Word: feelings
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Dates: during 1960-1969
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...Overwhelmingly, the working-class students feel that the radicals do not appreciate the value of a modern university education. To them, it is the all-important thing, and the one form of campus protest they cannot abide is disruption of classes. Yet unlike earlier generations of poor students, and like the middle-class revolutionaries, they tend to define success in terms of making a contribution to society rather than making money. "I think the most important thing I can do with my life is to use my education to help chicano communities," says John Gonzales. He hopes to work...
...Institute for Sex Research, estimates that only around 10% of all homosexuals are immediately recognizable. Blatants often draw sneers from other homosexuals, and in fact many of them are only going through a phase. Having recently "come out"?admitted their condition and joined the homosexual world?they feel insecure in their new roles and try to re-create their personalities from scratch. Behaving the way they think gay people are supposed to behave, they too temporarily fall victim to the myth...
...bars, instead throws catered parties around his pool. "I suppose most of my neighbors know," he says. "When you have 100 men over to your house for cocktails, people are going to suspect something. Now that I no longer try to cope with the straight world, I feel much happier...
...less living space, longer commuting or lower school standards. The problem affects almost everybody-the rich in luxury apartments, the middle class in suburban subdivisions, the poor in festering slums. In order to make bigger down payments, many middle-class families are forced to borrow from relatives. The poor feel the pinch most of all, since they pay a larger share of their incomes for housing than better-off Americans do. Housing costs the average U.S. family 15% of its income, but those below the poverty line spend...
Novelist Mallet-Joris, however, seems imaginatively sure of the answers. She is a Belgian educated at Bryn Mawr. It is not frivolous to say that she learned the feel of the late 16th and early 17th centuries by writing these novels, and that she wrote them in order to learn. Ordinary historical research, the reading of the documents, was only a beginning; the more important part of her learning, it is clear, came as her characters took form and motion. What clay and what fire make a witch? Write a novel, watch, and find out. The method works...