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February 20, 1965 - Image 4

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The Michigan Daily, 1965-02-20

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i

34r Ir t alt Date
Seventy-Fifth Year
SEDITED AND MANAGED BY STUDENTS OF THE UNIVERSITY OF MICHIGAN
- UNDER AUTHORITY OF BOARD IN CONTROL OF STUDENT PUBLICATIONS
Where Opinions Are Free, 420 MAYNARD ST., ANN ARBOR, MICH. NEWS PHONE: 764-0552
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.
SATURDAY, 20 FEBRUARY 1965 NIGHT EDITOR: LAUREN BAHR

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Politics Should Be Put Aside;
Flint Is Needed Now

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GOV. GEORGE ROMNEY'S recommen-
dation that the University abandon its
expansion plans in Flint until the State
Board of Education formulates a plan
for coordination of higher education in
Michigan is sheer rot.
As President Hatcher said in his state-
ment on Thursday declaring that the
University planned to expand Flint next
fall, it is inconsistent to force the stu-
dents already accepted at Flint as fresh-
men next' year to "wait until some in-
definite future when some yet undefined
board makes some yet undefined new
survey to indicate whether or not this
is the proper way of educating the young
people who- will be too old to be educated
by'the time all these things are in."
The burgeoning number of high school,
students graduating this year will over-
flow the existing state university facili-
ties. Romney's own budget office took
notice of this phenomenon, though in
the wrong sense, when it decided that
appropriations should be based on a head
count formula rather than on the costs
of quality education. Nevertheless, there
is a definitely established need for more
higher educational facilities NOW.
THE FLINT EXPANSION is the Univer-
sity's way of competing in the num-
bers race without enlarging the central
campus beyond control. C. S. Mott, the 90-
year-old philanthropist who has financed
much of the University's Flint campus,
estimated that the school will serve 10,-
000 students in the near future. This ex-
pansion could be achieved there with
little difficulty. The state cannot afford
to lose the possibility of having such a
major institution.
Meanwhile, the University cannot af-.
ford to alienate the generous Mott Foun-
dation. Short of capital outlay funds, the
University could use the $2.4 million
building Mott will finance if a fresh-
man class enters Flint.
THE PROBLEM with the branch solu-
tion to the state's educational prob-
lems is that it develops into a form of
uncontrolled educational imperialism.
Romney was correct in his prediction that

if the state universities were left alone
they would get involved in the lowest
form of dog-eat-dog competition, leav-
ing the cause of education as the real
victim. However, Michigan's Board of
Education, the organ which could re-
solve some of the interschool rivalry, is
still new and has no teeth.
ROMNEY'S PROFESSED concept of
waiting until the state board makes a
decision about how to expand facilities is
hypocritical and dangerous.
It is hypocritical because Romney did
not recommend enough money to the new
board so that it could function adequate-
ly. Board Chairman Thomas Brennan
said in an interview last week, "Frankly
I do not believe that the governor's budg-
et provides enough funds for a competent
professional staff for the board."
It is dangerous because procrastina-
tion in meeting the state's educational
needs can result in a "lost generation'
of students.
The tragedy of the whole situation is
that education is being subverted to poli-
tics. Romney's recent maneuver of forc-
ing educators to support his fiscal reform
program by rejecting a bonding program
for capital outlay and pointing out that
funds for new construction would be di-
rectly related to the passage of his tax
bill is a prime example. Petty university
rivalries and hypocritical politicians are
stifling the educational future of Michi-
gan's youth
IN THE LONG RUN, the State Board of
Education may be able to solve some
of the problems by coordinating higher
education; first, however, it must be given
some teeth in the form of legislative dol-
lars.
Right now, the state must work with
what it's got, and one of the assets Michi-
gan has now is the Flint branch. Post-
ponement of expansion should not be
thought of in terms of the easing of
political tensions which will result; it
should be thought of in terms of the edu-
cational loss to students.
-BRUCE WASSERSTEIN

-YS6.o j&4t5',.....

