The J-TAC (Stephenville, Tex.), Vol. 59, No. 7, Ed. 1 Thursday, March 9, 1978 Page: 2 of 12
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* SM SI
Cont'd from p. 1 •■<'****
J§irector of Agronomy-and Market The TSU president has's|rvecl
y3evelopmei$£,:;fSJ ^Occidental
Agricultural Chemicals Corp.;
«Jjead, Department of Soil and
Crop Sciences at Texas A&M
University; chiii'rmaiv/Oepartrnent
*52f Agriculture, Midwestern
jtiniversity; and director, Soils
b; > r a f o r y <of-the--Wich;ta County
i # * <r . - .
Improvement District.
Dr. Trogdon is the author of
more than 30 technical and
semi-technical articles in the.
3griciilturai"*'area arul is listed in
Who's Who in the South and
SouthwesLajjd.WhcrKnows What,
'■ and a Fellow, Texas Academy of
Science.
several times on the IIplbHzelle
Awards committee aY. 'State
and national levelf ancl ^js ;"a
a n urn b e r of
and honorary
Letter to
member of
professional
societies.
Dr. Trogdon is past president
of the Stephenviile Rotary Club
and past district governor. He has
also served as vice president of the
Stephenviile Chamber of
Commerce-.
He and his wife, Rfo, have two
children,'Stephen and Patricia. He
is a native of Anadarko, Okla.
a i.
4 * <? ■
With compliments from
by JcwicQ Allen
o
Is it a box? Is it a present? Is it
a dog hou^e?,, Nps Jt's a trash can!
A trash'pTi'n?
replacement
institutionalized
labeled "litter" in
letters. The contemporary
r the
gj-ay barrels
black block
flair
n
2-
A trash'can?
, Yes. Iii, all ilsrtgala colors and
"witty sa^ingC"'®'* new trash
dispensor on the Student Center
lawn is a modern expression of a
worn out topic - litter.
The classy can is compliments
of the maintenance department.
When asked if more litter boxes of
this nature would be seen around
campus, the, answer was "yes."
Additional; Httef* dispensors are
being built ,by_Jthe thrifty
maintenarf$:%9arfftient and may
be painted varioiJicolors.
Ther'*#$)®i ceritury litter
containers are .a welcome
adds zest to Tarle ton's
conservative campus.
Hopefully the students of
Tarleton will be more .inclined to
ditch throw-aways in the
eye-catching containers rather
than chunking litter lefcs than, five
feet froiii the opening of the can
or subtly''dribbling'trash across0
campus.-
As the expression states on one
side of the colorful container,-
"Litter, Is Picking Up," should be
a phrase:, used by all TSU students
rather"'than tluj handful of
maintenance employees milling
around campus with bag at side
and long handled claw/ in hand.'
Dear Editor:
I am writing in reference to
your article of March 2,
"Prejudice: Does TSU
Contribute?" I think it's great
that black students got to express
their thoughts and feelings on
prejudice. The purpose of a
university should be to help its ■
students overcome igribtance and
prejudice of all kinds. ' ■ .
Another kind of prejudice,
however, prejudice . 'against
handicapped students, is !very'
prominent at TSU,, I am a,
handicapped student and I have
experienced it myself. Teachers!,
arid staff of TSU ar£ really great.
Everyone of them I have come in ;
contact with has been" willing tp
go out of his or her Way to'help
me. It is among TSU?students "that
prejudice exists. ,
Most TSU students : are.
unwilling to accept handicapped
students. It seems either they are
afraid, or just unwilling to try and'
understand handicapped students
because they think we are in some
way strange arid very different
from them. Or else for some
reason they may think it's
"uncool" to associate with us. As
a result of these attitudes,
handicapped students are. either
laughed at or totally ignored.
Handicapped students are no
different from other students. We
have feelings too. We don't need v
pity1 or want any special
treatment; we just want to be
gjven_the same consideration and*
be treated the same as everyone
else. These are the feelings of
other handicapped TSU students
as well as my own.
Next time you see a
handicapped student, before you
laugh or turn away, think about
this: Ronnie. Millsap, Edgar
Winter, Ray Charles and Stevie
Wonder are all four blind. Would
you laugh at them? Respectfullyj
Les Lunce
editorial
'[ htsy have I't'tJit discriminated d<jdinst for yudis. tduciittunjt
opiifti mrntfij two been tinuti-d Jobs haw only b<vn m
Their lives have usually been a constant struqtjk' ro suivive.
