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April 04, 1963 - Image 4

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The Michigan Daily, 1963-04-04

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Se&sy-Third Yaw
Emu AN MANAGED 1Y STUENs Or THE UTmvERSITY O MxC"GAN
UNDER AUTHOIrT OW BOARD DI CONTROL O STUDENT PUNLKATrONS
"Where Opinions Are Free SjtJD rPuxcAj oN' sB . ANN BOAx p , MudH., PHoNE No 2-3241
Truth Will Prevail"
Editorials printed in The Michigan Daily express the individual opinions of staff writers
or the editors. This must be noted in all reprints.
URSDAY, APRIL 4,1963 NIGHT EDITOR: BARBARA LAZARUS

LETTERS TO THE EDITOR:
Asks Fraternities
To Comply with Bylaw

The Unversity Presidency:
Policies and Problems

r T0MOST STUDENTS, the president of their
university Is an imposing and aloof figure,
visible only at the times of the institution's
major rituals. The president is on hand to
welcome the student into the university and to
usher him out at commencement. For many,
he is the first symbol of the university and for
even more, his image in academic robes is
the lasting picture carried in their minds of
the alma mater in the years after graduation.
To other groups the president also symbolizes
the university. Faculty members variously see
him as the educational leader of an academic
)community or as the institution's chief sales-
mhan to foundations, alumni and state legis-
lators. To parents, he may appear to be the
surrogate father for their children while they
attend the university. To a representative in
the state capitol, the president appears as the
intellectual embarrassingly holding his hat in
his hand for more money or the chummy, back
slapping down-to-earth fellow working to aid
the state's farmers and industries.
To the members of the university's govern-
ing board, who inherited the president from a
past governing board, he may be the idealistic,
impractical head of an organization that just
doesn't follow sound business practice or the
clever chairman introducing the trustee to
problems with a soothing manner calculated
to disarm the trustee or convince him that his
obligation to the university is greater than the
obligation to the people who elected him.
To many education analysts, the quality of
the university is reflected in the quality of
ts president. Mediocre leadership at the top
will be evidenced sooner or later throughout
the university no matter how decentralized the
powerstructure. A dynamic and visionary
president will see his university improved.
I7HE UNIV RSITY of Michigan is more or
less a loose confederation of schools and col-
leges. Individual units have a high degree of
autonomy'in policy making for their own areas
and in the selection of personnel. This is in
;contrast to our neighbor up the way, Michigan
State University, where power is more con-
centrated in the central administration.
The autonomy is praiseworthy as it is dif-
ficult to get quality personnel to work in im-
portant administrative positions without giving
them a large say in policy making. Similarly,
strong faculty men want to be able to have
the say on how their department is run and
do not want to be told who they must accept
as new professors or what new courses they
must teach.
Being president in such a university has its
difficulties. One cannot initiate many things
without first checking with the department
head or professors related to it. Everyone has
his pet project and does not want to see it
changed from the outside unless he has at least
been consulted about it. In a decentralized uni-
versity, the too eager president is open to
charges of dictatorship.
There are other dangers in a decentralized
university. It can too easily slide into a col-
lection of individual units each charting its
own course with no central purpose or ration-
ality underpinning the whole apparatus. The
president may be afraid to innovate or initiate
and the vital processes of coordination, of in-
ter-disciplinary approaches to academic con-
cerns, of providing new all-university programs
will wither away. One can only depend so
much on the creativity of deans and depart-
ment chairmen; there has to be a man at the
top with time enough free to think about the
university's problems from a community-wide
perspective and come up with new ideas.
IN RECENT YEARS, the university president
has become more and more of a business
man and less and less of an educator. The
University of Michigan has a budget of more
than $110 million a year-definitely a big busi-
ness. But the $110 million is still not enough

