x AnEditorial .
"DO NOT FOLD, spindle or mutilate"-or ignore. Students
have something to say. The interests of the 40,000 students
and 3000 faculty who will compose the University in 1970 must
be represented in the selection of President Harlan Hatcher's suc-
The Regents, as representatives of the people of Michigan,
hold the explicit constitutional responsibility for the University.
< The final choice of the new President must be theirs.
Yet, while they have a deep concern for its excellence, many
considerations make it clear that such a complex and demanding
decision must involve others as well, for the Regents cannot do it
In exercising their constitutional responsibility, the Regents
will draw fully from their own perspective on the University, de-
rived from their work with administrators and from their exper
ience as public representatives of the University.
But the Regents have an equal responsibility to seek every
possible source of information and perspective on the needs of the
University and on the men best qualified to guide it.
The University is as free as it is-and as good as it is-be-
cause the Regents have shown trust in and support for recom-
mendations from responsible members of the entire academic
W ITH THIS IN MIND, they have quite properly indicated to
the faculty that they will have a meaningful voice in the
selection of.the next President. Students, who will be no less af-
fected, must also participate.
To ignore any segment of the University community during
the selection process, to choose a new President as old country
fathers chose husbands for their daughters, would run the risk
of badly mismatching needs, interests and abilities, of selecting
not necessarily a poor leader, but the wrong leader for this univer.>
sity at this time.
Although they are often viewed as transient entities with
negligible insight into the processes and purposes of the Univer-
sity, students are, in fact, its prime reason for existence. Other
university presidents have not been responsive to student interests;
Edward Strong at Berkeley was one.
As the University's 1962 Reed Report on student affairs
states, the studentf
. . . must be considered a participating member of a c
"community of scholars," with responsibilities and opportuni-
ties commensurate with his capacities. He should be expected
to participate fully in decisions affecting his welfare . . . He
should work with faculty and administration for the broad
welfare of the University, tempering his self-interest to thef
Students can best discuss their own problems. They can bestz
give their' perspectives on how presidential candidates would deal
with student problems-and with students themselves. And,
finally, having participated in his selection, University students<
would not feel indifferent or hostile to him, but would have a f
strong commitment to his success.I
IT IS A MATTER of great concern, therefore, that the Regents t
have been presented with one selection plan in which stu- t
dents would be represented only on an "evaluation of needs" panel?
which would appraise the present and potential state of the Uni-
versity and then disband. Three new committees, composed of z
faculty, alumni and Regents, would then evaluate and rank presi-
#:dential candidates. :
Ni The adoption of such a plan would be tragic. As presented s
to the Regents, it would effectively preclude any possibility ofr
essential student involvement and contribution in the selection
Moreover, by having several different committees reporting
to the Regents rather than a single committee working with them,
the plan would make impossible the kind of continuous interac-
tion between Regents, students, faculty, and alumni which is of t
supreme importance in insuring the wisest possible choice.
F OR THESE REASONS we urge the establishment of a joint
committee to include representatives from all these groups.
This joint committee would oversee the initial tasks of evaluating
the University, establishing criteria for candidates, and gathering,
sorting and screening names.
It would then arrive at a list of 20-25 candidates, whom itz
would interview and discuss at length, preparing a final list of 10,r
ranked in order of preference for final consideration and selection t
by the Regents.
The Regents would be likely to call on the Senate Advisory'
Committee for University Affairs for nominations to such a com->
munity. We urge that they do so, and that, similarly, they seek
student nominations froni Student Government Council and
Graduate Student Council.
This joint committee would effectively represent the inter-
ests and perspectives of all concerned' groups at all vital stages
of the selection process. It would provide for effective interac-
tion by all groups at every stage of the process except the final se-
The qualities of the next President of the University will to a
great extent determine the direction in which the University will
move in the future-indeed, if it will move at all. We believe
it is essential for all parts of the University community to partici-
pate and be represented in that decision.
STUDENT INTEREST in the selection of the next President
is high. SGC has already, approved unanimously' a resolution '
seeking real student participation in that decision and meets to-
morrow to vote on a final plan. A joint committee for .the selec-
tion of the University's next President deserves the highest priority,
and we urge its swift creation.
-THE JUNIOR AND SENIOR EDITORS
What's New at 764-1817
Literary college scholarship applications for Spring-Summer
Term III and for the next academic year (Fall 1966 and Winter
1967) are now available in Room 1220 Angell Hall. Completed
Years of Editorial Freedom
VOL. LXXVI, No. 107
ANN ARBOR, MICHIGAN, WEDNESDAY, FEBRUARY 2, 1966
Gift Will Establish
Center of Clinical I
By NEIL SHISTER
Prote stor s
The Upjohn Pharmaceutical Co.
donated $1 million to the Univer-
sity for the establishment of the
first research and training center
devoted to clinical pharmacology.
The center, which will be ad-
ministeredby the medical school,
will - study the effectiveness and
safety of drugs on man.
