Vol 24 issue 5

sOUTIHWORCIS Vol. 24, No. 4

Maine Township High School South

Nov. 6,1987

f-KSX

'

llVfe.^ B.^,.

Cou Ivers' , caClJr

,»,, ...iTColIeg,

la bui/tk>Q dtu «ttuii)<V^(tl? Dr a fee University Eastern Illinois Universit/f

yhton Uni .ern Kent a

le C o l l e g e E m o r y U n i v e r s i t y U n i u e r s l t y o f Florida Oeo ^to^vn Univer V e r s i t y of G e o r g la H a r v a r d u n i v e r s i t y Hof s t r a C o t U g e III ^isInstituteO^ r y U n i t « r s t t y of I t C l n o t s I l l i n o i s S t a t e U n i u e r s l t y U t l n . . i s WesDey a n a t e U n i v e r s i t y I t t ^ i a n a «tlfl)et£fitp l o t v a S t a t e U n i v e r s i t y llfjJ^Jiirf iQlia Johns Hopfelns U n i v e r s i t y i^iwii ^IJ;E).I&® UtoiiKStr^^itfiiii U n i v e r s i t y of X

3ntucky State College xnox coCUge %&kz fovtst

tolhgt

Louisiar

I v e r s i t y LoyolaUniversity flarquet t e Un I u e r s i t y University of H a r y l a n d

^^ssachusetts Massachusetts Institute of Technology VHiversity of nicfilganNO' <1® iODflOPOirsaH^ University oj n i n n e s o t a M o n m o u t h CoCCegc N e b r >ge U n i v e r s i t y of Netv M e x i c o JSew yorfe U n i v e r s i t y University Of No

h C aroHna State Coll eg e decisions Norta centrat Cottege No rt he as

Cottege Northeastern Illinois University Northern Illinois Universityff^fflir 1] L> - r t f v i v e s t e r n U n i v e r s i t y 3ftOtt< IBattt^ tStttit)er«itl? Oliio S t a S t a t e U n i v e r s i t y C o l l e g e o f t h e P o c l f i t U n i v e r s i t y of : % a t e U n i v e r s i t y Ripon College Rocfeford Cotteqe Mmsa M*rflr - iUveitV St. F r a n c i s C o t t e g e , ' ' ^->llegv College San F r a n c l^r - ''-^'vte » tt 1 e *li-^ "olina i ^ l » ' t«. 8 Texa Trii• iVa< en

Special college issue

Page 2

November 6,1987

News

Financial aid mal<es a difference You may akeady know that many students do not end up going to their first-choice colleges.

What you may not know is why. Is it grades? Not enough "varied interests?" On numerous occasions it's neither of these. The fact is. college is getting too expensive for the average American family. Between 1980 and 1984. tuitions have risen 56% compared to only a 26% increase in household incomes. For this reason, financial aid is becoming more and more popular.

Financial aid is generally based on financial need, or the difference between the amount your family can pay and the amoimt the college costs.

The amount your family can afford stays the same, yet the college costs don't, so the more expensive the college, the more financial aid you are eligible for.

If you have ruled out colleges and limited your options because of high costs alone, you may be making a big mistake. According to the College Scholarship Service (CSS), more than S21 billion in financial aid is expected to be available for the 1987-1988 school year.

There are many financial aid computÂť search services available across the country, but before you consider taking advantage of the services they offer, the College Board suggests that you take a look at their newly-issued set of guidelines, in order to establish the credibility of the operation.

The series of questions which follows has been devised to assist a student in locating a trustworthy search agency, but don't assume a positive answer assures that the student will receive any financial aid, only that the aid will be searched for in a reliable manner.

If the company suggests that large amounts of aid currently are not being used, how does it document the statement?

How many financial aid sources exist in the company's computer file? Does the company maintain its own file of sources, or does it use the file of some other company or service?

Is there a minimum number of sources pro v ided by the company? Are the listings in the form of scholarships, work, loans, or contests? Do they include federal and state programs for which the student will be considered through the regular financial aid application process?

How oftoi does the company update its list of aid sources? Does the company check to confirm that the source still exists, and that data concerning application deadlines and eligibility criteria are current?

Can the student apply directly to the aid sources provided by the company, or must he/she be recommended for consideration by some other jjerson or group? Are there application fees for the sources provided?

How long wiU an applicant have to wait for the information? Will the list of aid sources be received prior to application deadlines?

What characteristics are used to match students with aid sources?

How succussful have previous participants been in obtaining funds from aid sources identified by the company?

No-Strings scholarships a good bet Many scholarships or contests are offered to students with no specific college strings attachedâ&#x20AC;&#x201D; that is, they may be applied to any school the student chooses to attend. Among these scholarships are the following: Award Amount Deadline Special information AAA Motor Club

S500

12/31/87

Essay topic: "Have new traffic laws made Illinois roads safer?"

American Society of Newspaper Editors Foundation

$500

11/6/87

for minorities

Associated Aid to Lutherans Scholarship

S50O-1750

11/30/87

Focus America Essay Writing Contest

SlOO-1000

12/14/87

Essay topic: "Our Constitution: the responsibilities for which it stands"

Illinois CJPA Society Scholarship

SIOOO

2/29/88

Essay topic: "My future as a CPA"

International Brotherhood SlOOO-6000 of Teamsters

11/15/87

for son/daughter of a teamster

Josten Leadership Scholarship

SIOOO

11/15/87

Kraft Scholarship

S500

2/28/88

Nutrition. Pre-med. Food Sciences, Diatetics

12/1/87

Must attend one of 57 Presbyterian coUegcs

11/22/87

Must write original broadcast script

National Presbyterian College Scholarship VFW Voice of Democracy Scholarship

SlOOO-33,000

Will the company refund the program fee if aid sources are incorrectly matched with your qualifications, if aid sources no longer exist or fail to reply, or if application deadlines for aid sources have already passed when the information is received?

As a valuable alternative to student loans or even disregarding a school altogether, financial aid can play a very important role in the college selection process. So, before you ignore any school

because of its high-priced tuition, find out about financial aid. Don't let dollar signs keep you from attending the school you've had your eye onâ&#x20AC;&#x201D;the only way you'll know for sure if you can afford it is if you apply for both admissions and fmancial aid.

If you're not sure how to go about applying, ask someone. Talk to your counselor, Mr. Misevich, or anyone in the Career Resource Center. It could mean the difference between Harvard and Oakton!

Senior seel(s help with college applications Dear Editor, Students need help filling out college applications. They also need a place to get this help.

Counselors are too busy to help every student and the career resource center is not always a convenient or quick way to get help. Perhaps a special person could be added to the CRC. This should be a person who is there just to take application questions.

With this problem comes a need for a special place of person where just financial aid questions and college application questions can be answered.

There is a need for a place where you can drop in without an appointoient and receive immediate help.

