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Seventy-Sixth Year
EDITED AND MANAGED BY STUDENTS OF THE UNIVERSITY OF MICHIGAN
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SOUND and FURY
byClarenceFanto A Question of Principles or Practices

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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, MAY 12. 1966

NIGHT EDITOR: SHIRLEY ROSICK

Honesty May Be Lacking
Among Draft Protestors

)DAY, AS UNIVERSITY students
picket President Hatcher's home in
protest over Selective Service policies and
exams and debate what the University's
position toward them should be, I, as a
feminine observer, am forced to question
the rationale behind the protest actions.
Before I continue and put myself in
a position to be hung in effigy somewhere
let me say that I am among those who
are strongly against the war in Viet Nam
and that I, too, have a boyfriend and a
brother who are likely to be caught up
in the draft in the near future. No, I
don't want them sent to the Southeast
Asian jungles any more than they or
anyone else want to go. As proof of my
sincerity, I offer a 2.2 overall average
which should certainly allow a few of
my fellow students to rank far above me
in class standings.
WHETHER OR NOT the Selective Serv-
ice is morally right in its decision to
use an examination as a means of find-
ing recruits and whether or not the Uni-
versity is acting in good faith by giving
the Science Research Associates free use
of classroom facilities to administer the
exams are questions which I don't feel
particularly qualified to answer.
However, I do feel that I am in a posi-
tion to suggest to you guys that you stop,
whining and start proving yourselves if
you're the educated adults you claim to
be. You call yourselves activists, propon-
ents of a progressive generation and so-
ciety, intellectuals, and leaders. Well, I'm
beginning to doubt it.
What kind of progress comes from
sleeping through eight o'clock classes and
avoiding tests? How intellectual are your
conversations after eight or 10 evening
beers? What sort of leadership are you
showing when you don't vote in SGC
elections? How far do you really expect
our generation to get if you tie yourselves
to the apron-stroings of a University and
never let go?
TE UNIVERSITY can only do so much
and then the rest is up to you-to us.
As long as you give the Selective Service
a chance to rank you in the lower half
of the class, they're going to. As long as
you make little effort and do nothing
while in college, you're going to run the
risk of failing a general knowledge draft
test.
No, I don't see any brave new world
ahead of me. I'm as pessimistic as the rest
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of you. I see a generation that's afraid-
afraid of themselves and honest intro-
spection. Sure, some of you have got the
courage to flip-out on LSD and look at
yourselves through the distortion of a
drug. But have all of you got the courage
to look at your achievement while here
at the University and not blame every C
or D on the professor? Are you courage-
ous enough to risk your life for someone
and something other than yourself? Have
you got the courage to face anything at
all? Is yours not always going to be an
avoidance reaction?
IF YOU CAN ANSWER yes to the above,
go ahead and take the afternoon off
today and sit on the steps of President
Hatcher's house and bask in the sun.
You have the right. If you've got some-
thing to say, say it constructively-offer
it to someone without crying about it.
If you're worth anything at all, prove it.
I dare you.
-MEREDITH EIKER
Haunting Words
QUITE A FEW PEOPLE are learning
these days that words spoken in haste
and or anger may come back to haunt you
for the rest of your life with very em-
barrassing results.
Not too long ago Senator Barry Gold-
water learned this much to his misfortune
but it seems that he may still have the
last laugh yet. The man least likely to
win the Senate's popularity award this
year, Senator J. W. Fulbright, has fallen
victim to his own words and at the hands
of none other than Barry Goldwater.
AMERICA'S PROTECTOR of sanity and
savior, J. W. Fulbright, has been
caught in a verbal trap of his own making.
About 15 years ago when then President
Harry S. (for nothing) Truman was hav-
ing a bit of a difference of opinion with
that august body of statesmen the Con-
gress, Senator Fulbright suggested that
Harry S. (for nothing) Truman was may-
be really good for nothing and ought to
resign.
No doubt the good senator had a vision
the night before in which he heard trum-
pets, and saw angels and maybe even a
burning bush in which God appeared and
told J. W. that He was appointing him to
lead his children to the promised land.

