nevertheless, and the day of truth is inevitable whether that day is five years, ten years or even 100 years away. In the words of Scripture, "The poor will not perish forever." But the gravest obstacle to keeping things as they are lies within the credo of the .American Way of life itself. The carmitment to unrestrained indi vidual initiative coupled with the acceptance of technological change means that a Viking atm:>sphe:re always prevails in the American---and therefore world economy. Whole areas of life are constantly threatened by new industries which rise un checked. Vi.king raids are the oroer of the day. Occupational catastrophes hap pen at an accelerating pace--laboring forces drop from sif.,ht, disappearing like Atlantis into the sea. Japanese cheap labor threatens the Textile industry; American Capital is at the edge of controlling European Econany. Such chaotic and uncontrolled disruption, which is at the heart of our economy, prunises that things will be changing even if one wills them passionately to remain the same. With the largeness of unchecked industrial forces one sees the possibility of sudden events as being the final occasion for the close of society. Santa Barbara residents testify to their helplessness as the oil swirls against their beautiful beaches; the entire fish supply of the Rhine was poisoned by unkncwn sources this stmmer; years ago, a thousand people died suddenly in Pennsylvania smog sane a grim hint of what lies ahead; raped unhindered by strip miners. the mountains of West Virginia are EXHIBIT Q Conclusions Fron a Christian perspective the crisis can be handled only by beginning with eschatalogical, even apocalyptic categories. In fact, if the dynamics of the conservative society have apocalyptic events native to them--and I have not dwelt on atanic war possibilities or world-wide depression--one has to operate basically with such futures rushing in on-the present. Eschatology and Christian Hope then are the starting points for a life that seeks meaningful existence in this time. It is in the context of this kind of crisis that·-one can begin to sort out the meaning of the educational crisis •.Those who atte:npt to speak of an intel sis apart fmn the societal crisis only contrib� to the fragment _lectual :5t ation of our society. In tr'l..lth, fragmentation is a significant characteristic of its disintegration. But we shall rave to turn our attention to one form of the societal crisis which is to be found at the universities. Initially we shall be on a different track but eventually we shall arrive at Grand Central Station again. � EIDUCATIONAL CRISIS -- 1969-) In the space of ten years the docile, silent student of the SO's has meta m::,rphosed into �ildering person who has rocked the whole educational institu ·---------- .. ion--and the nation. At first there was a feeling that the disturbances were } temporaxy and needed only sane fatherly ministrations of sane sort, but the spe� has not gone away. Wfth the introduction of violence on the campus the very life of education is threatened. The crisis is no longer a conference subject or a theoretical dis�ssion over coffee, it has erupted into highly unpredictable activity with mace and low-flying helicopters, truops and jail. - The phras�, "It's.only academic", is on the way ou:t. 5 When an older man peers timidly through University windows at his son who m3kes revolution, he can scarcely identify this student with the student he was in the 30 's and 40' s. His mind boggles. Even recent alumnae fran the 50's or earlier 60's find themselves utterly confused. The violent 30 1 s with their labor union warfare had had student interest and University discussion, but student involvement in any degree was quite minimal. Post-war days brought an occasional student cafeteria strike or a GI-led housing battle, but no one would Hnk such activity with the new student emerging. Violence then was a panty raid or a wild party that cuJminated in stuffing students en masse in a telephone booth. In retrospect there is more relationship bej:ween the strange protests of the beat niks and the absurd antics of campus pranksters than met the eye in those days. Both were testifying to the essential meaninglessness of much of campus activity. No brief statement can hope to do justice to what is nQ1,1 occurring. The pie� emerging---which by the way cannot be shot with a still camera--is one of enormous complexity. In essen�jhe issues gather mainly about two f�i:@ Institutional Maladjustments and@ New Understandings of the University's Relation to Society. The two are interfaced to such an extent that it is difficult to distinguish at times, but much of the educational future depends on which of the two centers gains ascendancy. /t The Institutional Maladjustments At the heart of student quarrels within the gates of the University it self is his rejection of the in loco oarentis appn:,ach to education and the -- .:,II � institutionalization of the theory. The prenise that a school operates "in place of the parent" may have some validity for the early years of a child's schooling. Certainly it has venerable roots in the Christian teaching of the Fourth Comm:mdment. Likewise it must be 6 - EXHIBIT Q said that the fonrulators of such a style have been men of integrity, well intentioned and often possessors of awesane intellectual equipnent. In fact, with the development of psychology it would seem that the University would be. at the very edge of knowing how to be a fatherly counselor. Finally, the intellectual storehouse of the fathers has to be transmitted sanel'laJ and all acknCMledge that the acaEplisbnents of the traveling to the m:xm?) but in view of the educational establishnent are formidable, (Are mt men The price of being a child even for a decade is great, rewards, it seems worth paying. . . Na-, day by day the theory is being challenged even at the Junior High School levels. Sane wonder if it has any place at all in educational approaches. lDoking over the shoulder one can see the protest caning fran a long way back. While supposedly inferior, non-college young adults have lived unencumbered by fatherly advice in urban ocmnunities, the young "elite" of exactly the same - age have lived under exceedingly una.dult circumstances at the University. Iron ically, the freedan at college has often school. been less than that experienced in high The chafing at hours, alcohol regulation, courting hindrances, the impossible grading systen or have been food, all seeningly trivial in and of themselves, symbolic of a benign tyranny that has beocme insufferable. "Father knows best" has becane absurd. The farcical nature of the theory was revealed in predicted large numbers of students came to the campus. the Sixties when the Relationships between student and any university personnel--acbninistra.tor, counselor or faculty was alm:>st canpletely lost. The student was "parented" through IBM institution, unencumbered by human beings had becx:me the father. woro of such a father was at the end when the cards. The And the only point average was spewed forth together with �gistra.tions of student visits to psychology clinics and other extraneous infOim:ltion. 7 On the small college campus the situation was sanewha.t better, but even tl1ere college a.aninistrative personnel were engulfed in financing the new build:ings that were necessary far survival and relationships � quite tenuous. The harcied small school professor, often still seeking to climb_the academic ladder to a later stardan, tended to be preoccupied with his own ascent. � excepti1?11S to all of this depersoralization process on and the large for That there the small campus-- that ma.tte%'--is a tribute not as much to the system as to the indefatigable spirit. The_student re-maated into serious questions about his am existence and "Who am I?" became an obsession. �.f" - Meammle, in tbe oort:,_student �� of the University th� faculty as an ��as rore and m:,re bo� by the nece_ssitie� of status and salary. The ultimate objective seemed to be to escape teaching either in a reseanm paradise or in an administrative post, which carried the professor into a totally different realm. Administration too became an island of public relations caught in the necessities of the next building program, teacher's salaries and relationships with the oamunity. Finally that 11\YSterious body called the Boa.ro of Trustees was only beginning to reveal its am distinctive isolation fran the campus scene. Under the circumstances the explosion was inevitable, only waited for apocalyptic events to shatter and educational thereby reveal the gaping cracks in the s't:nletures. But when the events�f which we shall speak shortly-began to occur, the JOOSt pz:ofO\.D'ld challenge of all in the in loco . . . ' by 't!le s�t popul�tion. parentis theory was hUI"led The notion that father even had the right inform ation to jmpart to �. stud.en� about his world became questionable. serene majesty of the f�ty revolutions occurred The "1aS shaken to the oore, especially since the at the very finest of our centers of learning� The one 8 - EXHIBrr Q area of dignity left, that alm::lst everyone acknowledged, had been 5hot out fran under the educational institution. The student had doggedly paid the price for the keys to the k:ingdan of American institutional life for decades. He had been servile and malleable when he knew there was a� at the end through the power of the degree and its autana:tic passport to the blessings of American enter'1)t'i.se. But a sheepskin was no key for the kingdan of a world inhabited by Viet Cong or South Viet Namese, or for that matter the world of the black man who fnlquently lived at the edges of the urban university. f? � Understandings of� University's Relation� Society Students were al.reagy involving thenselves in extra-� activities by the end of the 50 • s. U) flowered The small clusters in those years gradually grew and in the early years of the succeeding decade • . It is a little hard to remember the high tide of the initial years of the 60'.s when Kennedy reigned in Camelot and everyone enjoyed the wannth of. folk songs and sang confidently, ''We shall overcane." The day of victory did not seem far off and among the fella-1-tra.velers of those who marched. ta-1ard the new era were many students. They registered voters and integrated �uses and restaurants. They went South to discover the enemy and even died bravely in the·sure and certain hope that integration was near. �. It was a great dream. The assassination of John F. Kennedy and the advent of Black P<:Mer changed ---- all that. 'lbe enemy was found within the Northern gate. Sla-,ly it was discov- ered that the demons even grinned fran within one's own soul. slogans paled. The�i�f rally !"Jlat occurred when Goldwater and the Far Right were ove��-Wlls was quickly eclipsed by the - Civil Rights liar in Viet Nam. dem::ms were rising fn:m the distant waters of the Bay of Tonkin. 9 The _j ---- T!le ��-tmare of Viet Nam JTION than aey other single apocalyptic event broke the students out- of their ioonastio preser.,es. Even the Black Revo. ------ -------- ---------·---- - - . ---·- - - - -- - lution had not touched then that totally and Black sepanrtistic impulses.even pranised to .let many a white liberal off the hook of involvement. But Viet Nam was a genuine student dilemna with meaningless death at the end. No one would finally be soldier for him. r H$ ro1yj find�� shelter at campus but the missive fran General H h would find him later if not sooner. And many of his friends had not been able to escape. It was clear that he had to find his own way. In such straits the student turned to !)is fatherly__ counselor and found nost - - - educato?"S strangely ·silent. Academic freedan had becane only· a phrase. ,_ Who would teach in this hour'? A few professors were found, but basically students had to educate themselves in the face of their own death. Suddenly· the educational �s _;eened rem:>��the ��d. Other wars had brought protest but governmental cases had been manged for them. In it individual meaninglessness, Viet Nam cast an odd and meaningful - light on the pathos of the whole Thiro World. In f�ing a case for the North C.Ong, the students found they had stumbled on what the black man� knew: That the colonialism of the Third World and the Vietnamese and the Viet co,lQ__nialism_praet;igd on minorities in their own land bore remarkable resernblances. Besides this the arrival of new black recruits on white campuses opened up . issues of white racism dixectly. faculties had in . :rebellion in the ghetto had becane a fact with guns and jail and other appropriate effects, the apocalyptic events, � University and its on University carrqruses· Hereagain, as The other a fearfully divided� of advice at best'and sheer muteness.at the other end of the spectnm. Many professors and administrators proved to be as 10 .: EXHIBIT Q - bigoted as their unlettered ne.:ighbqrs; they were teaching. cer:tainlY. much m:>re so than the students Others suff� a diff�t agoey. Their pose of obje� ivity and neutre.lity had beoc:me unbearable but hcM then does one act if aie never acted before? As one woo has 'Ihey found themselves psnu.yzed·by their monastic stance. lives in the institutional church it must here be said clearly that churcll institutional reactions have not been much better than educational oounte%parts, but our attention is on the University and many students had long . . ago shrugged their shoulders at the church's inadequacies. '1he University had been the shelter for their secular faith. (S_i �(� The � point of despair for students came with the revelations of collusion between the i�"."'!_�ered �versities and the ln<:fustrial-Military ---- Canplex. CIA infiltrations into the student camrunity shook then even nm-e deeply and finally when Columbia and others stood revealed as institutional pa,,7ers indiffeNnt to minorities at their doorstep the cin:le was canplete. bankruptcy had A kind of appeared. This is not to say that all colleges have been touched by the struggles or that good men have not sought and secured reforms, but it can be asserted that such isolated islands where a calm prevails have not fashioned alterra.tive thinking. Rather· the force of the issues �sed has not yet arrived. As for refonn, it is clear that the questions raised by students have becane m:,re and mm-e total in their quality. Fran Viet Nan students have turned their fire on the inadequacies of the political system, the kpiications of the Aaiing of American life and. a host of other questions to which .. English 101 may seem quite unrelated. .. It is possible that �pared students can be'greduated with ccmparetive ease for sane time-but not forever. pregnant with apocalyptic qualities. The prob1ems are too grave, imnediate and The black student and 11 now other minority :s tu<lents ..--...------ as well have heen saying for sane time that the white man's education . was not mearu.ngful for·ghetto existence. How then can a student be educated in ---- �? � . Evaluation of the Two Centers With whichever of the two centers one begins, he. finds his w.ay to the other, but it is imperative to see that deciding on the priority of one or the other has profound implications. It must be said that if the maladjus1Jnents of the University as an institution becanes the center of educational efforts, a patch-up job might be done that could at least superficially seem to answer the needs of the situation. could be made. Concessions In fact, the student might be once more anaesthecized by lessened strictures that would return him to the kept status of former years. He might get rost of his student rights and then settle back into complacenC'/ all over again. That happened with Labor Unions. He might be stopped at the threshold of societal problems he has been asking about. After all their very size could drive him back into the sanctuary and sen!nity of the monastery. In truth the chances are quite great that students are not different :m:m their elders; one usually chooses the easiest bed in which to lie. But if the second center gains ascendancy a truly new foI'Ce is let loose into society and a new style. of education•. . becanes inevitable.. 'The :onnidable strength ' of students in the Affluent Society with all of the pa-ver they have will be directed . . toward,the overw:helming questions raised by the new visibility of the Third World. In loco parentis will disintegrate in the face of .societal urgencies. student and All of us-- professor .and peoples of the non-educa�ion world--are in the fmmdeI' ing ark together. Who is .the father and who is the son? And where is the dove of the .Spirit? Jesus once s�d, 11 cau no man father." 12 EXHIBIT Q It is int�stirig to note that in suoh·clrcunstanoes students i«>uld have drawn alongside most of the other student populat� of other countries all around the world. A television shew in Germany on their educational upheavals has remarkable similarities to one that might sumnarize the ltner.i.can educational situation. In France students oontr.i.buted �ctly to the da-mfall of DeGualle. In Japan the t.m.versity of Tokyo has been shut cb-m for over a year. The role of the student behind the l1"a1 nJI"tain is JmJ.Ch nore of an enigma, but Czeclcslovakian students and even Red Chinese students have indicated there is a� restlessness in such cnmtries too. What I am trying to say is that the search stretching around the for a new way is world and beyond the curtains that divide. If students can ber persuaded that the other person is roore :inp,rtant-that the seoond center is indeed the centeI'--they will have perhaps unwittingly taken up the peculiar way of the Galilean who talked about losing life to find it. - that said he wasn't just saying nice woros. And there was a cross IDJCATION -- CRISIS 001.0NY S'IYLE While students.can be faulted for fuzziness in their frantic groping tOltlard a new age, the outlines of their directions might be seen, if one can look �t tear gas haze. Three major concerns .seem to danina.te what they talk about: the 1. They hunger after justice. underly oc:mbine 'Racial division and white excesses mi.ch with the Viet Nam War to pull aside an illusory veil that allOltled Pmerica many pretensions to which she was have been as hungry, but not Perhaps other generations 'Ibis genemtioo kncws the future can finite, that it can be dealt away by others before they even have a chance to live in it. - entitied� few eras have had the harsh atanic· light, which outlines i«>rld death, keeping the� so clear. be . '!he ·end of the l«>t'ld is no longer just a mythological category. The Peace Corp, VISTA, and the McCarthy legions signal their concern on the one side and the drug scene indicates their despair on the other. 13 B They hunger after ocmnunity. Hippie colonies with all their wiero aspects are prophetic in their desire to form up the alienated (the strangers) into new kinds of camrunity which nevertheless carry the traditional flavorings of familial love and devotion. This lies beneath the long hair and beads and oriental preoccupations. It is more and more apparent that the style has not matured. But the streams of youth do not enamored of a diminish. Perhaps those who flee are not so much its beauty; they are runaways from heme, mute protesters against meaningless society. @ jJ1ey hunger after an education that relates then to society and ccrnmunity. They have grown suspicious of an educational world that talks of objectivity and neutrality when conmitrnent seems so badly needed. A Free University does not autanatically produce education of a new and different quality, but the range of subjects indicate that the interests of students reach far beyond what they are able to encounter in the ordina?Y curriculum. The acccmplishments of the Draft Resistance Movement make clear that their teaching can be both theoretically and practically sound. Crisis Colony is more than two past experimental events; it is a style of educ�ting. Hcwever, th� is � intention � � advocating .f! that this style should replace present education. What is here suggested is that it becanes an ant�phon for present approaches to education. _ -- The Monastic Form of Education The ideal of obj"ectivity as the center of learning is evaporating. . Perhaps there never was understand the as much objectivity as was thought. It would be well, hc:Mever, to genesis of such an ideal. The investigation would need a book and what is suggested here is• simply a clue to hCM the preoccupation came about. 14 - . . - ·' · EXHIBIT Q When. scientists began_"objective" examination of the Universe several , . .. ; centuries ago, they sought to forge a style that would keep then alive in the face of treditionalist attacks. approach enabled them to The neutralist stance and the "nothing but the facts" tilt the ma.clw'le of civilization into new patmmys. This indirect approach gradually eroded certain glaring deficiencies in the world-view of the West.