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September 29, 1964 - Image 4

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The Michigan Daily, 1964-09-29

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Seventy-Fifth Year
w'sh IP"AI °71 420 MAYNARD ST., ANN ARBOR, MICH. NEws PHONE: 764-0552
Truth Wm lprevail
Editorials printed in The Michigan Daily ex press the individual opinions of staff writers
or the editors. This must be noted in all reprints.

Callior Higher Educa tion Discussion



The Warren Report:
Where Are the Doubts?

At first you rejected the offer to head
the now-famous investigation into the
assassination of John F. Kennedy. But,
here, only a week after that tragic event,
the new President was delivering an un-
refusable ultimatum.
"The position of the United States is
severely shaken," he was saying. "Abroad,
nations are watching with eagerness the
breakdown of law and order here. At
home, extremist sentiment is getting un-
precedented airing as the conspiracy
theories gain greater validity."
"We must have a report, formulated by
men of spotless reputation, which un-
equivocably states that Oswald killed
Kennedy, and rejects just as strongly the
possibility of his having an accomplice."
And with those words as a spur, you
leave the White House to begin the per-
petration of history's greatest hoax.
IMPOSSIBLE? The above is only hypo-
thetical. It has no basis in documented
fact. But it is an outside possibility which,
along with a lot of other outside possi-
bilities, calls for skepticism toward the
Warren Commission and its report.
For the great tragedy of the Warren re-
port is that in its painstaking brilliance--
the testimony, the scientific study, the
on-the-spot reenactments - an official
and unchallengable history has emerged.
There will be questions from crackpot
groups who see holes in the evidence. And
there will be bodies formed by the Presi-
dent, the press, the federal agencies to
enact the commission's recommendations.
BUT WILL ANYONE look beyond the
questions of who killed Kennedy and
what should be done to better safeguard
the President? Will anyone ask: what
would the commission have done if it
found the evidence inconclusive; and, as
a corollary to that question, why was the
commission really formed?
The commission is, by its own admis-
sion, not a court. And yet it has pronounc-
ed a man guilty and a conspiracy non-
existent with the same finality as a de-
cision emerging from the bench.
From the beginning the report has
been heralded as the definitive source of
the assassination. In announcing the es-
tablishment of a commission, Johnson
made it clear that this group was to
supersede a Texas court of inquiry, fed-
eral agencies, even Congress itself-all
bodies which were suggested as investiga-
BUT IN AN ERA of history where the
CIA. can allegedly launch an invasion
of Cuba without the President's orders,
when a Bobby Baker could be serving
any senator, or when the secret service

can neglect to examine the buildings lin-
ing the route of a presidential motorcade,
public skepticism toward anything offi-
cial is warranted.
It is ironic that the very report which
scathes FBI and secret service, Dallas
police and military intelligence branches
should itself be greeted so sacrosanctly.
THERE IS NO WAY to prove that the
Warren Commission was rigged, or
that its findings were presupposed in
the brief chat of the President and chief
justice at the White House last November.
Nor is there any reason to doubt the com-
mission's findings as they are chronicled.
The operations of the commission have
admittedly been above reproach. Sound
procedures were observed to insure that
no rights of persons living or dead were
violated. The investigation and even the
writing were done by officials and scien-
tists who have demonstrated before their
meticulous concern with detail.

I BELIEVE THAT each graduate
of an accredited Michigan high
school should be guaranteed op-
portunity to obtain higher educa-
tion at a Michigan institution at
nominal cost. I also believe that
each Michigan public high school
that is not now accredited should,
by improvement or consolidation,
become a comprehensive, ac-
credited high school.
These goals seem far from
reach today, but they will be even
farther off in the future unless
the people of Michigan demand
that their state and local govern-
ments act to attain them.
I also believe that a step to-
ward attainment of the first goal
is a state board of higher educas
tion that sets the policy for high-
er education in the state, how
many institutions there should
be, what should be the role of
each, what appropriationsthey
should receive and what fees they
should charge.
I am writing this article to dis-
cuss these beliefs and to contrib-
ute to discussion of t h e m
throughout the state.
* * *
is revered because it gave rise to
the policy of at least a grade