"Guggenheim Here Ain't So Crazy ! . . . He Just Beat
The U.S. Economy Out of Two Billion Dollars!"

LETTERS TO THE EDITOR:
Overextended Government

Reviewing the LSA Curriculum

To the Editor:
1N REPLY to Prof. Slosson's let-
ter (Feb. 17), I want to thank
him for setting me straight on the
tariff situation. My basic point.
though, was that the tariffs are
still too high. Any tariff at all is
an impediment to international
division of labor and hence to
economic progress.
But in his short analysis of the
causes of World War II, I feel
that he is mistaken. Before we
start to discuss Nazi aggression,
we should consider what broight
the Nazis to power in the first
place.
Most historians attribute this
to the worldwide economic col-
lapse, particularly violent in Ger-
many. Analysis of the Depression
and its causes would be more pro-
ductive than the old League of
Nations discuss'on.
LIBERTARIAN economists, such
as Von Mises, Hazlitt and Fried-
man, blame at least its severity on
such factors as restriction of im-
migration and emigration, the re-
pressive tariff, other government
interference in the structure of
prices (through the Federal Re-
serve System, for example) and
government regulation of industry.
All these things have one thing
in common: government over-
extending itself, interferring in the
affairs of free citizens. But even
after these mistakes had been
made, there was not reason for
going even further by getting in-
volved in the League.
Whatever little piece of good the
League did in its aborted existence
has escaped me. But one example
of positive harm that it did: it
contributed to a false sense of
security that made the people of
France and England unwilling to
prevent the war and then unpre-
pared to fight it.
S* M
SLOSSON'S TREATMENT of
our policy after the war ignores
the historical fact that Allied
armies literally handed over to the
Soviet armies most of East Ger-
many and Yugoslavia, contributing
industrial potential and millions
of people to the Soviet war ma-

chine. In fact, if America had fol-
lowed Churchill's suggestion and
attacked Europe's "soft under-
belly," most of Eastern Europe
would be free today.
His comment on my "Peace and
Justice . . . "is kind of amusing.
As an historian, he remembers
that our own Civil War was caus-
ed in part by the northern part
of this country trying to impose
its vers'on of "Peace and Justice
and Humanitarianism . . . "on the
South. (Another cause: the tar-
iffs, which favored the North
over the South, i.e., government
interference with the free econ-
omy.)
GRANTED that we are all in
the same boat, as Slosson says.
But an old principle of boating is
that you don't stand up and start
throwing your weight around. This
has been known to tip boats over.
-Walter W. Broad, '66E
Definition
To' the Editor:
CONGRA'ULATIONS to Steven
Tigner (Letters, Feb. 17) for
his letter deploring The Daily's
persistent incorrect use of "tri-
mester," and congratulations, too,
to Kenneth Winter for his ap-
pended editorial note which fully
supports Mr. Tigner's assertion
(although the editor apparently
did not recognize that fact).
The same dictionary definition
("one of three terms into which
an academic year is sometimes
divided") was called to my atten-
tion the last time (Daily. Feb. 18,
1964) that I was quoted on the
subject. But just 10 days later
(Ann Arbor News, Feb. 28, 1964),
President Hatcher was quoted as
telling the Regents: "I don't think
the University should contribute
to the corruption of the English
language" by calling ours a tri-
mester program.
* * *
AT THE RISK of implying blind
acceptance of dictionary defini-
tions, let me observe that the
dictionary is right: academic years

