I

I

'Ihursday, January 22, 1981, page 7

‘ THE UP E l’ 3 3 UN

avenues , and the ‘old ’ lectgr

/

7 VIK

ING EDITION "

' GRINDINGGEARS

Of the people who come to universities like U.P.B.I. there those who feel that the academic machine which Qobbles precious scholar {ollars is beginning to run down. Everyone wonders why the machine doesnlt fix itself by remote control. HCwever, saying that the problems of the university should be solved by the institution-itself is a very vague answer. 'Whatiislthe'university? Do the facilities and location_make the school? QErtainly'the bold stone buildings, the oak shaded

O

.l,, \ Si",

halls all add to the academic

'atmosphere, as do the pyrex

potted'laboratories,the hum [and click computer term— inals, and the stacks and

-shelves, abstracts and en—

cyclopedias. But are the classroom and cafeteria what make the univerisity?

As we build more buildings and catalog more equipment, will the university continue to improve? If we renove all these things, is it doomed to die? "

A true academic instit— ution is not only what is sealed in brick and mortar. hhen we enter its door,

’v§%%fi&..mfigfi99,.-us. and. , . u,

tell us something before we breeze out the exit.

.Eormal education should not be defined by mere . physical buildings of high schools or universities. Its true definition must rest with people: the pupil and his teacher. Without a co—operative relationship no education exists and what we call."educatiqn" is a farce.

In the high schools, teachers will always have an audience because our social laws coupel everyone to take a basic course of study. Although this fonn

cf" e‘mcation‘ji’s‘“ truiv-"a'-“““ ‘frca‘fitihuéafifihafié ‘9’)"‘""'"“‘

[as such, Thus, some students

privilege, few-regard it

become interested; sOme do not, but all must attend class. Some teachers inspire; some do not, but all are given equal tine.

The university relation- ship is a little different, however. It is assumed that students are here because they want to be here. The students choose and pay for the courses the wish to take and therefore wield a certain control over the quality of education they receiVe.

For example, a professor ,