· When Galileo was forced to recant his notia,.s of sun and earth move ments, he ooul.d murmur under his breath, "Nevertheless, it m::wes"--if the legend is tnle. And eventually the earth "m::,ved." SUcceeding decades brought a series of spectacular occasions, ending in the m:x>nflight, .. . mere pranise. was equalled by performance. Under the circunstances the scholar mmk and the detached observers we.re in hani¥:>ny. The monastic antecedents of the University enhanced the possil>ility of quiet investigations that could bring change. Monastic form and mathematical con- templation---the well-spring of being which pleased the mind modem and science--brought an abstract world into did not openly �ten the slON-paced world about the scholars. However, the subtle force of change was working through their efforts and in the 'Iwentieth Centuxy, the lead fact had becane "the explo sion of facts." Mary McCarthy speaks of the atanic fact of Hiroshima "exploding fact into myth." The one tmeontainable ''fact" in the equasions---the inconstant . K--was mankind. Today facts in the eyes of the younger generation oo longer admit of·ne:u trality. Facts are."prpvocational."* Like stones they ery out. Consequently the place of learning_ had fallen. out of the educational perserve. The Word of could � heard in the streets. Hidden thought him dead, his to define their God. . Word seemed to • thqugh God God seemed to a \t,,10I'ld that sanetimes be found e�. Youth� were reticent ·t . ._! were nevertheless passiooately cauni.tted to what was his truth . for the time. *At the same time it m.1St be said that fairness in dealing with facts is an important kernal that remains fran the perfectionist work "Objectivity." 15 Worldly Discipleship The retreat or monastic fonn of teaching can be clearly seen in the teaching style of Jesus. He often led his disciples "away fran the Jillltitude." The Upper - Roan became symbol for this style as the place where much was imparted to the disciples fran the Master. There was also the Mount of 'Iransfigu:ra.tion where his disciples would be filled with wonder by the vision of Moses and Elijah. Yet in the midst of the Upper Roan conversation another style of teaching was announced: "'!be h:>ur is at hand when the Son of Man is given into the hands of sinners. let us be going." Rise And his word to Peter was that a tabernacle for a place apart on the Mount of Transfiguration was not the ultimate response to the sublimity of the vision. He led the disciples dam the motmtain. The tmiqueness of learning "worldly discipleship." :m::rn the Master lay in a style one could call Taken as a whole his educational course consisted in leading the disciples into the eye of the stonn. His teaching tunbled out of earthy event and out of experiences of a Father's world that was to be received sacrementally. "Behold the lilies of the field. They do not work or spin. in all his glory was not dressed like one of these." But Solaoon The world had becane a teacher. A fig tree, a fishennan's net, a man sowing seeds became the occasion for learning. Even more significant were the events that crowded around him. A wanan was taken in adultery and, while flying stooes were halted, he reflected with his disciples on the scapegoat quality of punishnent. But all in the deed of decla%' ing, "Let him who is without sin oast the first stone." One could scarcely call the first word of Christ on the cross-''Father, forgive them for they know not what th� do"--didactic. Yet it was a profound m:ment of teaching one hCM to live in the face of the enemy. at Dmla.us. Or, he was knaffl to them "in the breaking of bread" The teaching was happening in the dynanics of enootmteI'--all in the 16 - EXHIBIT Q midst of the spontaneous action. 'lhe Crisis Colony wouid seek to recapture this style of learning as a central necessity for this t:ime. For this reason the Colony is set in the midst of crisis, wherever the crisis is to be found. � Ghettoed � Northside 2f Minneapolis Becanes ! University 'lbe first two colonies in connection with Augsburg College were situated in the Near Northside of Minneapolis. In the latter experiment the Colony also con Nevertheless, cerned itself in the fonn of the crisis as it appears in a suburb. the :root crisis was the crisis of uroan life. In the rapidly changing relationship between black and white peoples few words can be discovered to carmunicate the type of relationship needed for health in our day. It is certain that words like salvation and help ftan the white can nn.mity are anathema to many black people. - teacher fran white society feels more and The helper, the social worker, the im:,re alien in such a role. A diffe� ent description of relationship is needed. Essentially it would seem that the only ro_le for the white person at this stage would be that of learner. . And the role of the ghettoed man is to be teacher. Such a stance can enable the white and black man to have sane integ rity as they approach each other in � context � � ghetto. But such teaching cannot be organized in the older styles. person has not been trained to impart information. ing it. The minority 'Ihe l� will find teach caning at.him around unexpected comers and at t�s when he leasts expects F\Jrt:herm:::Jr the detached obs� cannot finally :+earn here. In sane fashion he must participate, becane what Kenneth Cl.ark calls. a .. "participant observer." As a footnqte it must be said that the white .person sanetimes has technical skills to convey and this can be received by the Black Camnmity. wish it. But only if they At this stage it is �rtant to support their oonviction that � have tmique things to say. And it must be a.an.itted that their teaching us with refer- 17 ence to the hungry 'T'hirn WoY'ld,_.the.. hurts of our am society, the quiet camrunity of concern they have gathered under the oppression and the new understandings of �ul � spirit seem far roore important .far, learning in this day. !!!!, "Crisis" in Crisis Colony Crisis refers then sinq)ly to a t:ime of judgment, when ''hearts are open and all desires known." It is both a time of fear and trembling and a time of oppoI' tunity, far when the real can be openly imagined and encountered, the gospel can roove and hope is possible. By standing alongside a carmunity in the toils of open crisis, the stud�ts in their ''hungering after righteousness (justice)" learn of size and shapes of the powers to be overcane. They can be baffled by the shadowy quality of the demons and cane to see necessities far their vocational cannitment. The most astonish ing aspect of the two experimental periods at this point lies in the awareness that the crisis was inside the life of the learner and his own people. A Comm.mity Fonned Around Those Outside the Ccmnunity If the crisis induces action learning and learning by revelational encounter, the learning through the colony form also lends a peculiar shape to this style of education. 'lhe oth�centeredness of the ccmnunity is one of the roost important elements . . . of the education as it has operated to this point. Such a basic, beginning axiom prevents the group fn:m regarding its own life as the JOOSt important aspect. The Colony receives definiti6n fran the encounter with the· questions of the oamrunity to which it has cone. By subsi.mdng its personal preoccupation the group discovers its CMri significance. It loses life to find it. The premise that group dynamics is the chief concern leads (l)'to withdrawal fron the· camruni:ty outside and (2) to preoccupations about what the best utopian· pattern for 'the colony might be. The Colony does not 18 'seek perfection---only to ·get - • EXHIBIT Q beyond itself • This means that, though sane wisdan as to how the structure sln.11.d be fonned is bea::ming evident, the exact pattern for all future oolonies is not realizable. . . Exact patterns should not even be att�ed or sought. Turning t� the significance of oolony educational dimensions, the follCMing seems to be .inq:>ortant: 1. In the C.Olooies of the two experiments ea.ch person has had a different assigrunent in the camrunity. (It should be enphasized that we have not yet discovered the best method of developing each assigrl'nent to its fullest extent. Sane have been rich and others have not worked out and have %'8quired switching- even this latter has had its blessings, h:Mever.) with its bearing At this point we are ooncerned on the educaticn that goes on. Such diversity of experience is brought back to the colony, so that each person to sane de�e is learning 't.hrough the experience of others as well as himself. 2. In sane other matters the Colony works together. (In the two experiments, there has been colony parti<=:ipation in a political campaign and construction of a liturgy for churohes to which the group has gooe.) and possibility of corporate action. 3. 100tifs. Elimination of grades_except in Here the group learns the nature the pass-fail sense take aMey canpetitive No one feels suspicious at being asked to "give aw�" infonnation to a fellaJ student. The intensity to learn incrieases because the student does not worry whether he is learning exactly what the professor �uires. . 4. . Sanething also is said by the unity of the experience and the totality of the learning about the integration of what one learns. ' -. The campus experience - tends to �t; the Colony experience affinns the relationship of all areas of - learning to life. 5. While the C.Olony creates a unity of experience, diversity is equally balanced in the equasion. 'Ihe individuality of each task gives each person a sense 19 of doing his CMn thing. to shape 0o1n reactions. his The reflectiai diaIY also gives each person opportunity Hazaros � Need Mentioning No hun:m venture is to a discussion of l. Putting without the� vulnerability and the follCMing seems pertinent of crisis colonies: students in areas of risk and crisis will draw sane reactions fR:rn parents who sent their soo to college precisely because they thought he �d be insulated ftan such matters. The school itself will have sane long thoughts about a free style of student life. The form will die if it is canpletely controlled, but not being able to oanpletely control also invites occasional problems. 2. It is certain that developing meastlnfllents for such an educational imnersion is a different task. There are preceidents, however, in intern approaches and field work of the past. This should not be ir.surmountable. t-1hat is happening is that certain liberal arts disciplines, which have always been classroan in orientation, are being asked to rethink hcM they might give credit ·fori this approach in education. In both experiments there was a morning seninar and books to be read arx1 a reflection dully as a requirement, plus papers for, independent study in the field It may take sane time before one can establish in which the student had his major. the requirements far this approach. 3. A corollary of the above hazard is that the situation gives possibility for students to "take advantage." Within the two experiments· three out' of the· thirty-four students might superficially be judged in such a fashion. one wrote one of the finest papers of the first ried "teaching implications" within the experience. about_ experiment themselves that The crisis itself and the other two stipulations ca.I\ made then exceedingly valuable prevented them fl'Qn ever being severed fron the Colony, and no one there would dismiss them as .irrelevant But certain However, to the group. about participating �uld help prevent a misunderstarid,,: ing in th�_future. 20 - EXHIBIT Q -4. If Crisis Colonyappn::>aches continue and broaden, there will undoubtedly to bring off be a need. for developing the peculiar non-student leadership required ' the situc!,tions of the future. 5. financed. Superficially th� might be a question about ha-1 such colonies could be It is the belief of the author of this paper that the great share of the financing could cane fIQil student fees if the oollege is willing to separate such funds from the general budget of_the_ college. 6. 11 �ic to the approach is the notion that students can be involved in the creation of knavledge." This has never been questioned at the graduate level; the time has cane to demolish the myth as Theobald calls it, that students can only be taught by dispensing facts to them. But the mrth will this involvement will require curricular adjustments. - go hard and ac�ptance of In other woros, the appn,ach will have to be • has implications about hCM teachipg .. on campus . In-conclusion, it will have to be said that in the eyes of the students there was a unanimous view that Crisis Colonies should continue. Without question there should be m:>difications and experimentation oontinuing in whatever efforts the future might . bring, . but the basic style has been endorsed by those who participate . without exception •. SHAPES FOR THE FUI'URE The possibilities of the Crisis Colony in the future are unlimited; the pra.Qtiqal oourse to follCM so that sane of these pos�,¥>ilities are realized is much oore difficult to_ chart. The progn:un of action to realize such pro �: will have t(? be planned and improvised. We will list here sane of the implications. .. .. The premises of letting an urban camiunity becane a teacher, of forming a carmunity around the shape of a crisis, of colony cooperative learning on many vistas: 21 open The Colleges At Augsburg l. The developnent at Augsburg. Augsburg has a.greed to attempt another Colony in the spring of next year with the clear poss:il>ility that a year-round Colony on a pennanent basis will be established. This also �resents a hesitation as well. I had hoped they would be much mre willing to invest student fees and much earlier� If it becanes only an unusual class experience, I am not interested personally. 2. Augsburg, hc:Mever, has developed a Center· for, Urban Studies on campus which has involved six other colleges and invisioned six or seven m:,re colleges of the area joining in a consortium. Basically this originally was conceived to be an institute with reseazcl\ experts and an 'ins�t availahle,to the 'Iwin City ccmnunity. However, the Crisis Colony falls under its a part of the program. unbreila as well In fact, to this point the and has becane Colony has been its m:,st tangible progrem. The rest of its concrete efforts are only now taking shape. If the seven to thirteen colleges could each be persuaded to sponsor a crisis colony in various crises areas, an exciting possibility arises. With students given an option as to which Crisis Colony they might join·� a new day might be arriving with large implications. At Other American If -th� concept of the Crisis I.utheran Church Colleges Colony, which is not unreia:ted to other Urban Crisis programs at other'Af.£ �chools, �uld be adapted .and adopted in its various possibilitie� (this would have to be very flexible of course), an inter college program could be developed, f�reaching in scope and variety·for AfC students. 22 �IT Q F.acb scbocL..bas-tangency-to .unique aspects of· the JOOdem crisis. operation, a r.i.ch variety of experience ooul.d be provided so that By exr ali /iJ.c stu dents OCR.lld have those possibilities in his years at an Af£ school. To number a few of the crisis dimensions nearl:>y PW has urt>an neamess, oriental cxmmmities and the iiearoy. - SCJile of the schools: sea as critical areas CI.C borders on L.A. mq, the grape strike, Watts, Mexioan laborers. TLC has the ?Ural South at its doorstep and iinerioan studies for Af£ students. oould be the Gateway to Latin CAPITAL would nmction at the heart of a metropolis, near a wealthy Jewish and as OUI" �est.l"epresentative of the Url:>an East. carmuru.ty AOOUSTANA, IY\NA, WARI'BURG and llJI'HER have the Midwestern farm scene close. Aiigustana. histhe� Indian scene nearby. ST. OlAF and .AtGSBt.00 are set to tackle Twin City concerns. CONCORDIA has the Northern cotmtiy, Indians and Canada nearby for crisis developnent. Undoubtedly, if they brainstonn., many new dimensions of which I am not aw� would emerge. 'Ihese are only passing guesses. A network of such colonies Conference. Af.C Or could be developed through a National Institute.to develop could the Al£ Student be established through college adnini.stra.tians. Seninaries 1. The seninaries might also present possibilities for Crisis Colony forms and aptm:)aches. the Northside Perhaps a group could live and nmction with Black pastors of Minneapolis, for instance, as a fom of mutual education. Black pastors could educate about minority life and Black church life in The and think ing white and the Seminarians could mediate to sane degree the theological training they were :receiving in :return. . The latter quite carefully, of oourse. 23 would have to . be thought throu� EXHIBIT Q IN 'IHEIR cm �ROO A narrative of the Spring E>cperiment, 1969 The stooents � required to keep a reflective diary of their Spring activity. A running narrative is constructed to keep references clear, but the main stoty will be told by the stooents thenselves. 24 2. A trailer camp Crisis Colony with husband-wife teams joining ''wagon train" style might be developed. This would be quite different and would need nn.ich - � before it was begun, of course. 3. The seminaries could ._aj-So be a place to dev�lop young leadership for the Crisis Colonies' staff. One seraj.narian and his wife, for example, were used in Crisis Colony II (Spring Quarter, 1969) of the Augsburg experiment • . State Campuses .An approach such as this might be adopted in sane form by the Campus Ministry, led by Campus pastors and interested faculty members. Non-College Possibilities .. 1. In the Young Adult field the most obvious place to·turn is in the area of Conscientious Objectors. Many are looldng for places to do their alternate service to the Draft. The possibilities of gathering such a cammmity seems quite open. Here, with no college funds available, other methods of financing would have to be operating. Perhaps a three synod approach would be good• . . 2. The vocational schools might be approached to develop a Crisis Colony. Here again, the fonn would have to be adapted. The m:,st obvious illustration of a model would be the Ccrrmunity of Christ in Washington, D.C. 3. The ministry of the church to younger youth in High School might also seek to adopt from the Crisis Colony moqel. Probably it would need a different name and have m:,re limited objectives •. 4. . The developing metro clergymen might be looking for such Crisis Colonies for their urban areas. Such outposts could be cultivated. 5. The idea will also be projected in ecmien:i,cal circles. These possibilities are �lightly grand and certainly absurd for a $10,000 budget in the Youth Office. The question is: How can such a situation, as it is, - here be utilized to bring such a "fonning up" of the rai:iJ<s of youth in the years ahead? 24 \ I EXHIBIT Q IN 'IHEIR OWN vl>RDS Aworo.about the Crisis Colony Recruitment Recruiting students during the school year for a sanewhat ambiguous experiment called Crisis Colony proved sanewhat difficult for one who's main work was elsewhere. ·: ·.