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University of North Carolina at Chapel Hill

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The University of North Carolina

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Will I ever be
as tall as this tree
When will I have time to grow
Straight or gnarled
as winds of life blow
or Autumns' ending days
cover my roots over the pathways
strip me bare of life's excesses
until in time Spring expresses
awakening joy; eternal youth
and I know I'll find the truth
Whether I be old, I won't care
the weaving patterns of life dare
to open to me, though I fear
the knots that tie me to this Earth
will never give me up her birth.


■. iCr^v,


From tricycles to ten speeds

From playing with toy guns to killing with real ones

From waiting to go outside to play to wanting

to go outside to play

From wondering about what you're going to be

when you grow up to wondering about what you're

going to be when you grow up

Have we really changed-




^ L- "M'


A time of changing
remaking and taking up
new crosses and
old goals

Anxiety is there
with the moments
of pain, and sorrow.

An old thing
never the same
always remain
the change.

Picking up strings, threads,


of life past

and reweaving them carefully.

So cautiously,

I strive,

to go forward,

falling backward,

leaning toward the warmth,

the comfort,

the loving.

It is split

down the center

my good intentions

and wisdom

fell apart.

Man's unceasing diseases . ,

wanderlust, loneliness,

a reaching for expression

and answers . . .

never ending . . .

he searches in the swamp .

for some kind of love

fulfillment . . .

to quench his denied thirst.

^i I ' ! II' Pin

^ '••*<



Cut velvet patterns in my mind

I feel and stitch

and try to form it into

a dress, or perhaps a cape.

Which would be best?

for I have not yet selected a pattern,

the pattern.

Rich colors, avocados and rose with black

scattered across the woof and warp,

but still laying across my cutting board,

fate undecided,

I must select the pattern.


and it all goes back to . . .

-o faugKt up in

cByrsnitounding thistjuradnej. sfude^'ho
the city^an t%them; "Yes VirginiaPtheM
life after graduatfen." ^1*^"L.^ 5


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Yes— she is an entity-
Why female—

Well— then my dear— go out
and explore her crevices
But be careful my dear or you
too will become her victim —
She'll haunt you at night with her
wailing— and accost your
ears all day with stuttering . . .


(^ -


what to do? what to do?
use them . . .
it's worked before—
catch your breath
wailing releases in darkness
stuttering blood
a facelife?
yes— that's it
they'll never know-suck them dry

I wait and wonder; who will my fate

be left to?
One not caring, and the other

unsure. The fates seem
too close for a difference.
Whose support for us

will support against our foundations?
Destroying self

to the core of image.
I watch the city go by

and drift to my destination.
Where do we go?

By the grace of his image?

l\». «#,,»*

illUli f!


What is the imprint of a city on the faces of its people? Do the char-
acter of their ways and the patterns of their days etch themselves on
their faces? As they shape the city, the people are shaped in turn as
they become part of what they create. Urban renewal downtown
and the vitality of a man's springy step . . . the endurance of old
buildings and a woman waiting.



'J' .

j - —

Johansen! Where are we now?

We've come to a place known to its inhabitants as the City of Gates, or the
Gate City, or something iiice that ... I think it's called Greensboro.

You stupid nitwit! You mean we're approaching a metropolitan area and you
don't even know what it is? That could be dangerous!

What does it matter? The important thing is, there are people here, real hu-
man beings! I have heard that there is even a University nearby. That alone
indicates there is at least a seventy per cent chance of educational dissemina-
tion. What does it matter?

I still think it is dangerous.

Look at these structures. People built these, do you realize, they built them
with their hands. Their souls are infused in these blocks of concrete and steel.
It is a great cultural experience!

Johansen! You are coming too close! Watch yourself; it could be dangerous.
Johansen, are you listening?

What does it matter?

Johansen, stop! We are going to strike! We are




It is a city of time and change. What makes it
run? People. People of every contrast imagin-
able. Witness the Chamber of Commerce and
all others in authority and:


Save at Gate City Savings. ^













*i Ss"


that which is totally worthless; that which is
as useful to the Student as the average politico.

Hear ye! I shall bludgeon thy ears, with bullshit!
For I am the King! I am Greensboro's Chamber o
Commerce and the Nation's Leader. I am dirty
thoughts and the Spirit of '76. I am America!



HOW WOULD yai LiKe f





I am; therefore I am.


"You do plan to vote for Senator McCovern
don't you?" "If you had to decide at this mo-
ment who to vote for, would it be Bowles or
Holshouser?" "To you, what is the most im-
portant issue in the campaign?"

