THE MICHIGAN DAILY TUESDAY, MAY 27, 1941 _ 1 _ THE MICHIGAN DAILY Ede and managed by students of the University of Michigan under the authority of the Board in Control of Student Publications. Published every morning except Monday during the University year and Summer Session.' Member of the Associated Press The Associated Press is exclusively entitled to the use for republication of all news dispatches credited to it or not otherwise credited in this newspaper. All rights of republication of all other matters herein ,also reserved. Entered at the Post Office at Ann Arbor, Michigan, as second class' mail matter. Subscriptions "during the regular school year by carrier $4.00, by mail, $4,50. REPRESENTED FOR NATIONAL ADVERTI3ING 1Y National Advertising Service, Inc. College Publisbers Representative 420 MADISON AVE. NEW YORK, N. Y. CfMCAGO - BOSTON * Los ANGELES * SAN FRANCISCO Member, Associated Collegiate Press, 1940-41 Editorial Staff Emile Gel I. . Robert Speckhard Albert P. Blaustein David Lachenbruch Bernard Dober Alvin Dann Hal Wilson Arthur Hill Janet Hiatt Grace Miller Rll . . . . Managing Editor . . . . Editorial Director * . . . City Editor Associate Editor . . . . Associate Editor . . . . Associate Editor * . . .Sports Editor . . Assistant Sports Editor . . . . . Women's Editor . . Assistait Women's Editor Daniel James Louise Evelyn H. Huyett B. Collins Carpenter Wright Business Staff . . . . Business Manager . . Assistant Business Manager' . Women's Advertising Manager . Women's Business Manager NIGHT EDITOR: BILL BAKER The editorials published in The Michi- gap Daily are written by members of The Daily staff and represent the views of the writers only. Ancient Crete Falls To Nazis .,. C RETE HAS FAILEN. The Grecian island which a half century ago was the ulcer of Turko-Grecian diplomatic relations is now under German control and occupation. The British troops, which have been driven from the island's defenses, have opened the door to Asia Minor and the East. The "drang nach osten" has advanced further than any similar drive since this axiom has been integrated in German imperial policy. Today' an island of 386,000 inhabitants, Crete has a history older than any other European civilization. The birthplace of the Bronze Age, Crete enjoyed its greatest prosperity in the per- ior around 1600 B.C. The Cretan civilization which spread to Greece was typified by magnifi- cent palaces at Cnossos and Phaetus. Early Cretan handwriting employed one of the first linear scripts to supplant hieroglyphics. This early civilization existed until about 1250 B.C. when it marked its sharpest decline because of the number of Dorian and Achaean invasions. IN 826 A.D. Moslem freebooters from Spain seized the island and until 961 it remained the headquarters of pirates who ravaged the Mediterranean. In that year the Moslems were expelled by a Macedonian armada and Chris- tianity was introduced. After centuries of shift- ing back and forth under Byzantine and Arabic supremacy, the Cretans, by means of an insur- rection in 1878, obtained virtual independence from the Turkish sultan. In 1896 the Greek government fomented an- other insurrection which resulted in the Turko- Greek War of 1897, after which the Cretan gov- ernment was given autonomous power until 1905 when Crete joined the Greek kingdom. TODAY Crete is under another rule. Its cen- turies. as a pawn in international politics have been supplemented by the German invasion. Its position as key to the Near East has once more been made evident. The alarm with which the Turkish governments have viewed the island throughout its .history has again been created. Turkey has always resented the presence of any power on the small island, but now it seems as if the strongest force since the old Byzantine Empire has occupied this territory which is only 160 miles long and 6 to 35 miles wide. - Theodore King Democracy And Tolerance Depressing to citizens of democracies are the current indicitions of tolerance, that jewel of free people, so lacking the character of the dicta- tors. On the radio, in editorials and in public addresses there is an even increasing resort to abuse of individuals and attribution of treason because of difference in opinion. . . . When peo- ple permit tolerance to be endangered they take the first steps toward subscribing to and surrend- ering to the brutal forces intent upon destroy- ing all that stands for freedom of expression. -Salt Lake Tribune To facilitate typographical work, all Letters To The Editor conforming to the following specifications will be given preference in the. future: 1. Letters at least double-spaced on 8 by 11 The Reply Churlish by TOUCHSTONE ADD TO YOUR LIST OF DATES that would have slipped by unnoticed if it weren't for good old Touchstone; Wednesday, May 21- (that's last Wednesday)-was the fourteenth anniversary of Charles Lindbergh's flight across the Atlantic. Throw a little confetti and ticker tape on the grave, fellows, and see what the boys in the back room will have. And in view of the great American iconoclastic tradition, I think it only fitting that I reprint here just a snatch from one of the many popular sopgs circa 1927- 8 It went like this: Lucky Lindy, up in the sky, Lucky Lindy, flying so high - And good old America heaped honors on the shoulders of this clean, unassuming boy, and they