·Sane of the best enlistment efforts were made by interested professors and it would be the opinion of the author that this is the best souroe for stirring student interest. The time for recruitment was brief and the dislocation of actu ally using a School Ye.ar quarter rather than the Summer proved to be fonnidable for a nunber of very interested students. As a result the final crew oonsisted in the group that could bring off the academic adjustments and those who would do it because they finally thought it was too important to miss. In other words the Colony was not a selected group but those who would cane. In a certain sense there was a randan quality about the gn:,up rather than an elite set of students. Initially it was thought that the program should be for Juniors and Seniors but the cireunstanoes required us to take whanever we could get. (Five students who had enrolled had to drop at the last minute. ) The group was predaninantly Juniors ( 8). Five were Sophcmores, two were Freshmen, and two were Seniors. Probably the Fres:tmen revealed sane hint of :inmaturity, but in general the maturity of the group was universally even and acceptable. The l�est majority of majors was concent25 - T'l'\Te<l in the · SOC'i r1.l Sci('>.nces (10) , with a student fran the Hunanities, one� Elementary Education, two fran American·Studies, and a,e up her mind yet. The breadth of the group increased if students fn:m Finance. One had not made would. have of other disciplines could have been persuaded, but the group gave us evidence of how students other than those in the Social Scien� would react. Finally the ·a 2.84 average; vXJnen the students men, of the 2.67 with the cxmmmity had whole gJX>up registering a 2.79 average. Point average seemed to have little bearing on the learning that occurred. Securing the Residence Obtaining a residence for 17 difficult. students proved to be The City insisted on treating the Colony in terms of campus regulations with reference to the dwell ing req�ts. But part of what was desired was to feel the experience of poverty in every way, but such houses were quite ing became quite unlike campus dormitories and so frustrating. more thought here. hunt- (The future will require much Though the coed nature of the was much liked by the gI'()up, it .. · . may group be necessary to separate the sexes just to get facilities.) A number of buildings were examined. Eventually we negotiated with Kenneseth Israel Synagogue, whose congregation had relocated in St. Louis Parle. A large third floor, needing. a partition would serve as girl's _ dorm and seninar meeting roan. former kitchen .. There was also a large that would be utilized for Mr. David 26 EXHIBn· Q fbristman and his wife fran wther Sam.nary, who were to live in with the group. The basement contained the kitchen, space for the nx:m and a curtained-off section where the six boys could live. Bunk beds were used and the rest was furniture fran the synagogue. The staff consisted in Ewald Bash, Project Director --fran the Deparbnent of Experimental Ministries in the Youth Division of 'The American wtheran Church. His worl<: had centered in similar endeavors in the near North side for sane three years previously. His assistant was Nathan Schiotz, who had worked with him in the earlier forms of the experiment and Peter Hayden, who had formerly been the D�ctor of Thee Whole, a black teen center in the North Side. Mr. Hayden functioned as Carmuni ty Resource leader. He obtained speakers for the morning seminar, introduced the group to various ccmnunity activ ities, and informally educated the students with regard to si:z'leet life on the North Side. Nathan Schiotz had also been Director of Thee Whole and then lately Director of Our Place, a teen center in large troubles in the suburb of Crystal. The latter became a focal point for under standing the nature of the urban crisis as it reveals itself in the suburbs. Essentially, the week days consisted in seminars in the rorning. (Speakers are listed in the appendix,) In the afternoon the students went to their various projects in local ch\.ll"Ches, social agencies and schools. Evenings were spent on the political campaign of Bill 27 - Smith, black candidate for aldexman in the 5th Ward of Minneapolis. (He was badly beaten.) Or the students attended meetings of various groups in the Northside a "Plain Truth FC>nlTl" for police and ccmnuni.ty, the Center for Urban Enoounter's weekly program in the Churohes, etc. On the weekends, after several Sundays of attending ghetto area churohes, the Crisis Colony pNpared a liturgy which they led at three wtheran Churehes, one Catholic and at Al.Jgsburg College. They also gave the service at a special Conference of College F.ducators at the Hilton Hotel in ··St. Paul.. ( See appen dix.) Meanwhile, they also read eight books--see the appendix---and had long distance telephone conversations with various national figures through Dialogue, Inc. 'lbese facts can help one understand sane of_ the refer ences made as the narrative of the Colony unfolds. 28 EXHIBIT Q Maroh 9, 1969 __ am ccmnencing .this diary of "On this Sundey, March 9, 1969, I, .--,..-my action and reactions in regard to the Crisis Colony. The purpose? Pernaps I can understand myself better ••• Then too, it shall serve the purpose of being an outlet for my erotions--1:ruthfully, sincerely and without pretense. My first enoounter with the synagogue, our new hane. It's not as bad as I ex pected--surprise! Basement is rather chilly, sanctuary-very inq,ressive (also off-limits), upstairs-large, open, perfect for a reeling square dance ••• I 'find myself questioning everything. they do--including myself." Why people say what they say and do what 29 March 10, 1969 ·••·• . "I don't really have too many reflections on the cxmmmity tonight because haven't been in it that much yet. we To be perfectly honest, I have to adnit that rrr:, chief reaction to black people who are strangers is fear--which means I'm prejudiced. For instance, if I see a black person caning towarcisme.da-m the street I'm afraid and I wonder if they're going to hurt me or taunt me, etc. I �ly feel threatened. I tell ieyself it's silly, and it is, · but I still feel that wa:y. Towanis the blacks who are part of Crisis Colony I feel uncertainty. I'm afraid to a�ch them, don't know what to Sel.lJ. ·1 hope, and this is. one of my main goals for this quarter, that I can overcane this." "We have an immediate crisis concerning where we are living. The few Jews who still worship here follow the traditional practices. '!hey strongly feel that by us being here, they can't \�hip here. They must view their synagogue dif ferent than we do our church---it is 100re of a holy house." "Our Place 1'r board of Directors meeting at 8:00 p.m.--wild; two kids arrested for not leaving ••• all the kids wanted to do was to stay and listen, we defi nitely have to provide channels for them to get involved in running the ope� ation." "I wondere::l why we would be infringing on the Jewish camrunity that worships in this synagogue if we lived here. It must hurt them deeply that sanething so sacred to them has been changed into a carm,n facility which is for the most part secular." "Teen center in Crystal. Several students were assigned to work at the Center. It was having tremendous problems with fin ances and with the question of what its function as a youth center really was. 30 EXHIBIT Q March ll, 1969 ''There was a guy who sat by me on the bus who I suspect is mentally ill. He talkeq to me about Biafra, Vietnam, and a lot of other things. The resons I sense h�.\1as·mentally ill are that his speech·was fragmented and sort of unrelated at tines. He dressed funny (which probably doesn't mean rruch) and seemed hyper and anxious. I wonder if he was just acting to get my reaction. He said he was just back � Vietnam, he wanted to go fight the Nigerians, because he believed you.couldn't save people-you could only kill them. a W -'Ibnight.for awhile I felt like I didn't want to be in Crisis Colony anyrrare. It's because I'm being fota!d to look at myself and as a result I'm being foroed to gn:M--which is painful." "Olurch is sanewhere I haven't been or wanted to be in an extremely long time. Thewhole thing was like a boa constrictor, naybe ingrained guilt. And "the idea of giving a warship service panics me. I knew it---I feel extremely out of place like I usually do. The girls are really sweet but they are �letely different fron people I'm used to-on the surface at least. 11 Well, "Jesus, looking at those kids I am afraid for them and fc:1:' all of us," "Amazingly, JOOSt of us students appear to be agnostic. Changes will be great to observe." "About Our Place•••kids should run it all. They have to becane a viable foroe in the camrunity. A congregation of invisibles made visibl�?" "-- said he felt one of "tle rrost important things was just loving one another --people needing each other. I said I agreed and also felt it was an answer for a lot of people. __ disagreed and asked me what the questions were. I said questions like those on life and death, heaven, God, etc. wet"! answered for a lot of people. He shook his head, but I said thats what I t:hcught. He told me I was on the Northside now and not in school and I should keep J1rf big roouth shut and J1rf ears open. The sooner I learned that "the better, or I wtuld get my sweet ass kicked out of here. Before this he told us sane of the things that were against us like ·11e were between the conservatives•••and the Black militants. He said we'd be watched. I think I learned rro:re in that one night than I would in else." 31 many weeks sanewhere a W March 12, 1969 "A bunch of us went to Thee Whol�---we really stuck out like sore thumbs." "I sanetimes feel awfully old when it seems like all our youth are being cynical and negative because I seem to take a more middle-aged, m:::>derate view••• I have to respect sane things about WASP just like I do about a:ey other group. I think I must be less redical righ-:t now than I've ever been." "The title of Christian seens to be difficult and for sane of us (myself included) to reconcile what is done in the churches by se>-called 'Christians' • They will know we are aicistians by our love, not by our christian church attendance.n-"Went to Our Place (nothing out of the ordinaiy, a lot of kids and no police all night. ) II "Tonight we went to Thee Whole. It was haro to feel at ease or natural because again it was kind of faky just walking in to see what went on. This can't be avoided though. You have to start sanewhere." and was glad to be where lot·s of kids were gathered. I was able "I liked --.� to talk to than again. College interrupted my dialogue with kids--rn.unbers of them. Few children are seen at Augsburg. I . think it is important that eight een to twenty-five year olds do not lose the ability to relate· to people ruch younger than themselves and to people ruch older than thenselves." *Black teen center, North ·side. Several were assigned to work here. 32 EXHIBIT Q March 13, 1969 "I can ·-feel-for the last two days I have been absorbing••• I thought about my reactions... I'm upset, depressed, sad about all that I have learned. It's l)opeless--or is it?"" "I would rather have absolutely no color. I am repulsed and nauseated with whiteness. I wish God had made me black. I identify 100re with their sin cerity, their unity with their brothers and sisters, their oppression, their refusal to eat shit any longer than with my white 'brothers and sisters' who continue to 'cleanse' thenselves with the whitew�h of hypocrisy and facades." my "I sat in on the Matt Eubanks trail for assaulting a police officer, juxy was out deciding on a venli.ct. I got about � hours to just sit and watch Eubanks •••vertlict came after I left. It was NCYr guilty." "I also met with the director, �-- __• He is interested a great deal in this center. He asked why I wanted to go there and oot only told me about the center, but sariething about black people in general. He's very open and honest and told me to be strong and to expect anything. He said I might hear a lot I didn't like, but it would be sanething I'd never forget." 33 - March 14, 1969 "The Jewis:h rabbi spoke to� concerning the change in the Jewish population and the feeling of the residents to the incidents on PlynDuth Avenue. He felt the Black youth's accusations were unjustified. He said the ma.jority·of the residents moved out of fear, not wanting to. Also when they got their stores bumed---hcM are they supposed to accept it--'if it's my eye, it's my eye.' Most of the reasons for JroVing were naturel reasons-lack of new housing for young_and the ability of reformed Jews to·travel on Saturday." ''Met at Thee Whole•••was struck by the great age-renge. Felt it was a sharp oontrast to a typical white teen-center." "Hoving to the funeral hane* for sure ••• C.ould be more interesting--a little more cozy and together, srooky, canfortable. I'm excited." "Started a book on children in the ghetto •••Sane very poignant ideas and em::> tions are expressed by some disillusioned children. A sixteen year old ended his piece by this advice to himself: 'Get the hell out of here before I'm trapped just like the rest!'" (l0-15 people) �e synagogue ccmnunity that was left in the Northside became aroused by our living in their sanctuary. We had to leave even though the synagogue council had voted 13-1 to have us rent the premises. We roved across the st::r'8et into a funeral chapel that had been abandoned after a fire. The entrance and upstairs were thoroughly blackened with smoke. The basement was untouched and quite livable with a kitchen, a library nook, an office and a large meeting roan. Upstairs the chapel itself was part itioned so that two separate donns could be created. There was also a roan for Mr. and Mrs. Horstman and three bathrocms with sha-7ers. We knew the situation was unorthodox and consulted a city building inspector. He agreed it was unorthodox but thought the situation would be okay since it was only temporary. • EXHIBIT Q Marcil 15, 1969 "Today we introduced ourselves to several people and incluq.ed 'We're fran the Crisis Colony. ' I hope that doesn't bec:rne a free ticket we use. Just because we're in the Crisis Colony we are good and right•••I don't want to think I'm righteo� .just because I'm, ass;oc�ted with the Crisis Colony." _ meeting. i( Was really keyed at first. They were rapping "Sat in on the about Youth and__ tfie church and the generetion gap. MY BAG� Then they got down to bus:iness. 11 ''More and more I feel ccmfortable with blacks and finally after so much stupid ity on my part, I can talk to them, do things with them and it's just like being with whites. 11 have "Crisis Colony is one of the few things I been able to believe·:in totally and advocate so canpletely. TTave a lot of enthusiasm for this term." *An ecumenical group which does much in the Near Northside. 35 March 16, 1969 "Prince of Glory's�� service got through to me a little. Wasn't helped fact that I haven't been to churcli in three J1Dnths." by the "Folk service•••Wc:M! f get so keyed everyt:ime--especially the last song. I feel as if I want to hug everyone in the congregation." • "This afternoon we moved·. The kids were all good-natured about it and there was little canplaining••• This former f\meral home is really nice. Saneone said it wasn't really living like sane of those in the cannunity arotmd us•••with poorer conditions. He )Tl,3,y be right, but I'm not sure. Another new learning experience was learning hCM to handle hustlers." "F.eceiv� free tickets for the play, 'Threepenny Opera' at the f.astside Theatre in St. Paul. .It was a biting satire an s09iety and politics." *A church of the ghetto, integrated but having a predaninantly poor white constituency. The service was folk in style� 36 • EXHIBIT Q Marcil 17, 1969 "What will. I have done but spied -on people · and disrupted their lives. But if I becane aware ••• I ha� got to leain to question and try to becone aware." "__ fears an Uncle Tan camrunity if Blacks .in .America beo:me part of the "'capitalistic systen which oppresses much of the Third World." "Left early and went to .the Montessori school.* FANTAm'IC! Kids, kids and m::,re Jd.ds, all running around, FREE, spontaneous, absolutely beautiful. Most of the actual 1 structured' teaching is on a one-to-one basis when the child · canes to you. 11 Tonight I was a little disappointed. Here we are in a comnunity with op� tunities for learning everywhere and most of the Jd.ds watched television and sat around." 11 *One of the assignments. 37 March 18, 1969 "I felt like I was sitting on the fence between them. I was brought up believwanted to work within. I can ing in the establistment anc;i this was what also see the faults of the establishnent anawith my generation. I want to change this drastically." "In the afternoon I went to the teacher,s meeting after scho61---and they voted to accept my presence."* " ••. It's as IIDlch a learning expeci.ence for the teacher as it is for the kids. .· Arxl the teacher is 'one of them' • " �Another of the assigrments. 38 EXHIBrr Q March.-..19,-. -19 69 - "I'm just beginning . .to_ see haf lilmlY: ills our 39 courrtiy has." March 20, 1969 "Our morning worship time was spent di_i:;cussing whether or not we ought to have worehip, since sore of the kids don't know whether or not they believe in God." "The basic problem with devotions and worship is---there is no foundations for m:>at of us. Most of us haven't read the Bible for years. Joe keeps saying the rnearring and word is there--all we have to do is read it •••its hard to say since I haven't, but it seems understanding the Bible is a little harder than that." "•••am in the afternoon I went to Thee Whole to type." ''They came to our ootmtry and taught us how to pray knees praying they stole our country." Van White* *One of the black speakers. 40 and while we were on our EXHIBIT Q March 21, 1969 __ is a very nice gcy, very polite,· got class, honest f!},Xf, loves "'..-- _ everybody, and can get along with everybody. He is ab� muslim. He works at G.H. Tenant Canpany. He is an executive. He is also with the American Friends. He has a lot of problems and he hopes he can really get to knew me and the groupbecause he likes to work with organizations. He can't say he doesn't have arr:/ prejudice 'cause everyone has prejudice, not prejudice outside but prejudice· in the hane.' asked me to write the above quotationbecause he wanted tobe in my diary -ana--he didn'tbelieve I would write about him unless he dictated it. I think he is trying to hustle me. I guess I just take negatively tobeing hustled. I like to get to kn<X>J people as people, without any games---and then if there's a mutual attraction, it's based on honest friendship and not infatuation. �- far as dating black guys, I think it's O.K. I do think a lot of girls dateblack guys just 'cause they're black, and they want to rebel, or shock people, or maybebecause of the myth aboutblack guys being sexier. But in these cases, the guy isbeing usedbecause of hisblackness; . he's not liked justbecause he's a person. But I do think the.re are honest, genuine relationshipsbetween seses of different races. And I think these are good." 41 March 22, 1969 "God help US all. 11 )•r "The overwhelming feeling dur:ing the time was fear and depression because of the why behind the act." "Had the rudest awakening of my life!! I felt the blow of black tension on my own chin. I think I've begun to understand fear in a real way. You can't learn that in books." "Education, as it stands today, tries to generialize and standardize things and people all too much. Everything is geared to the 'average student and average progress. ' But hCM can one dete.nJline what is 'average' or what is 'nonnal'? Sure you can manipulate test.scores and I.Q.'s but what about the rest of that individual? There's a hell of a lot that's being ignored ••• just came in and revealed another side. I don't know why I'm writing ••• ---1-•m :incapahle of putting into words my thoughts and feelings because they're o::ming fn:m a thousand different directions all at once. I can only say that I feel anger, hate, shame, intense sensitivity to the point that I feel almost smothered by it. The smallest fraction of Christ's suffering while he prayed in the garden of Gethsemane ••• " "I found that sane of the students would speak first and then think. Because of this there was friction between me and a couple other fella-JS. Such as one of the fellows referring to me as 'sunshine', which was very much to my disliking." )fOne reaction to an altercation that occurred between one black and several whites within the colony. The event was quite a shaking experience since rost had not realized the anger building in our black brother. 4-2 A W EXHIBIT Q March 23, 1969 -- is really sensitive. II He looked like death wanned over that day. I'm finding myself questioning a lot more. Partly the Colony••• It's really paranoiac an>und here; maybe being paranoid is being aware." I think I can see why they feel this way, yet personally I feel detached from their accusations. 'Ihis is sanething I'll have to think out. Object ively, I don't feel afraid of death. That would be an easy out. To live and try to work tlrings out, face encounters, these are muchJOOre frightening than death." 11 "__,_ was ready to scratch the whole project and move to the subUI"bs. I prefer to stay even though I'm still shaking." "Sane felt we shouldn't be here because whites belong in white communities and blacks in the black. This person felt we couldn't do anything here and the main concern was merely to humanize people arrl we shouldn't have to cane here to learn that. I felt I had to stay here because I wasn't getting enough in the world in which I was living.";'< *Continuing reaction to the alterea.tion the night before. 43 March 24, 1969 "If he keeps this up I � going to hate him likP I've neveri hated anyone · · my life•.