There are questions and problems which arise during the college application process. The need for help is strong, the solution, not far away.

For seniors this is a frightening time of the year. Once a student has selected a college the process of filling out an application becomes a difficult task. Help from educators is a necessity.

Cindy Avino

November 6,1987

Features

pages

Teachers talk to college-bound Students who intend to go to college often feel they are the only ones facing the important preparations and decisions that go into attending college However, teachers and administrators have all been through the same decisions and problems, and several have offered their advice to the student body.

Dr. Thomas Cachur, principal of Maine South, attended Loyola University, where he attained his masters degree in English and his doctorate degree in Educational Supervision. Dr. Cachur also attended St. Joseph's College in Renesselaer, Indiana, where he studied the Liberal Arts.

When asked what value his college expjerience has been to him. Dr. Cachur replied, "My college experience has built a foundation for my career. It has allowed me to be expxjsed to areas such as philosophy, mathematics, history, language, and science. My experience in college has also conformed me into a well-rounded individual with management skills and insight."

Dr. Cachur also offered advice to today's college-bound seniors; "College selecting can be one of the most frightening experiences one can face. I think students should do as much researching into colleges and universities as possible. Students should also take advantage of visiting college representatives, college catalogues, and the Career Resource Center here at Maine South."

Mr. John Bostic, a math teacher at South, went to Illinois College at Jacksonville. This has given him a good background in his field. He advises the students of today to develop their study habits and budget the time spent on their subjects. Students should be concerned about their grades and the school activities in which they participate. Activities should be considered, because they give the student a well-rounded background for college admissions. He also makes very clear that a students who is planning to go to college should make

sure that he or she looks into scholarships, goes to the CRC, and narrows down his or her college choices.

Mr. Robert Schultz, history and government teacher, offers his experience and advice to students anticipating college and their careers. In his thirty years of teaching and learning, Mr. Schultz feels that influencing and informing students takes several steps to be successful. Among them, a teacher must be knowledgeable and understanding of his subject, have the ability to teach in an interesting and informative way, and believe that what he or she is doing is exciting and challenging.

His advice to college-bound students is to not take your education for granted, to set realistic goals, to be informed about issues in our society, and to develop self-direction and responsibility which will help you later in life. Most importantly, however, he remarks that whatever you choose to do, never give up. Finish what you set out to do.

Mr. Leedy, a chemistry teiK:her, went to Navy Pier for his first two years, then down to the University of Illinois. When he was younger, he intended to be a chemist, but later decided to teach.

He won a General Assembly Scholarship which partially paid for college, and his parents paid for the rest of his education. Throughout his college experience, Mr. Leedy maintained a B average. "In those days a B was very good, not basically average as it is today because of the lower standards," he said.

Mr. Leedy had a very interesting dorm life: "When there was a mother on one of the floors to visit her son, we had to yell "WOMAN ON THE FLOOR!"to warn everyone,"heexplained. "Also, when a boy had a girl in the lounge, and they were sitting on the couch, the rule was to keep at least three feet on the floor. They figured you could keep out of trouble that way." He suggests going away to school to learn responsibility and adjust to different situations, but not too far in case of an emergency.

Mr. Mastrolonardo attended the Art Institute of Chicago, and knew from the very beginning what career to follow. Though several instructors told him to pursue the fine arts, Mr. Mastro was determined to teach. "I wanted to improve the conditions of art teaching and share whatever skills and talents I had, since I had a poor artistic education in high school when I was growing up."

Mr. Mastrolonardo worked his way through the five year program, and despite his two one year scholarships, he often worked as many as 16 hours a night. During the last year, his funds ran out, and he took up teaching in a Catholic school for about six months. Losing his deferment, he was drafted and served for two years. Once his service had been completed, he returned to Chicago and completed his last year. When he had free time, he went to ballroom dances with friends. If given the chance, he would live his life in the exact same way he did then.

Mrs. Schreiber, a French and Spanish teacher here at South, knew she wanted to teach since she was in fourth grade. Having a certain knack at explaining ideas to classmates, her teacher told her that she should become a teacher. "In those days you either became a teacher, a secretary, of a beautilion, depending on how smart you were. Girls didn't have the choice that they have now."

Mrs. Schreiber attended Illinois State College, which was at that lime mainly a teachers' school.

She majored in French and Spanish for five years, and studied abroad in France and Mexico throughout her education. Her father paid for her while she was an undergraduate, and then she paid for most of the tuition herself. "If I had the choice, I would go to college all over again, but I would have more self-confidence and aim higher for what I want. I wouldn't be afraid to try something different, and I would extend myself more," she said. "But overall, I had a very good experience."

How to: recommendation letters Letters of recommendation are an important part of admission to most colleges and universities today. Most colleges send, along with their applications for admission, forms to be filled out by counselors and teachers which are referred to as recommendations. Letters of recommendation are used by colleges to get further insight into your character which they can't get just by looking at your grades and test scores. In order to get the recommendations successfully completed you must follow a few simple steps.

First, read all recommendation forms carefully so that you fully understand what the college is looking for in the way of information about you.

One of the forms you will receive from most colleges is for your counselor or principal tofillout with basic informalion about you and your personality, character, motivation, etc. Sometimes colleges wish to have tlie perspective of a person who

has acmally seen you as a working student in the classroom.

After reading the forms you must decide which jjeople you feel know you the best and would be willing lo complete the recommendations. For instance, don't ask a teacher whose class you earned a D in lo recommend you for admittance to Duke University; chances are they aren't going to have many nice things to say about you. Choose adults who you feel understand you and like you.

Ask teachers and counselors to write recommendations no later than three weeks before they are due. Counselors will ask you lo fill out a sheet called a Student Information for Recommendation form. When you go about asking these teachers and counselors to write recommendations for you be prepared to answer questions about your future goals. They will want to incorporate your aspirations into their assessment of you in order to give

the college insight that is valuable to them. Colleges want to hear about your accomplishments and involvement in school and community activities and how that applies to your classwork and your future.

Also make sure that the parts of the recommendation forms that you are to fill out have been completed neatly (tyjx; all application forms).

Common courtesy to your recommender would be to have an addressed, stamped envelope for them lo use lo send the letter of recommendation lo your prospective college.

In order to make sure that your counselor or teacher has completed and mailed that recommendation on time, a good idea would be lo ask the recommender one week before the due date if your letter got completed. Thank your teachers and counselors nicely because their letters about you will probably have a great influence on your application to college.