did photograph him until he didn't like reporters any more, and they did hold a trial about his kid who was killed, and it was quite a trial for a father to have to go through, and shortly thereafter he did go to England, and when finally he did return he said he didn't think we were ready to go to war, and sic semper Lindy. He is now referred to among the dear sweet dowager ladies who are getting their faces into print by wrapping wedgies for Britain, and among the stiff, proud, frog-faced cabinet mem- bers in Washington, and by that great leader and champion of the cause of Woodrow Wilson (who in 1927 was generally regarded as a man who had been at least unwise), our President, and by all the frantic people who either don't believe in the consarned airplane, or say that nobody in the world can produce airplanes like the U.S.A., as "that fascist, Lindbergh." Gone the commission in the air corps. Gone the false magic of a built-up name. Lucky Lindy has learned what Abe Lincoln probably would have learned if it hadn't been for Ford's Theatre, that it's mighty hard to stay on top when you disagree with America's merchant and industrial dictators. Shed a tear, readers. It can happen to you. * * * NOT MUCH TIME LEFT this semester to start a serious campaign, but just in passing, I serve this notice to the Ann Arbor restaurants, from which the cleanliness-rating signs seem to have disappeared of late. Of course such things are generally regarded as nine-day-won- ders, and after the shouting has died down you are more or less free to do as you please about washing dishes, disposing of garbage, and the other unimportant things in the food-money racket. But some nasty newspaper man may start something-you never can tell. So long until soon. RECORDS LEOPOLD STOKOWSKI'S second annual ex- periment with the musical youth of America -the All American Youth Orchestra now on its first trans-continental tour-has been recorded carefully in all the stages of its progress. With the release of the June Masterworks Columbia will have recorded 11 more or less major works by the 100 young men and women from 18 to 25. Their three special June releases are: Beetho- ven's Fifth (M-451), Brahms Fourth (M-452) and Stravinsky's Firebird Suite (M-446). Its recording of the Beethoven symppony re- veals once more the peculiar organizing genius of Stokowski and the splendid talent of the young musicians whom he has gathered from all over the United States. It is still true that the strings as an ensemble are often immaturely harsh and thin, and that the entire orchestra shows traces of an exuberant unevenness. But on the whole, the members play well as a group, and justify the announcement that they will continue to function as a permanent organiza- tion during the spring and summer months. FAULT MAY BE FOUND with Mr. Stokowski's interpretation of the Fifth which deliberates over-long on the "fate" motive, but that, after all, is a matter of personal taste. The recording is good technically with only minor annoyances from some apparently arbitrary breaks. As an extra, on the tenth side, Columbia has thrown in the orchestra's interpretation of its conductor's arrangement of the Bach "Little G minor Fugue." All that need be said'is that, in its intensity and abandon, the recording is more Stokowski than Bach. This month Columbia released also the Youth Orchestra's recording of the Love Music from Tristan and Isolde (M-427, three 12-inch rec- ords). This is a briefer version of the melan- choly eloquence that Stokowski reproduced a, long time ago with the Philadelphia Orchestra. Here it is well-read, and well-played, for the most part, but there is a perplexing deadness of sound about it, or perhaps it is only this lis- tener's particular set. FOR THE RECORD: Among Columbia's sin- gle records for May; a sparkling, lively per- formance of the Polka, Furiant and Dance of the Comedians from Smetana's The Bartered Bride done by Howard Barlow and the Columbia Broadcasting Symphony with superb technical aid . . . Another appearance of the Don Cossack Chorus of the amazing tenors and basses in an unparalleled interpretation of the Volga Boat- men and The Lord's Prayer . . . A generally rousing medley of march tunes "played with true British spirit by England's finest military band,"-The Guards March On recorded by the Band of H. M. Grenadier Guards, conducted by Major George Miller. -M. O. LETTERS TO THE EDITOR Of Force And Right To the Editor: I HAVE A DEBT OF GRATITUDE to pay and I wonder if it would be too much to use the public letter column to do it. Like a few other "students at the University, I have come to school, not so much for training as for the purpose of assisting myself in my orientation to this world, to develop standards of personal and social ethics. I guess I could put it very simply-I am here to learn from the University how to make the decisions necessary for living. One of these problems is that be- tween force and right. If one has power, what obligation has he to those in his power? I sup- pose it may be called the relationship of might and right, very abstractly. It is, I presume, for this right over might that we are being asked to join the war. This whole question had been puzzling me and one of my reasons for coming to the Uni- versity was to help solve it. And so I would like to express my thanks