•I just can't take hi::; clannations-.. w tnrearor After Noth� But a Man I started thinking . what l'd said about ••• I'd only Uvedwi sanething like it for a few days, those people dCMl South and blacks most all over, I guess, live with sane kind of fear all their lives •..and all kinds of insults. . '!hey }:lave much 100re reason to hate than I do." "-- came ba.ck--not much was said and everyone tried to act different. He gave another speech damning all white people and saying he had a friend who wanted to kill all white people. This really makes me feel up tight and scared. I'm not sure I want. to live with it." 4-4- EXHIBIT Q March 26, 1969 EVICI'ION1' "It p:robably is the greatest, best thing that could have happened to,us- made us a colony••• It's wild, I like it. But I don't like what they're.doing to us� Damn-- the 'student as nigger'.� .Damn--no, I'm a human being and I won't stand for it so why should a Black. Better? I can see why." "But looking beyond this I think I was confronted with the paver and authority of the government for the first time•••There weren't many things that I was ever confronted with that didn't work out right. Just contact the right people or give them the name. Na,., I kna,., what people hez,e have to fight against.11 ''Malcolm Boyd at Augsburg--a scmewhat inconsistent talk--for being in the church I wonder why he felt the chll!'dl wasn't worth trying to change••• Today at 3:00 we received an eviction notice to be out by 5:00 that day. Inmediately everything was in an uproar•••Becky Finch was the most exciting --a fiery little girl.11 "Joke of the day: We 're evicted. Ha! Ha! No joke. Fran pa.rents : r,1e don't want your name in the paper, where are you getting all these ideas? Who's putting this stuff in your head? ••• Why don't you cane hane to reality? (Reality? Huh?)" " and I toured Pilot City Health Center and as we sat talking to _, '""' --about facilities and social services, __ and __ burst in t_o t-ell us we got an eviction notice at 3:00 p.m••••" ''c<Toe Building Inspection Department gave us two hours to leave the premises because it was unfit for human habitation. We were amazed in a sense because it was really nicer than the residences of 2/3 1 s of the area. The group debated the prus and cons and decided to stay. We would wait and see what City Hall would do. 45 Mardl 28, 1969 "Saturday I met a person who really cut up the Crisis Colony experience into pieces ••• " "I had a hassle with my parents on the phone and I was deeply hurt. I love them rore than I can express in words and I'ealize all they've done for rre arrl I've done almost all they've asked of me. I've always told them what I did and why and tried to respect their judgment, but nr:M they seem ashamed of what I'm doing and ask me what's happened to me. talked to a couple of· us again. He was. lo.nd of mad at us for making such _a_h_i_g thing of this eviction notice." 46 EXlllBIT Q Mardl 29, 1969 - "Went to Our Pl.ace (150 kidc:; > good band). Caught two guys drinking in tbe I didn't kick them out as I don't think that solves the basic problem. We talked for about an hour before I asked them to leave •. I �ally don't knew how to deal with such cases. I do think that kicking them out does not solve the real problem." furnace roan� "I feel the eviction was the link that unified our colony with the canmunity. We were living in far better canfort and conditions than the average people in the area and yet we were the blunt of a northside p<:Mer play. The students were able to W'lderstand a bit of the politics involved in the northside strug gle for better living conditians. 111� *One of the black students of the Colony reacting. 47 March 30, 1969 "I remember thinking sanetime last night that I'll never make the grade. I'll never be .independent and innovative enough to stay in the fight. It was a very depressing kind of thought: ••Tonight I'm not so pessemistic. I think there is sane hope." 48 EXHIBIT Q ·.. Marcll 31, 1969 "Today one of the kids here described sane. of us as tdipshits' fr.an the fann. I do think sane of the people in the group think they � superior. If they are preju.di.ced against us, how can they help humani.ty at all.:.• " "He took us back a little because.he said He had expected.us to put him on the spot young colt.* he was a little disappointed in us. and really see our spirit like a Most of us are starting to drag sanewhat••• " �Reaction fRm a black speaker. .April 2, 1969 "I was just amazed at the people frun the Northside. I can't get over ha-, they care for·their neighbors in time of crisis •••A pl.ant of crocuses were delivered to OUI' door� They·were fran a gentleman in the neighborhood (whan we did not kncM) and they bore a card with the message: 'God is still alive in North Min neapolis.' and I were out getting people to register to vote. A depressing rnanent. · An AFOC mother said, 'Oh, I can't vote, I'm on AFOC ! ' People don't know their rights or privileges.* •••I really feel the draft for killing is wrong. There ought· to be other ways of serving your CO\IDtry besides killing. I'm not sure if prison is the best way of protest. The consequences are huge••• It gives a person a chance to read and think, a chance to get oneself together. But I still ck>n't know." "We had a good discussion this morning on whether we want to present a program at Crystal, etc. I think, as _______ said, a lot of us are getting lazy and we've turned the churcil etc. off so long that we refuse to listen to anyone else on it. I really didn't want to go hane, but I felt I should talk to my parents." �°'Bill �th' s campaign. This was a neutral activity, however. Students were trying to persuade people to register. 50 EXHIBIT Q April 3, 1969 EASI'ER VACKITON "I'm hane and it's a diffeI'mt world. I visited with my Grendpa and we discussed my situation. It is still hard for me to believe that my Grandfather is so willing to listen to a person four times younger. He still believes he I s learning • ••• My parents were better than I expected. Not upset, just wondering." ''Went to school for the first day. Mrs. seemed very wann." --, the teacher I'm under, "I realized in a new way that the place for me to be working is back in hane community." my "Participated in the Morrill Hall March fran the University to the Mall. It was really great---3,000 people." ''Tonight I had my parents read the articles on our eviction and tried to talk to them about what was going on. I had my father read sane of this diary. He got very angry. He told me he could read between the lines and I should wake up, gra,., up, and go back to school, because I wasn't going to help or change the Negro. I told h:im I knew that and I wasn't trying to. I just wanted to learn about them as human beings. 11 51 April 7, 1969 "I' 11 have to make a n!SOlution••• to keep up: .tbi:s ..dialy." 52 EXHIBIT Q April 8, 1969 "So she told her parents that her black friend was there and they might like to meet him and talk to him. Well, you can bet they got over to her apartment darn quick. After very stiff introductions they sat da.,m in the living roan. Her father just sat there and refused to say anything. Her boyfriend tried to ease the tension by recognizing it and talking about it. He said he 1 felt electricity in the air.' But the tension wasn't eased and they refused to even see him as a person. After a while they left. The next day her mother told her that her father had had a vision about 'that man.' 'And you must believe it because your father does get visions, he is a man of God and God reveals things to him. God told him that that man is the devil, is Satan himself, and when he talked about electricity tna:twas the holiness of Jesus caning through your father. That's why he was uncanfortable about the electricity. He is evil · and he felt hol;t: rays.' My friends reaction was ccmplete astonishment at this, and also shame that her parents actually believed sanething like that and denied a person hunanity because of his color." " is doesn I t seem to think I'm doing a good enough job of what I think kids. --r 1 -the Ir1.d... ing -- shoos her stress by changing the seating arrangement every day." "Back to the grindstone. I almost actually dread going to Montessori some days. Like today." 53 April 9, 1969 "Today.I'm disgusted with sane people in the oolany who don't of the work." do their sharie "And if black is so beautiful how cane the black man is after so many white chicks? And I'm fed up with all the.hustling that goes on•••sure I love to sit down and rap with people, get da-m to the nitty-gritty but just because we happen to fall on the same wave length doesn't necessarily mean I want to date the guy. And every time so far, if I've said, 'No thank you•, the feed back is that I don't want to date black men because I cane fran a nice white middle class background and rey parents object. HEIL, oo� •••• just because I don't like to be hustled." "The :reading center with talking typewriters was fascinating." 54 EXHIBIT Q April_ll, 1969 "The lectures are just beccrning of them." IDOI'9 boring •••haven't been getting much out "It may mean it's better to work through the system rather than outside it. These two ways of effecting change are cx:mtinuously being brought up. Sane times I feel I want to give up the system CCJIJpletely and other t:imes I want to alm:>st grab it by the hand and pull it along. Later in the afternoon, right before supper, we called up Bill Green, assist ant p:rtlncipal at Ocean-Brownville School in New Yon< and talked to him on Dialogue." "He made an interesting point about things appearing to be opposite, saying they may not be anti but may be other." 55 April 12, 1969 "So I went to Rleep--my favorite means of escape. 11 "I love the wilderness. I don't know what to think about this•••the metropolitan man is the man of today and the future. In the wilderness I feel closer to God and man. In the city I feel stifled and boxed in and totally frustrated. Maybe the Northwoods is my escape. But if I can't make it in the city, shouldn't I try the country, or am I running af/ay fran it?" "'Thirty miles south of Minneapolis our old buggy started dying•••put it to rest •••decided to.test our fellowman and attempted hitchhiking•••watched ladies Aid groups, felloo constituents of the liberal white front go by••• (sane had the audacity to wave). Ib not fear•••our Good Samaritan finally arrived•••skin colo:P--black. 11 ''i-lorked at TCM'lhouse Apartments trying to organize the residents.* We passed out flyers and checked to see hCM much interest there was in a resident's council. It is fun and exciting starting a thing like this. I feel like an inventor." �'fOne of the projects of several students. 56 EXHIBIT Q -ApriL.14-., ..1.969 "I never thought of··it likerthis before, but he said there was no such thing as culturally de..Prived. He said evefyone had a cultun?-they were just dif ferent cultures." 57 Apr-il 15, 1969 "With regard to the system---it's like walking a tightrope to be sensitive to your feeling � stick to your guns on what you believe. 11 11 • • •we left for a city COJ.ncil meeting. i: Father Podvin and Pastor Hinrichs** presented a proposal for a city youth street worl<er and an advisory canmission on youth made up by a majority of youth workers. It was absolutely rena.rkable but the city council didn't react at all to the proposal • ••• talked about nmaways and three of us decided the Crisis Colony couldn't take the risk of fostering nmaways." *In Crystal. The group attended many meetings in the Ccmnunity. *i:'I'he Father and the Pastorw� able leaders in the Crystal Canmunity. 58 EXHIBIT Q April 16, 1969 "I guess maybe to �ly find myself I have to lose myself first. wierd but I'm beginning to think it's true." Sounds "People are really going to have to organize to get what they want. At the Residents Meeting tonight I really recognized a lot of people. '!hat was sort of neat because I felt like I knew what was going on. On the other hand, it was sort of sad. - These same people were worlci.ng on all sort of things for changes in the'systan;·but there was only a small handful." "Kids at Our Place have given up••• Board with rules pouring out of their heads like paper fron a teletype machine ••• the final eviction notice (for Our Place) hanging over our heads, bringing the end ever closer." 59 April 17, 1969 11Three kids frcm the Fascinators* in St. Paul rapped to us this morning. It wa.c; kind of different ftml 100st of what we hear an:>U11d here. Like the two guys still talked about colored people instead of blacks•.. And they spoke against the black rnilitants•••They didn't like Afros on most girls. 'Who wants to wake up in the morning and think he's sleeping next to his br>other?' One guy read sane of the poems he wrote while he was in the workhouse and the other talked about LeRoy Gardner's barber sh:>p. It was quite a session." "We saw four films on sex education or rether human relations. A group like POSE (Parents Opposed to Sex Education) is very fcightening---they kept making :renarks like, 'We don't have acy problems here, rrrf children don't even knoo what prejudice is.'"** *A canbo **An experience in Crystal. 60 EXHIBIT Q April 18, 1969 "Ton:i.ght I also decided I was a fence-sitter and on top, but not on one side or the other. I'm involved but I'm not'involved. · I believe but I don't believe." "One th:iJig I have to be ver:1 careful about--when·talk:ing to people about the problems with the structure, church, etc.---I have to not be judgmental of other people�lea.� myself out.". "Sat in on sane small group sessions at Cooper High School* •••has really changed •••I wish I could have taken part in sane of this •••when I was back in high school." Ain Crystal area. 6,1 April 20, 1969 "Tonight we went to the Soul Passion in White Bear Lake.* It was kind of great. A _five-piece band and al� with dancing around the ch�." · "This aft�rnoon I had nr:J first serious disagreement with nr:J old -rocmnate•••I want:ed her to with me to hear John Ylvisake:r present Soul Passion. cane At the outset of Soul Passion I had mixed feelings. I'm so used to the trad itional••.Maybe the loud electric guitars turned sane people off, but if I were walking by outside the church (it). would have sounded loud and joyful? And joy is a real . part of F.aster. It was . a great worship experience." "The Fabulous Fascinators were over and rapped. It was hilarious hearing about the talk that goes on in the barber shop••• _ · read sane of the poetry he wrote while he was in the workhouse. Ya,_he sees it too. There's sanething about frustration and depression that enables a peI'SOn to express himself." *A service led by John Ylvisaker on the Good Friday Faster Story. 62 A w EXHIBrr Q April 22, 1969 It is no �er a questioo of the redemptiat of Negroes but of the redenp tian of .America, and of the lrner.l.can image in the world. 11 '.��·It is difficult for Americans to be p:j.fferent ••• Our value system is such that we e,q,ect difference to reflect sane kind, of superie>!'-inferior polarity."'. · · . . · Quotes fu:rn THE BI.ACK .AMERICAN AND '!HE PRESS* " - and I are observing the Minneapolis Public Schools Task Force at -Emerson Elementary.·" "'One��eboaks�thebilil.iognlphy 63 April 23, 1969 "It felt:good to,be silen� for awhile." "Board of Directors met at Our Place. But only a couple showed. We agreed to petition .the city of Crystal voters and kids in an attempt to pers\1ade the City Council to take a responsibility for their youth by first of all providing a place; then a staff and program." "I got my first letter ftan my pa:rents since· Faster. rt··was factual, but nice." �BITQ April 2'+, 1969 "Sane of the kids think we got· threatened tonight. l guess it happened before I got back. I don't quite understand it all. So I think I'll go to bed!?" "We talked at Augsbq today•••I was disappointed with our presentaticn•••We wasted. a lot of time. Also not nuch toought was put into it•••" ''We talked about the sit-in to be held on Sa:turda.y ••• I am really caught in the the petition on the one hand as middle over the whole thing. I am supporti.pg 0 the irethod to pressure the city fathers. And at the same time I feel the kids are right in their methods of exposing the issue." 65 April 25, 1969 "I 'rn s�e,irig a lot about Jlo/Self ••• I'm, Jl()t very tolerant�,•." learned three letters today---we had a feeling of accanplishnent, which " he-despara.tely needs."* "I went to the Police Department Cannuni:ty Relations Branch and was ve.ry upset by the passive and even racist tendencies of the 'liberal' pelicemen. These men really don't tmderstand so many problems of the Black carrnunity. For instance·, the seven deman:ls •••have really been ignon?d••• o;,uldn't even find a copy of the demands today."** *At the school where one worked as an aide. **A project of one of the students. 66 EXHIBIT Q April 26, 1969 "Tonight was the last night Our Place, the teen center in Crystal, was open. I knew the kids were planning a sit-in because after tonight they're out in the streets again, but I decided not to go because __ half-joked that th ey might be in jail tanorn:M when we're supposed to be giving the church service. and __ finally got back---! was getting worried and wondered if maybe ,-..,..th re ally were in jail. __ is all bruised up---his head, face, arm, and ey hand because the cops took bl.ackjacks to then." "We rehearsed at St. James.* I thought the a:rohitecture was the Lodge. It was :really awesane and frightening." "A debate in the colony•••Never trust anyone over thirty. Should I be questioning �s Joe or any adults do JIDre than I do. I guess I belong more to the old school.••Sane people I'm sure I disagree with and question, but I don't think every established person or structure should be torn apart just because it is that." "Confrontation** ••• 9:30 or 10:00 •••40 •••police didn't shoo right away•••number of kids cn-m to about 20 ••• with the entrance of the cops a few started leaving, so we sat doon and started singing, 1 We shall overcane. ' The oops started threatening certain members of our group with court appearances for curfew violations and probation violation as well as phone calls to parents. Sane of the kids had to leave.•• only eleven left•.•we continued to sing and link anns in a small circle on the floor. The police blew their cool••. accused ...-.....- __ of breaking a curfew ordinance and then he_p_roc-eeded to try and haul __ out of the circle•••__ started twisting necks••• -:r--,-,: began to use his blackjack. His first swing hit me right on top-of the head. __ __ arrived and sent most of the other cops home•••chatted awhile ••. since there was no immediate confrontation it would be of little use to stay around •••we left on our CMn accoro." ----- '�e first church in which the liturgy of the Crisis Colony was presented. **At Our Place 67 April 27, 1969 "The first service lasted fore�-the second one was exciting--now I knew there can be emotional fervor in religion. The congregation didn't seem thrilled." "One guy wondered why we had done this on Sunday morning. He thought it would be Okay in the evening but not Sunday m:>:rnµig. __ tried to explain to him that we had kept a lot of the old and added the new and didn't want the new to replace the old or take over and thra,l out the old. But the guy didn't believe that. One guy who is a pretty concerned and involved guy was mad because we were saying, he thought, that he should be ashamed of 1iving in the suburbs. He said he's getting sick of hearing this because he doesn't believe it. He took the whole tiring as a personal insult•••One couple has been taking sane kind of course at the University which they said had really helped them to see a lot. One of the Fascinators�" said afterwar>ds that that was really clean!