100%

Scanned image of the page. Keyboard directions: use + to zoom in, - to zoom out, arrow keys to pan inside the viewer.

Page Options

Download this Issue

Share

Something wrong?

Something wrong with this page? Report problem.

Rights / Permissions

This collection, digitized in collaboration with the Michigan Daily and the Board for Student Publications, contains materials that are protected by copyright law. Access to these materials is provided for non-profit educational and research purposes. If you use an item from this collection, it is your responsibility to consider the work's copyright status and obtain any required permission.

January 23, 1966 - Image 4

Resource type:
Text
Publication:
The Michigan Daily, 1966-01-23

Disclaimer: Computer generated plain text may have errors. Read more about this.

I

Seventy-Sixth Year
EDITED AND MANAGED BY STUDENTS OF THE UNIVERSITY OF MICHIGAN
.UNDER AUTHORITY OF BOARD'IN CONTROL OF STUDENT PUBLICATIONS

FEIFFER

Where Opinions Are Free. 420 MAYNARD ST., ANN AP.BOR, MICH.
Truth Will Prevail

NEws PHONE: 764-0552

Editorials printed in The Michigan Daily express the individual opinions of staff writers
or the editors. This must be noted in all reprints.
SUNDAY, JANUARY 23, 1966 NIGHT'EDITOR: MARK R. KILLINGSWORTH
The University's Regents:
Resignations Are in Order

YOU KISS -v
TODAY:
YOU JUST'
WANT(
TO GROW1
UP!

z c&~IW
-TOP

POT THEM
- A LOOK$
AT TE7
9 U

WF oes THEY
HATE Nit?
AF(EQ
E. REfl

p

IF THE REGENTS are really concerned
about the welfare of this University,
their best decision would be to resign. It
is difficult to imagine any set of trustees
doing less for this institution than they
do. They approach the University's policy
problems with an abysmal lack of either
intellectual depth or interest in the Uni-
vsrsity as anything other than a knowl-
edge factory.
With few exceptions th Regents have
devoted their efforts to the most cere-
monial and. irrelevant aspects of their
office while abdicating their responsibil-
ity of guiding the University.
They have chosen to act as a tail light
rather than a head light, relying far too
heavily on a President who is oblivious
to the multitude of problems confront-
ing the University. And the Regents view
the students with contempt-they have
no real respect for their views or inter-
ests.-
THE SOURCE of the current problem is
that the Regents place far too much
faith in President Hatcher. The Presi-
dent is currently more obsessed with
raising $55 million and finishing out his
career in a blaze of sesquicentennial
glory than in devoting his time to cur-
rent problems.
Because most of what the Regents
know about the University is what' the
President and his fellow officers euphem-
istically tell them, they are oblivious to
most of the crises facing the institution.
As a result they serve as Hatcher's rub-
ber stamp. Seldom do they take the ini-
tiative.
Another problem is that President
Hatcher places infinite faith in his vice-
president for business and finance, Wil-
bur K. Pierpont. Pierpont has consistent-
ly enunciated a policy of fiscal conserva-
tism which impedes progress and innova-
tion in the University.
A penurious type, he systematically
excludes faculty and administrators from
any policy, decisions involving money.
Asked once about his office's relation-
ship with potential candidates for the
vice-president of student affairs he re-
plied, "No office of student affairs in the
country understands money."
When a Daily reporter recently asked
about funds for the Residential College
Pierpont said, "I don't know and don't
quote me on that."
Between relying on a Calvin Coolidge
businessman and a sesquicentennial ob-
sessed President the Regents are kept in
the dark. Or, if they actually do know'
what is going on at this university,
through their own sources, they have
little chance to show it in their well-
regulated public and private meetings.
HOW ELSE CAN ONE explain the fact
that the Regents have chosen to vir-
tually ignore every crucial problem faced
by the University? Most seem unconcern-
ed about whether we even get a long-
sought residential college. Or at least
they are not concerned enough to force
Hatcher to make a definite commitment
to it.
They are apparently oblivious to stu-
dents sitting on the floor in lectures, reci-
tation sections packed to the wall and an
economics building that would hardly
pass for a garage.
The average family income of Univer-
sity students is about $15,000 per year,
and 1.8 per cent of the students come
from families with incomes under $4000.
Yet the Regents spent two hours Friday
morning deciding that they would rather
"accelerate" than "intensify"' University
efforts in recruiting and supporting the
economically disadvantaged. They didn't

want to give the impression of being too
strong about it.
NOR DO THEY SEE anything wrong with
indirectly backing landlords who
charge $260 for a two bedroom apartment
on a 12 month lease although students
are here for eight.
Instead of facing these issues the Re-
gents concern themselves with a fund
drive which to date has attracted such
desperately needed classroom facilities
as a $10 million highway safety center.
They fight to keep a university union
from organizing.