to the Board of Regents. As a body certainly worthy of my emulation, they have set for me the example in this par- ticular problem by their reorganization of the Board in Control of Student Publications. They have convinced me that power must not yield to popular opinion of the weight of reason. Power is its own justification. - Ernest London, '43 Thanks A Million To the Editor: THE CHINESE STUDENTS' CLUB of the Uni- versity of Michigan wishes to take this oppor- tunity to express our profound gratitude for the enthusiastic response to the "Chopsticks Campaign" which we sponsored last Friday. The total receipts in the sale of tags and chop- . sticks amount to $1,117.52 to date, a figure far exceeding our expectations. The money, at the present rate of exchange, sufficient to render general medical care to 6,000 persons in China for one whole year, will be turned over to the headquarters of the United China Relief, the national organization now sponsoring a nation- wide drive for aid to China's suffering millions. To enumerate all the individuals and organiza- tions to whom we owe thanks for the success of our effort is here, of course, impossible. It seems imperative, however, that we should here pub- licly acknowledge the indispensable support of the following: President Ruthven and the Uni- versity, for their warm endorsement of the plan; the Michigan League and Michigan Union, whose eminently efficient organization (with special mention to Miss E. A. McCormick and Miss Dorothy Merki, social director and house chairman respectively, of the League, and Bob Sibley and Phil Fisher, president and publicity chairman of the Union) was responsible for se- curing about 260 workers for us almost over- night, and other campus groups who helped to swell the number of helpers to over 300; fra- ternities and sororities and individuals who have made or might make special contributions; Pro- fessor J. Raleigh Nelson and the International Center staff for their unstinted aid and encour- agement; Dean Walter B. Rea, who audited our accounts; Mayor L. J. Young and the townspeo- ple of Ann Arbor, whose part was of great sig- nificance, and last, but undoubtedly not least, the Michigan Daily, whose columns carried such splendid accounts of our plans. Your support has been nothing short of inspiring. We wish we could write personal writers to thank each and every one of you who took part. (Incidentally, we are willing at any time to carry out mass production lessons in the art of manipulating those queer eating sticks you now possess.) A JICHIGAN'S TRADITIONAL RELATIONS with Chinese students are too well-known to be reiterated here. We only hope that mutu- ally we may continue and strengthen our 'local experience in international community living, praying for the wholesome sanity of its spirit to catch hold in greater measure elsewhere in the world. And we hope that as nations, China and America will forever maintain the bonds of goodwill and cooperation, for the goal of our respective nations is one-that of democracy and freedom-our path is the path of common as- pirations. Michigan Chinese students thank you, for China! China will not forget! --- C. K. Tseng, President, of the University of Michigan Chinese Students' Club by the edit director IERTINENT QUOTE from the new 1941 'En- sian: "Int this true scientific spirit, Dr. Ruth- ven last year stated in his report to the regents: .... During the last decade Michigan has be- come better integrated, more democratic in ad- ministration and spirit, and more effective in attention given to the individual student. This is not to say, however, that nothing remains to be done. A University can never be finished. When it ceases to improve it begins to decline.' " ... One wonders whether to credit the 'Ensian staff with the gift of prophetic irony or just plain obliviousness. One thing is certain-the Regents should have their optics giound so that they can better read the President's report. Education vs. Western Civilization As Others See It... . Noted columnist sees failures of time as the result of shift in educational philosophy from that of classical heritage to emphasis on vocational training. Walter Lip pmann in the American Scholar, spring 1941 T WAS ONCE the custom in the great universities to propound a series of theses which, as Cotton Mather put it, the student had to "defend manfully." I should like to revive this custom by propounding a thesis about the state of education in this troubled age. The thesis which I venture to submit to you is as follows: That during the past forty or fifty years those who are responsible for education have progressively re- moved from the curriculum of studies the Western culture which produced the modern democratic state; That the schools and colleges have, therefore, been sending out into the world men who no longer under- stand the creative principle of the society in which they must live; That, deprived of their cultural tradition, the newly educated Western men no longer possess in the form and substance of their own minds and spirits, the ideas, the premises, the rationale, the logic, the meth- od, the values or the deposited wisdom which are the genius of the development of Western civilization and is in fact destroying it; + That our civilization cannot effectively be main- tained where it still flourishes, or