PAGE SIX

THE MICHIGAN DAILY

SATURDAY, NOVEMBER7,1964


PAGE SIX THE MICHIGAN DAILY SATURDAY. NOVEMBER 7. 19G4


Matcher

Stresses

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Position

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(Continued from Page 2)
ing liberal subjects with prof
sional training, and weaving1
gether interdisciplinary g r o u
'to a larger extent than any U
versity I know of.
Growing out of the immem
organized quest for new kno
ledge and the uses thereof is1
concept of the university on G
man models as a center for
search and advanced gradu
training. In its formative yes
this University was influen
and enriched by this image.
more modern terms, this sa
basic concept is adapted to1
age of science and technolo
creating a vastnew superstri
ture (in both private and put
universities) under governm
support which has been labele
new form of Federal Grant U
versities, a kind of staff college
space age industries, like1
Massachusetts Institute of Te
nology and the California Ins
tute of Technology.
Urgent Need
We feel this urgent need at1
University also, though we acc
no research mission that preclt
es training. And there is n
growing up the post-doctoral U
versity at one end of the sc
and at the other end commun
colleges and regional universit
as an organized unit of life
massive numbers of high sch
graduates not yet ready to en
the competition of the lal
force.
Our national commitment
still to the fullest opportunity
all to be educated as far as th
ability and willingness will ca
them - all 200 million.
Small wonder then that und
graduates, thinking of the Univ
sity in traditional college tern
often f e e 1 bewildered, ov
whelmed, frustrated, or uninfor
ed as to what their university
all about, and where they fit
to such a complicated organ
tion of learning.

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Note that the base and core'
from which we have been moving
is the undergraduate college with
a traditionally selected curriculum.
The most dramatic and publicized
changes in universities, however,
have not been centered on under-
graduates. Distinguished faculties
have been raided for professors of
great research reputations, for
Nobel laureates and foundation
supported figures. Part of the en-
ticement has often been a reduced
teaching load-or the promise of
none at all-more sophisticated
laboratories, munificent research

contact and credit hours, subject
distribution. He hears all too little
about the great minds and great
teachers, about the importance of
thinking and learning, or adapt-
ing the massive surplus granary
of knowledge to the needs of col-
lege students.
Work Gap
He is often acutely aware of the
gap between his capacity and,
readiness, and much of the in-
troductory work confronting him
in his first years. He sees over-
extensive reading assignments
confused with high standards of

The student body here is an in- effect the desired change. Totali- the diverse functions of the Uni- The three- erm year will help'
tricate mixture drawn from all tarian countries have used the versity into a dynamic unity of us in this endeavor by distribut-!
parts of our society and from all same techniques to secular ends purpose and drive, recognizing ing the load. In this very urgent
parts of the world. Thousands of with considerable success. A few that through this diversity runs period that will last for at least
them are mature men and women colleges continue to produce a the thread of undergraduate in- five years, we must preserve in
of voting age and citizens of re- recognizably typed product. We terest and concern. For the Uni- our effort to excXact from the
sponsibility. Many are married. still hear of an Oxford or a Bal- versity is a community as diverse resources of bigness those ele-s
They live in houses and apart- liol man, even a Princeton or a as the phenomena of the world ments which can advance and en-
ments within the University or Williams man. There is, in the about us. This diversity is a source rich our association in our en-1
in Ann Arbor. Their wives help larger sense, such a thing as a of our strength so long as it leads deavor, and at the same time off-
operate the University. Michigan man. But it denotes a through careful examination and set the hazards which are lurking
At the other end of the chron- person of character, of individual- appraisal to better understanding on every side in the process of
ological scale, over 4,000 are 17 ity and self-respect, possessing an and methods, and rational order, growth.
and 18-year-old students, most of awareness and concern for others, not to stultifying conflict or the The world is already crowded,
whom are just out of their local a trained mind with disciplined closed, departmental mind. and the population continues to
high school, away from home and perceptions, a commitment to high Specific Features rise. This we must accept as a fact
on their own for 'the first time. standards of life and professional From this basic posture come of our lives. But we cannot af-
There is every variety of back- achievement. It is not 'visible as many of the specific, features that ford to be overwhelmed by it or
ground and experience in between. an external garment, as a style speak eloquently of the Univer- defeated by it. We must find ways
This makes for a crowded, often of manner or dress. sity's interest and dedication to of creating units of harmonious