They may not even ask for $5 million
needed for a residential college. Mean-
while, a major concern of several of
them is that students are allowed in the
Michigan Union with beards and white
Levis.
IN LARGE MEASURE they act in ignor-
ance, few of them talk seriously with
students, and fewer pay any attention
to what they do say. What faculty con-
tacts they have are largely with the older
traditionalists.
Quietly acquiescing to the irrelevant
whims of President Hatcher, the Regents
seldom check, question, or propose with
force enough either to get answers or get
things done.
Their willingness to let President
Hatcher lead them around has had tragic
results. Last summer when it was learned
that the University's brilliant vice-pres-
ident for academic affairs, Roger Heyns,
was being offered the chancellorship at
Berkeley, the Regents were ready to re-
make Heyns' position here to make it
more attractive.
But Hatcher dissuaded them and han-
dled the matter himself. He let Heyns,
who was receiving more University-wide
acclamation then he ever had, know that
his welcome here had worn thin. When
the Regents, particularly Power, pressed
for some sort of more direct support for
Heyns' staying, Hatcher cut them off with
a perfunctory public statement claiming
that it was Heyns' decision and no one
else's.
THE ANSWER to such bungling would
seem to lie in a more active Board of
Regents. This alternative has little prom-
ise, however, for they usually make mat-
ters worse when they attempt to partici-
pate more directly in policy-making.
The best example is the University
bookstore issue settled Friday. From the
start most of the Regents, along with
Vice-President Pierpont, staunchly op-
posed the bookstore. Cutler, who orig-
inally favored the bookstore, changed his
mind after learning of the financial
problems of other University bookstores
and the opposition of Pierpont and the
Regents.
As a result he recommended against
the bookstore but for a statement on the
Regents ruling of 1929 prohibiting com-
petition with the Ann Arbor merchants.
The original recommendation said that
the University was "not necessarily
bound" by the 1929 ruling. This was ap-
proved by the administrative officers
and recommended to the Regents.
HOWEVER, Friday morning the Regents
balked at this modest proposal. They
debated the matter for several hours and
voted against it. A new recommendation
which didn't affect the older ruling was
mimeographed in time for the public
meeting.
At the public meeting nine minutes was
devoted to discussing the issue that had
been decided that morning. (The Univer-
sity Press Service prints releases on
everything the Regents do at their 2 p.m.
Friday meeting before the meeting gets
underway.)
The same Regents who are financing a
$7 million basketball arena with student
fees, explained that $300,000 for a book-
store would be too expensive. Then the
same Regents who raised tuition and
room and board during the past year
stood up and said how concerned they
were about the students financial wel-
fare. "I hope the students will continue
to work with us to solve these problems,"
explained one.

ON THE ENTIRE Board of Regents only
two individuals have given evidence
of fighting the Hatcher status quo. One,
Regent Power, has frequently been criti-
cal of slow progress with the Residential
College. The other, Irene Murphy, has
made an intelligent effort to work with
the complex problems of the University.
Unfortunately her constructive outlook is
usually ignored by her colleagues.
It is obvious that the Regents are
being led by a President who is tired of
fighting and prefers to serve out his final
years free of conflict. About the only

PIC!1M6 (O1ES
- AT1RACTESL )
ARTRAHP5.

tGOfC jiMG TV
WEEK 60VTHEY
OT TALE TO
SFAMAILY JOUJ-
QW 016HT A,
GREEK 50
THEY CAIJ
WK '~CTO /
THE of-

p2REAC(- JI6TO
' A BTT8FIE1R
IAIOUT 1461k
u RAGJfMA AU
L) 11Tf§, AMP
THK1195 1R(~
TO XEISE~ T
GROW UP.

