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OLENA TELIHA TO MY CONTEMPORARIES UNWLA’S SCHOLARSHIP PROGRAM, 1968-1978: THE FIRST TEN YEARS "No need for words! Let there be only action! And in fulfilling it be firm, composed. Conceal your pain, Suppress the sudden impulse, And keep apart the body from the soul.'1 For me, however, in sacred union — The soul and body, joy with agony. My pain resounds, and thus when I am laughing. My laugher gushes out to liberty’ I count not words, Much tenderness I render. And therein maybe also I am bold: To fire a heart amidst a snowy tempest, To bathe a soul amidst a torrent cold With winds and sun the Lord hath swept my pathway, But I am firm and stern where I need be. Oh, native land of mine, my pleasant greetings No enemy received from me. translated by Orysia Prokopiw B oundaries of flame. Sm oloskyp Publishers Baltimore. Tornoto married and widowed, she bore her last child at the age of 43 and was one of the colonies’ first entrepreneurs — she owned and managed, with her daughters, an independent upholstery and flag business. In classes of literature, fine arts, anthropology and the sciences, the contributions and existence of women are often overlooked. Because the editors and authors of books are predominantly male, the world view of women as interpreted by women is also lost to our children. Because women appear to be invisible as far as the written word is concerned, because our history is continually ignored and distorted, we become less significant in the real world. Not only textbooks, but also the curriculum in general, is sex-biased. In hight school girls are channeled by the system into homeeconomics and business a misnomer for typing and stenography — classes, while boys are encouraged to register for shop and automobile courses. Needless to say, the girls’ education leads them to acquire the least monetarily rewarded skills. Even at the higher education level, females are often pushed into the arts and humanities — which fields are no longer the most highly valued intellectual pursuits, as they we re in preindustrial eras when women were denied access to them — and discouraged from pursuing technical and professional studies — such as business (in the real sense), medicine, engineering and science — where, frankly, the bucks are to be earned and the prestige garnered in today's world. Sex-role-generated expectations and attitudes also impact negatively on the very quality of education offered to all students. While many examples could be cited, athletics presents the most obvious case study. The notion of physical education in the schools has become inextricably intertwined with competitive sports, which are in turn becoming ever more a glorification of the male-defined characteristics of aggressiveness, competitiveness and power. Millions of dollars are poured into the coaching, equipment, stadiums and hospital bills npcessary to feed the sports machine. Only the most athletically competitive of our children can take advan tage of these resources — that is, if they can’t make the team, The year 1978 marks the 10th anniversary of UNWLA’s Scholarship Program, whose extraordinary success in raising funds for needy Ukrainian students in Brazil, Argentina and other South American and European countries is a testimony to the Ukrainian people’s generosity and to UNWLA’s organizational out reach capabilities. It is a program of which each UNWLA member, and indeed every Ukrainian, can be proud. In this decade, the number of scholarship students assisted through UNWLA’s Scholarship Program grew from 3 in 1967 to a high of 196 in 1976, and the total sum raised since 1967 is close to $100,000. Since 1973, readers of UNWLA’s magazine Our Life and other publications in Ukrainian communities in the U.S. or abroad have been exposed to a large number of news items, feature articles and financial reports about the Scholarship Program. As a result of such extensive publicity, donors to the Program include Ukrainians from the U.S., Canada, Switzerland and Australia, and they have contributed generously, some in the thousands of dollars. What is the rationale for the UNWLA Scholarship they can’t play the game. At one time, only college-level athletics programs emphasized trophy-winning in sports; now, the dog-eat-dog approach is filtering down to the pee-wee levels. From very young ages our children are taught to be either spectators or gladiators. Little emphasis is placed on participatory athletics and activities which could teach youngsters to enjoy physical exercise and, perhaps, lay the foundation for a lifetime’s routine to promote health and physical fitness. The implications of the situation are most distressing. First of all, how do children react to the feelings of rejection and failure when they can't make it as competitors? What attitudes or biases do they develop toward physical exercise which de termine their mode of living for the rest of their lives? Do the put-down terms of "jock" for athlete and "egg-head" for academically inclined student tell us anything about what the system does to kids? Can a child learn at optimum capacity w ithin an educational process which emphasized competitiveness and winning rather than growth and de velopment in every discipline, not just sports? When being first in your class becomes more important than learning what you need to know,might you not want to simply drop out rather than fight a loosing battle for grades? And, finally, who benefits from an educational system which teaches many to watch as the few compete? Certainly not the twelve-year-old football players who sustain permanent injuries or the majority of students found not to be good enough to play on the fields our taxes buy. Could it be, perhaps, that the system serves the professional sports establishment, which saves considerable sums of money by exploiting the school system as a training ground for new recruits; and the beer companies, who peddle their wares on television between the scenes of adult men chasing balls, crunching bones and scoring points before a national populace who have been carefully conditioned to become viewers, not doers? Sexism in education can be viewed from yet other perspectives. Administrative and hiring policies which produce НАШЕ ЖИТТЯ, КВІТЕНЬ 1978 23
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