In announcing the donation to
the University, E. Clifford Upjohn,
chairman of the company, empha-
sized the need which exists for
such a center.
The final size of the center de- .-'":' :: ':::
pends upon the University's suc-
cess in obtaining a matching grant
from the federal government.
Dean William Hubbard of the University students are shown here
Medical School said he was opti- niques in the handling of pre-schoo
mistic about the chances of ob- they wish. On the left a child is bei
taining such a grant. He estimated
that the final cost of the center0
could be a little less than $2 mil-
lion if the University received the
maximum possible grant.
The Upjohn donation was in0
conjunction with the University's
$55 million fund raising campaign,
mencement day, 1967.
There was no request for a
-Daily-Thomas R. Copi
working in "Children's Community," an experimental private school which uses original tech-
ol youngsters. Children operate in an unstructured classroom atmosphere, free to do whatever
ng instructed on how to read; on the right children are working with crafts.
e Kindergarten Class
New Teaching Methods
pharmacology center in the orig-
inal list of priority needs for which
the $55 million will be used.
Completed by 1969
The University is hopeful that
the center can be completed by
late 1969, and is beginning plan-'
ning immediately. The center will
be located close to the General
Clinical Research Unit in Univer-
sity Hospital and the clinical lab-
oratories of the Kresge Medical
Dr. Maurice H. Seeveers, chair-
man of the pharmacology depart-
ment, said that the, center "is
probably the first building of its+
kind in the world, and certainly
the first in the United States. +
"It offers us our big chance to
apply more precisely in man the]
same careful controls that we
have been using in animals."
By DAVID KNOKE out of the experimental educa- Chaotic? Only to the observer acters, to expose the pupils to
tional theories of Montessori, Syl- who hasn't grasped what the semi- other backgrounds and forestall
The Children's Community, a via Ashton-Warner and A. S. disciplined curriculum is accom- any race misunderstandings. The'
unique experimental private school Neill's Summerhill. According to plishing. First of all, children's children make no distinctions on
established last fall, has entered the school's prospectus, the pro- curiosity is not frustrated; his color pr class lines; Sarah and her'
into its second semester with un- grain of the Children's Communi- questions are answered willingly friend Patty, a Negro pupil, show-
structured daily "classes" on aty aims at treating each child as and he is allowed to try any- ed great affection for each oth-
kindergarten level, an individual whose educational thing himself, as long as his er, hugging and whispering se-
Actually the program is so un- requirements demand different health and safety is' not endan- crets.
precedented that, any terms nor- approaches. Experience in doing gered. The children work with raw
mally used to describe education- things plays a big part. The vocabularies of books are materials, constructing all sorts of
al situations no longer apply in Art Lerner, '69, one of several not simplified; children are read objects from paint, paper, clay,
discussing the Children's Commu- students who act as part time as- to by teachers and the Univer- straws, nails and wood. With a
nity. j sistants to Suzanne Whitney, the sity students. Mrs. Hendon point- child's unrestricted imagination,
A visitor to the sessions, held school's teacher, explained the im- ed to the "word books' 'the chil- a four-foot length of garden hose
weekday mornings in St. An- portance of not restricting the dren keep. When one of them becomes successively a jumping
drew's Episcopal Church, is im- pre-schoolers to desk-work and comes up with a new word he rope, a tug-of-war rope and a
mediately swept up into the magic uniform rote-learning en masse. wants to learn, he draws a pic- telephone.
of young children growing, learn- "It's bad to keep kids cooped up ture and practices copying the The freedom the children have
ing and actually enjoying the inside all the time," he said. "If letters on a cardboard page. has not led. to irresponsibility,
process, according to Mrs. Toby someone wants to go outside, run Sarahl, a dark-haired girl, be- teachers said, rather the more the
Hendon, director of the school. around or climb trees, we yield to gan chattering away about "Pe- child comes to realize that he
The idea of the school grew his wishes and go with him." ter's trip to the forest," appar- makes the decision, the more re-,
The immediate striking thing ently reading marvelously for a sponsibility he assumes for cor-
;about the class is the complete girl of four, Actually, she had recting his own misbehavior.
lack of inhibitions which the memorized the book, and learned When Ray, a quiet, shy child,
of different racial and cultural No Prejudice sawdust, he went to the broom
backgrounds. The books are illustrated large- closet and swept up the litter of
Of the 17 children, one is Chin- ly with Negro and Oriental char- his own accord.
ese and five are Negroes; seven
Free on $500 Bond,
Must Appear Again
By CHARLOTTE A. WOLTER
Circuit Court Judge James R.
Breakey yesterday sentenced 28
Viet Nam protestors to jail sen-
tences and fines for their partici-
pation in the Oct. 15 sit-in at the
Ann Arbor draft board office. A
29th protestor, Willie Vaughn,
failed to appear.
Undergraduate students a n d
those who were 'not students re-
ceived 15-day sentences with $50
fines and $20 court costs. Some
graduate students received 18-day
sentences and one University
assistant professor in sociology re-
ceived a 20-day sentence with the
same fine and court costs.
