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Seventy-Third Yew
EorrE AND MANAGED BY STUDENTS OF THE UNWIELSrrY OF MXHWAN
UNDER AUTHORrTY OF BOARD IN CONTROL OF STUDENT PUBLlCATiONS
Opinions Ar~ Pf STUDENT PUMLCATIONS BLDG., ANN ARBOR, MCH., PHONE w 2-3241
tb Will Prevail"'
orials printed in The Michigan Daily express the individual opinions of staff writers
or the editors. This must be noted in aa reprints..
"I Was Just Telling Kbrushchev, 'Our Differences
Are Only Temporary'"
LETTERS TO THE EDITOR:
Refuting 'Irrefutable
Argument' on Protests
APRIL 26, 1964
NIGHT EDITOR: KENNETH WINTER
A'Liberal Education:
Auld the University Keep Trying?
. . .
IBERAL EDUCATION will never be the
same. The dizzying trends which are
o rapidly changing higher education in
eneral seems to be focusing on this tra-
itionally placid and serene facet of col-
,giate life.
At the moment its very survival is at
iestion. Liberal education, by which is
leant all education-curricular and ex-
'a-curricular-not aimed primarily at
ocational objectives, appears to be los-
ig the battle to:
-The multiplication of knowledge. It is
major achievement today to become an
apert in one corner of one field of one
scipline, yet the comfortable and desir-
ble vocations require a certain level of
pertise. So professional training be-
omes more demanding, starts earlier and
ushes out the "frills" which don't con-
ibute to competence in that discipline.
-Increased competition. There is, first
V all, the phenomenon of automation
ushing more young people to look toward
bs which require a college education.
le "baby boom" adds to the squeeze. The
sult is the "rat race": the grim compe-
tion to get into and stay in college and
aduate school. The pieces with which
ie rat-riace game is played are the num-
ors and decimal points of the grade-
oint system. But alas, since the presence,
r absence of a liberal education doesn't
iow up reliably on the grade-point score-,
)ard, students devote themselves more
ad more to activities which do.
-The academic assembly line. With
xe first two factors comes pressure on
lleges to get things moving, so that the
ordes of students can be crammed with
e staggering backlog of knowledge more
ficently. Thus we have trimesters and
aarters, shorter vacations and two-and-
-half year baccalaureates. All of which
e easy to take if you simply cut extran-
aus activities from your life.
'HE RESULT IS THAT-wth the possi-
ble exception of courses in his con-
antration field-a student has to be
eetty happy-go-lucky to permit himself
i take more than a handful of courses
st because they interest him. Member-
ip rin extracurricular activities, his
unselor tells him, Is even more fool-
ardy-for whatever their contribution to
orsonal. growth, they don't add .001 to
mr grade-point.
ARGUMENT can be made that lib-
eral education no longer is necessary.
e its functions become more and more
iecallzed, society makes it easier and
4sier to gt through life comfortably be-
ig nothing more than a slot-filler, con-
tng people outside one's slot only on
Ie lowest-common-denominator provid-
i by the mass media and trivial conver-
tion.
But while broad education may no long-
c be necessary to obtain the means of
aying alive, It promises to become all-
iportant in providing . a 'means to en-
y life. For the very technological forces
hich are making us slot-fillers are re-
asing us into newfound leisure time.
ore and more, the key to personal con-
ntment-which, rather than mere eco-
mic survival, should be our ultimate aim
-lies in how we make use of this time.
HEN LI ERAL EDUCATION works, it
provides this key. Its important effect
opening up the immense vistas of life
hich can be so satisfying to explore
-and imparting the desire, to explore
em.
Liberal education cannot survive as it is
w. As long as distribution requirements
ree people into introductory courses
med mainly at preparing concentrates
r their respective disciplines, students
ill quite reasonably look for the snap
urse rather than the intellectual ex-
rience. Liberal arts courses-which per-
aps should be divorcedV completely from
eprofessional ones-should be broadly
nceptual rather than technical and
rer-f actual, aimed at motivating the stu-
ent toward, further independent pursuit
the field rather than cramming' him
All of a subject he'll never see again.
'HESE CHANGES are worth making,
hPoq.qPlipm.1 mnatin 's-ort sa--
No...
