I'm not one for a lot of this gobbledygook. We shouldn't always be pampering and building up the students. After all, life won't. Let's be truthful with them. Don't tell them they have free rein, when you know very well you'll have to check them many times. Students see through people easily--and the people who work with them are a mighty important influence. We have to develop a combination of ease, cooperation, and respect.
IN EVERY DISCUSSION touching on concepts of character, we heard the word "responsibility" mentioned so often that we concluded this was one area deserving special observation. There were those, for instance, who were content with defining character as the responsibility one assumes for himself and for others. Though this definition would not satisfy all, some element of selfdevelopment is included in every approach to education. What role should the college play? What are its limits? What are the benefits to be derived? These are questions which we will attempt to answer as we explore the degree of student responsibility, actual and potential.
In talking with administrative officers and faculty members, we found a wide range of views regarding the extent to which students should be given responsibility. The question basically is to what degree the college can afford to become democratic. How can it maintain its own continuing identity and yet give its transient students experience in making decisions and assuming responsibility? In reply, some presuppose a relationship of the experienced to the inexperienced. One dean commented, for instance:
I don't believe in students having too much responsibility in setting the pace, mores, standards, or policies of an institution of higher learn-