FROM A SECTION of the recently re-
leased "discussion" report by the exec-
utive committee of the literary college on
the growth of the University's largest col-
lege, comes this statement on teaching
and teaching methods:
"Perhaps, if we are sufficiently ingen-
ious and creative, we can discover ways
of doing what we are now doing in a
manner which will increase the overall
efficiency of our operations with no
dimunition in quality-in fact, it is con-
ceivable that quality might also be im-
proved."
This section of the 47-page report sug-
gests a "fresh scrutiny" of the curricu-
lum and instructional methods of the lit-
erary college. It proposes three areas
which deserve investigation: the lecture
system, equating class hours with credit
hours and the extent to which faculty
members are performing tasks which less-
er trained people could perform equally
well.
THIS THREE-PRONGED LIST is intend-
ed only to stimulate discussion of the
problems of teaching aims and methods
at the University. As such it makes a
good start.
But broader considerations should be
studied. Among them: Should 'the pres-
ent grading system be junked? (How
extensively are grades used as a threat
to demand student performance? How
accurately do grades reflect what the stu-
H. NEIL BERKSON. Editor
KENNETH WINTER EIWARD HERSTEIN
Managing Editor Editorial Director
ANN GWIRTZMAN .........Personnel Director
BILL BULLARD ..... Sports Editor
MICHAEL SATTINGER Associate Managing Editor
JOHN KENNY .AT. Assistant Managing Editor
DEBORAH BEATTIE Associate Editorial Director
LOUISE LIND Assistant Editorial Director in
Charge of the Magazine
TOM ROWLAND .. Associate Sports Editor
GARY WYNER........Associate Sports Editor

dent has learned? If students realize
grades aren't an accurate representation
of what they've learned, who are they
for? Parents? Graduate schools? Employ-
ers? If so, couldn't more accurate meth-
ods for reporting students' performance
to these groups be derived?)
Are distribution requirements an edu-
cational help or hindrance? Does the
concentration system cramp students
who want a broader education?
NOR SHOULD THE FACULTY alone
make the decision in these areas. Stu-
dents must be part of the process.
Student insights can help clarify some
uncertain faculty opinions of the qual-
ity of teaching in the literary college.
Students know which teaching methods
work and which don't. As the quality of
students at the University improves and
more sophisticated teaching methods are
introduced, students can play a vital role
in stimulating educational improvement.
An expanded literary college steering
committee, or a student group specially
set up, could meet and make decisions
with faculty committees which will un-
doubtedly multiply to disect the report-
not merely "advise" these faculty groups.
A student discussion group already meets
regularly to discuss student viewpoints
with key residential college administra-
tors. Another precedent is the recently
former SACUA subcommittee, composed
of students and faculty members, to
discuss the role of the student at the
University.
BOTH STUDENTS and faculty have a
definite role to play in the decision
process regarding teaching methods and
curriculum content. Students exist on
this campus who are both vitally inter-
ested in encouraging better methods of
teaching and have significant contribu-
tions to make. Surveys of student opin-
ion, though valid, can't take the place of

are sometimes divided into tri-
mesters. The point of concern is
that our academic year is not so
divided. The same dictionary de-
fines the academic year as "usual-
ly extending in the United States
from late in September till well
into June." The summer is omit-
ted. Similarly, the University
"academic year" is generally de-
fined as consisting of two semes-
ters. If such a period of roughly
nine months were to be divided
into three terms, each of the re-
sulting three-month periods could
rightly be called a "trimester," as
Mr. Tigner points out.
On our campus, however, it is
the entire calendar year (not the
academic year) which is divided
into three terms. Calling these
"trimesters" is not supported by
President Hatcher, by Dean Spurr
who devised the system, by the
Regents or by the dictionary-but
only, with characteristic perver-
sity, The Daily.
-Edward G. Voss
Professor of Botany
EDITOR'S NOTE: "Academic
Year. The annual period of sessions
of an academic institution, usual-
ly extending in the United States
from late in September till well
into June"-Webster's New Inter-
national Dictionary, Second Edi-
tion, Unabridged, 1957. If Presi-
dent Hatcher, Dean Spurr who de-
vised the system, and the Regents
ever succeed in implementing the
tr-whatever-it-is calendar, the "an-
nual period of sessions" will indeed
be 12 months; the "usually" will
no longer apply, and the Univer-
sity academic year will indeed be
dividedsinto three parts. Or "tri-
mesters," as we call them.
-K.W.
Lomax
To the Elitor:
HAVING HEARD a speech by
Louis Lomax at the University
last fall, I question the attributes
"noted scholar, philosopher, author
and professor" which your publi-
cation has bestowed upon him.
In the speech which I heard,
Mr. Lomax stated clearly that
certain western values are "color-
oriented" and implied that, there-
fore, they were "wrong." To think
that philosophical, religious or
ethical values can be related in
any significant sense (I realize
that "oriented" is a vague and
often misused word) to color and,
what is more important, to judge
the goodness or badness of these
values by such a relation is to
commit the naturalistic fallacy to
a crude and even ludicrous de-
gree.
Perhaps he, more than the Uni-
versity, would profit from his stay
here as a writer in residence.
-Deborah Wood, Grad
Reprisal
To the Editor:
REPRISAL defined by Webster
1 is "an act of retaliation, es-
pecially in war, as the killing of
prisoners." Reprisal is the word
most used to describe the United
State bombing of North Viet Nam.
Those who remember World War
II remember too well what the
word means.
As punishment for partisan ac-
tion against th nr'invina Ge(r-