ONCE AGAIN, the residential
college stands at a crossroads.
What happens in the next few
days may determine whether this
vision of a small, integral residen-
tial-academic unit offering an al-
ternative to the often impersonal,
mechanical academic atmosphere
of the University as a whole, can
come into being.
There is a danger that the entire
project may be aborted. The facul-
ty planning committee for the
residential college has found the
latest cuts in funds made by the
Regents at their April 15 meeting
unacceptable. The cuts amount to
$1.5 million, bringing the total
proposed cost of the residential
college down to $11.2 million.
Original estimates earlier this
year ran as high as $16 million,
The total cut of nearly 30 per
cent from the original figure can-
not but have serious consequences
for the residential college and the
concepts which the faculty have
outlined for it.
A CRUCIAL CHANGE neces-
sitated by the fund cut is a separ-
ation of classroom buildings from
office space for the faculty The
goal of increasing interpersonal
contacts between students and
professors is thereby jeopardized.
How many students have consulted
with their teachers in Haven Hall?
How many have even been in a
professor's office, except to pick
up a final examination? It is a
well-known fact that the "office
hours" carefully announced by
faculty members at the beginning
of each term are seldom utilized,
unless a student is in serious aca-
demic trouble.
One of the primary philosophi-
cal concepts behind the residential
college is one of frequent intel-
lectual give and take between and
among students and faculty. As
the faculty planning committee
has writter, "the residential col-
lege is first and foremost a place
for experimentation in teaching
and learning, student-faculty dia-
logue, and residential community."

THE UPCOMING confrontation
between the faculty and the ad-
ministration may be a decisive one.
Understandably, Dean William
Haber of the literary college, Vice-
President for Academic Affairs
Allan Smith, Vice-President for
Business and Finance Wilbur K.
Pierpont, as well as President Har-
lan Hatcher, are all eager to get
the residential college project
Likewise, the Regents, having
appropriated funds, may well find
it difficult to comprehend and
sympathize with the objections
cited by the faculty committee,
which is under the able leadership
of Assistant Dean Burton K.
Thuma of the literary college.
But Thuma's viewpoint, shared
by the other members of the fac-
ulty committee, stresses the im-
portance of getting the project
started on the right foot. If the
heart is cut out of some of the
major educational goals and con-
cepts behind the residential college
-and this is just what the fund
cuts threaten to do-the faculty
sees little point in proceeding with
a project which could turn into a
massive boondoggle.
On the other hand, Haber and
the vice-presidents seem to feel
that once the project is started,
additional donor money will be
forthcoming to restore many of
the changes necessitated by the
initial reduction in funds.
OF COURSE, money which goes
to the residential college out of
the University's general fund ac-
cordingly creates added difficul-
ties in financing the other top-
priority items on the University's
agenda-a new chemistry building,
the modern language building, and
expanded classroom and office
space throughout the University.
No one can deny the importance
and urgency of these other
projects.
But the residential college is a
revolutionary new concept in uni-
versity education which must be
given all possible chances of suc-
cess. -