They die a silent minonty.
Such the I'Voikl (jt the nandicappcd. This 91 t>tip lias bean
ignored tot so lorly thdt, until tdirly recently, ih-; atiility of
handrrjapped penoiis to r-i-civu a coltoip eduction fus brvu
noxt 10 irnf)OViitil';.
-'.4
?
§
1
s
...
r jch
and tlv- n'rjilt'itrons which
f seen- the following j^jsage? ''WARN-1N.G
stud't^f s 1jfj-in-.:l)U for I rvr.vnq his fn.-jrJi.-in.i*' statu-,
api>|y. A' $twdwt who tlo^s
Hiivi/cvcr, th'- hjnilicrip[j';(.i
11 self, and n','w fodeidl
Rehabilitation Act ari,- helpii
hujhtji ''ition jctoy, nil' ffii
At 1SU, th-'ie .tie no i! i
and/oi jfl/ubl.'Pi't'l") f
N-jv-i ihelevi, TSU'*. -.ilcnt mni
Hdudu.appijd jLudciii'i wi
i.Liltiiicjs- elwators arid braille ifMt
nor jn apparent major pioblum
Hdridn'.ifjpurt ',Mid"nt5 s'jy iriey
uiit for '.p-cal attfutioii Wht.>n rh
that rhcy ',joliI<I h ivi' iciitruQ;
. arc i'ry indiHien
rmiiuuity hj% now org
is i.'iihjrciiiij Die
iluor> at iristiruti'!
m
ica(|y irnpaimf
o !d not be ignortii
ieett more ramps,
al, but a tack of tl
0 not want to?
UdlTIri to TSU,i
;ot whdL
li'-'V 1 i:--cd enwiiinijyirfi!!.
jbiilt; tjy rh-.* ,-'"i([ul.iti«jii, ijijv.'Mttrn. Ins paftl' u'ai jt-itu.s nny ii>-
rf;iftutiM"io i',d ii i h>> -ji nfurMi'- l«ul Jt . -ifnii.i'v fiorn rh-*
If ^ "Oth'^i K'itj'Hdtioris- 1 I" tiom 111.; student hdiidiiuut.
13 j spot ot i ti Si on "U! -,hmv jrnioui VV" Ijch,I
dbour 'Idili'Lort tii'-ny a uinv"'" ty "vboit* s'uJ'-mIj y:r
mot j dtt';riii'in ihjn :h<jy '.voinn, if thi'y riiid qu 3 tn ,1 lartj-.r
one, ditd toi thu m"sr p.j't this is ttud Huwc.'fi, Hivie an
indiLjt'ori tlijt 'iijiin' of th'.* f.icjltv -Uifl fdmtnisiiutiOti jm: riot
hi/itttj uj) 10 fhti; tfir.pufisitjtliti'.i. Tlioy an- nul spiaidimj fh'1
[iir>c iicu^.sttry to offr-" ij'"jd rmirisulc'ij fri •h-nij so. fhuy cjcl-
nytjlfi .inrj urn1 of ihd . most •mnortaiit fL.in.li(,Tr. Ttv. .lucKvu
iri-T/ '11.' r-j<;;iiiriM|j|f tor i'tiuwuio his 'tc:.jri-mif. iialU',, tmi it tb
• llio rh'- rospijir.ioilMv of his minis;lot tr> rL'.Ti.niijrftiini In
addition to th'-1 in'*fter.ipjoiiuss of the rules ubotir acacl.;ritu;
fi"iyre:,., if 1 .ti p'ov-: r}-i>j->t'jr"u*. fui 'iOIikj '.tLid?:m',
J'ne tyitrir. r"tKjit sht"'. rr,cy s,hi(ktiij • 'stif
13 CO tirdilt' pd'nf; Ir k t':i >'-Iilc tii.t1 thij w.v. .iilow jd '.o
hti|>p n. ll i-.-fiii'fJ lid.'f) fj'-i-'il bi'tlL'l if rflOSi' slll'leiUJ hdft bf; I
ftWirti'tl r.i'lwt than 'c> !-;t iji:t m '-.n d'i-'P rh;.t ths-y
i£.ir:d j v:ty ijoott 1 hdiiCs' of 11 -vi- li'nnij dbl>' lo (ir.idujU1'
If'th'-so ,ti*d"nt- 'voind h.w had 1.1001I dc^dsriiic coimwi uij
th^v >,vyu'd not b'.n thi, Utdpi'. Ai arjmnii i.fiui.seltiuj itu'ofvi.'j
u>nr;r>iif about Iht: •-fud.'nf; Jakiri'i ittt> tirtio to fi<imde
mipijnitljlL- s'ltiij-istions
Grdtk' rupot k aii.' -iv.jii iblc ami be rvii wi;it •.■at.h
iemt'Stei Uciiii't* plan-, should ic'iitttid di fMily as ooj.ibl''
dud should alio be oonsult-rl hrjftjrf: (Jarh ryiiiitidtion
If iiiiif s>*fn'M r tfic'uici w-'te ulwn sfiidiish, b/ '.br1 facultv,
ffn:n rhuy too (.ou!d be uy:d for eai'y ibb" tion or students in
trouble It j st'ttdem Mill to iinpiov- jfin bCfiuj vvjirwd, ttiun
hi; stvould bir rt>(d to uitht't jtt-niJ a iumoi or i--i:u<iud
to lay out of'ichool f"i d ptiriod of rirne.
