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Over the previous two years, stimul ated by its new Ma ster, John Trinkau s, and energi ze d by a small but growing numb er of its students, the college had initiated a flock of new activi- ties. For example , the Branford Free University was heading into its fifth experimenta l semes- ter. Film-making and our Poets-in-Process reading s had begu n to move. As we ll, our comm on rooms and great court had sported a succession of art s exhibitions. Branford 's mu- sicians had offered frequent events, and the college was kicking off an affil iation with Hill- house High Schoo l. Even the Branford Counci l and our Social Committe e had begun to infuse some zest, bombast, and pride into the bodies and souls of the college. Thus, in the fall of 1968, having been a party to all of the abo ve (and that only a par- tial listin g), r felt that the college was inde ed getting somewhere and that we had essentia l- ly created a sense of communi ty in Branford. By "se nse of communit y" I mean that we had created an environ ment wh ere each student felt that he could express him self and that he could use the resources of the col lege to ex- plore his own interests. In .addition it seemed to me that the students had essentiall y taken over the powers and responsibilitie s of deter- minin g their own affairs within the col lege. As the fall progressed, how ever, it became unavoidably appa rent that Branfo rd was not the salutary com munit y which I had imagi ned it to be. Sophom ores were slum ping in un- precedent ed numbers , and many students were co nsidering (or trying to conside r) leav- ing schoo l. In short , more students than I would ever have expec ted had become turned off by their univer sity existences. Upon examination , the co mp laint s of the disaffected revolved around recurrent a·nd deeply-fe lt themes. Statements like the fo llow - ing were common ly vo iced : -" Yale does nothin g to help me develop as an individ ual." -"W hy mu st J commit myself to a mechan- ically co nstru cted major? Why doesn 't Yale help me to define my real int er- ests?" -"S ince I don 't know what r really want, I'm not studyi ng any subj ect mor e than half-heartedl y. That's deadeni ng and a waste. But r can't think of anything bet- ter to do, and because of the draft, I don 't feel J can leave." -" There's no course at Yale w hich coin- cides w ith where I'm at. Why must I fight the system to be able to stud y what I want right now ?" And most recurrently and with the most frus- trat ion : -"N obody at Yale really cares abo ut what I do." -" Nothing I do here seems to matter to anyo ne. As a result I don 't much care wha t I do either. " * Thus, th e malaise which the students were experiencing possessed th e symptoms of that contemporary affliction, alienation. They ex- pressed alienatio n from the activities of the univer sity, alienation from their own work and, thereby, from themselves as deve loping indiv iduals ; but, primarily, they expressed an alienation from membership in any mean ing- fu l gro up or communit y. Having felt and perceived the above, the question of w hat I could do about it (especia l- ly since my ostensibl e uni versity role was to help and to advise) became deeply troubling. Since then, howev er, I feel that I have come upon at least one measure which can be taken against the problem s of alienation. What I have to suggest stems dir ectly from my exper i- ences wit h three diff erent gro ups w hich have been active in Branford this year. Thus, before draw ing any conclu sions, I propose briefl y to examine my experien ces w ith each group. A.) Abou t a year ago fou r sophomores had lun ch in Branford with Professor Dan Levinson of the Department of Psychiatry as a part of our " Fellows' Week. " Each of these students *It should be under stoo d that most studen ts have developed to lerable ways of dealing w ith their deep di ssatisfactions, i.e. ways to keep goi ng. Of course , a number of students decide to drop out of school, but many others derive some sustenance from the socia l, politi- cal, creative, etc. dim ension s of their lives.