J ATO,
NOT OT
106GTO
V-ATURN1

The Draft: Establishing New Standards

a

By ROBERT MOORE
HERE IS a good chance that
the. Selective Service System
will announce within the next
week a return to the general ideas
of the student deferment policy
of the 1950's.
This will mean that for the first'
time since the Korean War stu-
dents will be yanked from col-
leges and universities and put in-
to the armed services. Unlike the
present system, student, defer-
ments will be given sparingly. -
Right now, everyone who is tak-
ing a full-time load at an ac-
credited college and is heading
toward a degree in-roughly-a
straight line is granted a student
deferment. The 1950 plan, how-
ever, was not so generous. It was
based on two yardsticks by which
local boards were to determine
whether a student was academic-
ally qualified to be given a defer-
ment.
THE FIRST yardstick was class
rank. The University gave to lo-
cal boards each student's class
rank, in quartiles - a system
changed only three years ago.

Washington suggested guide-
lines for satisfactory work. They
were, basically, that a student at
the end of his first year of col-
lege should rank in the upper
half of his class; at the end of
his second year in the uppertwo-
thirds; and at the end of his
third year in the upper three-
fourths of his class.
If the Selective .Service Sys-
tem elects to use the same guide-
lines today, then a literary col-
lege student would be considered
satisfactory if he had a 2.74 at
the end of his first year, a 2.62
after his second year ,and a 2.65
after his third year. (The, fig-
ures are based upon Counselling
Office data for the literary col-
lege in 1964-65.)
IF THIS WERE the only stand-
ard, the system would be disas-
trous to students in the better
colleges such as the University.
The 1950 system, however, also
used another yardstick to equalize
the difference between schools: an
optional, voluntary test.
If a student thought he was
ranked too low in his own school
to get a deferment but was well-

educated in comparison to other
students in the nation, he would
take the national test, prepared
for the Selective Service System
by the Educational Testing Serv-
ice and Science Research Associ-
ates.
When the test was first given
in 1951, 53 per cent of the fresh-
men, 62 per cent of the sopho-
mores, and 71 per cent of the
juniors passed it. The results var-
ied widely with the schools, how-
ever; at one college, only 35 per
cent passed it, while at another
98 per cent had a passing mark..
THE TEST appears to have
been weighted toward the sci-
ences. Sixty-eight per cent of the
freshman engineers passed it,
while only 58 per cent of the
freshmen'in humanities did so.
Students in the physical sci-
ences and mathematics had a 64
per cent passing figure, compared
with 59 per cent for students in
the biological sciences and 57 per
cent in the social sciences. Only
48 per cent in general arts and
42 per cent in business school
passed it. The lowest scorers were
education majors; only 27 per

cent of them passed the test.
A report published in 1951 re-
ported that many of those who
took the test were enabled,
through it, to get a student de-
ferment even though they would
not have gotten one through class-
ranking. Fifty-two per cent of
the juniors in the lower quarter
of their class were 'able to pass
the test; 42 per cent of the soph-
omores in the lower third passed,'
and among freshmen in the bot-
tom half, 35 per cent passed.
HOW WELL did the 1950 sys-
tem work?
First, it worked efficiently. Of
1.2 million youths who reached
181/ in the 12 months preceding
the Korean War, 65 per cent
either enlisted or were inducted,
22 per cent were physically or
mentally unfit, and only 13 per-
cent "escaped" active service. Of
this 13 per cent, many, served
in reserve units, so actually far
less than 13 per cent avoided
their draft obligation.
If the Viet Nam war achieves
the proportions of the Korean
conflict, one can expect an equal

effect on today's young male pop-
ulation.
The 1950 system had some seri-
ous effects, however: Besides the
consequences to the 65 per cent
who had to take two or more
years away from their peacetime
pursuits, there was also a seri-
ous effect on colleges. The 1950
system cut into the student pop-
ulation, and many small, liberal
arts colleges ran deeply into the
red. One small school was forced
to dismiss 30 per cent of its fac-
ulty - mainly' young instructors'
without tenure. Companies re-
ported severe shortages of engi-
neers; in June, 1951, a survey of
companies showed that there was
a need for 80,000 engineers, yet
19,000,would-be engineers were
scheduled for the diraft.
EVEN THOUGH the 1950 plan
did fill an immense need for man
power. many disagreed with it.
They argued that neither class
rank nor test scores were ade-
quate or even acceptable stand-
ardls of a student's intellectual
growth.-
But, as Gen. Lewis Hershey said
in 1952: "I just can't think of
any other way."