company. Our Ohio neighbors
have just embarked on a course
of centralizing planning and con-
trol for higher education: to pro-
vide faculty and facilities for rap-
idly increasing numbers of under-
graduates and expansion and im-
provement of graduate educatior
judged necessary to keep Ohio in
a state of economic prosperity.'
The Ohio State Board of Regents,
created in 1963, is responsible for
coordinating both academic andf
financial activities of all state-
supported institutions of higher
education. California has long
hY d such a state board, and Cali-
fornia is the only populous state
of the Union that has a system of
state colleges and universities
equipped to educate today's youth
and prepared in an orderly way to
educate tomorrow's.
Here the state chapters of the
American Association of Univer-
sity Professors Committee on
Higher Education in Michigan has
recently issued a report recom-
mending that such a board be
created in Michigan. In passing,
I note that this is a committee of
professors, not of regents or
. * * *
IT IS TIME for professors and
high officials to propose and to
clamor for action to meet the


D. KAZARINOFF, associate

professor of mathematics, is currently on
leave at the Courant Institute at New York
University, where he is doing research. He
came to the University in 1956 from Purdue
University. During the 1960-61 academic
year he was an exchange professor in Mos-
cow, sponsored by the State Department
and the National Science Foundation.

The report itself, dramatic yet
biased, fluent yet carefully footnoted,
demonstrate the weakness of the
system which would have been used
for Jack Ruby's fatal bullet.


in various areas of the state and
for larger state appropriations.
We are not facing questions as:
should there be more than one
school of forestry in the state,
should a university offer a special
curriculum for future hotel man-
* * *
THE FUTURE residential col-
lege was approved by the literary
college and the Regents with lit-
tle idea of its cost, or of the cost
of possible alternative. Does not
the decision to establish a new,
residential college on our cam-
pus (several more are shown on
maps exhibited by University
planners) properly belong to a
state board advised by qualified
Perhaps the next step in ex-
panding higher education facili-
ties in Ann Arbor should be to es-
tablish a community college.
Many community and juniorcol-
leges must necessarily be created
in the next few years. But I do
not believe they should sprout
here and there as municipalities
vote funds. They should be sup-
ported by the state and located
where they can best serve the peo-
ple of the state. Local school dis-
tricts are just too hard pressed
to be forced to carry the com-
munity and junior college burden
The existing state board of edu-
cation, also, has more than
enough to do in improving sec-
ondary and primary education.
I would like to suggest what
might be done to establish a
strong state board of higher edu-
cation in Michigan. University
and college presidents and trus-
tees should act together in per-
suading the governor and legisla-
ture to create such a board. Lo-
cal school boards might exert a
powerful influence. Professors and
students should present their
views. The voices of labor, busi-
ness and other community lead-
ers also ought to be heard. The
facts should be presented not only
to the legislature but to the pub-
lic. For this the cooperation of
the state's newspapers is neces-
sary. I urge Gov. Romney, Staeb-
ler and the candidates for the
legislature to discuss in their
campaigns the problems of high-
er education in Michigan and
proposals for solutions.
* * *
LASTLY, I WOULD like to dis-
cuss briefly the delicate problem
of the relationship between a
new state board of higher educa-
tion and the existing boards of
regents and trustees. I do not
think that the University's reg-
ents, in particular, should object
to a state board of higher edu-
cation taking over some of their
responsibility for planning and
policy. It seems to me that the
regents, president and vice-presi-
dents of the University are at
presesnt too far removed from
students and professors. Much of
their time that is now spent on
problems of statewide concern
could well be used to deal with
local problems, and there are
many of them.
Some are small: two summers
ago a new sidewalk was construct-
ed in front of the south wing of
Angell Hall together with a wide
apron by the street. But last sum-
mer the apron was unnecessarily
torn up and replaced. Last sum-
mer administrative action gave
rise to the North Campus park-
ing issue.
And some of the problems are
large: should senior scientists
working on givernment sponsored
research projects in University

laboratories be given Academic
tenure; should the president and
vice-presidents of the University
have executive committees of pro-
fessors to assist them in making
policy, just as the literary college
dean and department chairman
do? There are many more impor-
tant University problems which
merit the attention of able men.
* * *
WE IN MICHIGAN are in the
midst of a higher education crisis,
but we are also part of a rich and
relatively free society that is