OUR OWN University is one of
the great centers of learning in
the world today. It has unparal-
leled research and library facili-
ties, some of the nation's greatest
minds, and a student body of high
intelligence and strong motivation.
What it lacks, however, casts a
pall on all its other virtues.
A sense of community and
scholarship, which can only be
fostered through continual con-
tact between a student and alcon-
genial faculty member, is almost
totally lacking here, particularly
for undergraduates. Only in the
small departments do senior un-
dergraduates finally get the op-
portunity to develop rapport with
a professor he admires. In most
departments, this can rarely
happen.
PROFESSORS ARE too busy
with their multitudinous tasks of
teaching, researching, writing and
grading papers to spare much time
for the individual student. A mode
of teaching and imparting knowl-
edge which is archaic and out-
worn-the 50-minute lecture be-
fore hundreds of students in a
smoky, stuffy lecture hall-is clung
to as the only solution to in-
creased student enrollment.
Even upper-level humanities and
social science courses in the "400"
and "500" group--courses which
should stress class discussion and
seminars-have all too often
evolved into a more detailed and
specialized but j-ast as inteliectuai-
ly sterile version of freshman lec-
tures.
THE RESIDENTIAL college,
however, promises to attempt to
solve many of the problems en-
countered at a multiversity.
Classes will be small; close con-
tact with professors will be stress-
ed particularly during the fresh-
man and sophomore years, while
juniors and seniors will be free to
conduct their own research and
scholarly projects with the close
aid and support of a faculty mem-

ber in their chosen speciality; the
faculty members will be in con-
tinual, close contact with residen-
tial college students, thanks to the
close proximity of classrooms, of-
fice space and residential space
for the students.
All these plans are now jeopar-
dized, however, by the communi-
cations breakdown-it must be
called that-between the faculty
committee on the one hand and
the administration and the Re-
gents on the other.
It is amazing to discover that,
four days after the faculty plan-
ning committee issued a report to
the University vice-presidents and
Haber outlining thier objections to
the new fund cuts, the report re-
mained unread by many of these
individuals, and no reaction had
been received from them by the
faculty group.
WHAT IS THE next step? The
faculty group apparently hopes to
foster second thoughts among the
administrators and the Regents
"about the wisdom of the $1.5 mil-
lion cut. Possibly, if at least $500,-
000 of this money were restored,
architects for the residential col-
lege could revise plans so as to
reinstate the combined classroom-
faculty office building as well as
some of the other cuts deplored
by the faculty.
But there is also the possibility
that the Regents will go ahead
and approve the architects' revised
plans based on the $1.5 million cut
-plans which must be approved
by the Plant Extension Commit-
tee first. In this case, some mem-
bers of the faculty committee may
resign, thus eroding crucial sup-
port for the residential college
among those who have worked so
long and hard for it.
WHAT IS NEEDED, and soon
is a top-level meeting between the
faculty committee and the vice-
presidents directly concerned, as
well as Haber. The faculty group
must be given a chance to further

explain its objections to the revis-
ed plans for the coulege. In turn,
Haber and the administrators will
undoubtedly press their own view-
point-that a start must be made,
even if compromises are necessary.
A meeting of minds is necessary
among all those concerned to en-
able the residential college project
to begin and to assure that the
basic educational philosophy be-
hind the project remains reason-
ably intact.
The faculty group argues that
the educational philosophy of the
Residential College will be irre-
vocably damaged by the latest
cuts; the administrators contend
that the project has been delayed
too long, has been the subject of
too much vacillation and bicker-
ing, and must start now if it is
to succeed.
THESE OPPOSING viewpoints
must be reconciled if the residen-
tial college is not to be bogged
down in new delays and aggrava-
tion. The administrators must at-
tempt to understand how impor-
tant the philosophical concept is
to the success of the residential
college.
The faculty planning committee,
which has taken into account the
prospective drain on the Univer-
sity's finances caused by the proj-
ect, must agree to fulfillment of
their most significant requests for
reinstatement of certain items, but
must understand the financial im-
possibility of a total restoration of
the $1.5 million cut.
Most important, the channels of
communication between Thuma's
faculty committee and the admin-
istration, must be reopened.
FAILURE TO accomplish this
might well mean the end of the
residential college project in its
present form. Such an ignominous
conclusion to more than four years
of unrelenting work on the part
of all concerned would be a major
disaster for the University and
for the future of faculty-adminis-
tration relations,

4r

An Invitation to Our Readers

"Now If We Could Just Be Sure Vietnam Won't
Interfere With OUR Election"

