i
a1 I nid3a &
Seventy-Sixth Year
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Editorials printed in The Michigan Daily express the inidividual opinions of staff writers
or the editors. This must be noted in all reprints.
THURSDAY, APRIL 14, 1966
NIGHT EDITOR: MICHAEL HEFFER
Residential College's
Curriculum Proposal
HAVE YOU NOTICED lately how many
students doodle during class? Glance
at their watches every two minutes in
hope of reprieve? Can't wait to get back to
the dorm or apartment?
Prof. Theodore M. Newcomb of the so-
cial psychology department has noticed.
He says, "In this huge community the
students' shared academic interests are
minimal. There is no close coordination
between the students' academic and per-
sonal lives. The students are suffering
from academic anonymity."
Kenneth Winter, ,'66, has noticed. He
says, "University education is such a neg-
ative experience for many students that
they just want to get away and forget it
as quickly as possible."
BOTH NEWCOMB and Winter feel that
a possible solution to the problem of
"academic anonymity" is the residential
college. Both have been working hard for
several years on planning committees to
try to design a 1200-student college, a
"community within the metropolis," that
will make University education a positive
and coordinated experience.
Their efforts and the efforts of their
fellow-committee members have produced
a curriculum plan designed to give stu-
dents a maximum of intellectual free-
dom and stimulation.
The basic structure of the proposed cur-
riculu% is a very logical sequence of core
courses-so logical that it makes you
wonder why we haven't tried it before. All
freshmen will be oriented to college think-
ing by means of a freshman seminar and
a Logic and Language course.
IF THE EXPERIMENTS of Prof. Alan
Gaylord of the English department in
pilot project freshman seminars are any
indication, this course should be an im-
mense improvement-over the insipid Eng-
lish 123 requirement.
A correlated inter-disciplinary sequence
will introduce the underclassman to the
History of Western Man, Human Behavior
and the Contemporary World.
Careful attention to limiting the areas
covered each year should keep these
courses from being an "introduction to
nothing" and should preserve their value
as an overview of Western man and his
culture.
THE FACULTY planners want these
"core courses" to maintain flexibility
by allowing students to choose sections
and to pursue a study of individual top-
ics. Each seminar and section will be
studying its own topics, according to the
interests of the teacher.
. One of the most constructive aspects of
the curriculum is its treatment of the
language requirement. All students will
be required to "attain fluency" in a for-
eign language, but they can do so at their
own pace. No courses will be required
and no grades will be given for introduc-
tory language courses. The student will
take a proficiency examination whenever
he feels ready.
Intensive language courses, supervis-
ed independent study programs and lan-
guage houses will be available for the stu-
dents' use: a great improvement over
the present language requirement, which
either terrorizes or bores the student to
death.
THE CONCENTRATION program will be
oriented towards independent study.
Instead of following a required set of
courses, students will be free to organize
their own concentration programs and to
study individually, with help from faculty
members.
The calendar will include periods dur-
ing which all students could be released
from course obligations to study inde-
pendent topics of interest.
It sounds pretty good. Now the prob-
lem is getting this plan to materialize, in
spite of financial obstacles
SOME DEDICATED faculty members and
students have been creative enough to
plan the residential college. Let's hope
enough administrators, Regents, legisla-
tors and private donors will be creative
enough to get it built.
-ALICE BLOCH
ISR a
EDITOR'S NOTE: The following is a
speech givenby Rensts Likert, Di-
rector of the Institute for Social
Research, at the dedication of the
Institute's new building March 30.
By RENSIS LIKERT'
JT IS TRUE that the Institute
for Social Research staff has
worked hard and successfully to
make this day possible, but there
would be no dedication today and
no Institute for Social Research
at the University of Michigan were
it not for the imagination and
courage of the administration and
faculty of this great University
and especially its social science
departments.
Organizations - like plants -
germinate, grow and become
strong, healthy institutions in cli-
mates which nurture and foster
them. They do not spring into be-
ing in unfriendly environments.
The social science departments of
this university, and especially psy-
chology, sociology, economics and
political science, provided the sup-
portive climate which helped the
Survey Research Center and sub-
sequently the other centers of the
Institute to flourish and grow.
The sympathetic and encourag-
ing support of the University's
administrative officers has con-
tributed equally to our success.
