Seventy-Third Year EDITED AND MANAGED BY STUDENTS OF THE UNIVERSITY OF MICHIGAN ur UNDER AUTHORITY OF BOARD IN CONTROL OF STUDENT P.LICATIONS Where Opinions Are Pree STUDENT PUBLICATIONS BLDG., ANN ARBOR, MICH., PHONE NO 2-324? Truth Will Prevail"' Editorials printed in The Michigan Daily express the individual opinions of staff writers or the editors. This must be noted in at; reprints. NDAY, NOVEMBER 3,1963 NIGHT EDITOR: MICHAEL SATTINGER WIN, f 6L, r !. y ' era _ ' ' i 3' A Europe Must Overcome Obstacles to Unification FLINT EXPANSION: New Needs Arise After Rapid Growth EUROPE'S COMMON MARKET, long praised by the vast majority of politi- cal and economic experts, has recently been the target of an unprecedented amount of criticism. Most of the attacks have used as a basis for complaint the fact that the growth rates of the member nations of the Common Market have de- clined since its formation in 1956. The critics claim that this casts a shadow of uncertainty on the effectiveness of the market. The decline in European growth rates has been a natural thing, and certainly not an effect of the Common Market. The phenomenal growth of European economies in the post-war boom could not be expected to continue forever. When economies industrialize and recover from war-time setbacks, they naturally have a higher growtha rate, since they have a smaller economic base on which to build. As this base grows, and industrialization and recovery become a reality, percentage growth rate must and does necessarily de- cline. Examples of this are Russia and Ger- many, which have been in the dual proc- ess of industrialization and recovery since World War II. They have, for years, had percentage growth rates far above that of the economically more mature United States.. Seriousness r O DISCREDIT the Common Market on such flimsy bases as decline in growth rates is to jeopardize the future hopes of Europe. The old Europe, that of several nations competing against each other as first-rate world powers, was left dead in the smoldering ruins of World War II. The separate nations must band together -today economically, tomorrow political- ly and socially-to make Europe again a seat \of major world power. To accomplish first the economic, and then the political and social unification of Europe, two ma- jor obstacles must be overcome. FIRST, in the process of economic unifi- cation, Europe's nations must undergo a "shakedown." Minor industries long pro- tected by high tariffs will be exposed to and dominated by new competition in their field from larger and more efficient enterprises in other countries. Thus, the- country or countries which today house the major steel industries of Europe will tomorrow become the steel centers of a united Europe, to the exclusion of minor steel industries in other nations. The same phenomenon must occur in the tex- tile, toolmaking, food producing and oth- er industries. As Europe becomes economically inte- grated, whole countries will, to a greater extent than ever before, specialize in those things in which they are best, leav- ing other fields of endeavor to those coun- tries which can best handle them. Undoubtedly some people, those in mi- nor industries competing against vastly larger counterparts in other countries, will get hurt. But this is unavoidable. These people must either gravitate to the major European centers of their industry,. or change their fields to those in which their area of Europe is best. When their problem is solved, a major roadblock to Europe's economic integration will have been removed. THE SECOND OBSTACLE to Europe's to- tal unification is its older leadership. This leadership served its purposes well in the initial post-war recovery, but must now make way for new blood. The unity of Europe could not be accomplished with Adenauer in Germany, and will not be- come a reality with de Gaulle in France. The new blood-the younger generation -such as Reginald Maudling of Great Britain, the up-and-coming Gaston Def- ferre of France, and Ludwig Erhard and his successors in Germany, must ascend to leadership in order to complete Eu- rope's economic integration, and oversee major steps in her political and social uni- fication. It is necessary that Europe face the changes in its economic processes and challenges of political leadership in the near future. Only then can her dreams of solidarity become a reality. -ROBERT HIPPLER MET DEF-, r~ a~~ Ck 1i'na~,o is(J,-T[wv r A FACE IN THE CROWD- .Polarizaton , DividesU 3 By Ronald Wilton, Editor i. u { k 1 !i$ ry :. ph ... , ,"aa'17 {{ AY; .Y'iS :C i:: . ,'ri . t : r -° , L . } r , WEDNESDAY night, in an effort to get the campus more interested in itself, Student Government Council decided to hold a couple of its meetings each semes- ter in a dormitory, sorority house, frater- nity house or the Undergraduate Library. At the same meeting, faced with an im- portant motion to urge the Regents to stop administrating scholarships whose qualifications I n c lu d e discriminatory clauses, Council cut it in half, and rushed the aborted form through in half an hour. This cursory, almost frivolous treat- ment of a complex conflict of moral and practical considerations by SGC demon- strates a lack of responsibility. Members of Council recognized that it is very pos- sible that Regents Bylaw 2:14 is in oppo- sition to regental policy of administering scholarships which are earmarked spe- cifically for minority groups, but decided that practical consequences of refusing scholarship money was more important. T EY COULD not possibly have explored the issue in depth in one night. Their attempt to do so indicates a lack of un- derstanding of SGC's own potential sig- nificance. If SGC really wants the campus to be interested in what it is doing, it should first take its work more seriously. -C. J. COHEN TaxMae vers Subtle POLITICS HAS often been called "the art of the possible." That it can just as easily be "the art of the subtle" was readily demonstrated by the way in which Republican legislators have changed the provision of Gov. George Romney's tax reform program that deals with property tax