Regardless of whether students worked with
or against each other, all campaigners together
were able to share feelings of loyalty and dedi-
cation to their candidates, each thinking his
candidate to be the best. "To me, Nick Cali-
fianakis is the only candidate in the world!"
"Surely the people of North Carolina see that
Holshouser is the man for our state."
"McGovern is the person to unite the nation,
bring peace, and save America from Richard

Whenever a student was fortunate enough
to have his candidate appear on, or near, the
campus, that student was seen in a state of
elation for days before and after. Disappoint-
ment was felt whenever a scheduled candi-
date was to arrive, but didn't. In the case of
Congressman Nick Galifianakis' canceled ap-
pearance, students who waited for two hours
to hear the candidate were somewhat quieted
by the Greek pastries that were served.

As election day grew closer, the excitement
and amount of work increased. Last minute
pollsters ran through the Greensboro commu-
nity trying to gain more votes for their candi-
dates' support. More literature was distrib-
uted, more doorbells and telephones rung,
more posters and bumper stickers seen, more
campaign buttons (McGovern/Shriver;
Bowles, Governor; Nixon Now; Give 'em
Helms, Jessie, Galifianakis, U.S. Senate)
proudly worn.

When election day finally arrived, the vari-
ous precincts were staffed by campaign work-
ers long before the scheduled 6:00 a.m. open-
ing. Bowles people stood by Holshouser
workers, all decorated with signs, buttons,
stickers, and hats boasting their own candi-
date's name. There were hopes expressed
through phrases such as "Hope you'll remem-
ber Skipper Bowles!" "Don't forget to vote for
the best man, Jim Holshouser!" Many students
worked at the polls from 6:00 until the polls
closed at 7:00 on election night.

Upon leaving the precinct polls, most cam-
paigners headed for their candidate's, or
party's headquarters to watch election returns.
It happened that the Republican forces and
the Democratic forces were located, both, at
the Hilton Inn. The Nixon people ignored the
McGovernites, while the Bowles workers pre-
tended the Holshouser group had simply van-
ished. The hours of the election returns were
the climax of the efforts made in the previous
long months of campaigning. There were
tears, and there was laughter as the results
were finalized into concrete evidence showing
Nixon, Holshouser, and Helms to be the win-
ners of their races.

Although the elections are over now, the
dedication felt by the various student workers
can still be viewed in faded, wrinkled stickers,
buttons that are still worn, dorm walls covered
with posters, and in comments: "I still can't
believe that he could have possibly lost,
there's no way!" "Perhaps he did lose, but he's
still the best man." "The one important thing
I've learned is that the best candidate doesn't
always win."

For many students, the campaigning has
stopped only termporarily. There are more
elections to come in 74 and 76 when they will
find another McGovern, Nixon, Bowles, Hol-
shouser, Califianakis, or Helms to believe in
and to support.



■ Si"

as in the past.

New souls
in old bodies,
continuing . .



When I first looked upon old Julius's alter-
ego, I thought, "What a classic!"

Then somehow, I felt his bones creaking
and I wondered when Antiquity was going to
fall. My soul shouted, "Get out of there!" I
think he heard me, because later I found out
that the Chancellor didn't live there (I had al-
ways wondered who did occupy that palatial

Chancellor, have you thought about your
staff members lately? Of course you have. But
do you need to take out that whole block of
fine houses and the Yum-Yum of all things? In
any case, if the Ad building crew doesn't get
out in time, here is a section created and pro-
duced in their memory. As God might have
said at one time, "I haven't thrown you away."

Doctor Ferguson, how long do you intend to re-
main in your present position with the University?

Chancellor Ferguson: It's a little difficult to say
that at this point. I don't have definite plans with
regard to specific terms.

Suppose that you remain at the University in your
present position as Chancellor for ten or fifteen
years. What do you foresee for the University in
this time period?

Chancellor Ferguson: Well: during the next ten
years, the University will continue to develop
somewhat along the lines that it has during the
previous ten years; that is, there will be emphasis
on developing the capacities to serve as a com-
prehensive university; a multi-purpose institution.

t serve the whole community?

Chancellor Ferguson: Yes, the primary emphasis
will be on serving, let's say, 10,500 students or
11,000 students. I would think about those num-
bers as being the ceiling for the University in this
location; and, of course, a great deal of emphasis
would be placed on diversifying the programs
available to those students directly. We would
think of the University as being a service in-
stitution for the whole community, the commu-
nity in Greensboro Triad Area first of all, but then

the larger community of the state and nation. Yes, I do think of the University as having
obligations to discover new truth, which means not only research and publication as is
most frequently considered, but being a center in which creativity can be stimulated and

Dr. Ferguson, how do you see yourself as a functionary of this University? 1 know from
talking to many students that few people know what you do here. What do you do here?

Chancellor Ferguson: I think I do a lot. My role is defined as being the person with the final
executive responsibility. Of course, the legislation establishing the University system de-
fines the role of Chancellor on each campus. The Code of the University does the same
thing, and it is my responsiblity to see that the resources of the University are organized in
such a way as to produce the most effective educational program that can be provided.
Naturally, I must rely heavily on the faculty to provide the primary teaching and secondly,
the administrators who make recommendations to me concerning the way given resources
are to be used. I am the person who is ultimately held responsible on the campus for any
University matter.