Both have helped us become by
far the largest social science re-
search unit on any American cam-
pus. The Institute staff is deeply
appreciative of departmental and
administrative encouragement and
cooperation. In return, we hope
that our being here has brought
benefit's to all.
LET US LOOK to the future.
What may the institute, housed in
its new building, mean for the
University of Michigan, the state,
and the nation?
Since 1946, there has been a
tremendous growth in expendi-
tures to support research and de-
velopment in the United States.
The amount has increased from
just over a billion dollars to close
to 20 billion dollars today. Of this
total, however, the social sciences
at present receive only about three
per cent.
There is need for a substantial
increase in social science research.
New knowledge in the physical
and biological sciences is being
created at a rapidly accelerating
rate as the national expenditures
for research and development in-
crease. These increasing bodies of
knowledge are making our tech-
nologies so specialized and so com-
plex that the traditional methods
of organization and management
are incapable of handling the
problems. Social science research
on the problems of organization
is needed to enable our society to
make full and profitable use of
our investment in physical and
biological research.
THIS IS ALSO TRUE of the
problem of disseminating the new
knowledge and encouraging its ac-
ceptance and use. Our capacity to
deal constructively with the many
other problems of our complex, in-
dustrialized society would also be
benefitted by social science re-
search. Stabilizing our economy is
an example.
The 1958 recession cost the state
of Michigan over one billion dol-
lars in lost payrolls. Other urgent
problems include reducing juvenile
delinquency, improving intergroup
relations, improving leadership
and management of business and
government, creating organiza-
tions in which people can perform
more effectively and with better
physical and mental health, and
improving our capacity to deal
constructively with conflict at all
levels in our society, including
differences among nations.
At present, a substantial pro-
portion of the 18 to 20 billions of
dollars of expenditure for all re-
search is spent on development
and applied research. Both of
these, however, are dependent
upon the knowledge discovered by
basic research. It is necessary,
therefore, that the total research
effort of the United States in-
clude sufficient basic research to
provide an adequate foundation
for developmental and applied
work.
nd the
BASIC RESEARCH IS support-
ed now primarily by the federal
government. This is as it should
be. It is very much in our national
be. It is very much in our nation-
al interest to have substantial
amounts of basic research done in
all fields of science. Those nations
which support and conduct re-
search and spend substantial
amounts on education enjoy and
will continue to enjoy the greatest
well-being. Their per capita in-
come is the highest, their health
is best, they have the greatest
capacity to manage their differ-
ences and conflicts and to enable
their citizens to live productive,
fruitful lives.
Research and education, done
well and adequately financed, lead
to the greatest national well-being
as well as the greatest national
security. To serve our national
interests the federal government
should, and I believe will, appro-
priate substantial sums to support
basic research.
Basic research financed by the
federal government is being con-
ducted in industrial, governmen-
tal, and non-profit research lab-
oratories and in our universities.
Universities, which have always
been seats of scholarship and
learning, should play a much
greater role in basic research than
they do at present. Our leading
universities should undertake the
major part of all basic research,
both to improve teaching and to
strengthen their role as centers
of American intellectual life.
Our major universities cannot
perform their educational func-
tions well without conducting the
basic research which this nation
requires. The exciting pursuit of
new knowledge by university sci-
entists and scholars, assisted by
their students, is and should be
one of the most important activi-
ties of our major institutions of
higher learning. Research is in the
historic tradition of. university
scholarship.
THE GREAT STRIDES made in
creating new knowledge in recent
decades are causing our scientific
disciplines and their methodolo-
gies to become increasingly com-
plex. It is no longer possible for
individual scientists working alone
with a few graduate students to
do all the researchthat is needed.
Large-scale organized efforts us-
ing highly complex, equipment,
the cooperation of several col-
leagues, and the assistance of a
number of technicians are also
required.
To embrace the opportunity to
do the research which funds from
the federal government, founda-
tions, and business make possible,
our leading universities will need,
consequently, to do this work
in three different organizational
ways:
-Research done by the indi-
vidual scientist assisted by
students;
-Research undertaken by cen-
ters in a particular discipline
or department;
-Interdisciplinary institutes en-
gaged in problem-oriented,
programmatic research, estab-
lished on a university-wide
basis, and with their own re-
search staffs.
