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Show -106- nized? He was interested, he said, in preserving the integrity of the university. Great harm was being done by warring factions. Most of the faculty, he was certain, belonged to no faction. What he desired - and he believed most of the faculty wanted - was to be allowed to teach. What the students wanted was to get an education. Leave administration to the administrators. The Professor groaned. He was not pained so much by the words, which at another time and place may have represented his own sentiments, but by the fact that his colleague was purposefully obscuring the issue. Who, in this case, was the administration? was it the President? The Board? or was it the Governor? The Governor professed to believe that the cost of higher education were too highc; therefore, the state should educate only the elite (he called them 'those most qualified'; the Professor called them those with the most money and influence). The President and most of the faculty believed in equal educational opportunity for all. For this, the Governor x-ianted the President fired. Thus far he had succeeded only in humiliating him; but in so doing, he had humiliated the faculty as well. These were the issues as the Professor saw them. The questions of student demands and of calling the police on campus were outgrowths of the real problem. What his Korean collegue was leaving out was the fact of the division, as well as its present and future consequences. He considered asking for the floor, but by the time the Korean professor had been forced to reliquish it by the Chair- |