be restored where it has been crushed, without the revival of the central, continuous, and perennial culture of the Western world; And that, therefore, what is now required in the modern educational system is not the expansion of its facilities or the specific reform of its curriculum and administration but a thorough reconsideration of its underlying assumptions and of its purposes. Modern Education Responsible UNIVERSAL and compulsory modern education was established by the emancipated democracies during the 19th century. "No other sure foundation 'can be devised," said Thomas Jefferson, "for the preservation of freedom and happiness." Yet as a matter of fact during the 20th century the generations trained in these schools have either abandoned their liberties or they have not known until the last desperate moment, how to defend them. Those who are responsible for modern education-for its controlling philosophy- are answerable for the formation of the mind and edu- cation of modern men. As the tragic events unfold they cannot evade their responsibility. * * * The institutions of the Western world were formed by men who learned to regard themselves as inviolable persons because they were rational and free. They meant by rational that they were capable of compre- hending the moral order of the universe and their place in this moral order. They meant when they regarded themselves as free that within that order they had a personal moral responsibility to perforh their duties and to exercise their corresponding rights. From this conception of the unity of mankind in a rational order the Western world has derived its con- ception of law-which is that all men and all com- munities of men and all authority among men are subject to law, and that the character of all particular laws is to be judged by whether they conform to or violate, approach or depart from the rational order of the universe and of man's nature. From this con- ception of law was derived the idea of constitutional government and of the consent of the governed an of civil liberty. Upon this conception of law our own institutions were founded. Tradition Was The Base THE STUDIES and the disciplines which support and form this spiritual outlook and habit are the creative cultural tradition of Europe and the Americas. In this tradition our world was made. By this tradi- tion our world, like a tree cut off from its roots in the soil, must die and be replaced by alien and barbarous things. The historic fact is that the institutions we cherish- and now know we must defend against the most de- termined and efficient attack ever organized against them-are the products of a culture which, as Gilson put it: Is essentially the culture of Greece, inherited from the Greeks by the Romans, transfused by the Fathers of the Church with the religious teachings of Chris- tianity, and progressively enlarged by countless num- bers of artists, writers, scientists and philosophers from the beginning of the Middle Ages up to the first third of the nineteenth century." The men who wrote the American Constitution and the Bill of Rights were educated in schools and col- leges in which the transmission of this culture was held to be the end and aim of education. Modern education, however, is based on a denial that it is necessary or useful for the schools and col- leges to continue to transmit from generation to gen- eration the religious and classical culture of the West- ern world. Modern education rejects and excludes from the curriculum of necessary studies the whole religious tradition of the West. It abandons and neg- lects as no longer necessary the study of the whole classical heritage of the great works of great men. Thus there is an enormous vacuum where until a few decades ago there was the substance of education. And with what is that vacum filled? It is filled-with the elective, eclectic, the specialized, the accidental and incidental improvisations and spontaneous curios ities of teachers and students. There is no common faith, no common body of principle, no common body of knowledge, no common moral and intellectual disci- pline. Yet the graduates of these moern schools are expected to form a civilized community., They are expected to govern themselves. They are expected to have a social conscience. They are expected to arrive by discussion at common purposes. When one realizes that they have no common culture, is it astounding that they have no common purpose? That they wor- ship false gods? That only in war do they unite? We have established a system of education in which we insist that while everyone must be educated, yet there is nothing particular that an educated man must know. Pure Rationalizatio FOR IT IS SAID that since the invention of the steam engine we live in a new era, an era so radi- cally different from all preceding ages that the cu- tural tradition is no longer relevant, is in fact mis- leading. I submit to you that this is a rationalization, that this is a pretended reason for the educational void which we now call education. The real reason, I venture to suggest, is that we reject the religious and classical heritage, first because to master it requires more effort than we are willing to compel ourselves to make, and, second, because it creates issues that are deep and too contentious to be faced with equanimity: We