Page 4

Features

November 6,1987

Alumni offer college suggestions ^

by Chris Albright Homecoming: some might think of it as a time when those still stuck in Maine South have to endure the return of the alumni, especially the new college freshman, proudly displaying an "ILLINI" shirt here, a "THETA CHI" jacket there, or flaunting some other object of college life. Even though it's great to see all our old friends, sometimes we can't help but feel envious of their newly-acquired lifestyles, or, the lifestyles that we normally associate with college: the parties, the freedom, and all the fun. But think about it: college may provide you with some good times, but the adjustments and decisions that need to be made, especially in regard to classes, are aspects of college life that tend to fall in the shadows when compared to the glamour of newfound freedom. Southwords look the o j ^ r t u nity to interview some alumni that returned home, all of them now college freshman, to find out from first-hand accounts just what the pros and cons of campus life are and if the image we normally associate with college is realistic.

The people that were interviewed all attend mid-western schools such as Northern Illinois University (De Kalb), Northwestern (Evanston), University of Illinois (ChampaignAJrbana), University of Iowa (Iowa City), and Indiana University (Bloomington). Most of these schools, as you may well know, are fairly large (U of I can hardly be considered "fairly large", though—with its campus populationofaround35,000 it's just downright huge!), and, according to the students, size can be either an obstacle or an advantage.

"There's a lot to do at a big school like Indiana University. That's one of the advantages of a big school—there's something for everyone," was one of the positive remarks made in reference to a large school size. Socially, the size of the school does not seem to be a major problem if there is a large undergraduate population, but academically, "Realize that the size of your school is super important, because all of my lectures are about 200-300 people and some have no discussion groups, so it's basically independent learning,"

and, "Get used to classes of up to 500 students if you go to a big school."

So what can you do if you go to a large school like U of I or Indiana University? "Develop good study habits now!" "Work hard senior year; adapting to college work will be easier." Yes, believe it or not, if you can actually manage to work and have fun senior year, it will help you in the long run.

When asked about the amount of class work they had and if Maine South prepared them for what lay ahead, most felt that their homework load was heavier in college but not unbearably so. "The classes aren't as differentas Maine South classes as I thought. I was really nervous the first day, but it's not bad once you know how the system works and how to find your way around," stated one Indiana University freshman. A student from U of I stated, "So far, in all my classes there has not been one thing that surprised me..."

One suggestion that was made to help you handle the homework load at college was to get AP continued to page lU

^^

You don't have to go to college Today there are many alternatives available to high school graduates other than college. For students who elect to receive some form of education beyond high school, other than college, there are opportunities to be found in trade and technical schools, junior colleges, the United States Military, and employment.

There is a greater emphasis put on technical schools today than there ever has been. The demand for skilled labor in technical careers is expected to increase dramatically over the next ten years, and the fastest growing occupations will require at least one to two years of technical training. By 1990, 75% of all jobs will require post secondary education or technical training, but the number of jobs requiring college degrees is expected to remain about the same.

In order to gain the skills needed in today's job market, many high school graduates attend such private career schools. These schools train people for careers in fields such as medical techrwlogy, cosmetology, electrical engineering, and automotive mechanics. Students train in these programs which vary in length from three months to two years. The programs are arranged in order to prepare students for their careers in the shortest amount of time for the best possible job. The programs offer "hands on" training to give the students enough experience to become a proficient worker. The schools range in size from 5 to 50(X) students, averaging about 400 students. The tuitions for these schools run from S15(X) to S5000, averaging close to $3000 for a 10-month program.

Another option available to high school graduates is a junior college. There are several reasons to attend a junior college. One motive would be to build up you academic backround before attending a four year college. Another advantage is to be sure of what you want to study without wasting excessive money on a more expensive college. Still one

more reason may be to receive career training. Like technical and trade schools, junior colleges can prepare you for technical careers. The advantage that junior colleges have over trade schools is that they are less exp)ensive. Another consideration is that a junior college is more concerned about a student than a trade school. Junior colleges are also

for people who desire post secondary education but do not necessarily want a four year degree.

Joining the military is another option open to the high school graduates. The military, like technical schools and junior colleges, offers career training in over 70 fields including electronics, continued to page 10

How to sound like a college student, in one easy lesson When your friends came home from college, you may have noticed a confusing array of new terms that they assumed everybody knows. Here, in a nutshell, is what they were talking about: Adviser—like a high school counselor Bursar—treasurer of a college (where tuition is p>aid) Co-ed—both sexes allowed Dorm—living quarters on campus Fraternity—social club, either athletic or academic, for males only Greek—the language that fraternity/sorority symbols are written in; a fraternity/sorority member Hours—how much credit a course is worth, usually measured in hours of meeting time per week Major—area or subject of concentration Mid-term—the important tests given in the middle of a semester or quarter Minor—field of study, or lesser concentration than a major Pin—proof of membership to a fraternity; also, as a verb, "to go steady" Pledge—act of joining and the initiation to get into a fraternity or sorority Quad—usually a cluster of buildings surrounding an open area, called a commons Quarter/Semester hours—the number of credit hours needed to complete a course in a quarter or semester. One quarter hour is worth 2/3 semester hour. Three quarters comprise one school year, not counting summer session. Two semesters comprise a school year under the semester system.

R. A.—resident assistant; usually a senior who provides guidance and helps solve dorm problems Rush—recruiting period for new members by a fraternity or sorority Sorority—same as a fraternity, but for females only Stacks—the college library book shelves, which may also include student study areas T. A.—teaching assistant; graduate student specializing in a field, who teaches lower grade classes in place of a professor Tailgate—football pre-game party out of the backs of cars Transcript—a copy of your high school career (grades, activities, etc.)

Union—student gathering place; a combination lounge/study hall/social center, which often includes a cafeteria, dance halls, pool rooms, bowling lanes, etc.

November 6,1987

Commentary

pages

College life: learn survival skills

by Kenneth W. Reese Director of Student Personnel Services How many times have you heard returning college freshmen lament the fact they wished someone had shared basic survival skills with them before they arrived on campus and were confironted by the academic rigor and compwtitive realities of college life? College is tough, but Maine South students are well prepared, and the large majority are very successful. However, I'm hopeful the following suggestions, tips, and recommendations will make the journey through college considerably more bearable and enhance your chances of success.

—Visit the colleges in which you are interested before making a final decision. Attend classes.

Spend a weekend if possible.

—^Investigate residence hall (dorm) options, select a living arrangement which provides and environment conducive to success, and send in your residence hall application as soon as possible.

—It is imi>erative that you attend the summer registration and orientation program offo-ed by your college. Select the earliest date and read all materials you receive in advance of the program.

Try to understand the curriculum and build a tentative program on yout own in advance of registration.

—^Takc time to read the college catalog and supplementary material before arriving on campus. This is your guide to graduaton, and you are ultimately responsible for its content.

—^Work with your advisor from the beginning.

Become acquainted. Take notes during advising sessions. If not satisfied, seek out someone who will previde the help you need. Proper advising can maximize you college success.

—Explore the possibiUty of placement and/or proficiency credit through College Board Achievement Tests, departmental exams, CLEP, and AP testing.

In many instances, dormitories do not provide an appropriate setting for effective study.