A .stud-iitf sfiould ai-A) In- told lo drop din;-"* v/hioh fit' has
no way of pji-jiriy Instead, I Ivwe knovn of rjactWi
convincing a studpnt to sfjy becaiisic "11 v^ill mjl<fj it cH^ier
next tune around," A bitidenf can dudit the 'dais for the
temrjffidei of the' semestei and qam just di much ■ without
having a "¥■" on his tranictipf, _ <
'Poor acadej>iic counseling by <1 peoplo toin$
Karen
^SSSSS^9SS^S^SSSS^8SSS3SSSS^SS^SSSS$$SSS^ By Karen Hoy
The following is an essay on "The Student as jigger"
written by J. Farber in 1970.
"Students are niggers. When you get that straight, our
schools begin to -make sense . . . "Let's look at the role
students play in what we like to call education. At Cal State
LA, where I teach, the students have separate and unequal
dining facilities. If I take them into the faculty dining room,
my colleagues get uncomfortable , as though they were a bad
smell. If I eat in the student cafeteria, I become known as the
educational equivalent ;of a. 'nigger-lover. In at least one
building tfiere are even Kestto'oms which students may not u$e.
At Cal State, also, i/'herp, is an unwritten law barring
St u dp n t-f a c u 11 y ^ Lo.Ve'nia'k i hg. Fortunately,, this
antimiscegenation law, like its Southern counterpart, is not
100 percent effective. . ' ;
"Students at Cal State are politically disenfranchised. They are irf an academic Lowndes County.
Most of them vofe:in natiohal elections -- their average age is about 26 -- but they have no voice in
the decisions which affect .their academic lives, ,The students ar£, it is true, allowed to have a1 toy
government run' for the most part by Uncle Toms and concerned primarily with trivia. The faculty
and administrators decide what courses will be offered; the students get to choose their own
Homecoming Queen. . .
"A student >at Cal State is' expected to know his place. He .calls a faculty member "Sir" or
"Doctor" or "Professor" - and he smiles and,shuffles some as h,e stands oytside the professor's
office waiting .for permission to enter. The faculty tell him what courses to take (in my department,
English, even elec.tives have to be approved by a faculty member); they tell him what's true and
what isn't.' Some teachers insist that they encourage dissept but they're almost always jiving and
every student knows it. Tell the man what he wants to hear or he'll fail your —out of the course.
"Even more discouraging than the master-slave;approach to: education is the fact that the
students take it. They haven't gone through twelve^ years of public school for nothing. They've
learned one thing and perhaps only one thing during those twelve years. They've forgotten their
algebra. They've gotten to fear and resent literature. They write like they've been lobotomized.
But,. . can they follow orderslFreshmen comeup to me with ari,essay and ask if I want it folded,
and whether their name should be in the upper right hand corner,.And I want to cry and kiss them
ahd caress their poor tortured heads.
"Students dgip't ask that orders make sense. They give up expecting things to make sense long
before they leave elementary school. Things are true because the teacher'says they're true. 'At a very
early age we all learn to accept "two truths," as did certain medieval churchmen. Outside of class,
things are true to your tongue, your fingers, your stomach, your heart, jlnside class, things are true
by reason of authority. And that's just fine because you don't care anyways
All I can atld is an Amen,
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The J-TAC (Stephenville, Tex.), Vol. 59, No. 7, Ed. 1 Thursday, March 9, 1978, newspaper, March 9, 1978; (https://texashistory.unt.edu/ark:/67531/metapth141394/m1/2/: accessed April 27, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.