grants and assistants, travel time achievement. He finds the shining
and expense accounts. goal less alluring, and the journey
less interesting and stimulating
The prestigeruniversities on the than he had expected. We'are at
eastern seaboard boast 46 per cent!Iault here in allowing the total

tent o the Nobel scientists, an4 4u per image,'if not the vital substance,
d a cen of the members of the Nation- of the University to become dis-
ni- al Academy of Science, not as h ntortedU
to teaching strength, but as research There are elements of hope. No
the prestige. California, adding the university has successfully pre-
ch- inducement of climate, vigorously vented an alert young mind from
sti- i entered the competition, and now getting a good education. And, in
proclaims proprietary interest in Uhe Michigan faculty there have
36 per cent of the Nobels, and always been many, if not enough,
the 20 per cent of National Academy who are fully dedicated to the
ept of Science. Our area has 10 per exciting art of teaching, and to
ud- cent and 14 per cent respectively., the rewarding task of trying to
low On our campus the distinguish- shape knowledge into an orderly
ni- ed and widely hearlded new di- and rational curriculum. At the
ale, mensions of the Institute of Universi y the undergraduate does
iity Science and Technology, the Ford not belong to- the category of for-
ties Reactor, the astronautical labora- gotten men. He is not "on bor-
for tories, the Atomic Energy Com- rowed time" and is not about to
ool mission's high energy machines, be "phased out." This proposition
iter the Law School, the National needs no further documentation
bor Aeronautics and Space Adminis- than to observe our proposed ad-
tration, the Medical Center, Men- ditions to our housing program
is tal and Public Health may well and to the decision for this year
for seem remote to the undergraduate. and next, to grow relatively more
eir I am afraid that, despite our best rapidly at the undergraduate level.
rry efforts, these new demands of This policy is refleced in the
higher education have created the selection and promotion of the
er- impression that the undergradu- faculty. This university has al-
er- ates' interests are not felt, nor ways insisted upon ability to teach
ms, his needs considered or planned as a criterion for appointment and
er- for. He hears much about IQ rat- advancement. This hasn't meant,
m- ings, IBM cards, mechanized tests, unfortunately, that all members
is achievement and aptitude scores, of the faculty are superb teachers.
in- But it does mean, and this is in
za- percentage rank in class, grade markeddcontrast to many very
and honor points, curve grading, prominent 'universities, that we
have assembledhere people who
are, by and large, interested in
teaching and eager to do it well.
This university has every year
promoted, and otherwise rewarded,
excellence in teaching. It is not
a university where one must pub-
k lish or perish.
Please Sit In ComplexCommunity
The community of students is
This Week - byintent as complex as the Uni-
versivy which serves them. Let us'
make a few observations about
nds. them before we project them and
their university into the immedi-
ate future.
IATIONAL TV- - - -~ ~
e home,
4 vs. ILLINOIS
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overloaded, or heavily loaded, per-
iod of adjustment for the young,
incoming student. It comes at the
end of a long period of steady in-
put by parents, families, schools,
local communities, during which
the student has had little chance
to pick or choose, or be selective
about what was happening to him
on the receiving end.
Identity Crisis{
Our psychologists have coined'
the term "identity crisis" for this
critical period which fuses rem-
nants of our childhood past and
expectations for the future, with
our present sense of incomplee-
ness and chance to gain a feeling
of eurection, capability and pur-
pose In his study of the young
great man Martin Luther, Erikson
elaborates brilliantly on this
theme. I commend it to you. The
University is the best place a
youth is likely to find for the
discovery of his individual in-
terests, for perceiving new values,
and new vistas of meaning and
per.onal satisfactions, a clearer'
understanding of what is right and
wha~tis wrongwith the world
about him, where it might be
changed and at what speed and
cost.
At the University, he has a few
years of latitude and leisure for
self-cultivation. He has a sup-
portive and tolerant or indulgent
environment, favorable, but not
too tightly planned, where he may
associate with his peers in a com-
mon mission individually pursued
under diminishing supervision as

-Daily-Robert Sheffield
UNIVERSITY PRESIDENT HARLAN HATCHER addressed students at Thursday night's convo-
cation, the first of two planned for this year. The President emphasized the scope and importance
of undergraduate education in University life. He also promised increased University action to al-
leviate the housing problem and to offset the effects of large scale education by catering more to
the individual. The largest part of the program was devoted to a question and answer session be-

tween the President and the and!
Out of such a background of
previous experience and sense of
growth, students often\ waiver or
alternate between seeing their
University as over-paternalistic,
manifesting too much of the im-

MEMBERS
The Block
Bring Frie
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MICH IGA N

