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THE MICHIGAN DAILY

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LA LJmiHY, Vv L3 ~J;J.5. 11, 1962

EDUCATION: -
Ericksen Sees New Concept

Robert Mark Wenley

"An exciting revbiltion is- under
way in the process by which a stu-
dent.gets.:his educationi," said Prof.
Stanford'C. Ericksen *of the psy-
chology department, .-in opening:
remarks.to 'the cotivntion of the-
Association of Governing Boards
of State Universities and Allied.
Institutions+yesterday.'
Emphasizing that "there is
much more to -teaching than tell-
ing," Ericksen declared that the

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authoritarian, information-giving
professor is gradually retiring
from this role. Teaching machines
and programmed learning will
create classrooms of the foresee-
able future which "will still be
dependent on the teacher, but not
solely dependent." This will not
replace the teacher, but will free
him for "higher and more stimu-
lating functions."

Urges Reents To Support
CollegeAcademic Freedom

S.i

By GERALD STORCH

College and university students
must hpye a "fanatical belief" in
the democratic process, Sol M. Lin-
owitz; a 'trustee 'at the University
of Rochester, told" a meeting of
the Association of Governing
Payne .Views
'Peace Race ,'
States Suport
Democratic candidate for Con-
gress Thomas Payne offered his
support to local peace programs
Tuesday evening.
"fur cbmmun ity is. in the fore-
front of agrowing: world-wide ef-
fort to convert the present arms
race into what President John F.
Kennedy, calls a 'peace race'," he
said.
Payne deplored-his- opponent
incumbent representative: George
M e a i e r' s '"obstrxctionism" to
peace programs.: Noting partici-
pation of University students and
faculty in the peace corps, in
studying problems ofarms control
and inspection, in studying the
establishment of a United Nations
University and the institute' for
Arms Control, Payne charged
"that this.new thrust by local
citizens is not being supported by
Meader."
He said Meader voted against
the -Arms Controand- Disarma-
ment Agency 'which -assigned
"hundreds bf tliousands of dollars
of its industrial- research. budget".
to a local corporation.

Boards of State Universities
Allied Institutions yesterday.

andI

"The single most important task
of .a college or, a, university is to
turn out men and women aware of
their responsibilities as free citi-
zens in a free society and prepared
and, willing to play their part to-
ward the bolstering of that socie-
ty," he continued.
"Therefore, it is the obligation
of every university trustee and re-
gent to lend his support toward
that objective and to oppose any
contrary move-from whatever,
source."
. - . - Strongest Response
By standing for academic free-
dom, Linowitz said, higher educa-
tion provides "the strongest re-
sponse - to Communism.".
He conceived of academic free-
dom as"more than just the right
to be let alone. It means freedom
to pursue the truth wherever it
may lead; -freedom for the
thoughts we -do not like as well as.
those we do."
The entire university is affected.
by "the way a trustee or regent
acts when scholarship and intel-
lectualism are under attack," In-
owitz said.
S Responsibility
"A trustee who does not join
Jefferson in proclaiming eternal
hostility against tyranny over the
minds of men misunderstands the
nature of his r responsibilities and
the character of his institution.
"In short, freedom is no mere
academic- question. It is at the
very cord of the obligation of all
of us who are connected with uni-
versities and represents our most
sacred trust," he said.

Prof. Harlan Lane of the psy-
chology department described the
advantages of programmed learn-
ing : to the student. The process
consists .of an arranged sequence
of short questions requiring writ-
ten response by the student and
providing confirmation of the cor-
rect response. The student can
advance at his own rate. In an-
swering the questions, he is al-
most always right.
Thus the student is continually
active in the learning process.
Items are constructed so that he
must comprehend the critical
point in order to supply the cor-
rect answer. He is led to an un-
derstanding of concepts as. well
as a knowledge of facts.
The system of programmed
learning also frees the teacher
"from tasks unworthy of (his)
training, such as rote drill," Lane
said. He has time to spend with
individual students and their spe-
cialized p r o b1 e m s. Disciplinary
problems are reduced, and student
and teacher can build rapidly to-
ward advanced topics.
Prof. Waldo Sweet of the classi-
cal studies department discussed
the application of these methods
to the teaching of Latin. "The tra-
ditional textbook assumed that the
grammatical structures of Latin
and English were the same," he
said.. "I have taken exception to
this assumption and my course is
based on modern techniques of
linguistic .analysis."
The student works mostly in
the language laboratory by him-
self, making 200-300 responses per
hour. About half of this time -is
spent under supervision of a
teacher. The class meets only
oncena week, and weekly tests are
given.
Prof. Lane feels that this
'method more closely leads to the
goal of his course, "to read Latin
in Latin without thinking in Eng-
lish."
Prof. Finley Carpenter of the
education school discussed the
meaning and growth of, educa-
tional technology, research find-
ings, and specific recommenda-
tions for universities and colleges.
Prof. Lane stressed that pro-
grammed learning is an applica-
tion in the natural setting of
principles developed in the be-
havioral research laboratory. It is
"the first comprehensive contri-
bution from the science of learning
to the art of teaching."