A COLLEGE EDUCATION is not what it
used to be. The change began with
mass industrialization and the Increasing
availability of secondary education. Col-
lege was no more the breeding ground of
the philosopher-king, the scholar who
would spend the remainder of his life in
leisure or in independent pursuit of what-
ever fancied him. Many more had the
necessary educational background and
industry needed college-educated men. It
was no longer a privilege but an economic
necessity to have a degree.
At the same time, the notion of spe-
cialization was taking hold as man's
knowledge increased and the demands of
industry' became more rigid. Few want-
ed to be philosopher-kings any -more;
they just wanted the degree and the
background necessary to find a job.
THE RESULT-at the University at least
-is absurd. There is a language re-
quirement which nobody can adequately
justify any more. There is a humanities
requirement for the future mathematician
or chemist. But there is neither. for the
future engineer. Does he need them less,
or, better, does either need them at all?
Times have changed, but concepts
haven't. Despite the fact that few come
here any more to get a broad, well-round-
ed education, what is supposed to be one
is crammed down everyone's throats. And
of course the attempt almost completely
fails.
THE LIST OF REASONS why the Uni-
versity is failing and will probably con-
tinue to fail is a long one:
-Most people are not now and will
never be interested in a great many areas
of knowledge with which they would need
to be familiar to be liberally educated.
-Distribution requirements often alien-
ate people more than interest them ina
subject, and they try to get away with the
easiest courses rather than the most val-
uable and stimulating.
-Courses are not taught in a manner
geared to liberal education. Rather than
trying for broad perspective, introductory
courses serve to push as much of one spe-
cific field upon the student as possible,
and advanced courses are only more nar-
row. As a result, people are supposed to
get their liberal education by learning
about Milton, Hegel, Einstein and Keyns
in a completely unrelated way for a few
hours apiece, each day, each semester.
-The narrowness of courses and the
penchant for traditional departmental
approaches prevents there even being
classes which would help to liberally edu-
cate a person.
THE UNIVERSITY Ishould face it: the
traditional idea of a liberal education
is out of date. Industry doesn't want peo-
ple with It, people often don't want it, it's
almost impossible to teach within the
context of faculty attitudes. This alone is
reason enough to give up trying, at least
in the present way. But the University
shouldn't even try at all.
In the past, people went to college to
get a liberal education because it was
what they -wanted to get. If they come
now to. learn for jobs, then that's what
they should be taught.
There are those who still want to get
a liberal education; those who are going
to be the leaders in society should have
one. The route should be open to them.
A true liberal education does not come
from the classroom. It comes from bull
sessions, participation in student orga-
nizations, picket lines and sports, indi-
vidual reading and just sitting back and
thinking.
IT'S GETTING DARN HARD to get a
liberal education this way any more;
the academic pressure won't permit it.
But the solution is there. If the concept of
force-feeding everyone a liberal education
is disregarded, distribution requirements
could also be dropped. The number of
credit hours needed to graduate could be
reduced to say, 60, all of which could be
in the area in which a student wanted to
get his degree. Those that wanted to be
"two year wonders" could be-they prac-
tically are now if they have advanced
credit, take 20 hours a semester and take
JAZZ FESTIVAL:
Commercialism on the Make
To the Editor:
AN "IRREFUTABLE agrument"
for voenein .civil rights
demonstrations? Are you being
facetious, Mr. Klein? Assuming
you are serious, here is some food
for thought:
What is the real problem facing
the Negro? It is not merely a mat-
ter of getting laws passed and en-
forced. You cannot legislate away
the real problems - ignorance,
hatred ands prejudice. And what
does violence do for the solution
of these problems? You will find
that the majority of people, when
asked for an opinion on the pro-
posed actions of New York's chap-
ter of CORE at the World's Fair,
express anger towards such ac-
tions. The local equivalent, the
DAC, has done much to retard un
derstanding between the Negro.
and the rest of the community.
Demonstrators m u s t show a
healthy respect for the laws and
personal property to avoid creat-
ing more hatred and prejudice,
and gain sympathy for their
movement. An irresponsible dem-
onstration that destroys or dam-
ages life and property could set
a precedent and start similar dem-
onstrations all over the country.
Perhaps some civil rights legis-
lation would result--but. certainly
bitterness and hatred would also.
You can't legislate people's feel-
ings.
* * *
THE LAST decade has seen
notable steps taken towards the
improvement of the Negro's posi-
tion in America. The situation is
not "like that of the Warsaw
ghetto 20 years ago," to quote Mr.
