zhe Cadre, TUes. Feb. 15,1975, page 6 
     
    
   
   
    
     PROFESSORS: Must 
     
    
   
   
    
     Education for the masses 
     
     has created many problems 
     
     for the various levels of 
     
     .government. The government 
     
     has created many plans to 
     
     absorb and to integrate the 
     
     hordes of secondary students 
     
     into the working labour 
     
     -force. Since these plans 
     
     met with dismal failure and 
     
     student opposition, a public 
     
     commission was formed to 
     
     pin—point the problem and 
     
     resolve the issue with equ— 
     
     ity. A 
     
    

    
     The recommendation of this 
     
     commission was immediately 
     
     adopted as government policy 
     
     without opposition and 
     
     amendment. The electorate 
     
     applauded this legislation 
     
    
   
   
    
     as being original and crea— ‘ 
     
    
   
   
    
     tive, and most important 
     
     of all, it resolved the 
     
     labour question for which 
     
     the government had no conc— 
     
     rete policy. An excessive 
     
     surplus of high school 
     
     students glutted the labour 
     
     market the same time each 
     
     year and caused many local 
     
     and domestic disputes. 
     
     Higher institutions of 
     
     learning was the cry from 
     
     the parliamentary pedestal. 
     
     And this people scheme will 
     
     be called "University at 
     
     Sea". While the students 
     
    
   
   
    
     pondered over the idea, the ‘ 
     
     populace praised the govern—» 
     
    
   
   
    
     ment measure with gestures 
     
     of a standing ovation. The 
     
     local shipyards would be 
     
     saved from a recession. 
     
    

    
     The man-of-war Spanish 
     
     galleons, would be refitted 
     
     and designed as the physical 
     
     plants for an environment 
     
    

    
     of higher learning. 
     
    

    
     The rules were simple. If 
     
     you were not successful in 
     
     locating a permanent job 
     
     after finishing high school, 
     
     you were compelled by law 
     
     to write an examination. 
     
    

    
     If you failed to reach a 
     
     level of competence — 40% 
     
     is the lowest level for a 
     
     pass, your actions conducted 
     
     you into the shipbuilding 
     
     industry. All that remained- 
     
     for the privileged group 
     
     was to determine the source 
     
     of funds for the admissions 
     
     fee. They could earn the 
     
     fee, borrow the money, or 
     
     beg it from a selected 
     
     relative, and failing with‘ 
     
     these sources, they could 
     
     resort to touching the gol— 
     
     den hand of the government 
     
     or even use a little fraud 
     
     to have this hand extend 
     
     itself in good faith. The 
     
     opportunity of passing 
     
    

    
     over the gunwhales of a 
     
     galleon for eight months 
     
    

    
     of intrigue and the experi- 
     
     ence of the ship's resources 
     
     for greater learning, comp- 
     
     elled these students to 
     
     manipulate the sources for 
     
     funding this adventure. 
     
    
   
   
    
     On September 5th, the st— 
     
     udents rallied to the shores 
     
     of the Charlottetown Harbour 
     
     to embark on the flotilla 
     
     which graced the local were 4 
     
     ers. The Registrar received 
     
     the students. His main worry 
     
     was how to explain that 
     
     late registrations could 
     
     not be accepted. The Purser 
     
     smiled incessantly as he 
     
     reached out for their admi—; 
     
     ssion fees. The Professors W 
     
     looked over the motley drer 
     
     ssed subjects with distain 
     
     and reserved themselves 
     
     from making verbal comments. 
     
    
   
   
    
       
     
    
   
   
    
     The " Universitv at Sea- 
     
     Prince Edward Islan " with 
     
     its subjects as a crew, in 
     
     training, set sail at sun 
     
     rise and set an easterly 
     
     course to the Cabot Strait. 
     
     When the programs commenced, 
     
     the students inquired as to 
     
     their destination. The 
     
     official reply ffom the off— 
     
     ice of the President was 
     
     that a full disclosure of 
     
     the master plan would be 
     
    
   
   
    
     ‘ made once international 
     
    
   
   
    
     waters were reached. In the 
     
     mean time, all students 
     
     were instructed in the ways 
     
    
   
   
    
     of properiseamanship—an‘in- ' 
     
     awe sis TOT vino days 03 jasw 
     
    
   
   
    
     x. 
     
    
   
   
    
     a 
     
    
   
   
    
     tegral part of this univer— 
     
     sal program. 
     