---really great. One fella-l asked if the service was to shock. We said, no, we didn't think it had any shock value as such. It was what we really believe•••" "I don't Jaia-, how the Fabulous Fascinators, with their loud music and equip ment all over the alter (area) went over••. Mrs. Thorson said she saw the Fascinators at the altar offering the best they had to God. That really struck me. Was the, rest of our group doing that?" "The Fascinator's gloria was beautiful---This is My Counm and right in the middle they stopped, lxMed their heads and raised.their 1.sts in the black pa-,er sign. There were quite a fev, jaws that dropped, but it was beautiful to me • •• • two alternatives in the way we present our liturgy: we can be subtle, cautious, walk on eggs; or we can sock it to 'em! The first is rrore rational but I don't think we have time to be careful." "Got to Our Place about 3: 30 p.m. and helped haul out furniture•••Sane of the kids were really perplexed about whether to help•••or whether to resist•••I was no longer in favor of a sit-in because I felt that we had adequately demonstrated our concern Saturday night•••The kids had a hard ti.me understanding this, I think, and maybe in the end sane will never••. I have no previous experience with ar-rJ of this." 1:rhe Fascinators played during the service 68 EXHIBIT Q April 27, 1969 · · (cont.) "When. I fir::;l encounle.re<l ·the ser'Vices ••• I thought it was crazy to have guitars and drums in a church. The songs they sang were fran pop music and I just didn't understand. I felt the church must really be in poor shape to hate to bring rock into the church to bring people closer to God. When we had our services I began to understand that people should be •••reached and since more people partake in religious services than any other it was prime time to attempt to reach the minds of people. I felt that when I spoke to the church that I wasn't trying to indoctrinate the people but more to cause them to reflect upon their past and present life. I believe the services in general were to cause people to think of what existed exists in the world ••• I think quite a few people try to live around the problem." and "I feel we were unfair to the people at St. James by having the Fascinator's play at their service. They were out of place. I felt they added nothing in the religious or socialogical aspect. Our liturmr is meaningful but was not listened to because of the soul band." The service had been constructed during the weeks before. A real attempt was made to give roan in the woros so that there were portions the agnostics could say meaningfully. As it turned out, no one specifically repudiated the liturgy. Ylvisaker helped technically in the musical portions and often led the music ians. 69 April 28, 1969 "This was the last day to do campaigning and I-must say we did a lot� .. I think we can win---both the primary and the final•••Tano?:"lXW will tell the .ta.J4. Vote Bill Smith! " 70 EXHIBIT Q April 2_9, 1969 "Poll-watching this morning from 7...11. ·· Real fun. Bill came a far second to Joe �enstein! That means we have a hell of a lot of work to do before June 10. It really gets to me sanetimes--the Colony---no, maybe its people I can't take." a couple of the "A hideous night•••Stenvig, 15,000? * Hoo could arry human hl.lllB11 being vote for Joe (;yleenstein over Bill Snith? Today I read MY PEOPLE IS 'IEE ENEMY. There are sane really terrific statements and insights in the book." "Stenvig wiped out Hegstran!--on a law and order platform. 'We need to take the handcuffs off the police ••• ' God that's scary. Hitler here we cane." �s was the primary. The group also worked for the main election later. 71 April 30, 1969 ''The Colony is good in that we must interrelate and possibly clarify our· thoughts for camnmi.cation. Ht:Mever, one oan'tbe alone. There is no place to go to sit· quietly and reflect and just be still." . 72 - EXHIBIT Q May 1, 1969 "I spent the evening with :_ • We had a canforrtable time listening to music and talking about everything._____We_ have a• lot in camion even-though I'm considered rich and he's considet'e<;f poor. It's an attitude about our posses sions that is not shared outwardly by say the in-between econanic strata." ''We went to Target to interview sane kids. With a group of fifteen kids and Target cokes in hand, we engaged in conversation for about thirty minutes before the store manager kicked us out. He said he wasn't running a teen center•••" "A cheery 'phantan' left May baskets for all of us." 73 May 2, 1969 ''Man and I talked tonight� •• such a hassle. .Ahlays. 'no they're not all that w�, but' ••• told her about the HW\C bill ••• oonfinement of redicals, etc. , in already rejuvenated concentre.tion camps•. · I . think, I started to .get tllI'QJgll to· her." ' 74 EXHIBIT Q May 3, 1969 "To be truthful, one of the . things I hate �st is keeping this journal. I kn01,,T I have no self confidence or a sense of personal worth and I guess that helps explain why I hate to write." "The northside has changed nCM that the surriner temperatun!s have arrived. The teens stand on street comers until � or three in the TJOming on week ends. Destruction of windows has increased•••maybe the thief is not such an inhuman character after all. We've placed machines over men instead of vice versa." "Discussed police with the parents. Amazing h01,,T well they keep up with sane things. Tl 75 May 4, 1969 "Its so hard for me to get to knCM people. Tonight I was really mad that it takes me so long•••so many interesting people•••and there isn't time••• and I'll have lost something without·even gaining it." "The more aware one becanes the hartler it is--for me it's hard to keep a sense of hU!OOI'•••laugh to keep fran crying." "The Danforth Foundation gave our service a warm reception at the Hilton in St. Paul this morning. A pleasant change ccmpared to the previous Sunday. A small churd"l in New London hearo our service and Peter. re�ptive." They too were "The part titled 'New Visibilities'* is my favorite part." 1rin the liturgy of the Crisis Colony 76 EXHIBIT Q Mays, 1969 "Remember that little old lady we talked to who had eleven dogs and was voting for Greenstein because he gave her some pt.Dllpkins Hall™een and she made a pie and he said it was good? She got on the bus with me today and started talking to nobody in particular. 'There's nothing Wl'IC>ng with the Northside. I like the Northside--lived here all my life. I can't see why people say there's anything wrung. No sir, etc., etc., etc.' People who don't admit that- theres a prob lem of poverty, tmempl�t, health, prejudice, etc., . are the problem." . *. "It's sad when a little . �~.+h;�'g••• .-..Ul:f""'�- boy . is so convinced that he is dlVIlb---and can't learn Today hl.Bilall relatioris had beccme a responsibility---what I mean is that when you cane into a critical situation like the one we're :in you really have to be to gether (kna-1 yourself) or you can do a lot of damage. Unless this can be taken seriously I wish people would stay out of the situation." "The Human Behavior Camri.ssion together with the Park Boa.rd Carmission jointly are working out a long range program for the teenagers in Crystal, including a youth ccmnission and a staff of street workers." i,At the school 77 May 6, 1969 "The colony is just getting dam far·enough to make sense. Everyone has over cane sane of their basic confrontation fears ••• Scmetimes I think five lectures a week is too much. The lecture of an Indian on police corrmunity relations really came into focus in what happened Friday night. __, __, .....-- and __ and I were in the Shell Station on Olson Highway gettJ.ng gas---the police car was there also. As we drove off the police fella.red and stopped us. The car was a ' 54 Chev, not in top condition. He asked me for rrrJ license, which J gave him. He asked me if that was ITrf mailing address, etc. I asked him why· he had stopped me and he mumbled sanething. Then he asked_ _ ...,..... and_.....,... their names. Not the girls. , got out and talked with them---1t turned out one of the tail and ..�ligh�ts was out and there was no light on the license plate---OKAY---so they called davntoon to find out if __ and · had records---! got out and asked why they stopped me---no answer---then I, said -?- don't you guys (there were two police cars) have anything better to do and he looked at me and said, 'Don't you have anything BEITER to do?' He might as well have said--- you whore, excuse the expression." f "There was a police-ccmnunity relations meeting---a panel spoke---it was not representative of the canmunity at all. There were outbreaks fran the audience ••• they were mad and frustrated .•• the panel didn't recognize them•••Matt Eubanks took over. Quite a few people left---he called people fran all diffe�t view points to sit at the table." 78 EXHIBIT Q May 7, 1969 I'm glad I got involved in the Tenant'� Union. I've met sane great people :through and I've re.ally learned about the poor in the. city •••I helped with all the busy work of surveying and talking to the residents but no,, its in the hands of the residents and organizers. I feel sort of useless." 11 it ''Hoo..oo you justify a school day that is canpletely a mess?•••'Ihe issue in educa tion .1s survival (Not if he is behaving OI' adjusting) or if he is learning." "-- __ , blac::k pastor, 'I wouldn't march for anyone, for anything. '" 79 May 8, 1969 "I think I've realized a few things frcm all of this. The first is that we're not really accepted by the ccmmunity. We 're just sort of tolerated as long as they qan get places to stay, free meals, swipe stuff every once in awhile, and be able to hustle white chicks. But cut anything off and ·they're angry, they get destructive but they expect to be able to came back anytime for more. But I'd say the biggest attraction is white chicks to hustle. Perhaps we're not always genuine, and we're phony but are they really genuine with us? The saddest thing about prejudice is that it causes people to be other than themselves and canmunications breaks down and people can't relate." "I believe I'm more me n<M and I see myself becaning older for all that I have learned•••I'm becoming more aware of the world. --, --, -----irost of the guys who stop by have taught me a lot about me." "Last night, after __ left, 's $40. 00 camera was gone. , • (__ knew he had the camera.) The fact that she didn't know what to say to him reveals a fail� and makes me ask myself, ''Have we really accanplished anything?'" "On a conversation with a policeman: Lately I think I have been tending to stereotype a lot of people and as a result all cops are 'mother fucking racist pigs? ' Instead of holding an intelligent conversation on law and oroer and even justice, we ended up indicting the guy for all the wrong-doings of the police departments around the world." 80 - EXHIBIT Q May 9, 1969 "Sanet:imes •.•he gets drunk and then he has to turn on saneone and he finds a. different person each time. I couldn't take it if it turned out to be me•••So I just avoid h:im." "In discussion in suburbs one guy said you have to have concern be;fore you can love; that' you have to know the 'love of God' be;fore you can love others. NO! NO! NO! By sharing and giving you <ii;scover. love and. it's �aning ••• The problem in the suburbs, as I see it, is that families have JJX)Ved there because it's a good place to bring up kids. Fa.ch family is an entity .to itself and doesn't see beyond it." 81 May 11, 1969 ''We did the church service again*•••It . hit me 1111.lch nore--what . doing�" - and we were saying "I was �ly disappointed because he holds sane of the ideas which are white .Ametj.ca's rationali7.a.tions for the position of the poor people, 'They can get oork if they were willing to worlc'---but who wants to spend the rest of his life as a janitor · if he would rather be a doctor." "Just the experience of worshipping with them was meaningful. to me. I guess maybe I was prejudiced against Catholics•••I've always been segregated fn::m •II theJil. • 'rAt a Ranan Catholic Church 1 82 EXHIBIT Q May -l2 ;t 1969 interesting. ''My in::lependent study i&-�y. .- . . .. got the hang Of .it." I enjoyed - . my' intervia,tjng . .once I\T ' . "Voter l'egistre:tion is int�ting but disheartening. Most of those who are not l'egistered don't intend to do it-this_year ar in years to cane." 83 May 13, 1969 "Only two weeks left •••Less freedan with paper pressure. I wonder hoo I've changed. I'm looking at the world in a broader sense---my eyes are open--I'm sympathetic to larger m.nnbers of people and I'm hopeful of a changing future." "Police and carmunity relations aren't." 84 EXHIBIT Q May 14, 1969 "I thought of man's ;i,nhunanity to man. Then I talked to a lawyer who pn!sented just a cool, logical face to me. And I despair." ''Went to the library. Strange how unoan.fortable I used to feel in a library when I had books to read. -Now when I chose to go I'ead I really felt at bane." 85 May 15, 1969 "The faculty "Overwhelmed. was here ••• the ocmnents and discussion. was fantastic." . Do I have the discipline and responsibility to get things done." ''The question of freedan and' the youth struggle is frightening. For, if discipline is left out and its only rebellion we will not have what it takes to effect change." 86 EXHIBIT Q May 16, 1969 "The thoughts I have had concerning the slow destruction of this country-this world. And sanetimes I feel so danm helpless." "Today the thought struck me that radicals and militants might·be sane of the only real hunanists ther-e are." "Everyone is getting tired� Saw Joanne--message---life must have a meaning- you nrust be cxmnitted to sanething. My dad asked in the last lettel'---what is the purpose in life?" "Played the Ghetto game. Not ba.d---but doesn't compare to living in poverty. Profs came. They still worry about credits and the possible 'r-ebellious natures' that Crisis Colony may create. Appeared on Cyril Paul's television sha-7." 87 May 17, 1969 ''Tonight + w�nt to see Oliver! JTOJSioal. " "Read Doxiadis and fbuglass* am. to me. it was depressing. aU aftenxxm-fascinat:ing?" lrOne of the reading list. Not just a light -- ---- 7 EXHIBIT Q May 18, 1969 -- whipped through his lessons-he just pretends he's dumb." II "Put our service on at House of Hope Lutheran Church in New fupe. The I'eaction wasn't too bad. They seemed to like certain parts of it. ____ said that when he read the service he was sure that 'Give a Damn' was out of place. But when the service had gotten underway, then he thought it was very important. I think it's �ant to note his change of attitude and willingness not to judge canpletely on first sight. I mean to put all suburban men into one big bag and fail to treat them as hunan individuals." 89 May 19, 1969 ''When we go back to Augsbmg next year its going to be hard talking to people about: these ideas...;;,-for they ck>n't want to hear them am will likely find many reasons to turn us off. Yet we JmJSt try with a positive attitude." "Marshal Mcwhan's film and perception of the wor-ld around us seems very prophetic." .. 90 E»!IBIT May 21, 1969 . "They (black men) constantly test. painful game• II It's really a game. Very cruel and very "Tonight the tcMnhouse apartments were to have a residents meeting with the But the manager's wife was rushed to the hospital to· have her baby•• � We have been working so long•••All our Saturday surveys, all 'the resident's meetings, the tenant's union, and I didn't get to see••• " manager. 91 Q May 22',. 1969 "Profs! Fron sane people I get the feeling that intellect and humanism are two different, separate things. The u1timate in life is developing one I s intellect to the fullest. .And it• s logical. But how can you separate ••• " · ''Went to Chinwag at Augsburg and it was filled with kids. That was beautiful, but even better, half the kids were black and fu:m the 'U' or Augsburg. It seemed right. However, I was disturbed when a friend said, 'Black boys are . all right but when that many � in our school I just get a creepy feeling. ' . Those people are sane of the hardest people to change." 92 EXHIBIT Q May 25, 1969 ''Well, this is going to be my conclusion� · Cri.'sis Colony is over. I've been . doing a lot of thinking about it. One t1ring I have to say is that even though this was a treme.rrlous learning experience for me, in a way I'm oot sure if it was good for the .cc:mirunity. We care in, make ties, and take off. They're still living there. I think what I have to do is renember that this is only the first step, arrl the real test of my feelings is caning nc:M. hn I really going to be ex>ncemed and do sanething? . I think the .best thing for me to do these next few years is work through Augsburg with the FAME program and pushing other Crisis Colonies. I guess if I described Crisis Colony in terms of my experience I'd say it was a baptism. It was a dying of the old ideas arrl attitudes that didn't worlc and a · birth of new ones. END POil1: "You who are wholly holy You who have no forgiven sins to :repress are an empty cha.lice Were you ever filled with the fulness of life Or did you pray them away before puberty Gr<::Ming in what the. ancients thought to be The image of God." "___,...., ___am. I ended up doing al.Joost all of the labor in our clean-up operations. It was a long afternoon , ending with a chocolate malt at l.etofsky's and a final farewell to the Gerst Funeral Chapel. For once more the building had :returned to loneliness and darkness. The S1Wky odor which for nine weeks had gone into hiding, once m:,re appeared on the scene. Life had left and death had returned. was talking about our contemporary worship service. Never before had she .........-ed like this. She had given up on God and the Church a couple of� ago ••• -taik and ncM she was just w.a.mning with new possibilities. In many ways the · Crisis Colony was a catalyst. After ten weeks we had becane action orientated." "I feel we all delve into problems more in depth than before. That we under'- stand that problem is always deeper than what it appears. The problems that exist cannot be solved by the federel gove.rmient. We the people must be aware of the injustices enOO\.Dltered by millions of others. Time is very important••• 93 May 25, 1969 (cont.) We know that usually the person who has•••lived the problems is the only one with a sound solution to it. To tell the truth I didn't expect to learn anything ftan the colony because I am black and we were going to live in conditions that were very familiar to me ••• When I first started, I knew only a couple of people and that was just 'speak ing people. ' As the time went by everyone got to krn:M much m:>re about each other. I don't believe anyone in the oolony disliked anyone else. We became like a large fanily. Everyone was doing sanething else for and with the carrmmity. We all tried to share our ideas with one another and discuss various points in depth if there was a question••• But I felt the colony was very helpful to me. As loog as people try to ccmnun icate with each other with the sharing of ideas and differences of opinions then problems can be feasibly wo:ri<ed out. I think the colony is very beautiful in fact and thought and the experience that is gained can never be replaced." "It's funny, but I'm not sad to leave here because everything · · I've gotten will stay with me for life." "The Crisis Colony is an effective way for a person fran a background like mine, with limited contact with the problems and troubles of :i.nner'-city living to lea..vn to respect the values and attitudes of these people." 