—Good study habits do not always relate to long hours of work but rather the way in which that time is used. Three hours of good, concentrated study will in fact be much more productive than six unfocused hours of study time in which you allow your mind to wander.

—Go to class. You will be surprised at how much regular attendance will affect your success.

Be punctual.

—^In class, select aseat no further than five rows from the front.

"Your success in college will depend —Get acquainted with your instructors so they on the attitudesyou bring withyou and know you by name.

—Keep up with your studies to avoid last on your willingness to plan your day- minute panic. Woik has a way of piling up at the to-day activities in light ofyour goals end of a term and cramming is neither an efficient or effective way to study, a better way is to space and priorities." your study.

—Organize your time and yourself carefully.

—Early on, learn about special campus services Plan blocks of time. List things in order of priority. and resources. These may iiKlude writing clinics, Eliminate dead hours. The real key to success in reading centers, math labs, tutorial services, help college will be your ability to use your time effecsessions, library orientations, counseling centers, tively, to budget your time, and to control for yourself the limited number of hours available to health services, and career development centers.

—Academic success demands perseverance. you each day.

—Learn to say no. Make your own decisions Intelligence is necessary, but motivation, self-disand resist temptation when it is in your own best cipline, and study habits are just as impwrtant.

—Get off to a good start. Begin immediately to interest. Don't overload your social calendar. Use discretion. build positive study habits.

—Consider setting up an informal contract that —Seek help immediately if you are encountering academic difficulty. See your instructor. At- you and your roommate agree upon. New roommates need to share their thoughts as well as their tend help sessions. Hire a tutor if necessary.

—Find a good place to study which is free from filings in order to create a relationship based on distractions. The library is often the best location. respect

—If you are having trouble adjusting or are confronted with a personal problem, contact your residence hall floor advisor, dean or the counseling office to arrange for professional help. Do not delay. There are many resources to provide help, but you must seek them out.

—Get involved in extracurricular activities. It helps to make the college years one of life's greatest experiences.

—^Take advantage of campus events like concerts, lectures, plays and other cultural activities.

—Don't become upset if you haven't selected a major and it seems everyone else has already made a decision. There is plenty of time to explore, evaluate your options, and make an informed selection.

—Dropping a class is not the end of the world.

-Exercise regularly. Run, play intramurals, work out in the weight room, swim, go out for an intercollegiate sport; in any case, be involved in some type of regular physical activity.

—In summary, your success in college will depend on many of the factors mentioned above, but more impwrtanlly pwrhaps on the attitudes you bring with you and on your willingness to pi an your day-to-day activities in light of your goals and priorities. You must commit yourself to the tasks which will be paramount to your success, and you should develop those traits and haviis which will allow you to achieve your goals. You hear it over and over, but it is true, that what your get out of your four years in college depwnds on what you put into them. Success does not come easily, or without some sacrifices along the way, but hard work and perseverance will pay off in the end.

Look! It's the great Southwards road to college survival game!

Begin working on application essays

Check grad/admission J requirements before second [semester begins to allow for last-minute schecule changes to meet requirements

Sign and date fmancial aid applications—return early in January

Jan. 29—^Juniors—^last date to register for Feb. 27 ACT test

You discover that you are a very rare minority of one. Go directly to college. Pay nothing.

Mom invests your college money on Wall Street. Go to work.

Nov. 13—^Juniors—Last date to register for Dec. 12 ACT test

Juniors ask for free copy of 'Taking the Achievement Tests"

On a college visit you go to a fraternity party, get bit

by Spuds MacKenzie, and come down with rabies.

Skip a turn.

You win the lottery. Skip work.

Skip college. Go to Jamaica.

You forgot to type your application essay. Go back to November.

Once you've chosen a college, notify all other colleges which have accepted you

Males 18 or older must prove draft registration in order to receive federal aid

If placed on a "wait hst,' call, write, or visit admissions director and ask how to strengthen your application

May 1—Deadline for submitting deposit to most school

Mar. 18—Juniors—Last I date to register for Apr. 16 ACT test

Apr. 29—Juniors—Last date to register for June 4 SAT and ACH tests

If accepted at more than one college, decide which is best

«Hg)M<2>'* <!^«(2)^ e<iS6)M(a>i^

Daddy buys the college a new building. Go directly to college.

Daddy's building turns out to be an outhouse by the ^ field hockey sta-w dium. Go to a different college.

If financial aid is offered, submit appropriate forms to accept aid

Decline aid from schools you will not attend

OlkSft v<e>M(3H9 v(e>M(s^ e^W(sl>Vi

Commentary

Page 8

November 6,1987

Start planning for college early ^ written and orally, and who have a good command of numerical operations. In other words, while selecting skill courses, continue to enroll in as OPEN LETTER TO SOPHOMORES: much math and English as you can handle.

—^The more diverse your talents, the more in In the next few weeks you'll be planning next demand you'll be. For instance, the secretary who year's schedule as well as mapping out your senior can speak Spanish, the tool and die machinist who curriculum. In a nut shell, you've got to know can program equipment via computer or the phogenerally where you'll be headed when you step tographer whose background includes art and out the doors of Maine South in 1990, because what printing will have that much more to offer employyou choose to take (and, of course, your grades in ers. those subjects) will largely determine where you n. If you are considering path (c), then in can go, how fast you'll get there and how well addition to following the advice above, you should you'll do when you arrive. also take some classes in high school which will While you don't have to know exactly the job —expose you to the specific occupations you title you're aiming for, you should have some idea are considering and help you to "test out" your of the type of work you might enjoy and the kind of assumed interest and ability in these areas. Emolllifestyle you'd like to have. Next, consider your ing in child development or the in-school child care abilities and decide which of these general occupa(cooperative education) program would tell you a tional areas is realistic. This should all boil down to lot about whether you're cut out to work in a day the direction you'll need to go in after high school. care center or jye-school. If you find you aren't All sophomores took the Career Decision Maker very good at typing, you might want to cross out last month, and the results of that inventory should "court reporting " off your list of "maybes." help you to determine the direction you'll be tak—High school courses can also give you a big ing. jump on requiremaits at vocational schools. For instance, typing-shorthand skills will save you money on the introductory courses in any post high ".. .don't take the 'path of least resis- school office or secretarial program. Two years of or foods at Maine South will put you ahead of tance'or thepathyourfriends choose. auto the game in either of these two programs at Triton Look ahead. Expose yourself to a College. The Academy will assume you mean business when you talk about fashion design if variety of areas. Emphasize those you've taken all the art and clothing classes Maine areas most helpful to yourfuture, and South offers. in. If you are considering path (d) then there are challenge yourself to do your best in many considerations. them."