relief for senior citizens. Under Romney's original plan, "each single-family dwelling unit, owned and occupied by a person over 65 would be eligible upon application for tax defer- ment of up to $200 per year." So far, so Millionaires good. But the governor's plan also in- cluded the stipulation that the state would step in and take the amount of the back taxes from the heirs upon the senior citizen's death. This is not so good. In their attempts to solve the dilemma of whether to grant total tax exemption (with the state ultimately accepting the revenue loss) or go along with Romney's idea and dun the heirs later, the legis- lators have hit upon a way out which can only be construed as an obvious attempt to achieve the original goal by more subtle methods. They have substituted a "local option" plan for Romney's, so that each community would decide for itself whether to defer, exempt, or do neither. THE SUBTLETY is obvious. What com- munity can afford to give outright property tax exemptions to senior cit- izens, or any other large category of peo- ple, when it knows full well that such an exemption will not be reimbursed by the state? Certainly few small cities could; and if the way Detroit's Mayor Jerome Cavanagh reacted when Romney asked that that city's revenue from local in- come taxes be halved is any criterion of how the larger cities would react, they can't afford to lose the money either. Thus the cities will have no choice but to pass whichever plan would cause them THE IDEAL ideological base for the operation of the University is a unified community of stu- dents, faculty and administrators linked together in the search for truth and knowledge. Yet an anal- ysis of the existing campus situa- tion reveals little similarity to the ideal. Instead, there is a mark- ed comparison to the polarization theory of international relations, which is often used to explain causes of conflict in the existing nation-state system. The theory sets up two mutually opposed nations or blocs as the foci of the system. These two- the United States and its satellites opposing the Soviet Union and its satellites-have conflicting goals. The newcomer to prominence in the world community is in- terested in extending his influence and control to as large a portion of the world as possible. The other, a world power for a longer period of time, is concerned pri- marily with maintaining the sta- tus quo and stabilization of the existing political line up. Once this is achieved, then it will give thought to extending its influence further. Floating between these two super powers at various distances on the continuum are the non- aligned nations. Their influence in the world community is greater than their present level of ma- terial influence. Realizing their lack of military and economic power, they substitute for these an emphasis on the necessity for moral and ethical judgments as opposed to materially influenced judgments. Since both super powers are working to extend the amount of support they receive from this non-committed group, the appeal to morality is often a weighted lever. We can extend this model to the University community: stu- dents and their "satellites" rep- resent the newcomer, the ad- ministration and "satellites" play the status quo power with the faculty being the non- aligned group. And just as in the political world, the University polar groups try to gain faculty support while occasionally being swayed by the latter's moral pronouncements. The one place where this model can be attacked is in making the students one of the polar powers. Their present position in the Uni- versity would seem to rule them out as a power group. But the rationale for making them a power is based on their having obtained a greater degree of responsibility and respect than was due them in formertimes. and the fact that their basic objectives seem to be opposed to those of the admin- istration. In this case, the polari- zation is based on opposite goals. Non-alignment can be defended on the world scene in terms of both self interest and ethics. But when applied to the campus, both these considerations dictate some form of faculty alliance with the students. then his personal qualities, rather than the education he received, usually get the publicity and credit. If he fails the same is true. People who are successful in, society, often for non-academic reasons, feel that they have the formula for producing others of their kind. Society, respecting suc- cess, often unthinkingly agrees, and puts these people in charge of institutions of higher education. This usually applies to regents and trustees rather than admin- istrators, although it must be re- membered that Columbia once hired a general named Eisen- hower as its president. Once these people are in power, they are forced to draw upon their experience in private life rather than educational theory to shape university pol- icy; or they may Just abdicate the decision-making responsibil- ity that goes with their posi- tions. When the former occurs there is a parroting of society's values and procedures to the detriment of the ideal goal, that of producing broadly educated people. { Thus, the administration, con- forming to its role as the status quo power, goes up to Lansing at appropriation time with the same idea year after year: to sell the University on the basis of its con- tribution to the state economy and the value of its research ef- forts to the national defense pro- duct. The liberally educated, con- cerned student cannot be used as a selling point. His education is an intangible which cannot be quan- tified in terms the Legislature can appreciate. The faculty, if they are comi- mitted to their occupation, should not have to judge the student in terms of material value. Their job will have provided them with a value system which considers this intangible education a desir- able and essential human oom- ponent. Professors are prone to say that nothing pleases them more than a student who is gen- uinely interested in his classwork and who follows this up by con- tacting the professor outside the classroom. They