THE FIRST OF THESE two
ways of conducting research, i.e.,
the individual scientist and the
departmental center, are well-
known and widely used. The third,
the interdisciplinary research in-
stitute with its own staff, such as
the Institute for Social Research,
is much newer and fairly unique.
Let us examine briefly its role in
the conduct of research.
The need for such institutes
springs in part from the nature
of many of the problems requiring
basic research. Problems on the
frontiers of knowledge often must
be tackled with methodologies and
concepts drawn from more than
one discipline. The magnitude of
the methodological resources re-
quired is another reason for in-
terdisciplinary institutes. The sam-
ple survey, for example, is by its
very nature an interdisciplinary
tool.
It is interdisciplinary both in its
origin and in its use. As a method,
it uses sampling developed by
mathematical statisticians; inter-
viewing, attitude measurement,
and content analysis developed by
political attitude measurement,
and content analysis developed by
political scientists, psychologists,
and data processing relies on sta-
tistics and mathematics.
The sample survey is an essen-
tial research tool for many studies
in all of the social sciences as well
as in such fields as health, educa-
tion, and business and public ad-
ministration. To do basic research
on many of the problems in these
and related fields, a university
needs to have available the facili-
ties for sample surveys. This is
but one example of why a major
university requires the resources
to do interdisciplinary research if
it is to conduct research on the
full range of significant problems.
RESEARCH IN ALL three ways
can and should greatly enrich
teaching. The experience of ISR
illustrates the significant contri-
bution to teaching which the
large interdisciplinary institute
can make. Members of our staff
teach courses based on their re-
search covering new methodolo-
gies and new substantive findings,
as well as courses of more general
content, at both graduate and un-
dergraduate levels. Their teaching
is done on invitation of a particu-
lar department or school and has
steadily increased over the years.
More than 35 institute staff mem-
bers are teaching in the social
science departments and in several
of the professional schools.
Research, properly organized,
contributes appreciably to improv-
ing instruction. Probably the
greatest enrichment of instruction
comes from the actual participa-
tion in the research. By taking
part in the research, undergradu-
ates, graduates, and post-doctoral
fellows "learn by doing." This may
increase somewhat the cost of con-
ducting the research, but it is by
far the best way to teach research
methods and an understanding of
the major conclusions emerging
from research. The best instruc-
tion can be given in many fields
only in conjunction with research.
BASED ON THE TOTAL amount
of research funds in prospect over
the next decade or two, it is prob-
able that a relatively small num-
ber of universities will establish
facilities forfull-scale research in
the social sciences in all three
ways: The individual scientist, the
departmental center, and the in-
terdisciplinary institute.
That is, I believe that over the
next 10 to 20 years relatively few
universities will establish large in-
terdisciplinary social science re-
search institutes with the charac-
teristics which I believe are essen-
tial to conduct research in the
third organizational way.
Important among these charac-
teristics are the following: The in-
stitute is organized on a university-
wide basis with its own permanent
staff to do problem-oriented re-
search on a long-range program-
matic basis. It is engaged in such
research on many widely different
problems. It is fully equipped with
the technical resources required
for large-scale social science re-
search. For example, it has the
facilities for conducting sample
surveys, including sampling, in-
terviewing, coding, and data pro-
cessing.
MOREOVER, even in the physi-
cal sciences, where far larger sums
are available for research, there
are a relatively small, number of
large interdisciplinary research in-
stitutes. A few of these are in
universities,. Others are Indepen-
dent, non-profithresearch organi-
zations where the basic research
conducted usually contributes lit-
tle to enriching instruction di-
rectly.
Let me paint a picture of what
I believe is likely to occur at the
handful of universities which es-
tablish resources to do research in
all three ways. Their interdisci-
plinary institutes will not only
conduct interdisciplinary research,
they will also provide methodologi-
cal and other facilities to assist
research conducted in the other
two ways, namely, by individual
scientists and department-based
centers.
The experience of ISR illus-
trates the manner in which the
research institute can facilitate
other research. For example, the
Institute is providing resources to
individual investigators and de-
partment-based centers for such
projects as the following: a study
of automobile accident costs and
payments, an investigation of the
investment decisions of high-in-
come families, studies dealing with
family size and family planning,
and a project dealing with law en-
forcement in low-income urban
areas.