—Obviously you need to look at the courses colleges expect you to have. CoDeges look as closely at which courses you have taken as they do

by Daniel Misevich Career Resource Counselor

Assuming you have some general ideas about your future career choice, you then will deduce the most appropriate path for you to follow after high school. A few of these pathways are: a. direct entry into a job b. hands-on training through ajsprenticeship or armed service technical schools c. vocational training through private proprietary schools or junior colleges which provide one or two years of advanced schooling in specific areas such as secretarial, electronics, radiation technology, automotive repair, preschool education, law enforcement, or cosmetology. d. college—two-year and four-year programs.

What type of path you are thinking of will affect your selection of high school subjects.

I. If you are considering path (a) or (b) it is especially wise to: —take some courses in applied arts such as home economics, business and industrial education so that you can develop some marketable skills that will help you to get a job right away. Naturally, employers in these job areas are also looking for young people who can read, express ideas both

your grades and entrance exam. They always prefer students who challenge themselves to those with good grades in a less rigorous program. Most students plaiming direct entry into four-year colleges should optimally include: 4 years of English, preferably with some Sf)eech.

3-4 years of college preparatory math (at least algebra and geometry and much more for business, computer, science, health or engineering majors).

2 years of a foreign language (more if jwssible—some schools expject more once you get there).

3 years of social science.

3-4 years of science (biology, minimally; chemistry, preferably; and more for science, health and engineering fields).

—College representatives who visit Maine South also say that admissions people place a lot of favorable emphasis on students who develop themselves through special interest courses. They also like to see students who stick to a particular elective field for at least two years, be it art, woodworking, orchestra orradio production. Experiment in many areas but develop some expertise in some elective in addition to reading, writing and arithmetic.

(Extra-curriculars, whether sjxsrts, special interest or service clubs can accomplish this diversity as weU.) So in choosing courses for the next two years, don't take the "path of least resistance" or the path your friends choose. Look ahead. Expose yourself to a variety of areas. Emphasize those areas most helpful to your future, and challenge yourself to do your best in them. Whatever subjects you choose, use them to develop your study skills, critical thinking skills, creative skills and communication skills. These are the keys to job success in any occupation.

^ ^ ^^^

South alumni advise students I think what struck me the most when I got to lU is that, as I began to meet people, Irealized that they knew absolutely nothing about me. I was used to walking down the hallway, recognizing practically everyone. Yet, suddenly, I heard myself saying, "I'm Jen. . .suburb of Chicago. . .Park Ridge. . .Freshman...."

It's funny—you have to start back at square one, but so does everyone else. The best feeling is finding someone from, say, Maine East, or finding a fellow Softball player, or just finding someone that is so different from you that you can't help but talk to them for hours on end.

I can't even begin to tell you how much fun and excitement I'm having, but you don't want to hear my stories anyway; you'll have plenty of great stories of your own. I promise. Have a great year!

—Jen Richter, Indiana University I've been thinking a lot about the education I received at Maine South. I really do feel like I got a great education at Maine South.

The writing skills I learned in Advanced Comp have sure paid off. And the math class I have here is actually all a review. I learned most of it at MS. One thing that I would really, really want to stress to all the seniors this year is to keep their study habits in tune. It was so-o-o easy last year as a senior to get by doing the least amount of homework possible. This is not so in college! I've had jjeople tell me that you really need to keep up and then you'll be ah-ight, which is 100 pjercent true.

But no one ever told me how hard it is to keep up.

I knew it would be hard—but I never imagined it to be this hard!

There are so many other things here pulling me so many different ways—my sorority, new friends, etc.—that studying is the least of my interests. The first few weeks I had a hard time finding time to study, but now I have put myself on a schedule. I just wish every seiuor could hear me talking—and I wish they'd take me seriously. It is so important to stay on top of things!

—Mary Jo Battersby, Ohio University

^ ^ j^r)

November 6,1987

page 9

Commentary

Dos and don'ts for college coping

by Keith Piscitello Everybody seems to be talking about the transition from high school to college. After talking to numerous members of the class of '87 during the homecoming weekend, I learned some of the secrets of coping with college life.

1. Review notes from classes every night (before the party on Friday night).

2. Never hide beer or coolers under your bed or in the fridge. (These are the first two places the dorm supervisors look in a raid.)

3. Set up with your roommate, hours designed for the sole purpose of study ing and keep to the setup. (There's nothing worse than coming home to tell your parents that you've been exjjelled because your grades have been slipped, and you're failing three classes.)

4. Keep a drawer empty to throw all your dirty socks into when imexpected visiters arrive (to keep

up a tidy image).

5. Always rinse out the bathtub before you shower in the morning. (You never know who may have regurgitated in there the night before.)

6. Try to make it to classes on time. (The most annoying thing to a professor is when his lecture is interrupted by a student entering late.)

7. Get involved in something; doing anything is better than sitting aroimd like a vegetable in your dorm room.

8. Take notes in class. (Without notes, you will have nothing to study.)

9. Never eat food in the cafeteria with green fuzz on it. (The jjresense of fuzz is a good warning that the food is bad to eat.)

10. Call home at least once a week. (It keeps your parents from the suspicion that you're haveing a good time.)

11 .Never let anyone use your toothbrush be-

sides"yourself. (You can never tell what's been in their mouth.)

12. Never let them see you sweat. (I heard that one in a commercial.)

13. Follow the yellow brick road. (Dorothy told me that.)

14. Learn to drink coffee. (Caffeine will be a necessity for studying for finals.)

15. If a professor says, "It would be a good idea if..." then what he is actually saying is, "Do this of you will not pass."

16. Learn numbers of the nearest pizza deliveries. (Man caimot live on brewsky alone.)

17. Have fun!

Many college students' lives are based on these 17 jxjstulates. Remember, living on your own involves increased responsibilities. I realize that this list may not cover sdl situations, so you'll have to be a little impromptu, spontaneous even. Good luck, and may the force be with you.

Don't ask me that question Pinto: enough

by Meredith Brammeier It was unavoidable. I sat on the bench, waiting Tor my ride, and before I could realize what was happening, that awful question just jxapped out from nowhere and hovered over my head: WHERE ARE YOU PLANNING TO GO TO COLLEGE? I started. "Why am I worrying about that?" I wondered. "I'm only a senior. I have plenty of t.. ." That's when it swoojjed down and clobbered me over the head. I was a senior. I didn't have time to think about it. The time to start making decisions was now.

This scenario, or one similar to it, has occured in the lives of many college-bound seniors. College has always seemed so far away that when the time comes to start making decisions about what one wants to do with one's life, many of us look around in bewilderment, wondering what happened to all the time we were supposed to have in which we could planâ&#x20AC;&#x201D;and I mean really planâ&#x20AC;&#x201D;what we actually were going to do with ourselves once we left good ol' Maine South and entered the real world.

Now we are forced to face the fact that we must begin to make decisions that will affect the rest of our Uves. In a discussion revolving aroimd THE QUESTION, some friends and I came to the conclusion that our choice of college could determine: a) our friends b) our lifestyle c) our place of residence d) our relationships with the opposite sex, which may or may not result in marriage or a family.

