Controversies in Mrs Dixon's Case^ By Michael H. Duceyof\|he confusion injected into thet^'%ixon.conti^ersy has come from the fact^that we have considered it to be primarilya political struggle whereas it 4s in factprimarily' a cultural one. Marlene Dixonspent a lot of time with students, and wasvery sympathetic, and helpful-to many ofthem in working out their vision of whathas been calftpd “the counter-culture” ofour day. The cmmter-culture has a culturalarm (those of the hippie style), and a polit¬ical arm (the members of the movement,the radicals of the SDS), but it is a unifiedchallenge to the values of the common cul¬ture of middle class America.The counter-culture often speaks in autopian rhetoric which rails against a“sick society” and a diabolical “system”,and states its goal as “a reorganization ofpersonal and social consciousness.” Thisrhetoric has been part of our current prob¬lem..Continued on Page Seven By Elihu Gerson j% - ; • \After* considerable reflection on the na¬ture of confrontations of the sort that cur¬rently embroils us (my experience withthem goes back toThe fall of 1961), I havecome to the conclusion that what is ofteninvolved in the failure of such meetings toproduce satisfactory solutions is a problemof the presentation of self in conflict poli¬tics. Gestures made by faculty and admin¬istration representatives typically aremisunderstood or misinterpreted by mili¬tant and/or aroused students, ard viceversa. * Unfortunately, these mis¬interpretations tend to heighten ratherthan loyer the tension. This phenomenon.was clear at Friday’s meeting, but I alsonoticed it, for example, during the Spring67 quarter, when Morris Janowiftz called alarge meeting of students from/the depart¬ment and were not, I think, jtoo pleasedwith the results. iWhat we have is an anomic situationContinued ori Page NineAn InterviewWith Marlene DixonPage ThreeTHE MAROONVol. 77, No. 31 The Chicago Maroon Friday, January 24, 19691111^ ■■( *4‘f it *fc «*«* %fsm ?rn « ! f r*CULTURE VULTUREHOVERING OVER THE GREYPEOPLE on the grey sidewalks leading tothe grey buildings against the grey sky,the Vulture in his desparate attempt tofind some living, breathing, volupturouslyalive cultural event in this grey city(town?, village?) found a few morsels ofinterest:FILMSDoc Films’ Friday entry The Umbrellasof Cherbourg’s critics and supporters bothmanage to pun off the title in their eval¬uation of it. The supporters call it “dewy”and the critics call it “slobbery”. Takeyour pick.Charlie Chaplin steps out of his baggypants on Saturday into a swastika arm-bank to play the Hitlerian demogogue inThe Great Dictator. He also plays a look-alike Jewish barber. Mixed in with shavingjokes is political satire and a strong warn¬ ing about world events.Sunday brings How I Won the War whichis not a daydream of Lyndon Johnson,Clark Clifford or Dean Rusk. SomehowWorld War II (which is what this is about)never was as good as it appears in themovies. I’t’ll be at 7 and 9.Also on Sunday is Stereopticon which isa locally produced feature-length ex¬perimental film in black and white and col¬or. It is described as “An inter-dimension¬al journey into a strange, small world”which doesn’t mean going back into yourWoodward Court cell after you’re stoned.It’ll be in Mandel at 7:30, 9, and 10:30.The description that Doc Films gives ofPreminger’s The Cardinal is worth theprice of admission alone: “The compellingstory of the inner struggles of a youngAmerican Catholic priest who must sup¬press his instincts for the sake of his prin¬ ciples.” It’ll be only shown at 8.. For all of you who like W. C. Fields(what’s so funny about a man who hateschildren and dogs, so did John D. Rock¬efeller but was he funny?) you’re sure toenjoy seeing It’s a Gift on Wednesday at7:15 and 9:30.THEATERUniversity Theater is presenting a pro¬duction of Jean Genet’s The Balcony inReynolds Club Theater tonight and Satur¬day and next Friday and Saturday. It isset in a brothel vith a revolution ragingoutside as the audience watches a motleycrew of clients coming in and acting outtheir fantasies. Says Richard Rubin, thedirector, “We’re trying to surround the au¬dience with as much illasion for illusion’ssake as possible and to make them wonderas they leave the theater if the play is stillgoing on. And to do this we have to ex¬ < t .f * ’ i*< iplode the theater.” Be sure to go and seethe fireworks.The Renaissance Players will presenttwo plays this week-end: the twelfth-centu¬ry Play of Adam and John Heywood’sFour PP written in the sixteenth-centuryPlay of Adam deals as you would guesswith the eternally spicy triangle of AdamEve, and Satan. