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This is how Fred Goldberg, 1969, organizer of the Morse College affiliation wit h Wi lbur Cross High School describes the way many Yale men have reacted to the involvement of Yale's resident ial colleges in ur- ban education. Without crusade-like fanfare or assis- tance from the Yale administration, five colleges have affiliated with the largest New Haven High Schoo ls starting with Pierson's 1967 link-up w ith the North House of lee High School. Since that ini tial effort, Morse, Silliman, Saybrook, and Branford have all started affiliation programs of their own; Dw ight Hall has helped channel interested students from the other colleges into the existing programs. From all indica- tions, the vari0us affi liation prog rams cou ld develop into a major form of community involve ment for con- scientious Yale students. The affiliation program has had an understandably complica ted genesis. At least by late 1966, many Yale students expressed concern for the problems facing the "tra pped" citizens of New Haven. Many felt that as protected and supposedly enlightened ind ividuals, they could and should help in the urban scene. Some tried the various Dwight Hall and U.S. Grant programs; many others became disillusioned with w hat they thought were well-intentioned, but misdirected wh ite liberal crusades. One-to-one tutoring in Yale class- roo ms di dn't seem to be an especially effective way of reaching a great number of the urban public school students. Although many ideas for Yale's involvement in the urban schools were floating around, Mrs. Corinne Le- vi n, housemaster of Lee's North House, was probably the first to formulate a workable plan. She devised a loosely struct ured program of direct contacts between Yale volunteers and public school teachers. She also contac ted Pierson master John Hersey in the spring of 1967. Mr. Hersey had expressed considerable inter- est in associating Yale students directly w ith the New Haven school system. The program was to be mutually beneficia l to the Yale student and the high school; from the start there was a conscious effort to counter any feelings that Yale was intruding or imposing itself upon the schoo ls. Yale students were assigned on ly to those teachers who requested assistance. The original Pierson affiliation w ith No rth House gave its primary attention to non-Engl ish speaking stu- dents and students w ith math problems. Alan Hurw itz, 1969, co-ordinated the teachers' requests w ith the in- terested Pierson students. As in later programs, how- ever, the demand far exceeded the supply of volun- teers. Many at Pierson and Lee felt constrained by the old method of simply tutoring, and consulted the fac- ulty at Yale and at Lee for new approac hes. As a re- sult, Pierson men and even a woma n transfer from Sarah Lawrence became involve d in such wide-rangi ng activities as the House n~wspape r, student council, biology projects, T-groups, and technical lighting fo r the various Lee drama gro ups. The scope of the in- volvement is limited only by the imaginations of the teacher and the Yale student. Since the volunt eer works on an individual basis with the teacher, he is not restricted by bu reaucratic exigencies and is thu s freed from meeting any sort of requirement. The non- bu reaucratic, calm, and dedica ted natu re of the pro- gram established it as a model for fur ther undergrad- uate work in the schools. Morse joined Pierson in urba n high schoo l wor k in late 1967. A Morseman 's girlfriend fro m W ilbur Cross suggested the liaison; Robert Salsbery, the basketball coach, and Robert Conte, a guidance counselor, also wanted the contact with Yale. The program has since de-emphasize d tutoring, but racial tensions amo ng the vo lunteers themselves have created problems in the Morse program. Many of the blacks split off from the main affiliatio n gro up, headed by Goldberg, and there- by emphasized the "whiteness " of the affi liation pro- gram. The Morsemen have continued as aides to in- terested teachers and now plan to incorporate E zra Stiles volunteers in proposed seminars in mass-media, blues, black conscio usness, and current events. These w ill supplement the courses now offe red at Cross, as w ill proposed meet ings wi th Mo rse and Stiles fello ws. In this way it is hoped that the scope of the program wil l be broadene d beyond its own self-imposed lim ita- tions. Branford decide d to affi liate w ith Hillhouse, a school which has had many tense confrontations betwee n the predo minantly black student body and the conserva - tive administration . Many of the Hillhouse teachers