bemoan the rarity of such students and generally lay the blame -on an inherent laziness and dilettantism among the stu- dent body in general. Criticism of any role the ad- ministration and society in general might have in fostering this stu- dent apathy is either neglected or softened, if made at all. Admin- istrators are content to bewail the lack of student initiative, piously proclaim their own good intentions and, like some under- developed nations, neglect the needs of the people (students) by turning to policies designed to draw more financial aid (doing re- search which will benefit the ad- Quiet Boy ministration's position in selling the University). Yet why should the faculty ex- pect all initiative to come from the students? In a community whose atmosphere does its best to disparage the concept of student responsibility, the initiative de- sired by the faculty can only be the exception rather than the rule. Besides, even if the students did take the initiative, just what would they accomplish? It is true that they could de- velop a personal relationship with another person which could be immensely stimulating and exciting. However, personal re- lationships are not enough. The conditions under which educa- tion is carried out are also im- portant. Yet what can a profes- sor do about such things as mass lectures, an inadequate grading system or the student's limited knowledge about decisions to be made which will affect his edu- cation. Faculty power in this University is considerably less than one might expect from the faculty's essential role in the educational process. Except for some teachers in the literary college and a few other schools, most professors are satisfied with this relationishp. That this does not present the stu- dent with an inspiring picture of leadership and commitment to the educational process seems obvious. The last time students demon- strated real initiative was two years ago when they tried to form a student-faculty lobbying group to study University problems and work for their solution. Some fac- ulty members were interested in getting together with the stu- dents for philosophical discussions but, except for one or two, felt that action was out. Some did not consider the problems worth bothering about; others had been fighting for some time and were discouraged and embittered. The experience left the participating students discouraged and embit- tered. An aura of creeping financialism is pervading the University. The serious consideration being given by the Legislature to a "match- ing fund" budget increase, which would mean another tuition raise, is only one example. Another is the desire by certain administra- tors for more financial control over organizations such as the Union and League, as well as the desire to make such institutions individually self supporting, no matter what the result. The growth of this atmosphere will see a serious undermining of tne remaining intellec ual unnate left at this University. Adminis- trative policy seems to be com- mitted to this undermining. Fac- ulty and students have a direct interest in seeing that this trend is countered and reversed. The student voice is weak and damp- ened in the immensity of the Uni- versity's decision-making struc- ture. So, the faculty must leave their lofty, moralizing post and get down into the muck that is (EDITOR'S NOTE: This is the second of a three-part series on the proposed expansion of Flint College itO a four-year institution. The proposal brings up an impor- tant question in state higher edu- cation expansion: should large state institutions branch out or should the community college system be increased.) BY:LAURENCE KIRSHBAUM FLINT COLLEGE DEAN David M. French abhors the term "branch." When he took his position in 1956 as the administrative head of the two-year institution at Flint -the University's 16th college and its first outside Ann Arbor-he became painfully aware that many Ann Arborites felt the University was opening an inferior "branch" school. Dean French took no such view. FLINT COLLEGE holds now-as it did in 1956-an equal status in the University structure as any of the other colleges hold, he ex- plains. This means the faculty members receive the same salary levels as those in Ann Arbor, the enroll- ment procedures are handled sim- ilarly and students have their own stadent activities. "We like to think of oou'we. s as one 'campus' of the University- while calling Ann Arbor another 'campus'," he observes, summing up his attitude. PUTTING THIS ATTITUDE in- to action in 1956, French aimed at maintaining the "high standards expected of University colleges," while adapting to the "special conditions and needs in Flint." It was these needs which had led Flint citizens, working with University officials, to create Flint College, after years of planning, as a supplement to what the citi- zens considered a highly inade- quate two-year program of junior college post-high school educa- tion. This program was the curriculum offered by the Flint Community College since 1923. FRENCH thus set to work with an institution created by two partially conflicting sources, the University and Flint citizens. He tried to fit Flnt into the Univer- sity structure while fulfilling spe- cific, autonomous needs and wants of the Flint community. But these creators-the citizens and administrators-probably have envisioned, although with faint hope, the day when Flint could break away from its stifling two- year junior-senior program and stand alone, not considered a branch or community institution, but as a full-fledged four-year operation affiliated loosely with the University. Only recently has the prospect of materializing those hopes come to the fore as an inquiry group investigates the possibility of. Flint expansion. IN THOSE opening days of 1956, Dean French had no time, for future, hopes. He had the im- mediate task of organizing a strong program in libeal arts b u s i n e ss administration and teacher education for the 167 STATE: A nima ted music WALT DISNEY can get more mileage out of a movie than any other producer I know. Take "Fantasia," now