EDITORIAL BETRAYS IGNORANCE OF GODDARD
"Can Goddard learn?" you ask (See Aug. 20 editorial ). "Can the Times Argus learn?" I ask. Your most recent editorial attack reveals your ignorance of the dialogue that is Goddard's educational goal and soul. Faculty who in the past agreed to teach without paychecks to sustain the college are not "happy" at the prospect of larger classes and heavier student advising loads that endanger that dialogue.
Students are attracted to Goddard precisely because of its low faculty-student ratio. If teaching at Goddard is like teaching at a typical college, one could look at that ratio and claim, as you do, that faculty have "light teaching loads" and "too much time on their hands." But the Goddard faculty and staff I've worked with are more often consumed by their commitment to the college and to their students as individuals.
In selecting what information you would publish from the press release about Richard Greene's resignation, you omitted Jane Sanders' statement that "The people who work at Goddard are extraordinarily dedicated. I have gotten to know more of the staff this summer and I must say I was extremely impressed. They are second to none."
Yes, Goddard has its faults, and needs a leader who can inspire it to work together to mend them, not another change-manager imposing an agenda. I speak with both insider knowledge and outsider perspective, having lived in Plainfield for almost 30 years and taught in several programs at Goddard, as well as in the public schools and at major universities in and out of state. What qualifies The Times Argue as an authority on Goddard?
Glenda L. Bissex Plainfield The writer is a part-time learning specialist at Goddard College.