THE EXTRAORDINARY re-
search resources of this handful
of universities will enable them to
become the nation's primary
sources of new knowledge. As na-
tional centers of intellectual lead-
ership, they will attract to them
the most able scientists and schol-
ars because of the intellectual fer-
vor and stimulation attending the
creation of new knowledge. For the
same reasons the iost able stu-
dents will strive to be at one of
these universities, especially for
graduate, professional, or post-
doctoral work.
The plan of Judge Woodward in
1817 for Michigan's educational
system and the 1936 constitution
of the state anticipated this kind
of key intellectual role for a major
university. The intention was to
have the University of Michigan
perform a "capstone" role for the
state's system of education. Draw-
ing on this concept, this handful
of universities as national centers
of intellectual activity and growth
could well be thought of as per-
forming the capstone function for
the nation's institutions of higher
learning.
THE BUDGET of the Institute
illustrates the probable source of
support for the research efforts of
such universities. Approximately
one-half of the institutes budget
comes from various federal agen-
cies, such as the National Science
Foundation, the Department of
Health, Education and Welfare
and the Department of Defense.
About one-fifth comes from
foundations, one-sixth from indus-
try, and one-eighth from the Uni-
versity, A large proportion of our
funds come from source soutside
of the state of Michigan and yet
Michigan benefits appreciably from
ISR's presence.
The research of the Institute. il-
lustrates the contribution which
the large interdisciplinary insti-
tute, equipped to work on many
different kinds of problems, can
make. We find that the presence
of the Institute with its research
resources encourages business and
governmental agencies to seek our
help. Moreover, our resources aid
us a ssocial scientists in our ef-
forts to encourage business and
government leaders to use research
to help them find better solutions
to their problems.
ANOTHER CONTRIBUTION of
research institutes is creating new
bodies of knowledge and adding
them to established disciplines.
The inter-university consortium
for political research is an exam-
ple. This is an organization of
some 69 universities in coopera-
tion with the Institute's Survey
Research Center. Each participat-
ing university contributes to the
support of the consortium; for
most of them, this amounts to
$250 per year.
The Survey Research Center,
through the consortium, makes
available extensive data on voting
behavior to the member universi-
ties and trains their faculty mem-
bers and graduate students in the
use of survey and quantitative
methods for studying political be-
havior. One-fourth of all Ph.D.
candidates in political science in
the nation are being trained in
Ann Arbor in these methods and
becoming familiar with the major
findings.
Another example of a contribu-
tion fro mthe Institute's research
concerns the important impact of
'Capstone' University
A
consumer motivation and beha-
vior upon our economy. Our re-
search has demonstrated the im-
portance of the consumer sector
and shows that a new and prom-
ising approach is available for
minimizing those fluctuations in
our economy so costly to this state.
Our research on leadership, or-
ganization and management is
pointing to newer ways to organ-
ize and administer which can sig-
nificantly improve productivity,
labor relations, employee satisfac-
tion, and employee health and
mental health.
Perhaps another indication of
the value of our research i the
large and growing stream of visi-
tors to the Institute from all over
the world. We have become an im-
portant international center of
social science research.
THE UNIVERSITY of Michigan
model from which I believe cap-
stone universities will emerge is
relatively unique. Its individual
scientists are widely recognized,
as are its department-based cen-
ters. And as our new building
makes obvious, the University is
far ahead of other universities in
the conduct of research by the
large ,Interdisciplinary institute.
The University of Michigan
model upon which I believe the
handful of key universities will be
built has come into beinig as a re-
sult of two important factors. The
first is the unusually fine coopera-
tion among the different depart-
ments and schools of this Univer-
sity. There are few universities
where the relationships among the
departments and schools are as
friendly and constructive as here
and where so many successful in-
terdepartmental programs exist.
The second important factor is
the administration of this univer-
sity. In my judgment, it has been
more imaginative and creative in
the organization and management
of research and in relating re-
search to teaching ,than the ad-
ministration of any other univer-
sity. The University of Michigan
is distinctly ahead of other major
universities in these two respects.