94- EXHIBIT Q URBAN ENCOUNTER SEMINAR SPEAKERS SPEAKERS: Charles Lutz, Center for Urban Encounter Gordon Nelson, Augsburg College Rabbi Jerome Herzog, Kenneseth Israel Spike Moss, The WAY Bill Smith, Political Candidate Coselle Breedlove, Political Candidate Van White, Employment David Preus, School Board Chairman Earl Bowman, Schools Pastor Ron Hinrichs, St. James, Crystal John Doyle, Urban League Scotty Stone, Student Leader John Warder, Plymouth Bank Austin Coleman, Midwest Services Lejeune Johnson and Nancy Hawks, Civil Rights Department Mrs. Marlin Hendrieth, Basic Skills Center Mr. Charles Nichols, Work Opportunity Center Milt Williams, Way University (several times) Lucy Clark, AFDC Mothers The Fabulous Fascinators, A Northside musical combo Pastor Rollie Robinson, Chairman - WAY Board Marvin Trammell, Assistant School Supt. - Lecturer Mankato State Dan Pothier, T. V. - "Black Voices 11 Dick Cunningham, Minneapolis Tribune Leonard Weaver, Community Worker Floyd Scott, Family Services, former Juvenile worker Mr. Wally Neal, W.E. Neal Slate Company Pastor Ron Terry, Sabbathani Baptist Pastor Orpheus Williams, Grace Emanual Community Church Pastor Marlin Mendrieth, Wayman Methodist Pastor John Schultz, Coffee House Extempore, Director, ALC Youth Felton Mathison, St. Paul Police Force Matt Eubanks, Citizen's Community Center Pastor Bill Youngdahl, Augsburg's Center for Urban Studies Mr. Boynton, Robbinsdale School System Vivian Jenkins, Phyliss Wheatley House Father Richard Podvin, Crystal, St. Rapheals Catholic Church Pastor Bob Samples, Director - Artist Culture Center Pastor L. David Brown, Former ALC Youth Director DIALOGUE ON TELEPHONE: Mr. Bill Green, Ocean Hill-Brownsville School, New York Gordon Parks, Author, Composer, LIFE Photos, Hollywood Director Mr. Boyd, San Francisco State College Administrator Senator Mondale 95 SEMINAR SPEAKERS (cont. ) IN PUBLIC MEETINGS, SPEAKERS HEARD: Larry Harris, Urban Department, Minneapolis Public Schools Joe Greenstein, Political Candidate Chief Dwyer, Captain Lindbergh - Police Father Janicke, Milwaukee 14· Malcolm Boyd, Writer DIALOGUES: Dialogue with League of Women Voters, Crystal Dialogue with five Suburban Human Relations Commissions Dialogue with Mayor and City Council of Crystal 96 • EXHIBIT A PARTIAL LIST OF ORGANIZATION WHOSE MEETINGS WE ATTENDED OR ENGAGED IN DIRECT DIALOGUE BY BEING THE PROGRAM .Q MARCH EVENTS Our Pla.ce - Board Meeting on March 10th Minicue Session, Bethlehem Lutheran on March 11th Westwood Lutheran Luncheon on March 13th Matt Eubanks Trail on March 14th Northside Ecumenical Ministry on March 15th -·Prince of Glory Folk Servioe on March 16th Thee Whole -A.Board Meeting on March .18th Lincoln, Jtmior:High l>TA on March 20th Representatives - Crystal Human Relations·- March 21st Grace Emanual Baptist on March 23rd Human Behavior Meeting on Marph .24th Minicue Session, Bethlehem Lutheran on March 25th S Suburban Human Relations Commission's on March 26th Crystal. City Hall Police Harassment Case on March 28th Bill Smith Campaign Meeting and then Campaigning on March 29th Various Black Churches on March 30th With Tom Beach on u. of M. Summer course on March 31st. APRIL EVENTS Meetings of Commission on Human Behavior, Crystal on April 1st Discussion of Police-Community Relations on April 2nd Tactics of Northside on April 3rd VACATION - April 3rd - 7th Bil'i Smith Campaign Meeting· on April 8th Tactics material passed out on April 9th Our Place - a�ard Meeting on April 9th Tactics - Board Meeting on April 10th Pilot Medical Center on April 11th WAY on April 11th Bill Smith, Campaign Meeting_on April 12th Tenants Union on April 12th Blooming Prairie �nee.on April 12th ·Blooming Prairie Sunday School/Dialogue on April 13th Mason City Luther League_9n April 13th Housing Redevelopment Agency on April 13th Sandbagged in 'Flood Ar�a on April 14th Work Opportunities Center on April 15th Eastside Tenants Union on April 15th Thee ifuole - Board Meeting on April 15th· City-wide Residents Meeting on April 16th AFDC League on April 17th Screening of fo�r films for Crystal people on sex education etc. on April 17th Bill Smith Campaign meeting on April 18th Teen Center - Highland Park on April 18th Bill Smith campaign meeting on April 19th Northside Clean-up campaign on April 19th Minnesota Studetjt Meeting on April 19th Northside Ecume�ical Ministry on April 19th Tenants Union on April 19th Ylvisaker's us�ul Passion Service" - White Bear Lake on April 20th 97 MEETINGS/Page_2 Father Janicke, Milwaukee 14 on April 20th 5th Ward Alderman Candidates on April 22nd Board of Directors - Our Place on April 22nd Tenant's Union on April 22nd Human Relations Commission - 5 suburbs on April 23rd Tactics on April 24th Augsburg Convo on April 24th Tenant's Union on April 24th Citizens Community Center on April 26th Bill Smith campaign on April 26th Conference at First Congregational on April 26th St. James Lutheran Church - Our service on April 28th Luther League at Prince of Glory on April 28th Blooming Prairie Youth on April 28th Minicue at Bethlehem Church on April 29th Mr. Wally Neal on April 29th MAY EVENTS . ; Hospital Auxiliary on Hay 1st Our service, Hilton Hotel, Danforth Regional Con£. on May 4th Our service, New London on May 4th Plain Truth Panel on May 6th Catholic Renewal Couples Group in Crystal on May 9th Our Service, St. Raphael's Catholic on Hay 11th On Crisis Colony, 1st Unitarian Church on Nay 11th Meet with City Council and r.layor of Crystal on Nay 12th Bethune School Dedication on May 13th P.T.A. at Willard School on Hay 13th Our liturgy rehearsed at Calvary Uethodist on May 14th Augsburg Professors on May 15th Generation Gap, 1st Unitarian Church on May 15th Education Fair, University of ainnesota on May 16th House of Sojourner on Hay 16th Peace Conference at Augsburg on May 17th Protest at St. Paul legislature on l•1ay 17th Our service, House of Hope Lutheran Church on May 18th HCAC Art Festival on May 18th .Minicue, Our Pentecost service on May 20th Colony to a School class, Robbinsdale on Nay 20th DFL Ward Club, Crystal on Hay 21st Robbinsdale Human Relations Club in High School on May 22nd Tenant's Union Demonstration at Capital on May 23rd A.B.M. Debate on May 24th Our service at Augsburg on !-lay 25th 98 LITURGY !Qa CRISIS COLONY!!. EXHIBIT Q The Fabulous Pa.scinators "The ·Fool on 'the Hill" verse· 1- L. Day after day, alone on a hill The man with the foolish grin 1s keeping perfectly still Nobody wants to know him, They can see he's just a tool And he never gives ari answer but the tool on the hill sees the sun going down and the eyes in his head see the world spinning round. This service begins in the Strong Name or the Trinity, Father, Son and Spirit. C. Amen L. It must be said, some or us think of ourselves a.s Christians; others or us are not sure what to think---especially about the Church. Some of us wonder almost to the point or despair whether the Church, or any of the institutions or this time, for that matter, will race up to the profound changes that must occur in our day. This liturgy then is given with mixed feelings. We must be honest •. I believe; yet help my unbelief. CONFESSIONAL, A Word of Honesty C. - PSALM OF CONFESSION (130) - Gelineau CONGREGATIONAL RESPONSE: I place my trust in you, my God. All my hope is in your mercy. INTROIT, Episode in a Timeless Valley I • . The hand or the Lord was upon me, and h� brought me out by · 'the Spirit or the Lord, and set me down in the midst or the valley; II� It was full of bones. I. And he led me round among them; and behold, there were very many upon the valley; II. And lo, they were veey dry. I. And he said to me, Son or Man, can these bones live? II. And I answered, O Lord God, You know. I. Again he said to me, Prophesy to these bones and say to them, II. o dry ones, hear the word or the, Lord. I. Thus says the Lord God to these bones: II. Behold, r·w111 cause breath to e·nter you, and you shall live. I. So I prophesied as I was commanded; and as I prophesied, there was a noise, and behold, a rattling; II. And the ·bones came together, bone t·o 1ts bone. I. And as I looked, tlesh had come upon them, and skin had covered them; II. But there was no breath in them. I. Then he said to me, Prophesy to the breath, prophesy, son or man, and say to the breath, II. Thus says the Lord God: Come rrom the four winds, O breath, and breathe upon these slain, that they may live. 99 I. II. I. II. I. II. So I prophesied as he· commanded me, And the breath came into· them, and they 11 ved. Then he said to me, Son or Man, thes-e bones are the whole house of Israel. Behold, they say, Our bones are dried up, and our hope is lost; we are clean cut orr. Therefore, prophesy, and say to them, Thus -says the Lord God: Behold, I will open your -graves, and raise you from your graves, .0 my .peopl.e'; . .. And I :will bring you home il)_to the land or Israel. KYRIE, The Shape of Our Tomb "The·: Sounds of Silence" (Join us with the text) L. L. In peace let us pray to the Lord. But there can be little peace when along the street we live are buildings, empty, burnt, deserted because all econ_om1c interests, long ago left the area. The street is a scar. C. Lord, have mercy. (Response, SBH, page 18 at the bottom) R. There can be little peace whenthe houses and land of the area are owned mostly by absentee landlords_ who are little interested in the people in their ho.uses. C. Lord, have mercy. R. One woman said she wouldn't let a daughter of hers live where we are for five minutes. But 77,000 people must live their whole lives here. C. Lord, have mercy. R. Another woman said she thought maybe we could teach black people something by our living in their part of town. How corifus·ed can you get? C. Lord, have mercy. For the peace of the whole world, let us pray to the Lord. . .R. .A National Guard force,. 97 percent w_hite, patrolled the city of Wilming.ton, D'el'aware;_with·a 40 percent black·· population every night· from April 9, 1968 to January 21, 1969. Was this the first portent of a police state? C. Lord,, have me�cy. . . . .. . . . . · ·: R. In my town 1n nearby Wisconsin,' ·a blac� man moved to town. First they burned his shed, the�_h1s barn, then his house. That was. three year� ago. No Nati<;m.al Guard wa_s called. C. Lord, have mercy. . · : · conform have R. In two suburbs, centers f'or y_o_uth w,ho 'do not· ( been forced to close.· Intere�tingly,'. A,pril 12, 1969, came news that Russia too is:· forbidding long hair and· non-conforming clothes. Will :the· Gene�ation Gap turn into a War of' tlie Generatione all. 0,ver. the worl. · d· 1·· · C. Lord, have mercy. Help, save, pity, and •. defend us; O God, by·yo�r _grace. C. Amen. R. or L. . ' .I . . 100 . .. A W EXHIBIT Q "The Fool on the Hill" verse 2 Day after.day. alone on the street The black and the Indians wait and wait but we never meat. Nobody wants to know them 1 each would seem a tool And he never gives an answer but the tool on the street sees the sun going down and_the eyes in his head see the world spinning round. GLORIA IN EXCELSIS, The New Visibilities . . 'l'he powerless are everywhere becoming visible. Some are only silent, but still others are speaking with remarkable, unforgettable words. And some are acting. The faces are red, brown, black, and white paled by poverty. Their appearance 1s a judgment, but it 1a also mercy, for they are new---a hope for our bankrupt time. The are being joined by the powerless young. And the powerless old are also becoming visible, saying that judging a man's worth by how much he is able to produce is a blasphemous word of a god who 1s a devouring idol. ••• Dimly we remember there was a powerless, speechless child, unable to lift his head---Jewish, a refugee along the road. He never pros pered, left nothing but a cloak when he died. The death was the lynching of a man pronounced criminal. Yet the angels sang when he was born, singing that God is celebrated by the powerless: A Celebration. The Fascinators The Gloria in Excelsis A Gloria or Celebration trom the Tradition.�. Number 25 THE WORD, Invocation or Resurrection - eviction notices for the dead Luke 16:19-31 Gradual: Hymn of Reasurect1on (join with text) - John 11:1-4; 11-1�; 32-q4 Song from the tradition announcing Resurrection, SBH Number 99. Verses l, 2, and 6. THE CREED, A Day of Fools 0 The Fool on The Hill" verse 3 Day after day, alone on a hill The man on the crooked cross is keeping perfectly still Nobody wants to know him, They can aee he's Just a tool And he never gives an answer but the tool on the hill aees the sun going down and the eyes 1n his head see the world spinning round. 101 What shall we say or those who through faith conquered kingdoms, enforced Justice, received promises, stopped the mouths or lions, quenched raging fire, escaped the edge or the sword, won strength out or weakness, became mighty 1n war, put foreign armies to flight? Women received their dead by resurrection. Some were tortured, refusing to accept release, that they might rise again to a better 11re•••They were stoned, they were sawn in two••• Others were assassinated with guns or buried in swampy places or Southern towns or fell in the streets of Northern cities. Others were thrown in Jail or fled their native lands•••They were destitute, afflicted, 111-treated---or whom the world was not worthy-- wander1ng over deserts and mountains, and in dens and caves of the earth. Therefore, since we are surrounded by so great a cloud or witnes ses, let us also lay aside every weight and sin which clings so closely, and let us run with perseverance the race that is set before us, looking unto Jesus the pioneer and perfecter of our faith, who for the joy that was set before him endured the cross, despising the shame, and is seated at the right hand of the throne of God. THE WORD ALIVE TODAY 11 I. II. III. A Time for Burning"• Daniel 3: The Golden Idol The Three Men or the Furnace The Fourth Man SBH, Number 343, First Tune, Verses l and 2 "The Fool on the Hill" verse 4 This 1s the day, the day of the fool The Man with the bearded face attends a different school But nobody seems to notice, uritil'he makes the news Then they begin to wonder but the fool on the hill sees the sun going 4own and the eyes in his head see: the world spinning round. OFFERTORY The Fascinators Offering, The Crisis of our Time as the Bread of our Communion "Give a Damn" PRAYERS AND·BENEDICTION SONG: "I Will Sing Unto the Lord u 102 Arranged by Ylvisaker A W EXHIBIT Q - BIBLIOGRAPHY PURPOSES 1. To inform ourselves or varying perspectives on minori ties in preparation for the speakers of th.e coming week. 2. To educate each Dther about more than one boOk in each weeks topic. . To understand the connections between emotions. and 3 1ntormat1on. Basic Books (One or several ot these books to be read in advance.) Carmichael, S. and c.v. Hamilton. Black Power. Random House, · · 1967. Clark, Kenneth. Dark Ghetto. Harp·er, 1965. Greer, Scott. Governing a Metropolis. New York:. John Wiley and Sons, Inc. , 1966. .. Haley, Alex and Malcolm X. The Autobiography or -Malcolm X. Grove, . 1965. Kerner Report Summary Schaller, Lyle E. Community Organization: Conflict and Reconcili ation. Nashville: Abingdon Press, 1966. Silberman, Charles E. Cr.isis in Black and White. Random House, 1964. Week one - Politics Student Seminar Books . Cleaver, Eldridge. Eldridge Cleaver, Past-Prison Writings and Speeches. Fanon, Frantz. The Wretched or the Earth. Evergreen, 1966. Hughes• Langston. History of the NAACP. .. King, Martin Luther. Letter from a Birmingham Jail. Malcolm X. Malcolm X Speaks. Grove� .. 1968. Week two - Education Coler, Robert. Children ot Crisis: A Study or. ·courage and Fear. Dell ,. 1964. Holt, John. How Children Fail. Dell, 1964. Kozel, Jonathan. Death at an Early Age. Bantam ,. 1967. Powledge, Fred. To Change a Child. Trubowitz, Sidney. A Handbook for Teaching in the Ghetto School. Chicago: Quadrangle Books, Inc., 1968. Week three - Business and Economics Hunger,. U.S.A. A report by the Citizen's Board or Inquiry into Hunger and Malnutrition in the United States. New Community Press, 1968. Larner and Howe. Poverty: Views from the Lett. William· Morrow, 1968. The Negro and the Cities. A Fortune Book, Time-Life, 1968. 103 ...-------------------- ------------------ -I ·Week thre� (cont.) Riessman and Popper. Up from Poverty, New Career Ladders for Nonprofessionals. 1968. Spero and Harris. The Black Worker. Athenum, 1968. Week four - Black Culture Baldwin, James. Go Tell lt on the Mountain. Dell, 1968. Baldwin, James. Nobody Knows My Ns.�e. Dell, 1962. Cleaver, Eldridge. Soul on Ice. McGraw-Hill, 1968. Ellison, Ralph. Invisible Man. Random House, 1952. Fanon, Frantz. Black Skil'}, White Masks. Grove Press, 1967. Jones, LeRoi. Blue People. Apollo, 1968. Jones, LeRoi. Tales. Grove Press, 1967. Wright, Richard. Native Son. Signet :, · 1964. (reissue) Week five - Minorities .and the Press Fisher, Paul L. and:Lowenstein, Ralph L. Race and the News Media. · Frederick A. Praeger, Publishers, 1967. Lyle, Jack. The Black American and the Press. Ritchie Pr�ss, 196a. M1nneapol1s Courier Minneapolis Spokesman Minneapolis Star Minneapolis Tribune Week six - Minority and Police Gerlach. "An Unarmed Intermediary Force" (unpublished paper) Hersey, John. The Algiers Motel Incident. Bantam, 1968. Sauter and Hines. Nir.tmare in Detroit: A Rebellion and Its Victims. Henry Regnery, 196 . Sauter and Hines� Police Power Abuses 1n New York City. Week seven - Inner City Religious Life Drake and Caytor. Black Met':i:•opolis3· Volume I. Harpel', 1962. Lincoln, C. Eric. The Black Muslims in America. Beacon, 1961. Stringfellow, William. My People is the Enemy. Doubleday, 1966. Washington, Joseph. Black Religion: The Negro and Christianity in the United States. Beacon, 196_4. Week eight - Eye Towards the Suburbs {to be announced) Week nine - Eye Towards the Suburbs ·(to be announced) Week ten - Metropolis Doxiadis and Douglass. • Press, 1965. Stringfellow, William. 1966 ... Winter, Gibson. The New World of Urban Man. United Church "The Myth or the Great Society". Dialogue,. New Creation as Metropolis. 104 - .-- __ ,. Reflections from a Crisis Colony Experience I f1nd 1t very difficult to relate to ot�ers the depth and meaning or the experience I had this summer but I'd 11ke te try. Unfortunately, 1t was an experience which 1s d1ff1cult to adequatel=r evaluate 1n words. It has arr�oted my life 1n many ways, a person There could not live this experienoe and not be changed deeply. are• rev changes, which I would like to expl.&in as my reasons for the necessity of educat1on and colleges to "link-up" with this type or czper1ence. The best way l can describe the major chang� felt by myself one as well as every of the students 1nvolvsd 1s tho.t I no apeak of things simply as "I think ••• ". both "I !.,!u and think ••• ". And this 11 longer· Now everything colr!es ou·;; feel1ng11 for other peopl� and whe.t they reel 1s the major eleL:.ent that can make the differcn0e 1n life. One oan know a problem, such a� a problem of minority persons, and its every oause and outcome but unless h" c&.n £.e�,l then he has that problem too. essary to have nothing. Ana. 7et, 1 t 1s still m�c,. botn or one would be in the se.ms posj_tion a.s th€, m1nor1t7 person and could be of no real help. These two &sp�ets :• both absolutely neoessary. represent the e.csdemics and the e:.tpert�• enee or & venture suoh as our Crisis Colony. students are feeling the irrelevancy cf acsciem1c!'l today. The:::.r are searching for 11fe and sooner or later (too often sooner) are thrust 1nto 1t. A progn.m such as the Crisis Colony is. f o:r· the - first time. an opportunity ror students to see and feel 1,.re as it really 1s, without the "screened protect1on'1 we &re so e.ccustomed to. "Screening" of an experience such a:, ti1iE would onl�,. t1.si.lt<?. and therefore just another uselees �.tte�pt.. it ertif :1 cr·.l, And yet the ver·y fi:·\-:.t of hav1ng a college strueture "in the background" ie necessery s.s something to "fall be.ck on" so students are net thro'P-.T. into this ".r:.�·,.,· 11 - 11te completely alone. In the beg1nn1ng of th1s summer I muat admit, almost e?ery T&lue we eTer held was questioned and knoc;ked down but we were ;r;�i:lil w1th1n the "structure of society" enough that we were able to lean somewhere while we figured things out rcr ourselves. 1• where we need the struoture--the college. college needs usl And this 1s where the Instructors keep telling us now, a new thrust 1n education. This 11 we 1 re starting We want you to question. to !eel free trom our tr&d1t1onal hangups and be free.to really learn." so m:.ny textbooks help ua question our ideas an:S. values. So where does that experiences, where the questions are really rromt Too :mEml' st1.,.de;nts leave ua--where &re the answers? These have to be foU!ld in are g1v1.ng up on aoadem1c�s. llil Some of us try to co11t1nue, only t;.c reach the point or contusion, full of questions e.nd when we wcY.!i°• to f1nd some answers, we're cut off short. Studei1ts who f1nd ccl1c-.:g-:: totally irrelevant seek the learning a.r.ad e:per1ence on their 01-::r. but I reel the majority want, .s I do. both the aoadecics and the exper1enee: both the questions and the answers! refuse to answer th1s call? two? .;o why do coJ.ies;cs Why do they insist on seps,rf'�tin;; th�, One of the speakers we heard this summer seemed to sum up the one and only b&.s1o reason for the necessity of educe.tion 11 bec0Ein5 1nTolved.". • "We need to teach the hes.rt ••• for minds become closed s,:ni Th1s is whst is happening today 1n ace.de!!!ics-� commun1eat1on ceases." we •re closing our minds. open. Maybe by the very fact that we think they r �e Like so many students, we take all the good courses perteJ.n,, 1ng to our fellowman, maybe psychology, aociology o hume.n1ties. even • course in raoe relations. know what's going on. Then we graduate thinkirLe; we reai lr· We find a Job� me.ybe even 1n. a ghetto are&� and proceed to show these people how we are about their problemsl 11 open-minded" end "well-aducat'7ci n Will colleges answer our call and help us get a true education about 1uch problems. about l1fe? This seems to me to be the question at hand. In the experience or this project we were h1t •1th aome ultimate questions, and hit hardl t1on and •ought a few &J1Swera. We "got .But we stayed in the s1tuaourael-vea together". or started to. and that was what made the exper1enae only- a beg1nn1ng for :me: Made 1t that one portion or 11.fe that mat.es all the rest aean1ngfu.l, llke the "one 11 th1ng which De1tr1oh Bonboetter called "God n i In add1t1on to th• situation of the area, was the experience or living together w1th1n "our" communitf. a Chr1st1an community. It la d1ff1oult to convey the full religious s1gn1f1oance or our relations with one another, but I guess that's the best I can sey for the entire venture--1t WQ.S a "religious" experience. -
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Title: Crisis Colony Rationale Cover (Accessible Version),1969
Collection: Augsburg Histories
Search Result: Crisis Colony, the Original Prospect of Youth Division for the Augsburg Progrant "CJ ._ ~ The Inner City Teaches CJ cu c:: ~ .Q co 2 .& U) cJ c:: All leave after first summer. No monies left. Not essential i '&, >, ~~ c:: .£9 "CJ Q) Cf) ~ ~J (l) .:t, ~ (/J :i"ro ...