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he hastens toward maturity. He age ofanorinant or coery
has available all the tools of cive parent against whom they
learning we know how to provide. are in rebellion, and from whoml
He may know and be guided by they have now partially at least
the wisest and most learned men escaped; and, on the other hand
in all fields. nras a large, complicated, cold, in-
n ddifferent and impersonal institu-
He has a chance to recognize tion which feels no real concern
the ongoing forces of our world, for the welfare, happiness and
how they take on new forms and success of its forgotten students.;
new directions, to learn how we
preserve the good in the old while,1 The University, of course, is

I.

creating the new, and how to min-
imize crises, eruptions, and neuro-
tic tensions, through natural
growh and creative evolution. He
may construct a new and valid
pattern and style of life for him-
self.
The University surrounds him
with every available richness of
choice, but it has no preconceived
mold to contain him or re-form
him. The monasteries did, and
they worked out a concise dis-
cipline and ritual of living to

neither of these. Seeing it from
where I live and work, I am
troubled to realize that for many
of you the windows into the Uni-
versity are so limited: the admis-
sion and housing offices, a coun-
sellor or two, four or five in-
structors, and some incidental con-
tacts. You can do much to open
doors and windows and widen the
horizon of the treasures before!
you here. 1
Our constant and unceasing ef-
fort is to unite and weld together



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undegraduate education. I will
merely list some of them. We can
extend the discussion of them if
you wish.
1) The Honors program - in
Literature, Science, and the Arts
and Music, outstanding in Ameri-
can universities.
1 2) The joint program of Litera-
ture, Science, and the Arts and
Medicine experimenting in new
patterns of pre-professional edu-
cation.
3) The junior-year abroad pro-
grams in France and Germany.
4) The Center for Research on
Learning and Teaching. This unit,
nov in its second full year of
operation, was established to en-
courage experimentation in teach-
ing methods, curriculum revision,
and explorations in the use of
such techniques as television and
programmed instruction.
5) The Pilot project program,
the attempt to build on the Michi-
gan House plan to strengthen the
tie between the formal educational
process and the living units.
6) This is related to the vig-
orous work being done on plans for
the University residential colleges
to be erected on the banks of the
Huron.
7) The Undergraduate Library.
8) The newer language teach-
ing techniques.
9) Programs for teaching fel-
lows, under leadership of exper-
ienced and distinguished scholars
and teachers.
Brilliant Teachers
The University, I repeat, has al-
ways had a corps of brilliant
teachers in its midst. They have
fostered a tradition of great
teaching. We expect to continue it
and reward it. I say again to you
what I have said to the faculty
on other occasions. I can see
nothing in the experience of the
United States in higher education
nor in the experience of the lead-
ing nations of Europe to lead me
to believe that we would be better
off without our traditional intake
of undergraduates in this univer-
sity.
We will continue to select them
and to receive them in as large
numbers as we can reasonably ac-
commodate. The concentration of
resources made possible by our
size, diversity, and distinction of-
fers to selected undergraduates an
intellectual environment t h a t
could not otherwise be duplicated.
Their presence adds zest and
sparkle to the tone of university,
life. We would be the poorer
without it.

size, of "selecive smallness" where
we may feel stimulated and sup-
ported without losing the intimate
sense of associa~tion with other
groups and units in the total com-
munity.
Next Few Years
The next few years should see
the residential college plan in op-
eration and bearing fruit. Con-
comitantly we may reasonably ex-
pect that our experiences with the
pilot programs in our present and
projected housing may be made
into stimulating and new ap-
proaches to the whole problem of
learning on the undergraduate
level.
We should look forward to
planned reading periods and, in
the appropriate disciplines, to less
emphasis upon routine classroom
procedures and more reliance up-
on individual effort on the part of
the student.
We expect to extend our rec-
reational facilities, particularly in
the area adjacent to the residen-
tial colleges and in proximity to
the Cedar Bend and Bursley Hall
additions where we have adequate
space. This will become even more
important as the University moves
toward full residence capacity in
the spring and summer months.
We expect to expand our li-
brary service on the central cam-
put, on the north campus, and
into the projected new dormitor-
ies.
We will have to look afresh' at
student housing.
Boarding House Era
We have gone from the old pri-
vate boarding house era to our
present diversity as of 1963-64 of
around 12,000 in residence halls,
University apartments, and affili-
ated units, over 9,000 in Ann Ar-
bor private dwellings and apart-
ments, and another 3,600 com-
muting or living at home-about
50 percent each.
With further growth, we need
to consider the relation of our
projected additions to the total
need, and the capacity of the
community to increase its accom-
modations. This pressure is al-
ready extending the circle of the
student community, bringing new
apartments into use, and attract-
ing new private ventures like the
high-rise structure on South Uni-
versity.
All these things raise anew the
question of the relationships be-
tween the University and its stu-
dents, and Ann Arbor as' a city
and a community, and the private
landlords as owners and renters of
accommodations.
We think the time has come to
form a blue ribbon commission to
take a new look at these relation-
ships as they exist today, and to
see whether they are adequate to
cope with the present conditions
and the growth that is certain to
IIT'SN
COMING