JAMES K. POLLOCK
.. . great strides

Sees Merit;
In Con-Con
By THOMAS HUNTER
Prof. James K. Pollock of the
political science department spoke
strongly in favor of the new state
constitution to go before the vot-
ers in April.
Delivering the first in a series
of Speech Assembly lectures yes-
terday, Pollock praised highly the
work of the recent constitutional
convention. He pointed to "con-
siderable improvements" made for
the most part with unanimity by
a "representative cross-section of
the people" ranking high in com-
parison with other legislative and
popular bodies.
"We should not idly throw away
the opportunity for better govern-
ment which the convention has
given us," he said.
Word Length
The one possible mistake was
the inclusion of too much legisla-
tive material. The new constitu-
tion of 19,000 Words trims 2500
words from the length of the Con-
stitution of 1908.
Pollock, said that on the whole
the new document is a "vast im-
provement" over the 1908 model
and "compares favorably to most
other state constitutions."
Compromises held the conven-
tion back in some areas, he said,
but individual provisions cover-
ing intergovernmental relations,
reorganizing the powers of the
governor, civil rights, country
home rule and civil service are
better than "similar ones from
the best state constitutions."
Executive Branch
Pollock said that an "almost in-
tolerable organization" plagued
the executive branch. The gover-
nor, under the present Constitu-
tion, is unable to control the
"patchwork organization" of the
great number of agencies. This
and the short term weaken the
executive, he said.
The convention extended the
governor's term to four years, en-
larged his powers over the admin-
istrative machine an dlimited the
executive to 20 departments.
Great strides were also made in
civil rights, Pollock noted. A com-
pletely new section establishes
equal protection of the laws and
creates a civil rights commission,
the first of its kind among the
states.
Right To -,Appeal
Other innovations include the
right of appeal in criminal cases,
he said.
A new leadership over public
education has been established
with individual boards of control
for all state colleges. All are to
have constitutional status.
Pollock denounced opposition
of "certain powerful interests un-
happy about certain single provi-
sions" and "ready to sacrifice the
welfare of the whole state for
their own selfish interests."

(EDITOR'S NOTE: This is the
fourth in a seles of 21 articles fea-
turing the namesakes of the men's
residence balls.)
By LOUISE LIND
The athletic yet scholarly Rob-
ert Mark Wenley who joined the
University faculty in 1896 as head
of the philosophy department was
clearly a man blessed with a dis-
tinction beyond his 35 years.
A native of Edinburgh, Scotland
Wenley at 15 had entered the Uni-
versity of Glasgow where his in-
tense devotion to his studies
brought him a nervous breakdown
before he, graduated, having been
awarded the gold medal in phil-
osophy three times and once
named university medalist.
Nearly six feet tall, young Wen-
ley was a powerful athlete, excel-
ling at football as well as at his
studies.
Call to Ann Arbor
After securing his master's de-
gree at Glasgow in 1884, he trav-
eled and studied in France, Ger-
many and Italy. Returning to Scot-
land in 1886, he taught at Glas-
gow and Queen Margaret College
until 1896 when the University
called him to Ann Arbor to succeed
John Dewey as head of the phil-
osophy department.
With his acceptance, Prof. Wen-
ley took on the duties of an offi-
cial position that he was to fill for
33 years, until his death in 1929.
In philosophy, Prof. Wenley
was an idealist. His presentation
of philosophy as a concrete atti-
tude toward life, not a meaning-
less series of technical "isms,"
made the subject a living thing
to his students.
Sardonic Wit
In the lecture hall, Prof. Wenley
displayed a powerful mastery o
sarcasm and sardonic wit anda
skill for illustrating pertinen
points with humorous stories.
On campus, considerably small
er at that time, Prof. Wenley
mixed with the students and wa
able to exert his personal influ
ence, helping to found the Quad
rangle Club.
The professor swore prolifically

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and profoundly, and took much
pleasure in shocking his students.
Firm in his beliefs to the point
of dogmatism, he is said to have
asserted, "Everyone in construct-
ing his philosophy must pass
through a period of complete skep-
ticism. He must sift his beliefs.
But after he's done it, then what
he has he has."
Same Education
Somewhat daringly boastful of
a narrowaristocraticyoutlook,
Prof. Wenley vehemently denied
that all men are created equal and
are entitled to the same education
and treatment and laughed at his
Ann Arbor servants who persisted
}n calling themselves "help."
f At his death in 1929, the schol-
arly professor was nationally
known for his research and contri-
butions to modern philosophy, his
printed works numbering well over
500.
It is no wonder, indeed, that
West Quadrangle chose to honor
his memory in Wenley House.

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