Show more Crisis Colony, the Original Prospect of Youth Division for the Augsburg Progrant "CJ ._ ~ The Inner City Teaches CJ cu c:: ~ .Q co 2 .& U) cJ c:: All leave after first summer. No monies left. Not essential i '&, >, ~~ c:: .£9 "CJ Q) Cf) ~ ~J (l) .:t, ~ (/J :i"ro >-o v,.2 ..c;: ~ -i ~~ ~ .- -< Q) c5 ::i Ill f--.c 0 (/) Cf) O students from all over the U Sojourning Students & Wayfarers All Learning From City Theotogica A LEARNING COMMUNITY on the Inner Tried to Define What the Colon Was 3 Motion Pictures on Inner Cities Augsburg 's entrance under the leadership of Joel Tortenson & the Urban Staff Leadership & Associates Teaching Leaders , Orfield, Ylvisaker Student Leaders Crisis Colony name emerges ~ All supported by Youth Division (ALC) & Lutheran Social Services (ALC) Paul Boe Joe Bash Lived at Plymouth Youth Center (Soon Torn Down) Original author Joel Torstenson
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Title: The Liberal Arts College in the Modern Metropolis
Collection: Augsburg Histories
Search Result: I rnS,S.F"f "] Arts..cg.Ilggg j4 SE l{ode{n Metropolis A Paper presented to the Augsburg College Faculty January L2, L967 ftre very pret^entiousness of the subject to which this Paper addresses itself it came reguires at the outset some explanation of how to be written as wel...
Show more I rnS,S.F"f "] Arts..cg.Ilggg j4 SE l{ode{n Metropolis A Paper presented to the Augsburg College Faculty January L2, L967 ftre very pret^entiousness of the subject to which this Paper addresses itself it came reguires at the outset some explanation of how to be written as well as some indication of the limitations I have arbitrarily set upon it. is most appropr i ate Iy perceived as some reflections frotn my sabbatical study of 1965 and 1966. My decision to use that academi"c occasion for a study of the liberal arts college in the lltre paper rpdern metropolis was influenced by several considerations. In the first place, the metroPolis is emerging as the do:ninant community society. whatever role an institution of higher learnlng seeks to play in such a society, it rmrst do so in the context of that reality. fn the seconrl place, the location of reality in modern at the heart of one of the fastest grotring , metropolitan areas in the United States gives it a strategic setting Augsburg College , for deliberately developing an educational program responsive to .. the opportunities and challenges of- such a cotnnunity. Thirdly, if ' Augrsburg is to develop such a program, it nust give careful attention to the forces at qrork in the ripdern metropolis and learn all it can from the experiences of other institutions of higher learning that have consciousLy sought to resfond creatively ' imaginatively to them. and , *', -2were ,,he readings and travels rnade possible by m)' sabbaticar therefore focused upon the social realitj es of the metroporis and the responses of co 1Leges and universities to them. I'ty rernarks ref lect some of my f irst irnpressions of my study ' I. Sorne PerspeCi:ives and Issues of the study such a study of school and sceiety is of course not a new one ' of The reraticnsirip between learning and J-iving has been a rnatter interest to phil,osophers, historians, sociar scientists, and educators for ages. I'los-t schorars have assunted that nei-'her education nor society can be adequately unders*'ood tJithol'r-t examining the interactive rerationships between them. The modes by rn'hich these rerationships have been perceived, however, ancl the ways they have theorogibeen examined have variec i.;ideIy. The philosophers, the. alr ans, the historiansr eild the various sociar scientists have brought clistinctive intelrectuar orientations, conceptual tools, contriband knowledge skilrs to bear upon the subject. Alr have uted substantial literature that is relevant' j-nteractive My studies have been primarily fccused uPon the relationships between community anc co13-eEe (university) as dynamic and adaptive sociar institutions responding to each other and to the social forces within and beyond the local- community. whire this focus perhaps rnost accuratery fits under the rubric of soeiorogy of education, r irave found helpfur materiars frorn sources other than soeiologieal. many , -3- of the major assumptions of the study has been that higher education is dynam j-c a lly influenced by changing cornmunity realities. Even tthen the intelLectual corurunity seeks to affirm its autonomy One from corulunity it does so in the context of what is going on within it. It has been agsumed that major transformations in coutrunity life inevitably alter the character and the functions of, the academic conununity as we11.' It is from this perspective that the current relationship between college and metropolis has been examined' Historical records Provide suPport for this Perspective' Ever since the emergence of the universities in twelfth eentury Europe' of the important aspects of the relationshiP between education and society tras been the interactive encounter between college and one conununity. Whether those universities developed through an expansion of cathedral schools as l{as typical in Northern Europe, or gtr ell^' as voluntary guildls of students and teachers, as was the case in places like Bologna, their very emergence reflected a major trans' fornation of the structure of comnunity life. students anel teachers alike were exposed to the cross-fires between ttre claims and expect- ationsofthehistoricmanorialandmonasticcommununitiesofthe past andl the claims and expectations of the rapidly rising urban in the future. In fact the very exPansion and development of the universities were in large measure a response to the rapid increase of the range of activities for which communities whose hopes were the literary skills beca e essential in the growing urban commrni' ties.l ftte inevitable tensions produced by the major conununity t -4transformations gave rise to a heightened sensitivity to both actuar and potential reLationships between the earry universities and their resPective communities' that The reccrd of the ongoing accomodations and adaptations institutions of h er earnl-n9 ave twelfth century constitutes a It is nainly major chapter in the history of western civilization' in the context of that history that one can get an adeguate aPprecommunity transformations since the ciation of the intellectual heritage of higher education' Both the constantly changing curricula and the ever-changing academic social of structures are appropriately perceived as indices or reflections college and cornmunity encounters' 2 In our day, the emergence of the modern metropolis presents a city in which ner,r chapter in this history - Neither the historic the university was born nor the agrarian villages to which so many of the colleges and universities leter withdret'r fully encompasses the dominant corununity realities of the modern world' In the course of the revolutionary changes that have brought an ever-increasing both the nuniber of people into the orbit of great urban centers' structural and the cultural characteristics of urban life have the changed. The o1d boundaries between the city' the suburbs' surrounding indistinct. viltages, and the oPen cotrntry have become increasingly region' a configuration of aII the dominant community reality in the mod- The large metropolitaa these Parts, has become ern worLC- It is in the context of this great world-wide community -5transformation that higher education finds one of its major chalIenges in the twentieth century. rt is with the compelling chalIenges of this metropolis and the college responses to them that r have been primarily concerned. II Some Major Impressions From My Studies In this presentation,.I can only summarize briefly some of the major impressions that my studies have made upon me. Some of these relate to the changes in the forms and cuLture of modern conmunity l-ife and some to the innovating responses of colleges and universities to these changes. A. The Revolutionary Implications of the Exploding lletroPolis One does not have to read very much of the rapidly grovring Iiterature on contemporary urbanization to be impressed with its revolutionary character. The first and most obvious fact can be represented in terms of the grorrring numbers of people and propor- tionE of the population living within the context of the metropolis. TabLes I and 2 provide some these demographic dynamics. elementary statistical data concernirg -6Table I. Population Growth in the United States and in Standard Me'EroPoliLan Areas, 1900 2000. Population ( 1, 0O0 ) 1900 19 10 192 0 As A Per- PO 1 ation cent of U.S. Year I'. S. SMA SMA 75,995 24,l.05 3L.g% 9L,97 34, 5L7 46, O59 37 2 .5 43.6 49.7 195 0 1e6 0 1o5,7LL L22,775 131,669 151,326 L79,323 67 , L27 84, 854 LLz, BB5 I9EO 2 000 245, 000 320. 000 171,500 235,000 Source: The Research and Policy Cornrnittee of the Cornmittee For Econonic Development, Developing I,letropo Iitan Transpo rtation .P-o1lc.ies, (New York: Commi.ttee For Economic Development, 1965 ), p. 18. 1930 1940 Tab1e 2. 61,005 51. O .1 62.9 70.0 56 74.O Percentage Increase in Population States, in l,letroPolitan Areas and side of MetroPolitan Areas, 1900 in the United in Area Out- I 960. 1950-60 1940-50 1930-40 L920-50 1ero-zo Ieo o-10 Total U.S. 14.5 7.2 16.1 L4.9 21.O 22 -O B. 1 28. 3 26.9 34.6 r.5 13.9 5. 22.3 25.2 33.6 6L.7 35-6 15.1 44.A 32.O 38 .2 6.1 6.5 9.6 L6.4 18.5 Population A1I lvletro- politan Areas 26.4 Central Cities Suburban Areas Area outside of Metropolitan Ar eas Source: 'l .L r '7 .g Gist and SYlvia Ftois I'ave, Ufban Soc ietv (New York: Thornas Y. crowell Company, rifth Edition, 19 64) , p. 73. Noel P -7Americans (at least 2'l3) notp live most tlat These data indicate within regions described by the census Bureau as Standard Metropolitan Areas and that more v,iIl do so in the future' lDtrey also indihave becate that since I93O an ever increasing Percentage of them a e areas surrounding the of the Census Bureau indlicate that of by now tbe number of those residents is greater than the nudber is residents in central cities. What is most important, perhaps' central cities. that the Recent reports produceil a emerging metropolitan concentrations have history' Ilans "socletal scaIe" which has no precedent in hunran a Blurnenfeld has noted that the moclern metropolis contains Population city which is up to ten times the size of the largest pre-industrial city of encomPasses an area up to lOO times that of the largest and former times. Tinre 3 will only allow a few observations here concerning the of irnplicatlons of these demographic and ecological transformations exploding metropolis modern community 1ife. rn tl.e first place the of historic cornmunity identifications jurisdlictions that still and made obgolescent the multiple political persist as legal realities in metropolitan areas' lFhe incongruity of the between the tect.nocuLturaL interdependence of most asPects the metropolis with its political "Balkanzation" is indicated by data concerning the number of political jurisdictions in has meant a blurrihg follorving various metropolitan regions : -8I"letr opolit an Area New York Chicago Approx imate Number of PoliticaI Ju.ri sdictions 1000 + 950 + Philadelphia Los Angeles CountY San Francisco BaY T\din Cities No one has 7OO + 600 + 750 + 200 + better described the conseguences of this political fragmentation than professor Robert Wood in the following excerpt from his book on suburbia: This superimposition of provincial governraent on cosmopolitan people provides a strange pattern of incongruity. Inlithin the sipgle economic and social complex we have eome to call a metropolitan area, ?rundreds and hundreds of loca1 governments jostle one another about. Counties overlie school districts, which overlie municipalities, whieh overlie sanitary and water districts, villages. Except which sometimes overlie townshiPs and t for the special purpose 'd.istricts , each suburban government maintains its own police force, its fire station, its health department, its library, its welfare service' Each retains its authority to enact ordinances, hold eleetions, zone land, raise taxes, gfrant building licenses, borrow moneyr E;1d fix speed limit,s.... By ordinary standards of effective, responsible public services (this) mosaic_of suburban principalities creates grovernmental havoc .5 As Gibson winter has so cogently argued, similar incongruities the dj.fferentiated religious, raciaL and socialclass enclaves and the interdePendent technical and economic realities of the metropolis.6 The urgency of the guest for political persist between and social structures which are eppropriate and adequate for the rearities can hardly be exaggerated' such a guest constitutes an immense challenge to institutions of higher learning' An even more compelling challenge is raised by the way in which the sprawling metropolis threatens to wipe out aLtogether new community -9both the structural and cultural rudinents of all conununity life other than that of the nation-state. !'odern man's communityiessness the tendency of his becoming imnersed in an amorptrous "mass society" which is increasingly dominated by the nation-state has and become a familiar theme among atudents of modern society. lbst scholars have ernphaaized that the forces of coununity transformation have their roots in massive historical changes in the form and structures of human association. Sir Henry Maine salr' these changes in terms of a general rrcvement away from the centrality of their attributes of status and mefibership to the "primacy of the Lega11y autonomous individual and the accomPanying funpereonal relations of contract. "T Karl Marx perceived the changes in terms of a dialectical process in which the bourgeoisie, in the social groups and interest of its tions that ovrn class, put an end to all the feudal social rela- bound men together, leaving no other nexus between rnan and self-intereet and a cal!-ous cash Payment. simmel in his perceptive essay on "Ttle Metropolis and Mental Li-fe, " focused upon the impact of noney as the dominant medium of social exchange, noting man ttran naked hot it transformed ttre relationships betLreen men and suited the eighteenth century call upon man to free hi:nseIf of all the historical bonds in state and rerigion, morals and economics. t&nies described the changes in terms of a continuous weakening of the ties of "cemeinschaft" (community, family, guild and village) and the increas- ing importance of the more impersonal tionships of "Gesellschaft". atomistic and mechanical rela- Max weber accented the powerful pro- - IO- of rationalization cesses and bureaucratization upon human relations. He observed that, neither love nor hate had a place in the values of the bureaucratic model that was becoming the typical organizational structure of modern society. Durkheim emphasized the atomizi-ng effeets of technology and the division of labor upon the social fabric. He was deepLy concerned about the possible development of a society where the "naked individual" would confront the "naked state" without communities between. Contemporary rvriters have elaborated upon these rnore classical works in terms of the development of the "organization man rt , the " Icne l-y crowd " and the "power elites " .8 A persistent theme of all the literature here alluded to, has been that of the eclipse of the locaI conmunityr Es modern man has sought to maximize his individual freedom. It seems appropriate to note that his accent on individual freedom has often been aecompanied by a relative indifferenee coneerning the development of social and lega1 struetures within which such freedoms eould be made secure. That is certainly part of the community crisis of the modern metrotrrolis. Perhaps no cornmunity in so critically challenged by such complex problems with such inap- propriate social and political ropolis. human history has been institutions as the modern met- To expect to redeern the situation by merely muddling through with piece-mea1 solutions to particular problems such as those of pollution, autosclerosis, crime, poor housing, or inadeguate inner city schools without creating the structural order -1rcongruent urith the net{ realities i6 to fail to understand the nature of the crisis of B- comrnunity in the modern metropolis. Toward An urban Renaissance one of the most hopeful signs of recent years has been the e to the realities of metropolitanization, accompanied by a re!-uctant accePtance of the fact that neither a revival of agrarianism nor the search for its In part this may be but a delayed response counterpart in suburbia affords a promising basis for a viable comnunity in the modern world. Beyond this however, there have positively affirming the merits of the metropolis and celebrating the "gIories of the city". In the light of our historic anti-city stance, this does rePresent a new spirit in our country which is extremely important for its future.9 emerged some new spokesmen rdho are c. A New Rapprochement Between College and City It is in the context of this urban renaissance that the recent historic linkages bettreen higher education and urban life can best be understood. Irlhi le at first urban instituti.ons of higher learning were perhaps reluctantly driven to a recrevival of the o1d ognition of their community of fate with the city, they have noq' come increasingly to recognize the creative potentials of the urban for their highest educational aspirations. This recognitign has led to a rapid development of joint planning on the part of educational and urban leaders throughout arcrica. some notable examples of such joint ventures have been the univer- commrnity sity of chicago's involvement in the P4rde Park-Kenwood urban -L2- in Chicago; the "University city" development in Philadelphia involving among other institutions the University of Pennsylvania, Drexel Institute, the Philadelphia College of Pharmacy, rene$raI program institutions; the "University Circle" including 28 institutions of higher learning, and certain medical-teaching project of C1eveland medicine, fine arts and religioni and "Morningside Heights IncorPo- rated" in New Iege, Columbia School City involving such institutions as Barnard ColUniversity, The Jewish lfheological Seminary, iluliard York of Music, Teachers Co!.lege, Union Theological Seminary other religious and charitable institutions. An examination of these 10 and other developments among urban leges and universities provides substantial evidence that a nuniber of Leading educators and and educational coI- grorruing institutions are coming to identify their highest expectations with the renewal and revitaL- ization of the American city. lfhus even as the rise of the western city gave birth to the universities in the first, place, colleges and universities in urban America are looking to ttre renaissance of the citiee as an oPPortunlty for their own renewal and development. IIf uajor uotifs of Academic Response to Metropolis Both the lack of time and the incompleteness of documentation at hand m6ke irnpossible an adeguate inventory of the character and the extensiveness of these innovative academic responses to the modern metropolis. To indicate some of the major motifs of these responses, and to present some illustrations of them must suffice for this presentation. -13- A. The Metropolis As a Laboratory For Perhaps the most pervasive Liberal Learning motif has been the perception of the metropolis as an integral part of the universityts (or collegers) comlunity of learning. Though not a new idea, the deliberateness and extensiveness of the programs, together with their conscious orientation to the spirit of the urban renaissance, reflect a nen Etance. Leading urban colleges and universities are seeking to establish creative interactive relationE between in virtually every aspect of their campus and community academic programi in the