The Rice Thresher (Houston, Tex.), Vol. 71, No. 22, Ed. 1 Friday, March 2, 1984 Page: 5 of 24
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continued from page 4
say. Just as Christ said, He came to
earth to die as sole compensation
for all the sins ever committed by
mankind and restore the
fellowship with God that man was
created (not randomly evolved) to
have. When I believed that and
accepted Him as my Lord and
Savior, I began a new abundant
and eternal life, complete with a
peace and joy that are independent
of circumstances. I also became
intellectually complete because I
knew who I was and why I was
here, which are answers that are
simply found nowhere else but in a
relationship with Jesus Christ.
I hope that you have the
intellectual integrity to examine
what I have said. If you would like
to talk about anything I have said
(especially about how you can
have a personal relationship with
Jesus Christ), you can call me at
630-8793 or come by my room, 103
Weiss. Oh, and as for C.S. Lewis
being an intellectual, to the best of
my knowledge, he is the only
person ever to teach at both
Cambridge and Oxford,
institutions which are known to be
intellectually oriented.
David Chilton
Wieu *84
Oh, nol Don't turn to
the centerspreadl
To the editor:
I would first like to apologize to
the readers of this letter, for
bringing up points which have
already been painfully obvious to
the many with whom I have
discussed the Thresher. I feel it
necessary to forward my
observations in order to at least
open a discussion. 1 look forward
to other comments in future issues
ot the Thresher.
Mr. Mitchell, your paper is
uselessly liberal. This is true simply
because issues are never examined
from any other perspective. The
result is a tiring, boring, one-sided
lecture, not something that would
be expected of a paper at an
institution of investigation and
learning.
I am sure that contributing
editors have been selected to
provide contrasting points-of-
view, but the result is only different
shades of liberality, within the one
great liberal context of the
Thresher.
I personally am tired of seeing
Ben Sargent ridicule our President
week after week; and I am tired of,
each week, finding out what the
editors have to gripe about. What a
refreshing change of pace it would
be to read something, anything,
that the president or administra-
tion has done well.
1 commend you on selecting
certain political cartoons by
Benson, of the Arizona Republic,
who is an excellent artist with
keen political insight and an adult
sense of humor, all in contrast to
Mr. Sargent.
I appreciate the difficulties
involved in running a paper, and I
thank you for continuing to do so.
John Lierman
Baker *87
Spikes illustrates
jocks' point of view
To the Editor:
A major issue here at the
university concerning the faculty,
student body and the Board of
Governors is "Rice's Academic
Standards" vj. the "R" Association
wanting a successful football team.
The Board of Governors are
considering lowering the academic
standards in order to let good
athletes into the universtiy at the
cost of angering the faculty,
student body and alumni. No one
has mentioned the high stakes
which the athletes have in this
controversy, their future.
Some students here at Rice tend
to underestimate the athletes,
because they believe the athletes do
not possess enough "book
knowledge" or "common sense."
But the athletes are the ones who
must go out on the field to play, get
hurt, and possibly lose the game.
When they do lose, they must
return to the student body,
humiliated. Some of the other
students consider themselves
superior; they laugh and make
snide remarks because a few of the
athletes cannot keep up with their
studies. If anyone has ever
wondered why athletes tend to
stick so closely together, it is
because safety in numbers tends to
lessen the humiliation and
intimidation from other students.
The athletes must face physical
injury, humiliation, and rejection,
all to get an education. Common
sense should dictate to all others
that the athletes are the ones who
are not getting the fair end of the
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deal while trying to obtain their
education. Some students appear
more concerned about the worth
of their degrees rather than human
lives.
A majority of the student body
comes from a background far better
than most of the athletes. Their
parents are more than likely well-
educated and have office jobs, a
comfortable income and social
position. They try to send their
children to the best schools,
private or public, and if their
children should ever need any help
in their academics, the parents are
in the position to hire private
tutors or come up with an
alternative resource. (One has only
to look at the bulletin board here at
Rice to notice this.) The student
whose parent has taken an interest
in his education from day one will
more than likely fare better than
the athletes whose circumstances
are completely opposite.
Another major issue which is a
vital element and which many are
not considering is the "human
factor." That factor is
understanding the background of
some of these athletes. When I say
understand, it does not mean
reading about their socio-
economic status in a sociology text
and then placing it aside. It means
analyzing the situation by mentally
trying to trade places or imagining
the dilemmas the athletes must
face. You can grasp my point by
imagining the following situation:
Suppose the tables of fate had
been turned and you had been
placed in the lower socioeconomic
status, attended a public school in
which incompetent teachers taught
such vital subjects as English,
algebra, biology, and chemistry;
and sports was your only avenue
out of this condition. What would
you do? Further, you are ranked
high in district, state and national
polls and the larger more
athletically-oriented schools (UT,
UH, SMU) have already made
their selections in which you are
not a choice. What is your option if
you cannot afford an education?
Your best and probably only
option is to take the package Rice
offers to you. This is your only
means to a better life, which is the
dream of most students.
The above example might
provide somewhat of an
explanation to some students who
constantly question why some
student athletes are here. They
really had no choice.
Granted, the case presented
above may seem extreme, but
sometimes it is only through
extreme measures that most
people take notice and changes
occur. Unfortunately, there is no
simple solution as to how to
resolve the harsh feelings felt by
some students and faculty against
the athletes, who may have had the
cards of life stacked against them
from the beginning.
Working to understand people
with different backgrounds and
talents, though difficult to
accomplish, has many present and
long-term benefits for all students.
Students should start treating the
athletes with respect as human
beings with emotions and
awareness and not as pieces of
property that can be talked about
in any manner, simply because
they may not fit into your group.
The athletes must also realize that
they are now dealing with students
who have totally different lifestyles
and mannerisms. Many of these
students have probably never dealt
with athletes before and just do not
know how to approach them. Both
groups will realize that differences
in background and personal style
are irrelevant to pursuing common
goals, such as obtaining an
education, mastering a discipline
or a sport, and maintaining a
viable social community.
Many of Rice's students will be
the leaders of tomorrow. By being
able to understand and
communicate with people of
various backgrounds, great
changes can occur outside of these
hedges, perhaps without
individuals even realizing that they
have contributed to this change.
Pilgrim S. Spikes
Baker *85
WmWwfolm
|Now hiring outgoing enthusiastic individuals
for our new restaurant, J J. Mtlg&S. From
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and Steak & Ale.
ALL POSITIONS AVAILABLE f
Apply In person 10 to 7, Mon. - Sun.
at 15144 S.W. Frwy. (at Williams Trace)
Sugarland
The Rice Thresher, March 2, 1984, page 5
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Mitchell, Mark M. The Rice Thresher (Houston, Tex.), Vol. 71, No. 22, Ed. 1 Friday, March 2, 1984, newspaper, March 2, 1984; Houston, Texas. (https://texashistory.unt.edu/ark:/67531/metapth245554/m1/5/: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting Rice University Woodson Research Center.