Klein, and the only solution is
not "to rise up with pebbles, glass,
slingshots, shotguns or bombs." I
don't know how Mr. Klein defines
a "minimal amount of freedom,"
but I'm sure freedom won't be
attained in the next hundred
years by violence. violence can
only alienate the country against
the Negro equality movement. The
goal is acceptance of Negro equal-
ity in the minds of men, not just
legal equality. The former with-
out the latter can only retard the
real alms of such groups as the
NAACP and CORE.
The present methods may be
slow to "bring results, but they do
bring results. The movement con-
tinues toward its real goal. Vio-
lence, even if it does show some
legislative results, can slow or re-
verse that movement to the real
objective-equality not just under
the law but in reality.
-William C. Buhl, '64
Girl Cheerleaders?
To the Editor:
READ with interest Mr. Row-
land's column of April 21 con-
cerning the future prospect of
having girl cheerleaders at Michi-
gan. Mr. Rowland seems to think
that such would never be the case
because of "tradition." I don't
understand why this is necessarily
so.
The value of girl cheerleaders to
a team's morale cannot be under-
estimated. Having been a witness
to the NCAA basketball finals in '
Kansas City during March, I ,can
definitely assert the 'positive ef-
fect that the arrival of the UCLA
girl cheerleadersgin the second
half of the first game had on tho
team. Comparing this with the
effect of our own cheeleaders
(with no offense intended to the
individuals involved) is a,laugh.
IDON'T 'SEE why a mobilized
student opinion-of which' I am
sure Mr. Rowland is in favor-
could not achieve such a goal. It
is certainly not a radical sugges-
tion-we are without a, doubt one
of a minority of universities that
do not have some lovely feminine
forms gracing the sidelines of their
sports events.
-Norman Oslik, '66
Comments On Sex
To the Editor:
AFTER READING the series of
articles on sex I determined to
submit the following comments.
The existence of a , desire does
not justify its satisfaction. The
desire for food does not justify
stealing in order to obtain the
desired substance. Self control and
persistence are required in -order
to work and ultimatelypurchase
the- desired substance. Sexalunx-,
ion is justified only when it ex-
presses true love. True love can
best be defined as that emotional,
volitional response to kan Intel-.
lectual evaluation of another per-
son's character which usually re.-
sults in marriage. True loveseeks
the happiness of one's partner, not
of one's self. One who seeks sexual
union outside of a true lqve rela-
tionship is saying I want someone
to satisfy my desire right now, I
can't wait.
ALEXANDER DUMAS has said
"If you have a sexual experience
with a girl worthy of you, you do
damage to her. If you have it with
a girl unworthy of you, you do
damage to yourself."
There is a proverb that says:
"In a heart where there is room
for several, there is no room for
one alone' Young men and wom-
en who use the expression of
married-love, created by 'God, be-
fore marriage, are preparing
themselves for an unhappy mar-
riage.
Aren't men strange?. They are
anxious to marry a virgin and yet
they want to experiment first.
-Ronald L. Keller, '61
Tampa, Florida
'HAMLET':
Refreshing
LAURENCE OLIVER'S peerless
"Hamlet," sponsored jointly by
the speech department and Cine
ma Guild, commemorates at/ Ar-
chitecture Aud. the 400th birth-
day of Shakespeare.
All aspects of thefilmturn
upon Oliver's conception of the
character of Hamlet,. Metonymic
clamps make even the setting a
reflection of the character of,
Hamlet. At the beginning and at
the end, the camera pauses at his
mother's bed. The camera probes
restlessly through the labyrinthine
passages' which impart the work-
ings of Hamlet's mind.
Hyperbolization of the setting,
in fact, occasionally threatens to
stifle the action. The camgra lin-
gers on the thick columns, Ro-
manesque arches and massive
walls, through whose chinks light
infrequently pierces.
For 'a few brief scenes, the
camera .moves through these
chinks to show the sea, as well as
the death and burial 'of Opelia.
On two occasions, Oliver move-s
even farther from the confines of
Elsinore to illustrate the death of
Hamlet's father' and to° depict
Hamlet's voyage to England.
For the most part,' though,.
Oliver retains in his film the spay
tial 'limitations imposed by the
stage. The tortuous, murky in-
teriors of Elsinore become the
stage. Within these locked spaces,
he creates a poisonous atmosphere
which complements the ambiguols
relationship among the main
characters.