    

    
     On the morning of Septem- 
     
     ber 7th, the students were 
     
    
   
   
    
     .summoned to the decks of 
     
    
   
   
    
     the floating campus. At this 
     
     time the president could 
     
     speak with confidence to 
     
     the students under the imp- 
     
     lied protection given to ' 
     
     him by international law 
     
     in open waters. With the 
     
     ringing of eight bells,‘the 
     
     mystery of the ship's dest- 
     
     ination was disclosed by 
     
    
   
   
    
     'the President in a Master 
     
     Plan. He speaks these words. 
     
    
   
   
    
     ,/ 
     
    
   
   
    
     "This is a resourceful voy- 
     
     age which will combine eduv 
     
    
   
   
    
     cational endeavours with the'» 
     
    
   
   
    
     search for lost Spanish 
     
    
   
   
    
     coins (student bewilderment).“ 
     
    
   
   
    
     Our ship's course will take. 
     
     us to the Islands in the 
     
     Carribean (applause) to 
     
     furtile grounds fOr lost 
     
     treasures. The students will 
     
     share in this found treasure. 
     
     You, the students, will‘ 
     
     have claim to the first til“ 
     
     ches (complete havoc on ' 
     
     the decks) on this basis. 
     
     Each student can claim th— 
     
     rough his or her efforts a 
     
    
   
   
    
     ,-y,' 4  
     
    
   
   
    
     arslrof SpoliiSh Gallows "  
     
    
   
   
    
     of their five courSes. Your' 
     
     Masters will have claim to 
     
    
   
   
    
     ,the reidual and youerrovi— 
     
     .nCial Government will be 
     
    
   
   
    
     donated with the "leftdvers". 
     
    
   
   
    
     .As you can see‘your evalua4 
     
    
   
   
    
     tion will be in termsiof-a 
     
     hundred gold coins, for 
     
     each subjects. That is all. 
     
     Dismissed." ' . f 
     
    

    
     The deckhands converged - 
     
     into cliques and discussed 
     
     this progressive’plan. The». 
     
     idea of a monetary reward 
     
     for developing their minds 
     
     a natural habit, very inst- 
     
     inctive to the human creat- 
     
     ure, seemed to have spaced 
     
     out their minds. Within 
     
     days, student controversy 
     
     erupted. , 
     
    

    
     rMany of the students rea— 
     
     _1ized that each major gove- 
     
     rnment plan has/loopholes. 
     
     ‘It‘became known that the 
     
     coins represented marks, 
     
     and, it was a fact that 
     
    
   
   
    
     .the_registrar's office doesy 
     
    
   
   
    
     not,record monetary denomi- 
     
     nations on transcripts, . 
     
     Some students questioned 
     
     the granting of final marks 
     
     in their high school days 
     
     and, then realized that 
     
     Itheir new masters were ass- 
     
    
   
   
    
     .essing their internship 
     
    
   
   
    
     with a "golden return". The 
     
     students hypothesized that 
     
    

    
     mark giVing was an easy" :* 
     
     task because their teacher 
     
    

    
     merely had to give from 
     
    
   
   
    
     “their good nature others 
     
    
   
   
    
     call it integrity, at reco- 
     
     mmendation time. In this 
     
     new situation, our masters 
     
     are reaching into a finacial 
     
     pocket and ditributing their 
     
     evaluations. The students 
     
     recognized the impass of 
     
     this very situation. But 
     
    

    
     in short time, their decis- 
     
     ionémaking criteria for 
     
     selecting a Master would 
     
     include his family status. 
     
     Should they be single, marr- 
     
    
   
   
    
     nied with no children, or_ 
     
    
   
   
    
     married with many children? 
     
     'On April 30th the univers— 
     
     ity year came to an end with 
     
     returning of the.flotilla 
     
     to the clam waters of Char- 
     
     lottetown. The parents cror 
     
     wded the shores to greet 
     
     their children. After the 
     
     usual family salutations, 
     
     the students tOld their '. 
     
    
   
   
    
     glparents of their new "riches" 
     
     'Fbr once? theoparents under- 
     
    
   
   
    
     Stood their studentlSEEvalj_ 
     
     uatidn by an institution.} 
     
     The parents emphasized their 
     
     sunburned_complexions.but“3 
     
     neglected to inquire about 
     
     any change in the "complete 
     
     person" of these students. 
     
     The hassles of pro-September 
     
     days.continued,daS"iffwith— 
     
     out interruption, Once.the 
     
     family reached the domestic 
     
     homefront.' ‘ . ‘ 
     
    
   
   
    
     For feedback purposes, I 
     
    
   
   
    
     hundred gold “coins for5""i=.ach  . .réinaini-‘P‘étgr ifiéifiblair’  
     
    
   
   
    
     t‘v 
     
    
   
   
    
     xzcon sH .iismeas Ififiggfiq hiss mam stiisda .sarssoax; 5&4 
     
    
   
   
    
     I