Southemn Desegregation: Some Perspectives

By RITA DERSHOWITZ
TheCollegiate Press Service
(First of Two Parts)
ANTHONY LEE IS a 19-year-old
sophomore at Auburn Univer-
sity in Alabama. Auburn, like most
other state institutions feeling the
pressures of growing enrollment,
is trying hard to find ways to ac-
commodate and teach its growing
student population. But Anthony
Lee lives alone in a double room
on campus, with a private bath for
his exclusive use. The room to the
right of his is empty; on the other
side is the bath for the dorm floor.
Lee is the only Negro at Auburn.
Last year, he' and a friend inte-
grated the formerly all-white un-
dergraduate division of the uni-
versity. His friend dropped out-
"I think the academic and social
pressures were just too much for
him"-and now Lee faces alone
the indecisive, still-ambiguous at-
titudes of his fellow students.
"I expected it to be much worse
than it was," the soft-spoken
young man said of his first year
at Auburn. "There were some cat-
calls and sneers, but attitudes are
changing. I didn't expect any over-
night changes. I plan on being
here four years; they will see that
I'm not going to leave, that other
Negroes will be coming, and they
are going to have to get used to it.
If you take your time, things will
smooth over."
LEE TALKS with quiet assur-
ance. A veteran of a successful
attempt to integrate the white
high school in his home town of
Tuskegee and a leader in the Au-
burn Freedom League, a local
group of Negro teenagers that in-
tegrated seven restaurants in Au-
burn last year, he nevertheless
expresses faith in the gradual pro-
cess of desegregation. "You can't
force things," he says.
Lee's confidence in the ability
of his fellow students to adapt to
an integrated society is not with-
out some basis in fact. For the
first time in their lives many
young whites in the South are
finding situations in which Ne-
groes occupy the same status as
they do-students within a com-
mon university. This new exper-
ience has stimulated some soul-
searching, a groping for a new
system of values.
Most of the white students who

brought up to regard Negroes as
inferior," said Tommy Ryder, ed-
itor of the Louisiana State Uni-
versity newspaper, t h e Daily
Reveille. "We can look back now
and see that we've been taught
to, hate an entire race. Although
a great majority of us would like
to accept integration, there still
remains the feeling that Negroes
are somehow different. A lot of
us are realizing, though, that if
Negroes are inferior in any way,
it's because we've made them in-
ferior, because of what the white
man has done to the Negro."
Ryder related an incident in
which a group of students who
were attending a Southern student
conference at the University of
Florida gathered in someone's
room one night after the formal
sessions had ended. The group in-
cluded some Negroes. "My first
reaction was to hesitate, to think
twice about it, but then I immed-
iately thought, 'Well, but it's all
right now, there's nothing wrong
with it.' It's a refreshing process,
this breaking off the bounds of
race."
Students like Ryder feel a re-
sponsibility to translate their per-
sonal experience into something
meaningful socially. "We've hurt
the South,' he said quietly, "but
now we're making great strides to
help the South."
THIS DOES NOT mean that in
all areas of university life once-
segregated activities are now fully
integrated, nor that all members
of the campus think they should
be. At Louisiana State, which has
about 50 Negro undergraduates
among its 22;000 students, a Negro
student was barred from the cam-
pus swimming pool last summer
because, the story is told, the
Alaskan earthquake cracked the
bottom of the pool and it had to be
closed for repairs.
The explanation which was sup-
posedly given for the closing of
the pool may be just a myth, but
it indicates what many students
think is their administration's at-
tempt to avoid controversy and an
unequivocal stand.
A petition demanding the re-
opening of the pool on an inte-
grated basis got 3,000 signatures
during the summer session, and
another petition received wide-
spread support during the fall
term.