showing at the State Theatre for example: here is a picture that has been around several times since its debut about 20 years ago, playing to packed houses each time. "Fantasia" is a tour dle force in its own special ,category, that of demonstrating Chow - beloved pieces of music might serve as hallucinogens to a group of Disney cartoonists who must have had as much fun making the movie as audiences have watching it. The dioramas they depict range from the whimsical to the bizarre, from the miraculous transformation of a group of thistles to wildly whir- ling Russian dancers (in the "Nut- cracker Suite") to the grotesque orgy of carnal sinners in the "Night on Bald Mountain" (ef- fectively juxtaposed with Schu- bert's "Ave Maria"). * * * THE MOVIE was made before it was generally realized that stereo- phonic sound does not mean hav- ing any given solo instrument show up on one side of the stage for half of the performance and then scoot over to the other side for the coda. Nevertheless, the idea was to match the music with the car- toons; and in this everyone was successful, even if the "Rite of Spring" did end up something of a bodge-podge. I would not bother about the many liberties Leopold Stokowski takes with the score, juniors that were to enter as the class of '58. That French performed his task masterfully is attested to by the considerable growth of the col- lege--from 167 to a current popu- lation of 600. But more important than the numbers is the quality of those educated which French views with pride. * * * STARTING OFF with a stu- dent body with over half its mem- bers coming from homes without a parental high school graduate, the college produced some start- ling statistical results. An account of its 1963 graduat- ing class shows that 20 per cent went to graduate and professional schools while another 52 per cent became teachers or involved in- sciehtific training. The remainder went into business management. The significant point, French observes, is the tremendous bene- fit that the college has given to the community through its huge supply of competent people for teaching and business. * * * IN SUMMING UP Flint's im- pact, French notes that the sig- tificance was much more than local. As the only degree-granting college institution within 50 miles of Flint and affecting 370,000 people, the college enabled stu- dents to qualify for medical schools and professional training who might never have received any college education at all. Further, it has permitted over 200 students enrolled at other. higher education institutions to enroll for summer sessions. In total, French estimates that more than 20f0 individuals from all over the state have participat- ed in an educational experience originally intended for local con- sumption only. IN ACHIEVING the prescribed task of educating Flint students, Flint College professors and French himself have begun to see how limited this task was. As one Flint professor put it, "I came here because I thought Flint was a small college-man's dream. In one institution there existed both the high velocity of ideas created by a big university and the intimacy of contact found only in a small school." But six years at the institution dimmed his dream and has left instead an attitude of discourage- ment over the "extreme inbred- ness" of the students. What is most aggravating, an- other professor reveals, "is the fact that we, as an institution of ideas and stimulation,' are unable to knock out the students' old prejudices and bring in some new ideas in two short years." EVEN DEAN FRENCH, while proceeding cautiously through the dictates of his position, acknowl- edges that much feeling of limita- tion could be erased by expansion. Viewing the college structurally, he renounces the one-man depart- ments, the difficulties of grinding out an expansive program from a 25-man staff and the lack of hous- ing which forces commuters to travel increasing distances or not come at all. Although as cautious as French, the visions of University admin- istrators and local citizens are also on expansion. But they see with apprehension the major bar- rier-the Flint Community Col- lege, Flint College's touchy little brother. Tlie fear of arousing sib- ling jealousies comes from the current rapport which the two schools have. * * * AS FLINT CITIZENS' intended under the "two-two" plan, Flint Community College educates the local studentry for their first two years and then sends them on to Flint College to take the final two years and receive a bacca- laureate degree. Over 70 per cent of the current Flint College en- rollment was once registered at the community college. But the schools also have more ,immediate structural affiliations, including a "cross-over" plan whereby a student may in special cases supplement the education he is receiving at one institution by enrolling in courses at the other. In addition, the colleges share many facilities such as the ap- plied sciences building, an athletic building and the library. * * * IN THEMSELVES, the structual ties would not preclude a sensi- ble expansion plan. Even overriding past agree- ments to maintain a "two-two" plan, expansion of Flint College into a four-year institution might be accomplished with a minimum of friction.. But what must be resolved- and this is the task of the inquiry group investigating expansion pos- sibilities-is whether the Flint community can supply enough qualified students to stock two freshmen post-high school classes. More fundamentally, University administrators, Flint citizens and junior college officials must eval- , - r MAYBE IT'S JUST a coincidence, but the three top contenders for the presi- dency in 1964-Gov. Rockefeller, Sen. Goldwater and President Kennedy - are all millionaires. It seems more than a coincidence when one considers that experience in a public office is an unwritten requirement for the presidency and that the inherited for- tunes of these three men enabled them to run effective campaigns for office. In this era, money may be a new kingmaker, and poor boys may no longer be entitled to Lincolnesque dreams. -R. SELWA y