come. I propose to appoint such a
commission.
Diverse Rules
We have inherited from earlier
Aimes diverse rules and regulations
concerning student life. Some I
suspect have served their day and
are not pertinent to present so-
ciety. Two girls may graduate from
the same high school. One becomes
a secretary in a business pffice
and is on her own. The other en-
ters college and comes under the
supervision of the University and
the dormitory. What constitutes
the real difference in concept and
expectancy? What is the responsi-
bility of the home and parents, the
student herself, and the Univer-
sity as an educational institution
and place, of residence?
Here there will be wide differ-
ences of opinion. We must ask
that our rules make good sense,
that they are not arbitrary to no
purpose, and that they are not
just a carry-over from an earlier
period. The students will help us
keep them under review.
Any knowledgeable person any-
where in the world will tell you
that your University is one of the
best we have. I believe that. I also
believe that we must be constantly
probing to find where we can do
better, and then remedy what we
are doing badly or poorly or not
at all. All of us have' responsibili-
ty for the input of data.
Many of the things that distress
us are inherent in life itself at its
present stage of evolution. They
have no easy remedies and there
is little we can do immediately
with the "passions, anxieties, and
rages" of the human race.
Circumscribed Questions
There are ,many more circum-
scribed questions which we must
all keep thinking about. Some are
implicit in what I have already
said.
(1) What are our problems in
deferred admissions and the year-
round program? kn
(2) How will we know when we
have reached maximum size?
Should we cultivate branch cam-
puses?
(3) .How should the University
meet the changing situation with
respect to other nations and inter-
national students?
(4) Do we have a responsibility
in he anti-poverty program? In
sub-university technical training,
drop-outs at all levels, the Peace
Corps?
(5) Is there a rational rather
than impressionistic standard for
student fees? Are housing and
board rates adequate?
(6) What are the basic hard
central present facts, as opposed
to folklore, about out-of-state stu-
dents and a reasonable policy con-
cerning them?
(7)' In a basically residential
university, what proportion of the
housing should be University
owned or affiliated? What variety
is desirable? What should be the
relationship between the Univer-
sity and the host community?
(8) In the University where re-
search is basic, is there a proper
interplay between research and
learning, teaching, and a rich in-
tellectual life for undergraduates?
(9) Should we encourage more
interdisciplinary institutes and
programs?
(1) Do we need more interna-
tional interchange? More centers
abroad? More diligent attention
to the problems of Michigan?
((11) Should we do more exten-
sion and adult education? Is resi-
dence in Ann Arbor necessary for
a University degree?
(12) Should the Literature, Sci-
ence, and the Arts College be ad-
ministered as a single large unit,
or separated intq smaller, more
specialized divisions?
(13) What is the relationship of
the University of Michigan to oth-
er institutions in an-era of great
expansion? How does the new
State Board fit most constructive-
ly into the picture?
(14) Can we do anything for
the brilliant young student in dis-

engaged rebellion against univer-
sity opportunity - the gifted to
genius group of college drop-outs?
(15) What course should we
chart with the Federal Govern.
ment?
These are a few samples of some
of the things before us. You may
add to them.
I would add one more observa-
tion. The easiest way is to live
listlessly on a dead level of monot-
ony, or to drift with the accepted
and the expected into quiet des-
peration. The next easiest is to
consume your energies in the fire
of undirected revolt and rebellion
or to starve them in cynicism and
unbelief. The most difficult and
most rewarding is to combine
knowledge and understanding of
the technical requirements for
change with those golden . mo-
ments of clear vision and faith in
what it is possible for man to be
and become. This is the source of
the joy and the excitement of the
creative spirit which lifts us to a
higher and more elegant level
where richer values and delightful
colors surround and support our
lives. This is what I most covet
for you.
1 I
} SUNDAY THRU THURSDAY I
I AII. M Aftler


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