These factors can make the choice a frightening one, one which has brought insecurity, self-doubt, and tears to myself and many of my friends. "What if I make the wrong decision?" "What if, 20 years from now, I look back and wish I had done things differently?" "What if I'm miserable with the career choice I make?"These questions have haunted me ever since I realized it was time to start thinking about what I am going to 6o with my life, and they still crouch in the back of my mind, ready to

reappear when I start doubtmg myself and my decisions.

Residing with those questions in the deep recesses of my mind is also the nagging fact that, of yet, I have not applied to any prosp>ective colleges.

My parents tell me, my friends tell me, I tell myself that I should "get going" on those stacks of viewbooks to look through and those forms to fill out, but the everyday problems and pressures of schoolwork, extra-curricular activities, and life at home always seem to lake precedence. I don't want to face up to the fact that I must start making decisions, thus I make excuses.

Although not yet finished, I have had enough experience with the college decision-making process to offer several suggestions to the imderclassmen who still see college as a fly-speck in the distance. First, read through this college issue carefully; although it may seem "boring" or "unimportant" now, you may learn in the future that much of the information you obtained was helpful and allowed you to maintain your sanity.

You don't necessarily have to decide which college you definitely want to attend, but start narrowing them down so you have a manageable list of pwssibilities. By the time senior year rolls around, many people are so swamjjed by college mail that they don't even bother opening most of it. Exploring colleges that interest you before your mailbox is overtiowing with information could assist you in narrowing your college search as well as inform you as to which classes and/or standardized tests you should be taking. With early plaiming, you will be able to avoid the scramble to sandwich in that extra Social Science or Math class needed to meet the requirements of a college you are considering.

Above all, don't deceive yourself into thinking that by the time you are a senior you'll know exactly where you're going and what you're doing, and life will be a bed of roses. For some people this may be true, but to many others it is a decision which creeps up from behind, catches them unawares, and puts them under a great deal of uimecessary pressure.

has been said

by Jay Pinto Enough has been said about how hard it is to get into college and how hard it is when you get there. So I'll give you a different opinion. All that is baloney. A load of what the cafeteria food tastes like. You can find some college that will accept you, even if it is someplace in Alaska or a community college in a third world nation.

And let's face it. The mystical they said high school would be really tough and that classes would be terribly difficult; the vast majority (about 93.35% according to the figures I just made up) were not nearly that bad. So ho w hard can big bad college be?

College is fun, fun, and more fun. It's like camp with no supervisors, no mosquitos, no poison ivy, and no rules save the cardinal one: don't get caught (don't get expelled is a corollary to this rule). You meet all sorts of interesting new people from all over the country if not the world. You live away from mom and dad.

You make your own decisions: if you want to party until four a.m., mom and dad can't do a thing about it except cancel tuition. Anyway, how would they find out? Your room is a mess and it does not even matter. TTiere is a Bud Light neon sign in the window. All around you are men and women your own age waiting for Friday to roll around so the weekly fiestas can commence.

Oh, there is a teensy, eensy bit of trouble around finals. You really should study some to pass your classes. You are pirobably fairly poor.

It's likely that you won't have a car. But barring these minor faults, college is a worry-less place to spend four years. Then again, with tuition's high cost these days, it damn well should be!

Anyway my point is nothing is that hard, nothing is that bad, and nothing is impossible.

Thank you, and good night.

Page 10

Features

November 6,1987

Higher education: is it wortii it?

About this time in most of our lives, we, as students, are faced with several choices. One of the most important choices concerns our futures. What career should we follow? What is the best way to prepare for it? "Nationwide there are about 3,000 postsecondary institutions, ranging from small church affiliated colleges to massive state universities," writes Frank Rhodes, President of Cornell University, in an article recently published in U.S. News and World Report.

Each individual must decide for himself/herself which college is best. There are generally three major types of colleges: national universities, national liberal-arts colleges, and smaller comjjrehensive colleges. According to U.S. News and World Report, "in any list of world-class universities most of the entries come fiom among America's 200-odd 'national' universities."

These universities usually offer a diverse array of majors, several having their own seperate schools, such as, a school of law, a school of medicine, and a school of journalism to name a few. National liberal-arts colleges "offer small classes with lots of individual attention, a first rate faculty committed to teaching undergraduates, plus an answering belief that courses in the arts, sciences, and humanities best prepare students for lifeâ&#x20AC;&#x201D;and work." Smaller comprehensive colleges "enroll between 1,500-2,500 students ".nd offer a

wide variety of professional and liberal-arts courses, awarding more than half their bachelors degrees in two or more career-related fields."

Of course, most students hoping to attend college would like to attend the best of the educational institutions. Unfortunately this is not always possible. According to U.S. News and World Report,

paying for it. If you want to go to Princeton, be prepared to pay over 512,000 in tuition alone.

According to U.S. News and World Report, "an Opinion Research Corporation poll found that while 9 of 10 adults thought having a college degree was very or somewhat important in getting a job or in advancing one's career, 8 of 10 worried that the rising cost of four years of college, which...has grown double the rate of inflation over the past seven years, was pricing higher education out of the reach of the average American family."

There is always financial aid. as Frank Rhodes reassures, "You should not...exclude otherwise promising schools on the basis of their stickerprice....For a student who qualifies for financial aid, it will probably be no more expensive to attend a private institution than a public one."

It is very difficult to report on the advantages and disadvantages of something like the right college. Choosing the right college depends so much more on the individual student as a person tlian the student's socio-economic level.

Frank Rhodes writes, "I am persuaded that even Harvard received 14,215 apphcations last year, of in these confusing times finding a good college is which 15% were admitted, and "18%of nearly not life's greatest burden or youth's harshest or17,000 applicants for 1,500 places in Stanford's deal. Given the enormous variety of American freshmen class had 4.0 grade point averages." higher education, there probably are quite a few However, if acceptance to one of the nations top likely collegiate possibilities, any one of which schools is achieved there is still the problem of would meet a given student's needs."

Alumni's suggestions continued continued from page 4 credits in Maine South, if possible. "If you take advantage of the opportunities at Maine South, you'll find it easier to adjust to college." (This, I'm sure, is good news to those of you struggling through AP classes; they really do pay off.)

And as for social life: yes, it does measure up to all you can imagine at a college. Fraternities and sororities were agreed upon to be worthwhile things to join at colleges by most students: "Joining a Greek system or any activity means instant friendship," and, "I would definitely recommend it, because it really takes the place of your home

Southwards Southuords is the student-produced newspaper of Maine South High School, Park Ridge, IL. Letters to the editor should be delivered to room V-130 or given to a member of the editorial staff listed below. Southwords reserves the right to edit all letters containing obscene or libelous material.