must confess, I submit, that modern education has renounced the idea that the pupil must learn to understand himself, his fellow men and the world in which he is to live as bound together in- an ordel which transcends his immediate need and his present desires. By separating education from the classical 'religious tradition the school cannot train the pupil to look upon himself as an inviolable person because he is made in the image of God. The school cannot look upon society as a brotherhood arising out of a conviction that men are made in a common image. For the vital core of the civilized tradition of the West is by definition excluded from the modern, secu- lar, democratic school. The schpol must sink, there- fore, into being a mere training ground for personal careers . . . In abandoning the classical religious cul ture of the West'the schools have ceased to affirm the central principle of the Western philosophy of life- that man's reason is the ruler of his appetites. The working philosophy of the emancipated democracies is, as a celebrated modern psychologist has put it, that "the instinctive impulses determine the end of all ac- tivities . . . and the most highly developed mind is but the instrument by which those impulses seek their satisfaction".. . Disordered Knowledge T IS this specialized and fundamentally disordered development of knowledge which has turned so much of man's science into the means of his own de- struction. Since reason is not the ruler of men's de- sires, the power which science placed in men's hands is ungoverned. Science is the product of intelligence. But if the function of the intelligence is to be the instrument of the acquisitive, the possessive and the domineering impulses, then these impulses, so strong by nature, must become infinitely stronger when they are equipped with all the resources of man's intelli- gence. And, at last, education founded on the secular image 1 of man must destroy knowledge itself. For if its purpose is to train the intelligence of specialists in order that by trial and error they may find a satis- fying *solution to particular difficulties, then each situation and each problem has to be examined as a novelty. This is supposed to be "scientific." But in fact it is a denial of that very principle which has made possible the growth of science. For what enables men to know more than their ancestors is that they start with a knowledge of what their ancestors have learned. They are able to do ad- vanced experiments which increase knowledge because they do not have to repeat the elementary experiments. It is tradition which brings them to a point where ad- vanced experimentation is possible. This is the mean- ing of tradition. This is why society can be progres- sive only if it preserves its tradition ... * * * Having cut off from him the tradition of the past, modern secular education has isolated the individual. It has made him a careerist-without social connec- tion--who must make his way-without the benefit of man's wisdom-through a struggle in which there is no principle of order. This is the uprooted and in- coherent modern "free man" in reality merely the freed and uprooted and disposed man. To struggle alone is more than the freed man can bear to do. And so he gives up his freedom and surrenders his priceless heritage, unable as he is constituted to over- come his insoluble personal difficulties and to endure his awful isolation. N DAILY OFFICIAL BULLETIN TUESDAY, MAY 27, 1941 VOL. LI. No. 170 Publication in the Daily Official Bulletin is constructive notice to all members of the University. Notices To Students Graduating at Com- mencement, June 21, 1941: The bur- den of mailing diplomas to mem- bers of the graduating class who do not personally call for their diplomas has grown until in 1940 it cost the University over $400 to perform this service. The rule has been laid down, as a result, that diplomas not called Will each graduate, therefore, be1 certain that the Diploma Clerk hast his correct mailing address to insure delivery by mail. The U.S. Mail Service will, of course, return all diplomas which-cannot be delivered. Because of adverse conditions abroad,c foreign students should leave ad- dresses in the United States, if pos- sible, to which diplomas may bei mailed. It is preferred that ALL diplomas be personally called for. Herbert G. Watkins, Assistant Secretary To the members of the Guard of Honor: A meeting for the purpose of instruction and drill of the Guard of Honor for the Commencement Day Exercises will be held at Waterman Gymnasium today at 4:00 p.m., un- der the direction of Dr. George A. May. loan on mortgages and is eligible to make F.H.A. loans. Faculty, School of Education.:'The special faculty meeting will be held this evening at 7:30 in the School of Education library. Public Health Assembly will be held today at 4:00 p.m. in the Auditorium of the W. K. Kellogg Foundation for Graduate and Postgraduate Den- tistry. Dr. Melvin P. Isaminger, Dir- ector of the Bureau of Public Health Instruction, District of Columbia Health Department, will be the guest speaker. His subject will be "Health in the Nation's Capitol." All students in the devision of Hygiene and Public Health are expected to be present. All students who wish to apply for assistance through the National Youth Administration for next year,