The Rockwell Speech:
Hand-to-Hand Combat

But the document has stamped a sin-
gular clear-cut impression on the minds
of the public. Oswald did it. No one
helped him. The public accepts this. The
guilt is passed to the Secret Service and
the press who will now thoroughly inves-
tigate their procedures as the report sug-
BUT WHERE ARE the doubts?
In a courtroom proceeding, the doubts
would be built-in. Federal officials would
testify against each other. Doctors would
say Kennedy was shot from the front.
Mrs. Oswald's testimony would have been
probed, not by the head of the CIA, but
by an eager defense attorney anxious to
whisk all the dirt out from under the rug.
A conspiracy theory would have been
supported by more than the difficulty of
"proving negatives to a certainty."
ALL THE FACTS uncovered by the com-
mission may be true. They may not.
The public, however, should not hasten to
swallow without reservation a document
which is based largely on the wonders of
science and the testimony of federal offi-
cials. In particular, it should maintain a
skepticism toward any commission which
has, from its inception, been geared to
tying all the loose knots.
Otherwise, the next logical step would
be to advocate shooting Jack Ruby to-
morrow so that a fair and logical inves-
tigation of his case can be made.

school education for each Amer-
ican child. This policy was grad-
ually extended. By the 1940's it
was recognized (except in the
South, which even today tolerates
illiteracy) that each of our citi-
zens should be a high school
graduate, and in the 1960's it has
become apparent that society re-
quires still more education for the
entire population, from future
farmer and factory worker to fu-
ture physicist a n d physician.
Moreover, much of our adult pop-
ulation requires additional edu-
cation to modify old skills for to-
day's tasks or to obtain new
skills. Education can save the
ghetto-bound, the unemployed
and the delinquent.
Even to vote intelligently in
1964 requires knowledge and per-
spective that but a short time ago
was held by only a very few, for
our elected officials propose and
enact legislation dealing with ex-
ceedingly complex human en-
deavors. To understand charge,-
of missile gaps, loss of capacity to
deliver nuclear weapons, and ir-
responsible fingers on "nuclear
triggers", a citizen needs much
education -education that will
enable him to contribute his best
to society, not only through good
citizenship but by honest labor as
In 1964, that each Michigan
citizen should receive some sort
of higher education need only be
proclaimed; it is too obvious to
require debate.
ful state board of higher educa-
tion is a much more subtle issue
and requires discussion and jus-
tification-more than I am either
qualified or able to provide. Yet
I am reassured to have joined good

fighting to survive in an awaken-
ing world which is jealous of our
way of life and is not fitted to
adopt our institutions. At the
same time, with over five million
Americans unemployed, America
faces rotting from within. Educa-
tion may well be the key to our
very survival. The people of
Michigan cannot afford not to
meet and solve their education
Abraham Kaplan

state crisis in higher education on
a statewide basis. Each of us
should stand and be heard every
day until Michigan has overcome
the crisis. Perhaps I am wrong
but I suspect that might involve
a change in perspective for many.
In Ann Arbor, professors have
been frankly told by administra-
tors that the University must ex-
pand and expand lest state ap-
propriations, therefore professors'
salaries, not expand. This is not
the position from which we at
the University should act to meet
the future. Many of our large
problems are the state's problems.
Their solution should be guided
by what is best for the young
men and women of Michigan
not by the principle of "more
students, more money" held by
ny~v rioum state legishtors.
Michigan's state colleges and uni-
versities must provide the lead-
ership to replace that short-sight-
ed and mistaken principle. What
may be lost in the short run is
perhaps a necessary sacrifice to
win a great cause.
Someone may object that we in
Michigan are taking orderly and
intelligent steps to resolve thc
higher education crisis. I perceive
evidence to the contrary. The
number of high school graduateF
is increasing rapidly each year.
On the other hand, this fall large
numbers of students, admitted to
the University in the summer.
were forced to sleep in crowded
temporary quarters. And from
year to year the number of class-
rooms on our central campus de-
creases. This University is simul-
taneously adopting a three semes-
ter system and asking the legis-
lature for money for a new kind
of college. We and our sister in-
stitutions complete for. branches