Thisexclusive rocus on- the
character of Hamlet, apart from
its controversial Freudian aspects,
withers the interplay hetween
character and plot. Threading all
Hamlet throws the film out of
balance. Suppression of the fiame
of the play-the role of Fortinbras
-distinctly dimiishes the stature
of the tragedy and ,tends to "re-
duce it to a case study of Hamlet.
It also excises background in-
formation needed to explain the
dark deeds of Hamlet's father,
which set the cycle of calamities
in motion.
All., in all,, however, the film
is a magnificent accomplishment.
Imaginative visualization never
overwhelms the words and, in fact,
refreshes the speeches too familiar
to be treated conventionally.
EDITOR'S NOTE: Stuart Aptekar
was a participant in the Notre
{Dame Jazz Festival held last week-
end, He is a junior and plays in a
local rock and roil band.
By STUAR'"APTEKAR
Daily Guest Writer
A YEAR AGO, fifteen college
students from the University
boarded a chratered Greyhound
bus, carrying musical instruments
and wearing the excitement of a
Saturday morning departure. The,
bus arrived in South Bend, Ind.,
at' 11:30 a.m. As we anxiously
scrambled out to look for the
registrationdarea, wide-open dor-
mitory windows .welcomed us to,
the Notre Dame Collegiate Jazz
Festival with loud "rock and roll
artists" on various radio stations
simultaneously vying for attention.
We ran toward the La Fortune
Student Center and, from the time
we pinned on our orange partici-
pant badges, submerged ourselves
fully in 'the festivities. Our big
band played well and lbst. How-
ever, in true competitive spirit,
we remained to hear the colleges
selected to 'perform in the finals
compete for top honors and prizes.
We were all very proud in our
front row seats when the Bob Po-
zar trio representing the Univer-
sity won, once again bringing fame
to the institution that has done
so little to encourage jazz. It
seemed fitting that the prize tro-
phy the group received was placed
on display at the Falcon. Bar
where the non-students (with the
exception of Michael Lang on pi-
ano) were playing four nights a.
week. We left Notre Dame at mid-
night, secure in our identification
with the winners.
* * ?~
THIS YEAR the big band went
down to Notre Dame again. The
other groups representing the Uni-
versity were a quintet (the drum-
mer and bassist of which were
from Michigan State University)
and a vocalist backed by a quar-
tet (the drummer and saxophon-
ist of which were from two men's'
clothing stores on campus).
There was no early morning
Greyhound bus this year. There
were no justifiably proud winners
from Michigan this year. There
was no "true competitive spirit"
this year. There was not even\ one
University competitor in the AU-
DIENCE for the finals this year.
The 25 Michigan participants were
not all bad losers. Their disap-
pointment with the weekend was
not merely post facto sour grapes.
*
THERE WERE certainly many
memorable and happy incidents:
The young jive trumpeter who
said, "Jazz is'clothes, man. Ya
dig these bouts!"; the jazz trom-
bonist turned celUst, Dave Baker
(former sideman with George Rus-
sell) who explained, "I wasted a
year feeling sorry for myself be-
fore I finally hit on the cello" (he
was involved in an. automobile ac-
cident which permanently dam-
High School band under the di-
rection of Reverend George Wis-
kirchen (the precision with which,
the boys responded '3 the robust
direction of the happy, hefty
Father was high praise for the
enthusiasm of both Father Wis-
kirchen and his boys).
* * *
THE COMMERCIALISM and es-
thetic inadequacy of the Collegiate
Jazz Festival, however, was very
apparent and unpleasant. The
large ,field house was well equip-
ped with loud speaker. so that
the judges who were seated at the
rear of the building could hear
the amplified sound. The public
address system supplied by the
ATHLETIC DEPARTMENT con-
pletely distorted the sounds from
the stage and introduced hums.
squeals, and booms to these dis-
tortions. The piano, when heard
over the PA system, had a brit-
tle, metallic-almost celeste-like
"quality" that made rhythmic
comping sound silly and absurd.
The solo mikes for the horns were
turned up too high and not ad-
justed during the performance.
This was particularly apparent
in the vocal number "Something
Cool!" The spotlight focused on
the female dramatically clutching
the microphone though the speak-
ers carried only the obligato fig-
ures of the tenor saxophonist. The
engineer had forgotten to turn on
the microphone channel for the
vocalist so 'that for the first 30
bars of her solo, the judges heard
only the background. On the bas-
is of a fragment of this tune, the
judges awarded her a two week en-
gagement at the Chicago Playboy
:Club.