BUDAPEST STRING QUARTET
Concert Shows Nature
Of Beethoven's Style
THE BUDAPEST String Quartet led its audience last night from the
polite, affectedly graceful style of Beethoven as the protege of
Haydn to the arrogant, frowing individualism of Beethoven the master.
Although the profundity of Beethoven's statements advanced, the
voice was always the same. The Budapest Quartet adjusted to the
stylistic transitions while maintaining a consistently biting and brusque
tone quality.
The first half of the performance provided the minor contrast of
the program. The "G Major Quartet" is nicknamed the "Compliments."
The Budapest deferred to the title, especially Joseph Roisman, first
violin, and 'cellist Mischa Schneider who played their arpeggios in a
grand flowing manner.
STACCATO UNISON chords in the first quartet hinted at Ro-
manticism, but with the second composition, the "F Minor Serioso
Quartet," Romanticism appeared in its immature, rhapsodic guise.
The second portion of the concert demanded an ability to take a
stylistic leap from Beethoven's classical period to full Romanticism.
In the quartet of the early period, the "C Minor, Op. 18, No. 4," the
ensemble climaxed toward Romantic outbursts only to settle back into
graceful, lyric melodies. But by the last movement of the "F Major
Quartet, Op. 135," here was Beethoven the scowling, individualistic
genius: virtuoso writing for all the strings, surprise shifts of intensity,
dynamics and mood, and the characteristic hammer-stroke dissonances.
-Glenn Litton
SPIES AND SUITORS:
Menace of STENCH
Pervades British Film
At the Campus Theatre
IN AN INTRIGUE-RIDDEN Vienna cafe, the British spy wears a
fake beard. A suspicious waiter takes off the spy's hat, and off
comes the beard. The spy turns to the camera, winks, grimaces: "Well,
that's what I always say, hair today, gone tomorrow' Yuk.
The worst English film since Beowulf is appearing at the Campus
Theatre this week. "Carry On Spying" is a take-off on spy movies
in general and James Bond movies in particular.
Four imbecilic British agents fight the pervading menace of
STENCH (Society for Total Extinction of Non-Conforming Humans)
and its hermaphrodite head, Dr. Crow. They win, the audience loses.
WHETHER THE FILM was intended as satire or slapstick, only
the director knows for sure. As either, it fails.
In spots the slapstick gets laughs. A British spy squats in an
Algiers marketplace disguised as a snake charmed, complete with
flute and snake; the only song he can play on the flute, however, is
"Greensleeves." But on the whole, you can see much better slapstick
by staying up and watching the late show on television.
As satire, the film fails miserably, painfully. Kenneth Williams,
meowing his dialogue andsaffecting as many facial expressions as
someone who can't help it, misses the whole idea of satire in his
performance: if regular movie spies are earnest, satirical movie spies
should be triply earnest, not wise-cracking clowns.
THE OTHER FEATURE is better. The talent of star-director
Pierre Etaix makes "The Suitor," which has already played in Ann
Arbor, a fairly funny film. It is a succession of visual gags, the story
of a deadpan young man who decides to get married and doesn't
know how to go about it.
Etaix's combination of Keaton and Chaplin presents the always-
pleasing spectacle of an innocent in the big city who wins in the end.
Etaix seldom smiles, never cries, and in comparison to the theatrical
ham gumbo of Williams, is a computer with parents.
Yet, after he learns that his favorite movie star is old enough
to be his mother, the Frenchman shows emotion and creates humor
more effectively in a little whimper to a man on a corner than the
whole cast of the un-British British movie does in an hour and a
half of posturing.
UNFORTUNATELY, the fair but not memorable humor of "The
Suitor" can not overcome this terrible spy comedy. Dr. Crow, at the
end of "Carry on Spying," warns her captors that "STENCH will
conquer!"
And it does.
-Robert Moore
GREAT DICTATOR:
.Early Chaplin Satire
Still Arouses Interest

