The first major recommendations from the Task Force recently went to the desk of Headmaster Eric Widmer for consideration. The committee isolated several issues they deemed easily and immediately correctable. The recommendations were divided into two major areas, one relating to faculty and the other to students. All proposals were passed unanimously by members of the Task Force. The following are excerpts from the letters submitted to Mr. Widmer.

Recommendation 1:
We recommend instituting a standard first waiting progression that will eliminate the illusion of equity resulting from older students cutting lines. As a compromise between equity and senior privilege, the committee developed the following system...

All Dinners: Seniors, Juniors, Sophomores, Freshmen
Monday Lunch: Seniors, Juniors, Sophomores, Freshmen
Thesday Lunch: Juniors, Sophomores, Freshmen, Seniors
Thursday Lunch: Sophomores, Freshmen, Seniors, Juniors
Friday Lunch: Freshmen, Seniors, Juniors, Sophomores

For the system to work, [Director of the Dining Hall Jay] Morsman and all table heads must enforce the order. Mr. Morsman may have to stay in the kitchen for the first few weeks to repel the cutters. Table heads should also punish obvious cutters by making them second wait, for example. We hope by giving the seniors the privilege of being first four of the seven meals (in fall and spring), they will accept their responsibility to set a good example.

Recommendation 2:
We recommend arranging dining hail tables with all classes (9 through 12) or by alternating classes (9-11, 10-12, 9-12, 10-11, etc.) at least once each term.

Students in all four classes made this suggestion repeatedly. The younger students seem especially eager for positive interaction with the older students. The committee feels personal relationships may allow older students to put a different face in their minds when an opportunity to assert authority unfairly on a younger student arises. That substitution may defuse the potential for unpleasantness.

Recommendation 3:
We recommend adding students to the proctor selection committee.

Many students suggested that faculty members may not always have the full picture of student culture. They seem to feel some students lead different lives out of the view of teachers.

Recommendation 4: We recommend that each department devote one department meeting before the year ends for a discussion of "The Culture of Cruelty," chapter five of Raising Cain.

The committee members felt the chapter did an excellent job explaining some of the broader forces influencing adolescent male behavior. The department discussions could be a precursor to wider discussions between faculty and students.

Recommendation 5: Based on firsthand reports of Michael Thompson's presentations at other schools and the committee's reading of Raising Cain, we recommend bringing Dr. Thompson to campus this spring for a daylong workshop for the entire community. If possible, his visit should coincide with Parents' Weekend.

Recommendation 1: We recommend that faculty residents living in freshman-sophomore dorms teach 3 classes to allow for fuller involvement in dorm life in the evenings.

Recommendation 2: We recommend that faculty residents and associates work as teams in running the dorms. New guidelines should be developed to consider:

a. Matching the teams to the students. For example, Louis Marx could be a 9-10 dorm because the higher number of faculty residents in a given year may allow more involvement in the critical early years.

b. Holding monthly team meetings (in lieu of sit-down dinner or a faculty meeting) in which each student gets discussed by the all faculty residents, associates, and proctors (as appropriate). A written report of concerns should be forwarded to the appropriate grade-level dean each month.

c. Consider the age and gender balance of each team. Attempt to have both genders and faculty of all ages represented in the composition of faculty residents and associates.

d. Encourage floor (dorm) meeting or activity at least once a month. The activity should be something more than a feed.

e. Study the arrangement of age groups on corridor.