By KOH TAI ANN
SINGAPORE IS a newly indepen-
dent island Republic 332 square
miles in area, situated between
Indonesia and Malaysia. However,
about 70 per cent of its population
is Chinese. This represents the
largest single concentration of
Chinese in any one country out-
side China, except of course, For-
mosa. But essentially the popula-
tion is multiracial in character.
because of large communities of
Malays, Indians and other smaller
racial groups.
We possess democratic Parlia-
mentary institutions. Trade is the
island's life blood.
AS FOR ME, I'm Koh Tai Ann
who is majoring in English Litera-
ture at the University of Singa-
pore. However, as the Publications
Secretary of the University of
Singapore Democratic Socialist
Club and an Executive Committee
member of the Students Council,
I have been much involved in stu-
dent activities especially campus
politics. This partially accounts
for my presence here under the
sponsorship of the United States
Youth Council to study student
activities in particular and parti-
cipate wherever possible. Mr. John

Feldkamp of the Students Activi-
ties center is my program sponsor
here and Ruth Baumann my hos-
tess.
The main aim of our delegation
of six has been to study the ways
America is dealing with the prob-
lems of youth in particular and
social problems in general.On our
way here we took the opportunity
to visit Israel to observe its im-
pressive projects for youth. We
also had a glimpse of the French
way while we were in Paris.
APRIL 1 SAW US in New York
where we were briefed and given
a very interesting introduction to
America through an orientation
program which included visits to
various social welfare projects like
HARYOU ACT in Harlem, for in-
stance, sight seeing and a taste if
New York City's rich cultural life.
Next, we were in Washington for
an introduction to nationwide so-
cial projects, especially those con-
nected with the War on Poverty.
Each of us then went our separate
ways to the respective internships
planned for us at various centers
throughout the U.S.A. For me, it
was Ann Arbor and the University
of Michigan.

AFTER A WEEK spent acquaint-
ing myself with student political
and nonpolitical groups I returned
to Washington and "worked" in
Congressman Vivian's office. Op-
portunities to attend House Com-
mittee meetings, Senate and House
sessions were also afforded me.
Back in Ann Arbor, Mr. Joseph
Frisinger kindly showed me around
the various city government de-
partments and made possible my
attendance at United Fund and
City Council meetings to observe
city government at work. Since
then, I have had the most in-
formative experience of meeting
many people involved' in various
activities around the campus as
well as exchanging views with
them.
AT THE MOMENT, Betsy Cohn
of the Michigan Daily has taken
me under her wing. At her sug-
gestion I have written this self-
introduction with the intention of
inviting correspondence and ques-
tions from readers. I shall answer
these to the best of my ability in
this column till my departure for
Chicago and the South on May 21,
1966. Till then, I look forward to
hearing from you, in what I hope
will be a mutually beneficial cor-
respondence.

) L
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JOH
NCUMB -

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TODAY WHEN Senator J. W. Fulbright
seems to be at odds with the President
and nearly all of Congress, it occurred to
Barry Goldwater that perhaps God had
relieved the Prophet J. W. from his task
and the time had come to turn in his
shepherd's crook.

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-JEFF BEAL

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Choosing Professors To Lead Society

EDITOR'S NOTE: This is the
last article in a three-part se-
ries reprinting a speech deliver-
ed May 8 by Walter Lippmann
at a convocation sponsored by
the Center for the Study of
Democratic Institutions.
VI
L AM MORE than a little con-
concerned as I proceed that you
will think I am erecting a very
high tower on a very small base,
that I am nominating the pro-
fessors, whom you all know so
well, to carry too great a respon-
sibility. All I can say is that the
human condition in the modern
age brings us to what I have been
talking about.
The dissolution of the ancestral
order and the dethronement of
usage and authority in modern
society have left us dependent up-
on man's ability to understand and
govern his own fate. Necessarily,
therefore, we are in a high degree
dependent upon the men whose
lives are committed to the oursuit
of truth.
THE RESPONSIBILITY may be
too great for the professors to
carry. But somehow-since the re-
sponsibility must be met-we shall
have to learn to find men who will
tell us how to find the professors
who can carry the responsibility.
And if we are ever to find them,