Editors-in-chief......Meredith Brammeier Maura Scott .News Editor Kavita Sabnani Commentary Editor Jay Pinto Features Editor Melissa Thomley Sports Editor Katie O'Connor Photo Editor Jody McCormick Production Editor Janelle Slaughter

whUe you're at school." However, if you tton't feel the Greek system at a college would be right for you, don't worry, because on campus, "There's always something to do."

Adjustment to the dorm scene seemed to take some time for most people, and everyone agreed that the food was as bad as you can imagine. Sleep seems to be a rarity on campus, also; one student summed it up in the phrase, "You have so much more 'free time', yet so much less time to sleep."

Finally, the thoughtful alumni lefi us with some words of wisdom and some statements to ponder: 1. Remember, "Get your applications out early!"

2. Get involved in something in high schoolâ&#x20AC;&#x201D; it looks good on your college application.

3. "Make sure you go where you're truly comfortableâ&#x20AC;&#x201D;socially and academically."

4. Have fun, work hard, and remember: "Park Ridge is dull compared to any college!"

College alternatives continued continuedfrom page 4 communications, and aviation. Unlike technical schools and junior colleges, the military can also offer a career in itself and offers many benefits. A person can earn college credit for the schooling they are enrolled in while in the military. Another option is the G.I. Bill, which allows military personnel to save money for college. The military also guarantees your career placement while in the service. The time invested for the military ranges from two to six years while technical school lasts between four weeks and two years.

Immediate employment is another option available to graduates. This, however, is generally considered to be an unwise pmih. This opinion is popular because the job market for employees with only a high school diploma is very narrow, which has resulted from the growing emphasis placed on technical training. It is not just the limited number but also the typ)e of jobs available to high school

graduates. The jobs open are generally unskilled or manual labor which hold little or no hopeof promotion. Even though certain occupations such as sales, telemarketing, and fiight attending provide on the job training they still require post secondary education.

While many altemaUves are available, college IS still the best bet after high school. It offers a greater chance for a successful career and more career possibilities than any other form of post secondary school education. If you are not plannmg on entering a four-year college, it is highly recommended that you at least expand what you can offer p-ospective employers through additional education or training. Perhaps the best and most compelling evidence here is to consider the real world. Talk to graduates you know, check with employers, and look at employment opportunities and the requirements which are necessary for placement.

November 6,1987

Sports

page 11

preams that may never pay off

by Katie O'Connor Dreams. Everyone has great dreams of the future, but there is nothing more vivid and sensational than the dream of an athlete. Every year thousands of athletes enter varsity team programs at their high schools with the hopes of earning an athletic scholarship for college, eventually receiving the opportunity to make it to the pros someday.

That is the dream, but, unfortunately, the painful reality becomes evident when these athletes realize their magical bubble has burst—they are not offered the scholarship.

The biting truth is that very few, an extremely small number, of high school students are awarded full or partial scholarships.

AtMaine South, for example, a school which is considered highly competitive in athletics, approximately seven hundred students participate in athletics, according to boys' athletic director Mr. Bemie Brady. Yet, of that number, last years' senior athletes earned only eleven scholarships on their way to college. An additional twelve athletes from Maine South's 1987 graduating class are currently competing in college sports without scholarship.

Thus, out of the total number of athletes who begin high school with high hopes of receiving a college scholarship, only about three percent may find their dream realized, and only about seven percent may be playing college sports at all.

In boys' swimming, for example, if an athlete finishes in the top six in the state, colleges will be looking for him. If he does not have the best times, but continuously improves with very good drops in times, he has a chance. In girls' swimming the competition for scholarships is even stiffen recruiters look for the top three in the state. Of course, versatility is beneficial because colleges are looking for swimmers who can do all strokes, not just specialize in one stroke. According to varsity coach Chris Deger, "Gone are the days of one stroke specialists."

According to football coach Mr. Phil Hopkins, football scholarships are equally rare. "One of the misconceptions about winning football scholarships—shared equally by parents and sons, but perpetuated by parents—is the belief that football scholarships are easily attainable. Such notions are utter foolishness! Our entire conference, one of the leading conferences in the midwest, will not have more than four or five major scholarships a year."

But even if the athlete does earn the scholarship, he may find that his dream can easily turn into a nightmare. There is always the pwssibihty that an injury may jwevent an athlete from continuing his performance on scholarship in college. Once an athlete is unable to perform effectively in college, coaches are no longer impressed with the individual. High school athletes have to recognize that they are making a tremendous commitment of time and energy. Head girls' varsity basketball coach, Mr. Mike Dcines, agrees that "in order to have an opportunity to keep playing [a sport], you better love your sport."

Furthermore, the standard of competition is far more intense. Most athletes will have to make a

mental adjustment to collegiate level sports as well as a physical one—they might have to get used to the fact that they are not the "star" of the team anymore, like they were in high school. In addition, the hard work required of scholarship recipients is more rigorous, the coaches more demanding. An athlete should have a good attitude, along with the driving motivation necessary to keep a positive outlook on the goals he or she has set.

The coaches' advice "In high school J would encourage variety. High school sport is a branch of education, not a farm team for colleges."

—William Drennan Head Boys' Cross Country and Track "Choose a collegefirst because it fulfills your personal needs academically. Ifyou do go on to play at the college level and happen to suffer an injury, you want to be in an environment that will meet your nonathletic needs."

—Mike Deines Head Girls' Basketball and Assistant Softball "Don't delude yourself into thinking that scholarships are there for everybody. In a sport such as swimming your best bet is to work hard, work at mastery of all or as many strokes as possible, and choose a school that fits your academic and social needs and abilities" —Chris Deger Head Boys' Swimming and Assistant Boys' Soccer One of the most controversial issues in athletics today is the growing debate over whether a high school athlete, hoping to play in college, is better off specializing in one sport or playing many.

The arguments for both sides of the question have several significant points. According to Coach Hopkins, "The demands and the skills required to excel in a specific sport are much greater than those in high school." If the only consideration were playing in college and making it to the top, athletes should specialize in one sport during their high school years. Coach Deger again stressed, "If an athlete is focusing on World or National Class Comjjetition, then you had better specialize."

On the other hand, he agrees that "too much sp>ecialization causes some athletes burnout, especially if you've been swimming since you're five."

The girls' soccer team from two years ago, according to Coach T.R. Kerth, also suffered from bumout. "Five of the best soccer players in Park Ridge were so burned out in soccer before they got to Maine South, they chose to play Softball instead.

That year Maine South's soccer team was the best in the state, and the second best soccer team in the state may have been Maine South's Softball team."

Other coaches agree that athletes should participate in as many sports as possible in order to improve or develop other body skills and to keep in top physical condition. George Verber, head coach for the boys' basketball teams, also emphasizes that "if you have an athletic talent, spread it out as much as jxjssible, provided you don't hurt yourself academically."

But if the athlete still strives for the scholarship, the adjustment required during the change from high school to college life can be a difficult one.