to satisfy the needs of research and instruction,
and most universities have found it necessary
to seek actively outside financial help, espe-
cially in years when the state legislature ap-
proves austerity appropriations. Foundations
and alumni have to be contacted and persuad-
ed to let loose some of their dollars.
This trend in college presidencies has been
evidenced by the appointment of successful
men, government service officers or armed
forces leaders to the position of chief executive
officer of educational institutions. Several
college heads have resigned their positions,
citing the pressure to raise money and thus
neglect the more inspiring and desirable duties
of an educational leader.
Some universities have developed a schizo-
phrenic approach to solve the conflict of fi-
nancier vs. educator. The president serves as
the nominal head of the institution, conducting
sessions of the trustees, acting as the symbolic
representative of the university on official
functions, soliciting funds from alumni and
foundations. The chancellor or dean of facul-
ties or dean of academic affairs is in charge
of the educational programming for the cam-
pus, handling faculty and student problems.
Such a division, needless to say, is far from
ideal.
WHAT HAPPENS to the president whose per-
formance is less than satisfactory or whose
period of tenure coincides with a great shift
in the thinking of his board of trustees or
faculty? During a 10 to 15 year period, the
membership of the governing board can change
completely and a whole new generation of
faculty men can arise; the ideas of this group
about the operations of the university can
differ remarkably from the original groups
that put the president into office. Sine the
president is responsible to the trustees and
not the faculty, only the trustees can remove
him. But to fire the president for no apparent
failure to discharge his duties would be a
violation of the university's autonomy and, in
a sense, of his academic freedom.
A mediocre president, given his job for life
(or up to a mandatory retirement age of 70),
cannot be removed very easily. His, university
may suffer immeasurably from a lack of dyna-
mism and vision and little can be done about
it,
TO SOLVE this specific problem, and in gen-
eral to improve the quality of university
presidents, several suggestions can be offered.
Since a university is run esentially by its facul-
ties-they have the right to set academic policy,
admit students and determine new faculty
members-the faculty should select the presi-
dent. The governing board, of course, should
have the right to review the selection. The
president would be appointed for a five year
term, after which his record would be reviewed
and the faculty would decide whether or not
to give him a second five year contract.
Many experts in higher education believe
that the university president makes his great-
est contributions during his first 10 years
as head of the college; after then, he should
return to teaching ranks. Such a policy would
offset the trend toward professional education-
al administrators and keep the presidency as
a position to be filled by outstanding mem-
bers of the faculty for a fixed amount of time.
The rule would be for two five-year terms; in
exceptional cases, his term could be extended
by vote of the faculty.
Faculty determination of the president (with
consultation, at least, from students) and
limited terms would be a start in getting the
university president away from the financial
ledger and having him come to grips with
the problems of the scholar and student. Our
own University needs a thorough-going analysis
of this area and a vigorous program to reform

k a F f 4
'C.K
Ail..
tiF1 { S arr 'r t 1,t jS:V c T F-. :
~v7 't

TUE STUDENT PERSONNEL WORKER:
Peer Group Influence Grows

To the Editor:
tN READING Friday's Daily I
could not help but get a feeling
of disgust when reading the letter
of Robert Murphy, referring to Re-
gent's Bylaw 2.14. His only cor-
rect statement is that the bylaw is
directed at the University, but
from there on he goes off on a
path that is far from true.
The University has every right
(in fact an obligation) to enforce
this bylaw against any and all or-
ganizations which operate under
the University, whether they be
"private" or not. It is really dis-
gusting to see the 66 Greek houses
on campus get tax reductions, free
use of University advertising fa-
cilities, lower advertising rates in
The Daily and many more ad-
vantages over other similar organ-
izations simply by claiming that
they are "an educational institu-
tion operating under the Univer-
sity" and then turn around when
the University tells them to com-
ply with a bylaw of the institu-
tion.
Most houses on this campus
have complied with the regula-
tion, yet a few refuse. I think that
we have dilly-dallied around long
enough and it, is time that we told
these houses to comply or get out.
Bylaw 2.14 is a statement of
policy. It means that the Univer-
sity will not discriminate in any
of its activities. If the houses
which still are not following this
policy cannot agree to It. they
should not be allowed the priv-
ilege of operating as a student or-
ganization.
-Stan Lubin, '64
UJA...
To the Editor:
1ILLEL has informed me today
that the time for the United
Jewish Appeal campaign is now
here. I have been asked to help
people "build new lives in the
State of Israel." It is true that I
should want to help Jews through-
out the world, if for no other rea-
son than they are living human
beings. The only question that
keeps my check from going to
UJA is: Is UJA the best way to
do this?
To answer this, I must first
know what UJA is; Hillel has nev-
er mentioned in its campaign lit-'
erature what the constitutiol of.
UJA is or how, precisely; it will
distribute the $60 million it would
like to get this year. The impres-
sion I have gotten from other
sources is that the Appeal is con-
trolled by the Joint Distribution
Committee, whose program and
role in the tUJA has been constant-
ly diminishing over the years, and
the United Jewish Appeal., The
latter is controlled by the Pales-
tine Foundation Fund, which in
turn is controlled by the Jewish
Agency for Israel, Inc.
The Agency is the New York
firm that is the recipient of the
greater part of the proceeds from
UJA drives; between 1955 and
1958, accordingtothe UJA, the
Jewish Agency for Israel received
$134 million of the $214 million
collected by the Appeal. A Jeru-
salem agency of the same name is
the organization that spends the
monies which the Agency for
Israel collects.
* * *
THE ATTORNEY General of the
United States has on file a state-
ment from the World Zionist Or-
ganization, stating: "The Jewish
Agency is elected by the Zionist
Congress, which meets every two
years." Among the projects of the
Agency are several designed to
encourage Jews, including Ameri-
can Jews, to emmigrate to Israel.
I don't care to live in Israel; I
don't want to spend my money to
convince me to go to Israel.
Thus, if there is another organi-
zation whose purposes are purely
philanthropic without Zionistic
overtones, I would send my money
there. Certainly all non-Zionistic
Jews would. But the only such

