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applicability to one’s occupation). It seemed to me that a human ser-
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As a freshman, my initial mistake – from being in a hurry – was
nd
to enroll in 2 year college chemistry. We had had a poor high school
chemistry teacher at West. Also, my lack of advanced algebra immedi-
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freshman year I received a ‘D’ in Chemistry 4. A ‘D’! Pre-med required
four quarters of a foreign language. I decided to study German, realizing
that the French I had studied had ended with the tenth grade and was
now partly forgotten.
At the University of Utah all freshmen had to take an English test
to determine at which level of English class you would begin. A poor
test result meant you must enroll in “dumbbell English”, for which you
received no academic credit. Middle level test results meant that you
enrolled in English 1, for which you received 3 credits. If you achieved
top grades in the test you were assigned to English 11, for which you
received only 2 credits! How superior test results should result in tak-
ing a class for fewer college credits only a professional educator at the
college level could understand. In any case, I was assigned to English
11. Thank you Mother and Maud Chugg! As a freshman I immediately
liked my English and economics courses. Economics, at least, seemed
to be about realistic situations in adult life.
As I entered college there were two aspects of life that I really
felt bad about. First of all, some of the good students of West High
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unfairness in life and regretted their loss. A second regret that I soon en-
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areas. My friend Veigh Neilson, with whom I had been friends with
since the fourth grade, was the only one of my buddies in my classes.
All past association with my high school buddies, and all the fun we had
together, were now sharply limited.
I soon found that university academic work was much more dif-
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