fine arts, the social and physical sciences as well as in religion and philosophy. They are implementing what Professor Dyckman recommended a fer', years ago in an essay on "The Changing Uses Of The City" by consciously designing the metropolis as an educative experience and regarding it as an essential part of its institutionaI mL].r.eu- lhe 11 modes and depending on and the volved. day particularities of these programs vary widely, historic interests academic legacies, and imaginativenesa On one campus the subject being studied, of students and faculty in- the students of 1aw may learn some day-to- realities concerning legal problems of housing through care- fully arranged interneships in legal service centers in depressedl housing areas (University of Chicago). et Monteith College, a course in "Art and the City" emerged out of an interest in the Detroit urban setting and its technologica1 culture as they rclated to art and the artistic process. -L4Cornbining ttre study of the city in works of art with field trips to old and new urban developments and visits with urban planners and architects the students developed new perceptions of life in the rnodern 12 "ity. At othar leadinq collecres and universities religious grouPs in urban ministries such as that of the alohns llopkins YMCA which has now become the center for 28 volunteer grouPs engaged in tutoring programs throughout the entire metropolitan area of Baltimore. one does not need to visit have spearheaded dynamic new ventures long ririth C'trester L. Wickr,uire. the director of the Hopkins YMCA to have dispelledl such sterotypes as one might have acguired of l&lcA! s naieve middle-class perceptions of reality. programs, For that matter a relatively short visit with him night well modify some of the images one may have of Johns HoPkins as a university that prides itself on its aloofness from the world about it and celebrates its indifference to the needs of both the undergraduate students and the metropolis in which most of them live. such ventures aa the Mercy College Program in Detroit, the Hunter College Program in New York, the Master of Arts in Teaching programa at places like "ohns Hopkins and Temple are providing new motivations and orientations for the student in teacher education. lfhey are encouraged to perceive their roLe as one of critical importance for the renaissance ,.3 of urban America.' Sirnilar illustrations of educative uses of the city could be recited which indicate that virtually all the academic disciplines o? higher education are discovering the city as a resouree for learning. The participant-observer strategems of - Is- student involvement in the study of life in the-1trâ¬ltrqrolis - wtrether or paid work experience - have become virtually comnon-place in such varied fields as government, community organization, social sen/ice, church uork, business and industry. reform through volunteer mrlrramant s - trrh:ln B. r:lannino ete - The Metropolis As a Laboratory For Research closely related to the motif of the city as a laboratory for liberal learning has been the development of an increasing interest and involvement of academia in urban research- lEhe rapidity of of the emerging "technopolitan" culture have given research an increasingly imPortant role. Conventional change and the cornplexity and inherited wisdom are challenged everywhere by the imPeratives of ne!, social realities. In the context of such tensions betareen the imperatives of the new and the claims of the historic, institutions of higher learning have been inescapably driven to more selfof their relationship to the world about them. Furthermore, economic and political leaders of the metropoLis are turning more, and more to institutions of higher learning for "unconscious reassessment biased" and "dispassionate" information about the crisis of our cities. fhey are counting on their developing the resources of knowledge and research technigues which can guide them in their perilous decision making. whether the response to these challenges in the culture of what Mumford has called a "technics civilization", or provoke it to an increasing concern for the larger issues of man and culture in more humanistic will tend to immerse academia contexts will depend largely on the imaginativeness, resourcefu lness, - 16- and sensitive responsiveness of the academic communities themselveg' helpful response of academia to these chalUrban studies centers Ienges so far has been the develognent of lfhe Perhaps the most nov' imPortant at our leading urban universities ' Such Centers are parts of the academic rife of such reading institutions as the universitiesofHarvard(jointlywith!tIT),Pennsylvania'chicago' and Pittsburgh, Berkeley, North carolina' New York' wayne State' others. In most instances these Centers are becoming interdisciplinary in their approach; getting historians' political scientists' sociologists,architects,anthropologists,geographers'aswelIas pursue philosophers and theo!.ogians into the act' students may as their postgraduate degrees within their particutar dlisciplines with they participate in a core of urban-studies courses shared students from other disciPlines ' On a more inodest scale undergraduate programs of special urban years' studies also appear to be getting some impetus in recent researctr Special courses in urban affairs w:ith seminars and linitedl join toprojects are emerging- rn some cities' several colleges the gether to promote these studies through such structures as area and Higher Educational Council in Urban Affairs it tl'o Baltimore District of the Washington center for Metropolitan Studies in the Columbia. l"letropolis As An opportunity For community service developed Another motif of town-gown relationship that has rt is of considerable currency is that of "community service" the motifs course serf-evident that this is not unrelatec to c. Thre I .,--.-- '- , -17-. . a.lready discussed. But the enptrasis "ie r4ron the idea that both students and faculty - besides being scholdrs - irâ¬ menbers of corununities which not only need their help but also have some legitimate claim upon thern. Besides this, it is argued, the irudeochristian legacy supports the notion of community service as both a mora 19a on an an express virtually every urban c ampus many atudert grouPs are becoming ipvolved in comnunity service ventures: whether on suctl prestigious campuses as Harvard, Radcliff, and lt{i118 College or on such massive urban campuses as Temple anil Ner!, York, or on less On prestigiouE colleges in other PIaceE. In recent years, service projects in the inner city have become particularly current' D. :fhe Metropolis As An Occasion For corPorate Scademic Responsi- bil-itY uodern urban society has become essentially a corPorate one. $he corporation has become the predominant Pattern of organized !.ife. :fhis is true in virtually every selrment of 6ociety, including education. It is inevitable, therefore, that corporate decisions of large organizations will play a leading role in fashioning thefutureofurbanll.fe.underthesecircumstancestheindividualistic persPectives and ethics developed in the era of the private entrepreneur are no longer adeguate. sensitive corporation leaders in virtually every sector of our society are acknov'ledging this to rethink their corPorate leadership responsibilities One manifestation of this has been the growing involvement of urban colleges and universities in urban rene!"aI' This has aland beginning -18ready been alluded to in an earlier part of tllis report where reference was made to the rapprochement between academia and metL2 The point to be noted here, is that urban universities rotrrcIis,*o and colleges, acting as corporate bodies can play an important role in revitalizing urban community Iife. f'here is a grovring convic- tion that their corporate decisions reguire considerations that 90 beyond the strictly academic concerns: that every building they erect wi.L1 .nlaV a part in the over-alI urban imagery; that their cooperation rrrith over-all urban planning and renewal can contribute inrneasurably to the renaissance of the city. In the very process of playing a responsible role as a corporate citizen, the urban college and university teach by example aII who corne in contact with them lessons for corporate citizenship in the larger society. Beyond such corporate decisions concerning the development of within the context of general urban revitalization, colleges and universities have begun to play a more active role in the c arnpus conununity organization and problems and hazards leadership. While there are lots of in this new role, the alternatives of corporate passivity and isolation are neither very attractive nor inspiring to say nothing about their practical viability. closely related to this more active role in corununity leadership, has been the development of college and university-sponsored seminars, forums, lectures, etc. on modern issues. In most instances these have been developed in cooperation with other groups institutions of the surrounding netropolis. and I -19- IV Some Implieations For Augsburg College It wil1 be obvious to anyone acguainted with recent developments at Augsburg College, that many of the academic responses I have noted in my year's study of college-metropolis relationship have already been begun at Augsburg College. This might well be cited as one of Augaburg's strengtns. Hovrever, like most urban universities and colleges, it haE much unfinished work to do before it can claim to have maximized its Etrategic location at the heart of a rapidly emerging metroPolis. Last faII, when thinking about some initial steps r.rorth taking; I set out the following suggestions and submitted to the Dean of the College as an addendum to my rePort concerning my sabbatical' They may perhaps serve as a stimulus to discussion which in turn may lead to actions tnrch better thought put than tttese- are at this atage. It is in this spirit that I submit themA. Augsburg shou Id establish a task force on college and metroPolis. It should be made up of repreEentatives of Administration, Faculty, Students, and Board of Regents for the purpose of findinq and proposing ways and means of maximizingitsurbansetting.Thefourmotifsofacademic response described in this rePort may serve as a means of dividing the areas of work for the task force. B.Intherecruitmentofneqrfaculty,thecollegreshouldseek to draw to its teaching staff people who are interested in and concerned about the collegets role in the modern -20- metropolis (of course this eannot be a substitute f9f-"'scholarly competence). In at Least the folloruing fields it should be possible and desirable to add scholars with particular urban specialties and concerns: . po lit ic a L science and Publ-ic Admini stration 2. Education 3. Sociology 4. Economics and Business Administration I c The college ought to explore the trrcssibilities of adding a limrted number of courses to its curriculum which reflect its concern for urban affairs. Some of these miqht well be taught by highly competent specialists in the metropol- itan area who would Iikely welcome a chance for a more intimate touch with the acadernic community. specialists that I. 2. 3. 4. D. come to mind are Among such 3 Urban Planners trublic Administrators Architects Journalists (columnists An interdisciplinary ) Program on Man in the Metrolrclis should be developed. There are several options for this; but it ought to go beyond the social sciences to include some aspects E of religion and the fine art-s. Efforts should be made to expand the field experience progranns into areas beyond those developed for students en- rolled in the collrses in education and social vrorkfollowing are illustrative might prove desirable: The of areas where such developments -2L- 1. Business and Industrial Relations 2. Political Science B. In urban government b. In urban politics c. In public administration 3. SecretariaL Studies F. An expanded student employment, service might be devel-oped which takes more complete advantage of u an se t D9. The service should carefully consider the educative func- tions of employment, such that the worl< experience will complement the studentrs academic work and aid him in his ' explorations of alternative vocational goals. If this service is well conceived and effectively operated it might well- be self-supporting . G. The college.'ought to carefully determine the format type of annual public programs it should foster. and Some- thing like the Annual Seminars sponsored by Boston College for 10 suecessive years might be considered. An Annua1 Augsburg College Serninar on "Man in the Modern Metropolis" might be a vray of regularly proclaiming to the eommunity its coneerns for the future of its metropolitan community. Over the years, virtually academic life every segment of Augsburg's could become involved in some aspects of such an on-going public service. H. Efforts should be made by the College to get as many of its faculty living wj-thin walking distance of the campus as possible. To this end the College should eooperate with the University Community Development Corporatlon, the ( --.:'*.- "h,^ 4-Z-'' Minneapolis Planning Commis sion,'and ot?rer appro'Ilriate...' public bodies in gathering land around it for suitable housing and coillmunity development. Both owner-occupied town-houses and 5ental apartments should be developed, e9e e indifference the faet that such great universities as the University of Chicago and the University of Pennsyl'vania have seen fit to make such housing for its faculty and staff an integral part of their institut j-onal policies. At Chicago, about 85 percent of its faculty now live within walking distance of the university campus. The extra-curricular programs at Augsburg should be care- I fuIly examined in terms of maximi tion. zi.ng the College's loca- A great many resources for enriching the extra- curricular program are very lik-e1y still untapped. Per- haps too rnueh of Augsburg's extra-curricular programing still follows models developed on isolated small-town campuses. Both its academic and social clubs might well explore ways of relating their programs more sharply to the on-going activities of their interest oriented counterparts in the rest of the city. J a In the field of Community ReLations, Augsburg Faculty and Administration (perhaps through the Faculty Senate ) should give eareful study of the imagery the college wishes to have ref lected; the media it r,vants especially to use; and I -23- the particular publics it wants to eultivate. It must be that the metropoLis by its very nature provides remembered ready-made structures for such public relations; that virtually all sophisticated institutions carefully take these structures into account when planning their public relations programs. Ttris is particularly crucial for a small institution at the heart of a major metropolis. K. As another means of building bridges bet$reen Augsburg's Academic Community and the life of the metropoLis around it, advisory councils made up of leading aLumni and other people engaged in particular vocations and pursuits should be created who could meet occasionally rdith representatives ' of students and faculty of appropriate departments in the college. Itris could help relate students and faculty to recent developments in fields they are particularly interested in and representatives of those fields to ac ademia. llhe above recommendations are at best sonre suggestions for acti.ons by which the eollege might more adeguately implement some of its currently developing rhetoric about its unigue opportunities as a liberal arts college at the heart of a metropolis. In alL that I have tried to say in this presentation, I have been mindful of the larger context of the metropolitan challenge. I agree with llenry Steele Commagerrs remarks made a few years ago when he said that if "our universities (and I would add colleges) are to enjoy the advantages of their urban position, if they are t -24- to be to American society what ths great urban universities of .-.-- --Europe hawe ibeen to qheir societies, they must assume responsilrlltty for the developnent of an urban and regional civilization.... what they need is an awareness of their opportuni.ties and potentialities; what they need ie a philosophy. o14 --JoeI S. Torstenson Professor of Sociology t a t, FOOTNOTES 1 See Don New Martindale, Social Lif.e_ and Cultuqa1 Chanqg (princeton, Jersey: van Nostrand company, rnc.r L962) pp. 424-43s for an excel-Ient review of the rise of the universities. For more detailed accounts see Charles Homer Haskins, Iltre Rise of Universities (Uew York: Henry Holt and Company, 1903 ) and 'Jacob Burkhardt, ELre civilization (ttew 2. of the Renaissance York, Oxford University press, 1945). For a convenient review of the evolution of the college cur- ricula in America see Willis Rudy, TIrS Evolglnq Liberal Arts. Curric ulum: A Historical Revie.w of Basic rhe.meF_ (wew york: Bureau of Pirblications Teachers College, Columbia University, 1960). For more comprehensive aecounts.'see George p. Schmidt, rhe Libqr_al 4rts Co_Ilgqe: A Chap_te_E in 4glgrican Cultural Historv (New Brunswick, N.J. 3 Rutgers University press, 1957 ) and Richard Hofstadter and $Iilson smith, editors, American Hiqher Educ tion Press, 3. Volumes I and II (The University of Chicago 1961) Hans Blumenfeld, "fLle Modern Metropolis,,, Scientific VoI. 2L3, No. 3 (September, 1965) p. 68. See also Scott Greer, the Eryelrqinq Citv (New Amerie an Yori<: The Free press of Glencoe, L962) pp. 33-59 for an insightful discussion of the importance of the increase in "societal seale,, 4. . Mitchell Gordon, Sick Ci!i,es_ (aattimore: prnguin Books, pp. 331-333. 5. Robert Wood, SuFurbia: f ts People ang Thei{. politics L963 ) (Boston: t t Iloughton Miff lin Company, 6 (t See Gibson (wew L958 ) pp . 3-87 . Winter, The S\rbufbqlq Ca.plivitE of the York: IvlacmiLlan paperbacks , Lg6Zl . 7. See Robert A. Nisbet, Tlre Ques.t for University Press, 1953 ) p . 78 Churches Much C.ommunity (Iqew york; Oxford of this section on the erisis of community is based upon Nisbet's' exCellent review of classical works concerning it. B. see t,rlilliam H. whyte, Jt., Th,e olqaqi.z,a,tio} Maq (uew york: Doubleday Anchor Book, Lg57), David Reisman and others, The- Longlv C-Towd (wew Haven: Yale University Press, 1950), and C. Wright Mil1s, The Power, Flite Press, (wew York: Oxford University 1956 ) . 9. Ilhe major work describing the anti-city orientation of intellectuals is Morton and Lucia White, Ihg Intellectual Ver_qus the. CiF,v (Camtrridge, Mass.: Harvard America I s University Press, 10. L962). For further details on these developments see Charles G: Dobbins, The uniyersitv, ington, D.c. ! The cily, eng urpjlg Bgqewel (wash- council on Education, Lg64), and J. Martin Klotsche, ?he Urban Universit (ttew York: Ilarper and American Row, Publishers , L966 ) pp . 61-87. ' 11. John Dyclcman, "The Changing Uses of the City" in TI:e Future Metropolis (Daedalus: Winter, 1961) pp. L?3-LZS. See also Eugene Hohnson, "continuing Education Elizabeth Geen, gt. aI (editors) for urbanism" in Man a4d Modern Soe (university of Pittsburgh Press, 1963) pp. 97-1I1- iety > I L2. For a brief account of this university involvement i-n urban renewal see Charles G. Dobbins, Rene}^ra1 The Universit t, Ttre Citv, gng (Washington, D.C. 3 American Council of Education Lg64) . 13. Robin Vil. Eichleag, â¬t. BI., (Detroit: Monteith College, Coopera tive Self-Education Wayne State University, 1954) PP. 12-13. ftris is a brochure describing the lttonteith CoII-ege program of "Cooperative Self-Education. " L4. See American Assoeiation of Colleges For Teacher Education, Strength Throuqh Reanpr aisal (Washington, D.C.: The Sixteenth Yearbook, 1963 ) pp. 135-49. 15. Henry Steele Commager, "Is Ivy Necessary" Saturday (Sept. L7, 1960) p, 89. Review
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