Jewish fund, that I know of, that
of the American Council for Juda-
ism, gives to "the needy, regardless
of faith."
Thus, I am faced with the di-
lemma of either giving to non-,

(EDITOR'S NOTE: This is the
last of three articles about social
change within universities.)
By RONALD WILTON
STUDENT PERSONNEL work is
in transition.
The change can be seen around
the country where small numbers
of concerned students are pressing
for and gradually getting liberaliz-
ed non-academic regulations, It
can be seen in higher educational
circles where the concepts of
"peer group" and "total environ-
ment" are being hotly discussed.,It
can be seen at the University
where Vice-President for Student
Affairs James A. Lewis and Prof.
James Davis, director of the in-
ternational center, teach a course
in student personnel work by
bringing in students, sociologists
and economists to lecture on var-
ious aspects of society and their
relations to students.
The prime motivation for the
trend has been the growing im-
portance of education research on
theory concerning the relationship
between the academic and non-
academic aspects of the student's
university life.
At one time, and even in some
areas today, particularly among
faculty members, the prevalent
concept is that of the student
sitting at the foot of the profes-
sor soaking up wisdom. Outside ac-
tivities were merely things the
student did on the side, of no
concern to the faculty. Indeed they
were often resented because they
took up the student's valuable
study time and competed for his
attention with the things he learn-
ed in class. In the student's total
development the pre-college life
was considered most important,
with the influence of the professor
coming a close second. If a student
did not do well in a class or did
not assimiliate the dispensed in-
formation it was his fault for not
applying himself.
* * *
STARTING ABOUT 25 years
ago and increasingly in recent
times sociologists and educators
have been doing surveys and re-
search on the impact of college on
student opinions and within that
framework what people or influ-
ences are most important to the
student. The results were some-
what surprising. It was found that
student values and attitudes of-
ten changed little and those that
did change were most influenced
by the overall student community
rather than the faculty. More
specifically, they were influenced
by smaller student peer groups
within that community.
The faculty was in second place,
comfortably alone. It was shown
that a professor could go through
a class hour and present an in-
teresting = and cohesive lesson and
yet a five minute bull session in
the dormitory could irrevocably
destroy it. That this situation may
be wounding to faculty pride is
understandable, but that it exists
cannot be denied.
This puts a great responsibility
on the shoulders of the student
nersonnel worker and student per-