At the Cinema Guild
CONCEIVED IN ANGUISH, bred out of innocence by malevolence,
"The Great Dictator" was released in 1940, a product of the
months that gave birth to World War II. A droll satire (if such be
possible) on Hitler's Germany of the late thirties, the analgesic powers
of its ridicule and burlesque might have been significantly less potent
in light of the events of the years to follow.
Written, produced and directed by Charlie Chaplin, this film was
his first talkie. With his omnipresent toothbrush mustache, Chaplin
played two roles-Adenoid Hynkel (dictator of Tomania), and a
Jewish barber. There is farce, slapstick and old-time comic tragedy
in the Chaplin manner.
THE FARCE is perhaps purest in the "ballet" scene, in which
Hynkel performs a delightful pas des deux with a balloon world-
globe, embracing and toying with it as if he were conquering its
prototype.
Hynkel's speeches, shown newsreel style, are closer to reality.
His pseudo-Teutonic doubletalk degenerates into coughing fits (". .. mit
der ach hic . . . hic," etc.). A narrator ably translates: "Demokratia
shtunk!" ("Democracy smells.") "Libertad shtunk!" ("Liberty is
odious.") Frei sprachen shtunk!" ("Free speech is objectionable.")
One particularly long and venomous tirade which virtually melts
the microphones ("Der Phooey has just referred to the Jews.")
includes hoglike snorts heard again when Hynkel impulsively makes
love to one of his secretaries.
The Ghetto scenes are less convincing, however, attempting to
juxtapose comedy with unfortunate tragedy. It is disturbing to the
viewer to watch storm troopers terrorize innocent people, while still
weak from a memorable bit in which the barber becomes a maestro
of the razor, shaving a customer to the precise rhythm (and spirit)
of a Brahms Hungarian Dance.
THIS DISTURBING ASPECT is brought into clear relief at
the very end of the film when the barber, mistaken for Hynkel,
must address a huge crowd in just-conquered Austerlich. Unable to
continue under the sign of the Double Cross, he begins to speak,
in fact to the world: "I'm sorry, but I don't want to be an emperor
. . I don't want to rule or conquer anyone. I should like to help

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ALTERNATIVES:
Has the U.S. Defied
IKhrushchev's Dogma?
HRUSHCHEV is a true believer that Communism is destined to
supplant capitalism as capitalism supplanted feudalism. For him
this is an absolute dogma . . . destiny will be realized no matter what
men do. What do we say to him?
We can say that in his dogma there is an unexamined premise.
It is that capitalist society is static, that it is and always will be
what it was when Marx described it a hundred years ago. Because
capitalist society cannot change, in its dealings with the under-
developed countries it can only dominate and exploit. It cannot
emancipate and help. If it could emancipate and help, the inevitability
of Communism would evaporate.
I venture to argue from this analysis that the reason we are
on the defensive in so many places is that in ten years we have
been doing exactly what Khrushchev expects us to do. We have used
money and arms in a long losing attempt to stabilize native govern-
ments which, in the name of anti-Communism, are opposed to all
important social change. This has been exactly what Khrushchev's
dogma calls for-that Communism should be the only alternative to

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