To the Editor:
sides of the Rockwell question
seem to share a taste for authority
ethics. The recurrent technique is
to produce a definition of the
University from which one's posi-
tion on Rockwell seems to follow
with axiomatic force. We are ask-
ed to affirm or deny the right-
ness of the invitation on grounds
that it does or does not conform
to the "function" of the Univer-
sity. Education must expose us to
our time, therefore invite him; it
should be the partisan of value;
therefore take the invitation back.
But isn't this too easy? Doesn't
it leave the real issues untouched?
At least it doesn't seem to change
anyone's mind. Nor should it.
These "definitions" seem to be
mercenaries. We confront an ethi-
cal ventriloquism in which our de-
bater sets the institutional dummy
on his knee, using its mouth for
his own otherwise less imposing
opinions. People bred to such dis-
course of moderation may expect
me to strangle on my impudence,
but I say a stronger reason for
closing the door than any so far
given- is that Rockwell's speaking
here may break Paul Ilie's heart.
Such a reason has content and it
moves me.
* * *
well's appearance. One reason is
that the priority issue now ap-
pears to be, not the rightness of'
the Union's invitation, but the
Union's freedom to invite. If the
Union now recants, you will never
convince me that institutional
had nothing to do with it. (Re-
call the Rockwell story at Ohio
State?) Only in a severely dis-
rupted society can established
liberalism even consider the use
of pre-emptive political techni-
ques. Otherwise, anything short of
total ideological toleration is il-
liberal folly. Surely all of us are
free to make our claims about the
Union's (perhaps) bizarre ideas;
but we are not free to ease our
grievance at the expense of the
Union's freedom to browse at the
And I would want Rockwell to
come in any case. Not for what
that might prove the University
to be, nor for what he can teach
me about Nazism. He cannot af-
fect the University, and I already
know about Nazism. The point is
in fact that he is not a teacher;
further, that he is not a "political"
figure at all. Rockwell is essen-
tially alone. In effect, he is the
Nazi. This means the encounter
which his visit portends is not a
dramatization of a greater social
encounter. When one of us rises to
damn his brutal nonsense, it will
not be a.s if a hero of democracy
is rising against a hero of tyranny.
The victory and defeat of it will
be instantaneous and personal be-
tween me and Rockwell, Paul Ilie
and Ro)ckwell, Rudy Schmerl and
Rockwell, this Jew and that Ne-
gro and Rockwell.
DON'T WE really know this?
His 'appearance is not political.
That's just what makes it so pierc-
ing. My side won and his side lost,
and what happens in the ballroom
won't change that. But will he
make me look like a fool? Will he
have a dozen well-tuned tricks
for each move I make? If the
whole thing really had to be argu-
ed through all over again, and if
it were I on whom humanity de-
pended, could I come through?
Paul Ilie's romantic liberalism,
his sense of the remote and rare,
his learning: would these be equip-
ment enough? And Rudy Schmerl,
as I recall a warm man and a
bad chess player: can he whet
his power on that nightmare, that
lesser Hitler? Or will we all just
stand there gawking and beguiled?
This is a hand-to-hand matter.
I expected a little pride, .some
high blood, a little majesty for a
small crisis. Yes, gayety, even

that! I was surprised to find such
learned keening. For it is not
Rockwell who is being offered us.
It is we who are being offered
Rockwell. And the only invitation
that we even might retract now
is the one which the Union, in its
maybe accidental wisdom, has of-
fered us.