Do you see yourself fulfilling this definition?

Chancellor Ferguson: I hope I make some progress in doing this.

Perhaps we could dig a little deeper into the University operation as it relates to the stu-
dents. You say that you are ultimately responsible for the progress the University makes
Who really runs the University? Is there any one person or is it a group of people?

Chancellor Ferguson: It is certainly not an operation that could be run by one person. If
there is not the co-operation of the different parts of the University, then there is a failure
to use the optimum amount of the resources which the University has, and so it has to be a
joint effort . . .

By whom?

Chancellor Ferguson: . . . well, by the entire community; students; faculty, administration,
Board of Trustees; the larger constituency that throws its support behind the University, of
course the alumni who are a special part of that constituency.

When you first heard that a student, i.e. our SCA President, would be admitted to the
Board of Trustees, what was your reaction to that?

Chancellor Ferguson: Do you mean when the legislation was inacted?


Chancellor Ferguson: I felt that this would provide a means of communication that had not
been present earlier, so I felt that it was a good arrangement.

As to what we discussed earlier about it being a primary center of learning, there have
been statements made by several people to the effect that they felt that this University is
nothing more than a trade school for white collar jobs. What do you think of that?

Chancellor Ferguson: I would disagree with it. It is true that there are professional programs
that are in the University. The heart and core of the institution throughout most of its his-
tory has been its emphasis on the Liberal Arts and the goals of Liberal Arts education,
which would try to develop in the individual student the capacity for critical analysis,
thought, of course habits that would make him seek to command accurate information and

to make this serve as the basis for his making his decisions. The basic goal is to produce
persons who have the capacity to be complete adults, which means accepting the respon-
sibility for making one's own decisions and also accepting the consequences of those

One last question. Do you like your job?

Chancellor Ferguson: Yes I like my job: there are times when the burdens of it are pretty
heavy and there's no questioning the fact that throughout my life, my greatest satisfactions
have come from teaching. The classroom is very attractive, very inviting; but if there
weren't also some satisfactions in administrative work, I wouldn't do it. Yes, one has to
define his work in terms of service; I suppose in the long run nobody is going to be satis-
fied with his occupation if he cannot see it in a service relationship, and I have a lot of
pleasant people who work with me and help me; and so, yes, I do derive satisfactions from
this. But on the other hand, I repeat, I look longingly at the classroom.

Do you anticipate getting back there?

Chancellor Ferguson: Yes, sometime I do intend to go back to teaching. Before I leave the
Chancellor's office, I hope I may be able to pick up one class a semester or something like
that; but, of course, that's what I intended six years ago when I became Chancellor on a
regular appointment. Even during the sixteen months I had been acting Chancellor, I fully
expected to go back to it after a semester or so, but it hasn't worked out for these six years.

Too much work?

Chancellor Ferguson: Yes, either too much work or I get to it too slowly; there's some

Who really runs the University? Is it, as the Chancellor said, operated by a group; is it a
joint effort? Let us go further, past the veil of the University catalogue. Who are the unseen,
without whom the institution would not be?

The picture you see below are of the men and women who control our money, thereby
directly affecting our lives while at UNC-G. They are: Charles Roberts-Accounting; Ruthe
Shafer-Cashier; Leon Sartin-Accounting; Henry Ferguson-Business Office; Kathy Harris-
Accounting; Roger Davis-Purchasing Agent; Everett Wilkinson, )r.-Personnel Director.

In the pages that follow, you will see those that might be called the unsung heroes of our
Community. These people, the proletariat, run the University.




-:;*iJC3^-. - %fe^-

This afternoon, I would like to get a few impressions from you about your job-what you do at
the University. Firstly, would you tell me exactly by whom you are employed?

Billy: By the State of North Carolina.

By the University?

Billy: Right.

What exactly does your job entail-what do you do?

Billy: Well, actually, I'll tell you. It's like-we just pick up trash, garbage . . . and we just . . .
pick up trash.

What are your working hours?

Billy: Mine are from 8:00 til 4:30.

Do you find your job enjoyable or tiring or . . .

Billy: Well, I'll tell you. Actually it's not a bad job, you know, but when it gets cold we work, and
when it's raining we work, and— put it this way, it's not bad. We got a little thing going.

Do you like your job?

Billy: Yeah, because, I'll tell you why, because I hate to mess with weeds, you know, and shrub-
bery. I don't know anything about shrubbery so this is my thing. I like to mess with trash.

Instead of yard work and things like that?

Billy: Yeah, right.

Do you think you'd have any better opportunities in yard work?

