The general student restlessness on many other American campuses has also had a part in causing the Ed students to rub their sleepy eyes. They found that they were not alone in feeling that as students it is their right to have some say in their education. But the future educators' attitude toward increased consultation with students by faculty and administration, and toward student involvement in the decision making process is more precise. Training to become the movers and shapers of American education, many of the Ed School students feel that it is eminently reasonable that they should have a hand in shaping their own education.

With all this as the impetus to action, the School's Student Association agitated for, and won, faculty recognition of student "mirror committees" on Academic Policy, Lectures and Publications, and the Library, funded a student-run newsletter which has already criticized passive student roles and the training of the School's teaching fellows, and along the Harvard chapter of Phi Delta Kappa, backed an evaluation of Ed School courses. At the same time, another group of students banded together informally as the Woeful Educators, obtained two course innovations, and will soon submit reports on urban education, supervision of student teachers, and course planning.

Student initiated activity in the School has not been without its problems, however, for the urge for reform has not been felt equally among all the students in the School. The doctoral candidates, though they have been crucial to the continuation of the movement, have not been the instigators of it, and have been accused by the one-year students of being "company finks."

And indeed, the doctoral candidates are very much tied in with the operation of the School. They do not feel isolated from the administration and faculty of the School as do the one-year candidates. Engaging in the research activities of the faculty, doctoral students work closely with them, supervise the MAT's in their student teaching experience, and fill many of the administrative positions in the School as assistant directors of various programs, as well as assistants to the Dean.

As a result, they know where they can find someone who will listen to them, and take very seriously the idea of going up the ladder of authority until they find someone who will act on their suggestions or plans.

Because they are around for a considerable time, doctoral candidates are able to take advantage of the unusual flexibility of the Ed School programs and to shape their studies to their own liking. They experience very little of the pressure of degree requirements, lecture courses, student teachings, and tutorials that face many of the one-year students who will soon confront the alarming realities of the lower schools, and for whom the year at Harvard represents a fantastic cram session that must equip them for their first few years of teaching. And so it is not surprising that it is the one-year people who appraise the situation as being acute, who want things changed now, even though they may not benefit from the change. They do not have the feeling that many doctoral candidates have, that if they are not heard this year, they will be heard some following year.

Nor has the student movement been without its own internal political disagreements. Because some members of the Woeful Educators imagine that the spontaneity and spirit of free criticism will be stifled by official recognition, they have spurned the suggestion that they ally themselves with The Student Association's Committee on Academic Policy. On the other hand, many of the WE group argue that the most effective way of getting action on the forthcoming reports will be to submit them through the Student Association's SCAP as the representative voice of the students.

There is also great concern for what sort of legacy will be left to Ed School students yet to come. Previous years saw the students inspecting the Library and the placement Office, examining the doctoral program, or confronting the faculty with alternatives to the MAT experience. But there were few attempts at perpetuating these efforts, and if they remain at all, they do so only in the fuzzy memories of a few administrators and the oldest doctoral candidates. Determined that the current student activity will have more lasting effect, many of this year's group are struggling to produce viable schemes of continuity for it. They realize they must succeed, for unless they do, that future historian of Harvard will not have much to say except that all the noise along Appian Way this year was little more than the sound of a pop gun