The dean of men took me aside. "We need structure," he said, looking at me hard. "You have got to have structure. You can't get anything done without structure."

My mind went back to a class in semantic analysis earlier that week. "How is an event more complex than a structure?" "An event is more complex than a structure because an event is composed of a structure changing in time. Structures are static and three-dimensional, whereas events are dynamic and four dimensional."

The teaching at Shaw is a peculiar combination of old-fashioned educational philosophy and experimental new methods. Miss Watson, the formidable head of the English department, stubbornly defends her course in transformational grammar (a type of semantic analysis used in computer science). The subject baffles other members of the department, and gives considerable trouble to students who cannot yet distinguish between adjectives and verbs. But no one graduates who has not passed the course. Many students are taking it the second and third time; the failure rate is high even for Shaw.

Yet Miss Watson is by far the most respected faculty member. Shaw students, who are used to her birch-rod style of teaching, admire this woman who, they say, "makes us work."

What is the fundamental principle of symbolic meaning? State this principle. What three symptoms have been given previously for this term? Why did the author use "matrix" instead of "context"? What is the difference between a "complete theoretical matrix" and a "practical matrix"? (from a textbook used at Shaw).

MRS. Yoksimovich, a white Dutch immigrant who teaches French and German, is worried by the number of students she has to fail at Shaw. She is a warm and good-natured woman, a mother out of a Norman Rockwell print. She and her husband, a Russian instructor at Shaw, live in a pleasant Raleigh suburb. "Raleigh is a very nice place to live," she told us as she drove us to her home. "Of course there are some bad sections, but I think it's very nice."

My father came upstair screaming, telling me to get out of the bed, and lets go. Go where I asked. Usual when he starts screaming I was in for a beating. But this time I didn't see a belt, so I was off in that department. I was dress and ready to go before he could say (my name). He had a speech dilemma. I ran downstairs, and asked Mom what's wrong with Pop. She only reply: What is right with him.

As Negroes, the students identified with the administration and indicted the tutors; as students, they identified with us--and complained about the administration. But although they encouraged us (as students) to criticize the administration, they resented us (as whites) when we did.

The administration was offended by the tutors in either role; we did nothing for them but raise the ghost of the Riesman article. We became inescapable reminders that not only was Shaw in most respects no exception among Negro colleges, but nobody on campus--not a dean or a stu-

We saw the absurdity of cooperating with Shaw students to solve-problems for which they held us indirectly responsible.