Billy: No, because I don't want it.

Do you feel that in your job— the kind of work you do— you're paid fairly?

Billy: No, actually no; because I'll tell you why. Messing in trash and garbage and stuff you get
cut, stung by bees, and so forth and so on, and we try to work and make my supervisor and
people around the trash, keep from getting on our butts, you know, and we try to do our best
to keep the place clean and if somebody calls up and says pick up so and so, we break our
necks down there to get it to keep people in high office off our tails. Like I said, we got our little
thing, you know.

Do you like the fellows you work with? ^

Billy: Oh yeah! Well Bo, he been here twenty-four years and Richie been here nine years, and I
been here three years; and working with a garbage man is like, they're beautiful dudes, you

Do you get along with your boss in the higher office?

Billy: Well, he don't say too much to us, I don't think, because I actually pay the man no mind,
but like he said, it goes in one ear and out the other, you know what I mean?

Bobby Mizell: A Laundry Manager's

I don't think the students wear clothes like
they used to and I can tell a big difference
from when I came over here six years ago.
Cids don't wear dresses; they wear pants.
Mostly we do have a lot of blue jeans and
dungarees and stuff like this, shorts, gym suits
and gym pants. As far as just naturally wearing
blouses and dresses, we just don't have them.
We can tell a lot about student life just by
washing the laundry. We get it all. You'd be
surprised at some of the things we do get. We
get some clothes that are-they write (^n them
and say things on them and we take them out
and read them once in a while and we have a
pretty good time reading what some of the
gids wrote on them. They're not as bad this

year as they were last year. But they write dif-
ferent stuff like who they're in love with and
all this stuff on there, you know. We find more
kinds of stuff that they put in their pockets and
the boy's pockets. We found something last
week— some marijuana. This is about the sec-
ond or third time. I try to stay out of that. I
think the students this year are a great bunch
to start with. I've had very few complaints this
year. I don't communicate with the students
that much. All I do is their laundry and there
aren't as many spaghetti jumpers this year as
there were last year and things like this and
writing on their clothes. It's kind of calmed
down a little bit, I believe.


Richard Loester— Admissions Office

The impression a prospective student has of
the University comes in part from our office,
so to some extent we are certainly oriented in
a public relations manner so that it's important
in our admissions function. I think it's impor-
tant to us to convey in an ethical manner the
facts about the University and the different
programs; certainly, we want to impart as
fairly, as possible, the student's probable
chances of success because our office is deal-
ing certainly with the lives of, in most cases the
futures of, young people today, as such we
don't want to be misleading. Very often we
spend more time talking to students in trying
to help them find alternate ways of attaining
their ultimate goals. It's still kind of exciting to
go out sometimes and visit schools and to feel
that you are really contacting, making contact
with people and talking with them. That's one
of the things I believe in doing— not talking to
them, but talking with them. I believe in trying
to help them in some way, even if they ulti-
mately do not attend your school. I think if we
can represent our University that way, then
even the students who don't attend here may
come away with a feeling, a good feeling, to-
ward UNC-G. The last three years we have
started a survey; I worked on a three-page
survey and we had responses from students
who did not come here. We asked for their
help in looking at our strong points and our

weak points, and we've gotten a lot of re-
sponses from students who did not come
here. "You took time out to write us even
though we didn't come, and we're glad to
know that you're still interested in us." This is a
rewarding aspect of admissions work. Admis-
sions work is something more factual than
trying to be in a sales area where you're trying
to give a hard sale. This is really what I'm
trying to get at. When we visit schools each
year, we attempt to encourage, if anything, by
our enthusiasm for the school. As my own
personal impression is that this school has
much to offer at times, perhaps we could have
used even more publicity in some ways to get
word out to students just as to what we have
to offer here. A third goal indirectly has been
the increase in the number of men on campus
and this is something we've striven for through
all our representatives by encouraging them
more on the concept of UNC-G as a commu-
nity advantage to men to come here at the
end of high school or from other colleges. This
past year, I think, the number of women
stayed approximately the same as the year be-
fore, but we added on about four hundred
more men coming to the University on the un-
dergraduate level, and I think this is significant.
It's something, once again, that we're trying to
impart whenever we visit schools.

Q: Dr. Goldman, what exactly does your
job entail?

A: I look at the office of Academic Advis-
ing as having two major responsibilities.
One of them is to coordinate all academic
advising for the undergraduate program
here at UNC-G, and the other major re-
sponsibility of the office is to administer
all of the academic rules and regulations
and policies concerning the under-
graduate program.

Q: What then, is your relationship in
working with the faculty and

A: One of the major ways we work with
the faculty is through the advising pro-
gram. We assign faculty as advisors to the
students. This office makes those assign-
ments and we work with the faculty who
are advising in briefing them on the latest
changes on policy and regulations and

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