All the sounds heard in the back
of the field house by the judges
were jumbled due to a phase lag
between the amplified and actual
sounds. The double amplification
of the cello in the septet from In-
diana University fused the suit:le
cross polyphony into an audio
boom.
THE FORMAT of the festival
was Ed Sullivan-a small group
followed by a big band-with the
small group functioning as a filler
between the main attractions, the
big bands. It is questionable
whether a person is capable of
evaluating a small group follow-
ing a "flag waver" from a big
band. Every big band played their
fastest, loudest, most technical
number as their final selection.
Among the soloists, there were
very few individual voices. The
winning /trumpeter had adopted
the most obvious and uninventive
of Lee Morgan's phrases. The win-
ning group from Crane Junior Col-
lege blatantly exploited their eth-
nic advantage of being Negro by
playing "soul music," the sloppi-
ness and tastelessness of which was
particularly pungent in the "Gravy.
Waltz" interludes.
The one feature that could have
salvaged the festival for the per-
fn~mac w~ca -, nrnnaiiian-I es
mittee evidently decided instead to
save all of the $15 entrance fee
(paid by each group for the privi-
lege of playing for a paying, clap-
ping crowd).
* * *
THE COMMERCIALISM of the
"festival" was everywhere. "A buck
and a half buys you a CJF pro-
gram with score sheet, pictures of
your favorite jazz stars and a
chance to win a WEBCOR PORT-
ABLE STEREO RECORD PLAY-
ER DONATED BY RODIN'S REC-
ORD SHOP in the Saturday night
raffle." Instrument companies ex-
hibited and advertised the prizes
throughout the festivities. There
was a table where "$6 postage
paid" was camouflaged amdist
stacks of records from the previous
year. Downbeat, Magazine -had a
table of free past issues with free
cards to help expand its mailing'
list..
The most basic deficiency of the
festival was an over frenzied en-
thusiasm without regard for es-
thetic demands. Competition and
the will to win are not necessary
concomitants to meaningfu- mu-
sic. A field house full of fans and
loudspeakers is not an optimum
environment for the intimr te com-
munication of rn integrated jazz
group. The spectacle sound and
festival fury simply does not swing.
* * *
THE COLLEGIATE Jazz Festi-'
val was a commercial carnival that
exploited a reticent musical Phil-
osophy to prove that jazz is -
marketable commodity, not some-
thing esoteric, but something fob
the Playboy Club, something for
Negroes, something for white
Catholics, something to put on the
cover of Time Magazine, some-
thing to amplify, record and sell to
a "college crowd." Ini short, the
CJF tried to show that jazz "is
something for the neighborhood
pizzeria. If jazz is this something,
then nothing is something, and
nowhere is not only somewhere,
but everywhere.
MICHIGANENSIAN:
A Certain Kind of Reflection
THIS YEAR again I am privileg-
ed to review the Michiganen-
sian which will go on sale to-
morrow for $6. The book comes
with a matching paperback sup-
plement (not available separtely
at any price as the man on the
radio used to say) that contains
housing group pictures which you
can use to find out if your blind
date is going to be a pig. Even
though the supplement has a
glossy blue cover that shows more
fingerprints than the FBI it alone
will be worth the $6 to more than
a few customers.
tional yearbook style, which I
must confess, is a branch of
aesthetics that I have never been
able to grasp.
** *
THE TONE of the book is def-
initely didactic; For instance, as
early as page 25 we are able to
learn that "Creativity begins in
the mind of the creator,"and,' on
page 29 it is shown that to the
natural resources student "the Arb
is more than a place to make out,
it is an ecosystem." The book is
covered with infinites (pages 103,
161), but more with money (page
102 tells us that the "entertain-
menit field" costs money, and page
125 shows tot sports are expen-
sive too).
hands are pietty invisible them-
selves, as well as gifted.
WHAT I LIKED BEST, I think,
was the credo on page 41: "Except
for quads and dorms, however
most of us remain satisfied with
our way of life and worry mainly
about how and where to spend
our time and money."
The last eight pages offer an
interesting insult .to any reader
who has put up with the book
that far. According to the pithy
analysis there, the student body
is constituted of six major cafe-'
gories, none of which is acceptable.
Presumably though, 'they don't
worry enoughabout how and
where to spend their money.
t