The protestors were appealing
an Oct. 22, 1965, conviction by
Municipal Court Judge Francis L.
O'Brien, who had sentenced them
at that time to ten days in jail
and $65 fine and court costs. The
conviction was upheld last Friday
by a jury decision in the Circuit
Breakey began sentencing the
protestors individually at noon
and concluded at 1 p.m.
After the sentencing, defense
attorney Ernest Goodman filed a
claim of appeal, with the inten-
tion of carrying the case to a.
higher court. Goodman asked that
the appeal bond on this decision
remain at the same level as the
appeal from municipal court, be-
cause the demonstrators had
shown that they could be trusted
to appear in court at theyproper
times. Prosecuting attorney, Wil-
liam Delhey objected, asking that
the appeal bond be raised.
Breakey answered that the pro-
testors had shown by their gen-
eral attitude and their actions at
.the draft board that they had no
respect for the law and its enforce-
Not Denial Rights
He added that, "they had not
been denied one single right.. .
as in many civil rights sit-in
Breakey then set the appeal
bond at $500, over the objections
of Goodman. He stated that he
Shad done so because he felt that
he was dealing with an organized
move to violate the law and be-
cause "there must be a showing
by this court that the law of this
community will be enforced."
Goodman began the process of
filing for appeal at 1:30 p.m. and
was able to obtain the release of
all the demonstrators by 7 p.m.
The bond was reportedly raised
through pledges obtained prior to
During the sentencing, Breakey
asked many of he defendants for
details of their background such
as age, place of residence and edu-
cational status. With respect to
the graduate students and the
assistant professor, he frequently
asked if they were employed by
the University as teachers or re-
search assistants, and what their
Eric Chester, '66, said he felt
the sentencing was done this way
because the judge. thought some
of the defendants who were older
should have known better and that
those who were working on public
money were subject to harsher
measures. He added that such
considerations in sentencing were
at the judge's discretion.
Those receiving 15-day sentences
were: Alan S. Brothman, '66; Gary
S. Rothberger, '67; Tommie L.
Suber; David L. Bloom, '68; Wil-
liam C. Ayers, '68; Douglas S
Chapman, '68; David N. Smokler,
'66, and Robert M. Meier, '68.
Also sentenced were: Thomas
F. Zimmerman; Alan H. Jones,
'67; Laurie L. Lipson; Joseph P.
Gaughn, '68; Frances M. Lipton;
John Raynor, Grad; Eric T. Ches-
are on scholarships.1i Tf,rpCT RE
Expansion Planned I *
The Children's Community or-
ganizers are hoping to expand the !
program byadding one grade lev- 1eston
el each year until it is a full K e 111~L l
elementary school. A bucket drive
will be started soon to seek bad-:
ly needed financing for the school,
according to Mrs. Hendon.
Several of the children left to
visit a printing company, accom- By NEAL BRUSS
panied by one of the University 1
student volunteers. College "activists" offer the
"It is up to the kids to de- greatest h o p e for furthering
cide what they want to see," Lau- A m e r i c a n individualism, Prof.
ra Shapiro, '68, commented. "Mu- Kenneth Keniston of the psychol-
seum trips are a favorite, but ogy department of Yale University
they've also been to restaurants, commented last night at the first
farms, potteries and the Farm- UAC symposium on the future ,of
er's Market." . American individualism.
The school's prospectus states After University President Har-
that two-thirds of the child's time lan Hatcher began the symposium
is spent on such expeditions. An with a brief discussion of indi-
individual pupil takes the initia- vidualisni in a computerized so-
tive in deciding if he wants to see ciety, Keniston sketched character
something he has read first hand, trends in the American student
and any others are free to come population, relating student be-
or remain at St. Andrew's. havior to involvement in society.
Learn Through Experience , Keniston sketched "the profes-
"It is only through this exper- sionalists" as the largest category
ience," said Mrs. Hendon, "that of students in America, replacing
a child can get a dynamic sense the "big men. on campus" of the
of what his cultural environment early century, the "apprentices" of
is like; it also increases his abil- the 19th century, and the "gentle-
ity to observe and widen his in- men-in-waiting" of the revolution-
terests and relate them to other ary era .
things he has learned." He said the professionalists were
the feeling of detachment they
needed to work for good grades.
Such an approach, Keniston
said, would tend also to change
the character of extra-curricular
activities and inter-personal rela-
tionships in college. Such activi-
ties became intensely serious pur-
suits for the professionalists,
rather than sources of enjoyment.
Keniston presented the "acti-
vists" and "disaffiliates" as dev-
iants from the professional trend.
These groups, he said, represent
a small minority within the stu-
dent population but are frequently
noticed because of their activities.
The activist is a student moved
to demonstrate for simple moral
and ethical values, an individual
acting to improve the world. He
acquires his 'values from his par-
ents, is satisfied with his academic
situation, and has few hidden mo-
tives underlying his behavior.
The disaffiliate, in contrast,
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