IT IS TIME that the universities
sat down and came up with a
general overall policy of purpose,
a purpose defined in terms of
stimulating the students's intel-
lectual interest in the things
around him. This does not mean
that students are not trained to fit
certain slots in society-no one
would deny that doctors and en-
gineers are needed.
What must happen is that in
addition to being trained to fill
a social slot the student must be
infused with a respect for in-
tellectual activity and an interest
in those areas that affect him as
a responsible citizen in addition
to his vocational concerns.
This would mean that the Uni-
versity accepted as its responsibil-
ity the motivation of consistent in-
tellectual interest within the stu-
dent. At the same time it must
'realize that as of now the bulk
of this consistent interest comes
from the peer group rather than
from the classroom; knowledge of
academic facts does not do the
job alone.
THIS IS NOT yet accepted by
everybody with the academic com-
munity-the faculty still generally
sticks to the "sit at the foot of
learning concept." Yet more and
more the importance of the peer
group is being emphasized. This
puts the student personnel worker
in a bind. He is, by tradition, not
an academically oriented person
and thus usually is not a signifi-
cant contributor to the stim'ula-
tion of the students.
At the same time he is the in-
strument by which the University,
which does not have an overall
policy aimed at stimulation, limits
the non-academic life of the stu-
dent. He may offer the student
guidance which all too often is
disregarded, because of the stu-
dent's inability to identify with
this person whom he sees very
rarely.
There are student personnel
workers who have become ex-
tremely proficient at spouting the
right rhetoric and who can lecture
for hours about the value of peer
groups and the total community.
However when the time comes to
enact policy these administrators
will emasculate both the value of
the policy and -the peer group by
tightly limiting the amount of
responsibility students are dele-
gated for their own and Univer-
sity affairs.
* *1 *
THUS MEANINGFUL discussion
and implementation of academic
matters is hindered before it ever
starts because of the superficial
nature of any peer group opera-
tion.
How can a student who learns
about the duties of self-responsi-
bility and citizenship in an intro-
ductory political science course
reinforce these if she goes back
to her dormitory and is told she
has no power to determine how
she will dress at different times?
Only if students are allowed to
operate in these groups with the
freedom to be responsible and
make mistakes will their beneficial

Following this up, there are
other directions the University can
take within the framework of an
overall philosophy dedicated to
building and maintaining the in-
tellectual interests and concerns
of the student. One of these is the
idea of a residential college which
would have students who are living
together attend the same classes
so that once they got out of the
classroom they would have some-
place to go where they could chew
over the academic matter.
At present, the University is ser-
iously considering the creation of
a number of these colleges to
handle the increasing enrollment
in the coming years. They would
probably be limited to around 1000
students each and if the go bhead
is given could be operational with-
in three to five years.
ANOTHER potential option is to
recruit student personnel work-
ers from the ranks of the faculty.
This would be almost essential if
ideas such as the residential col-
lege and increased student group
responsibility are to be effective.
This would be another way of
bringing academics into the living
experience of the student.
Student personnel workers have
usually thought of their work as
having to be complementary to the
instructional program in tune with
the total objectives of the Univer-
sity. Up till now these total ob-
jectives have not been stated ad-
equately and the non-academic
life of the student has been treated
as something apart from the edu-
cational process. Hopefully, with!
educational research putting the
value of the peer group and the
total environment in its proper
perspective, changes will be made
to increase the parts they play in
the educational process.
As of now there are signs that
this is being done, slowly to be
sure, but the trend is going in the
right direction. The transition per-
iod will take years, but society as
a whole, as well as the students,
will benefit as a result.

Jewish people or to an ideology
to which I do not subscribe. I
wonder whether, perhaps, other
Daily readers have run into the
same problem and could give me
some advice on how to get out of
this dilemma.
-Simon Louis Klein,'63
Bounty .. .
To the Editor:
I SHOULD LIKE to express hear-
ty approval of the editorial by
Steven Haller and the letter of
Miss Hochman concerning the .
bounty system in Michigan. May I
add that if anyone wants to do
something about it, he may write
Rep. Hans C. Rasmussen, chair.
man of the House Conservation
Committee, urging him to report
bills 1022 and 1023 favorably out
of committee.
These are two excellent bills
abolishing bounties. They have
been passed by the Senate but will
die unless reported out of commit-
tee by April 10. We can also help
by writing to Rep. Gilbert E. Burs-
ley, The Capitol, Lansing, Mch.
Whether or not animals can be
saved from this terribly painful
form of cruelty depends .entirbely
upon what legislators hear from
the public.
-Virginia Halmos, Spec
Contact..
To the Editor:
TrHE EAST Quadrangle honors
banquet Was a joyous occasion
for all concerned. Yet, in retro-
spect, how many of us realized
that seated among the many
guests were only six members of
the faculty. Two members differ.
ed from the rest. Dr. Graf gave
a speech. Dr. Copi came as an
associate. There were four mem-
bers per se.
The student and teacher form
a cooperating unit, each giving
and taking in his turn. When the
unit prospers, the outcome of the
student is oft times a reflection
of the instructor's qualities. When
such is the case, should not both
sides receive recognition?
THERE IS a growing desire for
closer relations between the stu-
dents and their instructors. This
is a main purpose of the Greene
House pilot project. The honors
banquet could serve as another
step. There can be few better
causes than scholastic 'honors for
linking students with teachers.
The medium is present; a desire
for knowledge. The banquet can
bring them together.
-Thomas Betz, '66
STANLEY QUARTET:
April
.Fool's
LAST NIGHT the Stanley Quar-
tet presented a diverse pro-
gram, containing works by Mozart,
Roberto Gerhard, and Brahms.
Mozart's quartet in F, K. 590,
was his last work composed for'
this particular combination of in-
struments, and was also the last
of a trilogy of "Prussian Quar-
tets." The group was dedicated to
King Friedrich Wilhelm, a violin-
cellist, which accounts for the
marked dominance of this par-
ticular instrument over the viola
and second violin, in most of the
movements.
* * *
OPENING the program, this
late Mozartean work turned out to
be the evening's high point, as the
clarity and balance among the
performers was not equalled In
either of the other works, and
the sensitivity was not at all off-
set by technical errors, which play'
ers are so prone to commit, and
are so obviously detected, here.