These are crucial factors inspro-
viding the climate in which inst-
tutes like the ISR can be created
and can grow. These factors are
essential for the establishment of
a capstone university.
THE STATE OF MICHIGAN
has, today, an unique opportunity.
If it chooses to do so, it can have
in the University the first and
one of the nation's few capstone
universities. Michigan's system oft
higher education would benefit
greatly from such a university as
an integral part of the total edu-
cational structure. It would greatly
enrich the research and teaching
of all the state's institutions of
higher education. It would make
Michigan even more than now a
national center of intellectual
leadership. It would attract to
Michigan new and highly profit-
able industry.
The knowledge and resources it
would provide and the services it
would render would significantly
improve the health of the citizens
of Michigan, their productivity
and their per capita income. The
knowledge and resources it would
provide and the services it would
render would significantly improve
the health of the citizens of Mich-
igan, their productivity and their
per capita income. The cost of
this university capital would be
far less than its direct return to
Michigan, since so much of its
research budget would be financed
by funds from sources other than
state appropriations.
RESEARCH AND EDUCATION
are the keys to economic and so-
cial well-being. The establishment
of several universities as national
centers of research and intellec-
tual life can make a great contri-
bution to the welfare of this na-
tion. The state of Michigan once
more can supply intellectual lead-
ership to the nation by being the
first to create a capstone univer-
sity. I sincerely hope that it will
embrace this opportunity and de-
rive the benefits which it can
bring.
4
AI
E
Housing Brochure.:
It's About the Timing ..
HE ,LONG-AWAITED Off - Campus
Housing brochure has finally become a
printed reality. But with the end of the
winter semester only one day away, this
year's booklet is of very little value.
Acting Editorial Staff
MARK R. KILLINGSWORTH. Editor
BRUCE WASSERSTEIN, Executive Editor
CLARENCE FANTO
Managing Editor
HARVEY WASSERMAN
Editorial Director
JOHN MEREDITH...... .. Associate Managing Editor
LEONARD PRATT. Associate Managing Editor
BABETTE COHN................Personnel Director
CHARLOTTE WOLTER .... Associate Editoral Director
ROBERT CARNEY.........Associate Editorial Director
ROBERT MOORE ..........Magazine Editor
CHARLES VETZNFR..................Sports Editor
JAMES LaSOVAGE..,........,Associate Sports Editor
JAMES TINDALL..............Associate Sports Editot
GIL SAMBERG .............Assistant Sports Editor
NIGHT EDITORS: Michael Heffer, Merle Jacob, Rob-
ert Klivans, Laurence Medow, Roger Rapoport, Shir-
ley Rosick, Neil Shister.
DAY EDITORS: Alice Bloch, Richard Charin, Pat
Chopp, Jane Dreyfus, Susan Elan, David Knoke,
Mark Levin, Steve Wildstrom, Joyce Winslow.
ASSISTANT NIGHT EDITORS: Robert Bendelow, Da-
vid Duboff, Wallace Immen, Marshall Lassar, Dan
Okrent, Lynne Rothschild, David Smith,
ASSISTANT DAY EDITORS: Harriet Deutch, Kathy
Edelman, J. Russell Gaines, Aviva Kempner, Helen
Kronenberg, Pat O'Donahue, Susan Schnepp, Jo-
seph Tomlinson, Betsy Turner, Eric Wayne, Martha
Wolfgang,
SPORTS NIGHT EDITORS: Bob McFarland, Howard
Rohn, Dan Okrent, Dale Sielaff, Rick Stern, John
Sutkus.
Acting Business Stafff
SUSAN PERLSTADT, Business Masager
JEFFREY LEEDS ........ Associate Business Manager
HARRY BLOCH............ Advertising Manager
STEVEN LOEWENTHAL........Circulation Manager
ELIZABETH RHEut14..............Personnel Director
VICTOR PTASZNIK ................ Finance Manager
ASSISTANT MANAGERS: Anne Bachman, Ken Kraus.
Mike Steckelis, Amy Glasser, Gene Farber, 3e2
Brown, Carol Niemira, Beth Linscheid, Judy Blau,
Maryann Vanderwerp, Bill Hunt, Steve Simmons,
Sue, Benschop, Cathie Mackin, Rita Jo Rankin, Joan
Vanderwerp, Randy Rissman.