Nor are all of the students will-
ing to give up long-held ideas.
Jerry Brown, a student at Auburn
University, declared that he could
not become an integrationist. "It's
a question of values; segregation
is what. I've been taught all my
life and I don't want to change."
One student summed up the at-
titudes of his fellow white stu-
dents toward the Negroes on cam-
pus: "They ignore and accept
(the Negroes) at the same time."
ANTHONY LEE is a student in,
good standing at Auburn Univer-
sity; he attends classes and has
access to the library, laboratories
and all other educational facilities
on the campus. Often, some class-
mates will sit with him at the
same table for lunch. But Lee is
not apt to overestimate this evi-
dence of acceptance. In his dormi-
tory, no one has ever told him not
to use the public bath, but "I
choose not to."
At the same time and in the,
same school, Auburn attempts to
do more than just comply with
the laws as it tries to extend the
opportunities that exist within
the school to the Negro popula-
tion. But the entrenched obstacles
are incredibly strong.
Auburn, one of the more pro-

gressive of the Southern state in-
stitutions, is conducting a posi-
tive program to aid integration at
the university and to deal with
the problems of the educationally'
disadvantaged. T r u m a n Pierce,
dean of the school of education at
Auburn, described the two-week
summer institutes which Auburn
holds in cooperation with "the U.S.
Office of ducation for teachers
and administrators of elementary
and secondary schools.
THESE INSTITUTIONS are at-
tempting to deal with the prob-
lems that were identified when
desegregation became unavoidable
in the South: inadequate instruc-
tion for teachers of the education-
ally disadvantaged; the lack of
communication between middle-
class teachers and Negro students;
Dean Pierce admitted, however,
that there were no white teachers
in Negro schools. He was asked:
If there are so few Negroes going
to college in white institutions
where they would get a better
education, and none of the white
students are going to teach in the
Negro elementary and secondary
schools, how are the benefits of
all this work filtering down to the
Negro population?
"Some of the teachers at the

institutes are Negroes, and they
will go back into the Negro
schools," he said. Then you are
putting back into the Negro school
system the same teachers who
themselves are products of that
disadvantaged system?
"WELL, WE HOPE we change
them," Pierce said., "The worst'
thing we could do would be to
emerge some Monday morning
with a policy. . . .," and there he
stopped, refusing to continue un-
less it were off theirecord.
The blanks are not difficult to
fill in. Auburn can't urge white
teachers to go into Negro schools
because that would be suicidal in
terms of state appropriations and
support. A necessary gap exists be-
tween private convictions and pro-
fessional judgments on the one
hand and public posture on the
other of these administrators.
Yet, Dean Pierce believes that
the circumstances which give rise
to that conflict also provide the
setting for gradual change.
"WE WILL render such services
as we can within our culture.
We're in a better position to judge
what those services are because we
are part of that culture."

A

i

U.S. Failures in Latin America

IT HAS BEEN evident for some
time that our relations with
Latin America are deteriorating
and that there has been an urgent,
almost desperate need for change
at the highest levels in Washing-
ton.
In a recent trip to South Amer-
ica I found that virtually every-
where, from the top to the bottom
and from the right to the left,
there exists a general distrust and
suspicion of the Johnson admin-
istration and a very wide anti-
American feeling. Traveling, as it
happened, in the wake of Sen.
Robert Kennedy's South American
tour, it was plain enough that the
South American crowds were at-
tributing to the late President all
the qualities they missed in his
successor.
I do not need to be told that
great and rich powers must not
Pnnnn 4.n hA InvaA 1Rit +ha,,An*

Today
and
Tomorrow
By WALTER LIPPMANN
-Anger on the right that the
United States is inciting the
masses to expect radical improve-
ments in their way of living;
-The belief of the intellectual
leaders of South America that
U.S. policy has a primitive and
superstitious obsession' with the
danger of Communism which dis-
tracts and coarsens its diplomacy;
-A feeling that Washington
does not much care and is really
rather bored with Latin America,
that it is inattentive and is pre-

nedy our Latin-Amer}can policy
has changed. To do that he will
have to see to it that it really
has not been changed and that in
Washington the Alliance for
Progress has not been supplanted
by a new Holy Alliance for the
suppression of all reformers whom
those on the extreme right choose
to call Communists.
To do this Will require a big
course of re-education-or re-
placement-among the officials at
home and abroad who deal with
the details of our relations with
each Latin-American country.
But all of these things will not
suffice. The basic problems of
South America are, I believe, in-
soluble if they are undertaken
country by country and bit by bit.
Without the opening up of, a
continental Common Market, the
basic problems of population, land

4

Back to Top

© 2017 Regents of the University of Michigan