The practices are more time consuming, and the academic standards, tougher. Coach Jackie Schultz of the girls' track team concurs, "Maintaining a strong balance between studying, socializing, competing, and practicing" is the reality an athlete must face. Disciplining oneself can be an arduous task, along with maintaining the constant effort to meet certain goals.

Fortunately, the Maine South sports' coaches are well informed and are capable of giving pertinent advice to those athletes who hope to be awarded a college scholarship. Coach Bill Drennan of the boys' cross coimtry and track teams believes that a serious athlete should "work on academics from freshaman year on, and then give [his] training an honest shot at success. There are no shortcuts." Grades have also become imperative factor when recruiters determine scholarship recipients because colleges are being forced to raise the standards. In addition, it is essential that high school athletes do well in large invitationals, regionals, sectionals, and state meets. Working out during the off-season results in maintaining an excellent physical condition. Moreover, Mr. Jerry Romes, boys' baseball team head coach, advises interested athletes to "apply early—to look at them all [colleges]. It's a big decision."

Moreover, the most important thing to remember is to keep arealistic outlook concerning athletic scholarships, and to be aware of the reality that not everyone can play Division I athletics. Maybe the best thing for a hopeful scholarship recipient to do would be to start out at a small school and work his way up. Though, it is necessary to remember that in the first place, athletics were meant to be fun—for the athletes, their families, their friends, and the team. As Coach Hopkins would say, "What is attainable is a love for Uic game and an opportunity to continue playing it—notnecessarily at a 'major' school. Indeed, I am proudest not of how many of our former players receive scholarships, but of ho w many love the sport and choose to play at any level."

page 12

Sports

Colleges may provide an athlete a showcase for his talents and a springboard to the PROs, f \ \ \ Y \ \ £ but is a college doing its job when its athletes

November 6,1987

^ Y \ t \

f l l i r i l C

'

revenue from sporting events. The two big into wasting four of the most vital years of ticket programs on a university campus, foot- their lives on a wild goose chase after a major n 1982 Kevin Ross graduated ball and basketball, typically pay the expenses league contract.

The second problem remaining to be tackfrom Creighton University. After of all the rest of the university's athletic proled by the NCAA comes after an athlete's graduation his classmates looked ahead to the grams. eligibility as a college player, four years, runs future and saw many doors open to them. out. No effort is made by some universities to Kevin Ross, a 21-year-old with a bachelor of ortunately, the NCAA, National graduate these athletes. Consider the case of arts degree from one of thefinestuniversities Collegiate Athletic Association, Memphis State University, a national powerin the nation, on the other hand, chose to enroll is doing something to encourage academic house in basketball, which has not graduated as a student in elementary school. After 16 years of schooling, Kevin Ross could neither performance. The NCAA has accepted a a single scholarship basketball player in the modest proposal, called Proposition 48, last ten years. University of Houston has read nor write.

Why had Kevin never learned? Where had which requires student athletes to have a graduated exactly 2 out of 49 scholarship the academic system broken down? The curse minimum high school grade point average of basketball players in the same period. Len under which Kevin labored was his outstand- a C. They ^ e also required to maintain the C Bias, a star player from the University of ing physical ability. You see, Kevin was an average throughout their college studies. Un- Maryland who died May of 1986 of a drug fortunately, this rule is not tnough; two prob- overdose, had not attended class the entire athlete. second semester of his senior year. Len had How does it happen that athletes like Kevin lems still remain. remained eligible throughout his four years, Ross can be deceived—led along by the but he would not have graduated without at nose—from the time they show promise in least one more year during which he would high school until it becomes apparent that not have been able to play. they have no hope of gaining a professional Finally, colleges are prostituting themsports contract. How can we tolerate these "/ don't want athletes knocking on selves ba;ause, although their mission is to young men becoming the dupes of a corrupt my door five years from now offereducate, they give primacy to the spectacle of academic system? die arena. Athelitic success should not be the^ Kevin was among the "blue chip" athletes ing to rake my leaves when they primary purpose for any university or college,! whom coaches scouted out and recruited us- could have had an education." nor should it be the primary purpose for any ing hard sell methods. In their search for individual. Colleges debase themselves when players with the most potential, coaches their mission to educate is subjugated. When promise recruits the sun and the moon in order this happens, all the universities do is serve as to assemble a pool of talent each year. From a proving ground for the professional sports this group a few outstanding players can be First, the athletes have on them the con- systems, such as the NBA and the NFL. expected to develop. In order to get these Both the NCAA and the academic leaderathletes into college, admissions offices are stant pressure to keep their grades up in order routinely persuaded to relax the school's to be eligible. This pressure can eventually ship of the universities and colleges which scholastic requirements, admitting students lead to eligibility by fraud. Even at schools comprise it must show some responsibility. whose academic records do not bode well for where athletes are required to maintain a C The graduation and the proper education of their success in college studies. Where the average, instructors are pressured into hand- these athletes should be thefirstpriority. school is too scrupulous to admit academi- ing out good grades to keep these athletes cally unqualified students to regular candi- eligible to play. Jan Kemp, an instructor in dacy, special education programs are con- University of Georgia's remedial education ne solution might be to limit the cocted. These programs have different, lower program, wasfiredin 1982 when she refused number of scholarships awarded admissions standards and correspondingly to give preferential treatment to athletes. No to equal the number of scholarship players lower expectations for achievement. This is, one knows how many instructors buckle who graduated the previous year. Thus, for instance, how Patrick Ewing, who could under the pressure and cooperate in this aca- coaches will encourage their players not only scarcely read or write, was admitted to Geor- demic charade, but one may safely assume to remain eligible, but to graduate, if not to that their numbers are legion. The result is that educate them, then at least to bring in new getown.

It is a notorious fact that many high school scores upon scores of college athletes don't talent the next fall. This may seem harsh on athletes slight their studies in favor of their get the education they deserve, only the the athletes at the time when sports is the most extra curricular lives. This problem is greatly grades, and only a very few everfindcareers important thing in their lives, but later on, intensified in college. The prospect—the dis- in the one field that they have mastered— when their one-out-of-twelve-thousand tant chance—of getting recruited into the professional sports. What happens to the chance to make it to the pros has not materialized, at least they'll have an education. professional sports system looms so large for majority?

Well, no one keeps track of failed collethese athletes that they can notfindthe time or As a society we have an obligation to our, the motivation to do anything but work to giate athletes, but Jan Kemp said, "I don't gifted young athletes to protect them from a improve their performance on the playing want athletes knocking on my doorfiveyears system that uses them for its own gain without field. Universities, on the other hand, have from now offering to rake my leaves when concern for their intellectual growth and suctheir own incentive for wanting athletes to they could have had an education." The fact is cess as human beings. We must protect Kevin succeed; they supplement their budgets using that most of these students are being conned Ross and his teammates.

by Maura L. Scott

F

0