and mode truths than have ever
been known before. That some-
thing more, which may mark the
difference between mediocrity and
excellence, is the practice of a
kind of alchemy, the creative
function of transmuting knowledge
into wisdom.
WISDOM, says the Oxford Eng-
lish Dictionary, is "the capacity of
judging rightly in matters relating
to life and conduct." It is "sound-
ness of judgment in choice of
means and ends." The develop-
ment of the capacity of judging
rightly is something different
from, and in some ways much
more than, the capacity to know
the truth in any particular field
of knowledge or to have mastered
the art of applying this knowledge
to some desired end.
The capacity to judge rightly in
a choice of both means and ends
cuts across the specialties and the
technologies, and it is, I dare to
say, the hallmark of a liberal as
distinguished from a utilitarian or
vocational education.
We may say, I think, that
knowledge is made into wisdom
when what is true about the ra-
ture of things is reshaped to the
human scale and oriented to the
human understanding, to human
need and to human hope. As this
is done, the findings of scientists
and scholars are transformed into

Today
anr
Tomorrow
By WALTER LIPPMANN
cultures, the scientific and the
humanistic, and they learn to
transcent the intellectual puzzle
about specialism and generalism.
For knowledge transmuted into
wisdom places the sciences and
the humanities within one universe
of discourse.
Can it be done? There is no
need to doubt that it can be done.
The most revolutionary of all the
intellectual achievements of the
modern age has been man's in-
creasing mastery of the art of dis-
covery and invention. The reshap-
ing and reorientation of knowledge
so that it is humanly accessible
and viable is the task of philoso-
phers, of the masterminds in the
special fields of learning, of the
advanced students in the field of
education and of the great teach-
ers themselves.
IT WOULD BE a feeble kind of
defeatism to deny that man, who
is penetrating the secrets of mat-
ter and of life itself, is unable to
make usable the knowledge he is

still the prime function of educa-
tion to instruct and to train the
future rulers of the state.
It cannot be said that there
exists as yet an adequate royal
soience. It is the task of the
scholars to invent and compile
the royal science of the modern
age, a science which can in some
measure be absorbed by all who
vote and can educate the com-
paratively few who will actually
govern.
THE HEART of this science will
be a presentation of the history
and the practice of judging rightly
in a choice of means and ends.
Such a body of wisdom must be
composed and compiled and made
communicable if the supreme
teaching function of the institu-
tions of learning is to be success-
ful. This is their necessary busi-
ness if they are to be more than
laboratories of research, institutes
of technology and vocational cen-
ters for careers.
For they cannot neglect the
highest function of education
which is the education of the
rulers of the state. Quite evidently
it is not easy to discover what
should be taught to the future
rulers of a modern state, how they
are to be made to acquire that
capacity of judging rightly which
is the essence of wisdom.

They will have to extract from
the infinite complexity of knowl-
edge what it is that the rulers of
the state need to know.
Quite evidently the ruler of a
state, the President of the United
States for example, cannot master
all the branches of knowledge
which bear ion the decisions he
must make. Yet he must have
enough knowledge of a kind which
will enable him to judge rightly
whose judgment among the spe-
cialists he should decide to accept.
He must learn the art, which is
not described in the textbooks as
yet, of listening to experts and
seeing through them and around
them.
THE EDUCATORS of the future
will have to extract from the
whole body of nuclear science, for
example, what it is that the Presi-
dent and the Congress and the
leaders of public, opinion need to
know about nuclear science and
the behavior of great powers when
they are confronted, let us say,
with a treaty prohibiting the test-
ing of nuclear weapons. Out of
these extracts from the body of
knowledge the educators must de-
sign the curriculum of our own
royal science.
IX
I FEEL THAT I should bring
these ruminations to a close. As


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