NTOR MANAG r RS:. ri cKns. William Krauss.
As the booklet states, students already
on campus apply early the previous win-
ter for accommodations for the following
September. So most of next year's apart-
ment dwellers have already made their
choices. The brochure's comprehensive
checklist of things to look for when com-
paring apartments won't do them much
good.
The booklet isn't going to be of much
help to incoming students either. Most
of them will be freshmen and ineligible
to live outside of University housing. So
unless the booklet is to be used again
next year, it isn't going to be of much
practical use to anyone.
T1HIS IS UNFORTUNATE because the
brochure contains some important
new information. Most important, it ex-
plains the eight-month lease policy.
This policy was an honest attempt by
the Off-Campus Housing Bureau to make
a substantial change in the housing situ-
ation. It was to help students avoid the
loss of time and money involved in sum-
mer subletting:
Unfortunately, very few landlords have
been willing to use the eight-month lease
option. As the housing brochure explains,
those landlords who have agreed to of-
fer eight-month leases have had to in-
crease their rents in order to protect
their investments.
But the rent boosts on the eight-month
leases are so high that it almost pays to
take a 12-month lease and try to sublet.
EITHER WAY the student is the loser.
He is caught in a bind between high
rents on year leases and even higher
rents on eight-month leases. And each
year the situation gets worse.
On the average, rents next year will
be five dollars higher per person per
month than they were this year. This is
0f
E
Buddhists Pose a Second Revolution
Vf
MUCH DEPENDS on whether or
not the present crisis in Viet-
nam is merely one more in the
series of reshuffles which have
been taking place since 1963. It
begins to look as if it were very
much more than that-no mere
reshuffle among generals, but a
deep popular crisis.
For the Buddhists, who are the
core of the opposition, are de-
manding a new kind of govern-
ment, not merely a change within
the government, say the removal
of Gen. Nguyen Cao Ky.
A change in the kind of govern-
ment, from the directorate of war-
lords to some sort of directorate of
civilians, would be not a reshuffle
but a revolution.
THE GENUINELY revolution-
will have the predominant power
when the generals go.
The question then is what the
Buddhists represent. We have no
definitive information on this
subject, in the main because it
is a technical impossibility for
Americans and other Western
journalists to get any reliable
measure of the extent and force
of the opposition in a country
which is ravaged by a ferocious
civil war.'
WHAT WE DO KNOW is that
in the whole series of crises since
the downfall of Diem in 1963 the
Buddhists, when they have inter-
vened actively, have appeared to
play a predominant role.
Whether or not the Buddhists
are at present a majority by a
n ,,f 1,orA.A n onvrnmon+ in
Today
and
Tomorrow
By WALTER LIPPMANN
THERE IS, of course, discontent
with the cruelties and miseries of
war. Finally, but not least, there
is discontent with the overpower-
ing presence of a large army of
rich, unreticent aliens from a dif-
ferent civilization.
It may well be that the situation
in South Viet Nam has reached
the breaking point, foreseen by a
few who have studied the war at
close hand. The time may have
enm whn w a7 oav faePda with a
of the Vietnamese. All this gen-
erates a popular hatred of the war.
It is a plausible supposition that
the Buddhists, who have ways of
being well-informed about what
is going on in their country, are
responding to this situation.
IF THIS is what is happening,
we have to take account of several
contingencies.
The first is that Gen. Ky and
some of his fellow generals may
decide to suppress the Buddhist
rebellion by military force. If they
do try this they are likely to pre-
cipitate a civil war inside of that
part of South Viet Nam where we
are lodged, and the consequences
of such a civil war are incalcul-
able.
We must not forget that the fall
If we are wise we shall play that
one cool.
A third contingency is that a
South Vietnamese government will
tell us that our military support
is no longer necessary and will in-
vite us to withdraw our troops. If
and when, this contingency con-
fronts us we shall have to take a
new look at the holding strategy
which was so scornfully dismissed
earlier this year.
Although we shall have failed to
do what it was never possible to do
--to conquer the Viet Cong and
turn the whole of South Viet Nam
over to Gen. Ky's government-
there is no reason why we should
lose our heads.
WE SHALL HAVE an undefeat-
ed army in Indochina. and while it
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