Only the fourth movement suf-
fered, in that the first violin and
viola chased each other, to the
point where the rapid runs be-
came blurred and tangled.
The customary modern number
-this time, Roberto Gerhard's
Quartet No. 2 (1961)-commis-
sioned by, the University and dedi-
cated to the Stanley Quartet-
was slightly too late for April
Fool's Day. With noises emitted
by bowing above the bridge, glis-
sandos, and beating the wood of
the instrument with the back of
the bow, one could barely help
from breaking out into laughter. It
is still , wonder how this ever
got past the ranks of the Con-
temporary Music Festival, onto the
same program with a Mozart quar-
tet. In the performance, high notes
were often squeaked, but then
this might have been per Ger-
hard's instructions to the perform-
er.
* * *
T]IE FINAL WORK on the pro-
gram was the Brahms Quartet in
A Minor, Op. 52, No. 2. Sometimes
called "Frei aber einsam," (free
but lonely), the quartet is in the
true lyrical, flowing Brahmsian
style. The performance was not
bad, but it was far from exciting,
as was the Brahms Quartet, Op.

it.

-MICHAEL OLINICK
Editor

Aberle: Tempest in a Teapot

] HER CHARGES of political infringment
against Brandeis University, Prof. Kathleen
Gough Aberle is creating an usual situation--
this time it appears that the faculty member,
not the university administration, is at fault.
Traditionally, administrators blacken their
universities' names by stifling the free expres-
sion of faculty and students. However, in this
case, strip away the heated charges, counter-
charges and emotionalism, and there remains
for Prof. Aberle very little of any sort of a
case against Brandeis and its president, Abram
L. Sachar.
Prof. Aberle, in an address to students last
October, several days after President Kennedy
declared a "national emergency" because of the
Cuban situation, expressed strong disapproval
of American policy. She said she spoke as a
"foreigner" (she is a British citizen) and an
"internationalist."
Admittedly, her views were strong to Ameri-
can ears. She said "I also hope that if there is
a limited war Cuba will win and the United

If Prof. Aberle is not inordinately sensitive
to a simple reprimand, it is possible that she
has ulterior motives; otherwise, it is difficult to
imagine why she has chosen to make this inci-
dent a full-blown anti-Brandeis campaign.
After her meeting with President Sachar,
Prof. Aberle created some commotion about the
reprimand, eventually digging up additional
evidence to support the stand that she was
being discriminated against for her political
views. She has charged that the small salary
increase she received, amounting to three-
eighths that given to other associate profes-
sons indicated an act of censure. Also, she
charges that she heard through the 'faculty
grapevine that, in 1964 when the question came
up, she would not be given tenure.
In reviewing the facts, the substance of Prof.
Alberle's -case is that she was reprimanded by
President Sachar for her manner and timing in
giving an address to students, and that he also
reprimanded her for dismissing a class to par-
ticipate in a peace march.

"We're In Complete Accord with The
President. We Don't Want To Interfere,
With The Legislative Branch of Government"
t r
s j.

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