want to hear Rockwell and to see
him. As a student of Nazi history
(German variety), I feel I have a
right to observe Rockwell in per-
I have spent countless hours
browsing through every sort of
Nazi publication available, and
can vouch that nothing in these
publications can match the under-
standing gained from even a film
of a Nurnberg Parteitag, let alone
viewing a Nazi in person. Thus
the statement by Rudolf B.
Schmerl (Letters to the Editor,
24 September), "University stu-
dents can learn more about
Nazism, German and American,
by going to the library than by
listening to the leader of the
American Nazi party" is not a
sufficient statement of what edu-
cation involves.
* *,*
BUT IT WOULD be far more
significant and dangerous for the
University to develop an attitude
which Mr. Schmerl advocates. He
states: "It strikes me as peculiar
that Mr. Warren and his com-
mittee have the power to decide
that it's more important for this
years undergraduates to have the
opportunity to hear the Nazi than
for the University, which will be
here for some time to come, to
assign a level of dignity to its
platforms beneath which it will
not descend."
Clearly, this means that the
University has some sort of obli-
gation to ignore anything that it
considers beneath its dignity. The
very dignity of the University
demands that it open its eyes and
mind to-all aspects of. life regard-
less of what it's academic judge-
ments of these may be. The Uni-
versity cannot afford to delude
itself and others into thinking
that by ignoring something it will
go away (it is important to re-
member that the Universities of
pre-Hitler Germany were quite
aloof from life.)
Thus the University has an
obligation to all students to expose
them to as many aspects of today's
society as possible, whether the
students and University believe or
approve these or not. And since
one of these aspects happens to
be Rockwell and his beliefs, stu-
dents deserve to hear him too.
-Margaret K. Evatt, Grad
To the Rescue
To the Editor:
QOME STUDENTS and faculty
members dedicate late even-
ing hours to intellectual growth or
academic chores. They study from
ten o'clock until midnight, staying
awake either by sheer force of
character or else by courtesy of
station WQRS-FM (105.1 mega-
cycles), whose Angela McBride
brightens their lives with The
World of Music. I believe that
many scholars would retire earlier
(mens sana in corpore sano!),
were it not for music by Pergolesi,
Frescobaldi, Couperin, or Rameau.
Awake, come to life, and take
vigorous steps! Your favorite sta-
tion is in danger of being sold to
out-of-state commercial interests
that would undoubtedly replace
Palestrina with Chaikovsky. The
station's technical staff has form-
ed the Art Center Broadca.sting
Foundation (P.O. Box A-816, De-
troit, Michigan, 48232). The foun-
dation hopes to prevent the pro-
posed transaction, to buy the sta-
tion, and to continue its operation
with the voluntary support of
listeners. If your snobbish tastes
reflect intrinsic qualities of your
personality, write the foundation
a letter of praise/ that can be
shown to the Federal Communica-
tions Commission. Also, send a
check or a few dollar bills to help
in the purchase. In case your
letter is trite, your money will
speak for you with such a com-
manding voice that you may hear
it throughout the coming years.

--George Piranian
Professor of Mathematics
To the Editor:
W* YT71TTrnT.T T TV..t.0 rh ffp',.a


The One-Third Housemother

THE SOLUTION to the housing prob-
lem has come to mind - eight-hour
The housemother is a lady whose func-
tions are rather vaguely defined, but she
has one characteristic which must be em-
phasized. She has two rooms and a bath.
Is she your friend and confidante. Your
counselor? Your mother away from home?
The counselor-mother-friend ideal is gen-
erally laughable, but the lack of this
function is critical to the argument.
freshman woman you can get through
an entire semester-even two-without
Managing Editor Editorial Director
ANN GWIRTZMAN ... ............ Personnel Director
BILL BULLARD.................... Sports Editor
MICHAEL SATTINGER ... Associate Managing Editor
JOHN KENNY.......... 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
STEVEN HALLER...Contributing Editor
MARY LOU BUTCHER.r..r.. Contributing Editor
CHARLES TOWLE....Contributing Sports Editor
NIGHT EDITORS: David Block, John Bryant, Jeffrey
Goodman, Robert Hippler, Laurence Kirshbaum.

ever seeing your housemother except to
sign out for vacations and weekends. If
you took the initiative you could encoun-
ter her-cordially distributing late min-
utes, semesterly offering tomato juice and
Ritz crackers, popping up at your table
for dinner. But you can get along with-
out her all right.
On the other hand, someone has to
sign you in and out, someone must be in
the dorm as a representative of law and
order, and someone ought to be around
to talk to your parents. These functions,
however, can be considered daily ones, as
opposed to nightly, and do not merit two
rooms and a bath-a small office, maybe.
third her former size-an 8 to 5 desk
job and a corresponding salary cut-with
resident advisors working nights, and the
mathematical reverberations are heart-
To date, there are 51 housemothers in
suites in the dorms and quads. Four stu-
dents could be moved into each suite ...
for a grand reorganization of 204 displac-
ed persons-half the number that over-
crowded the residence halls this fall.
With the two-thirds salary cut, over
a period of years a new residence hall

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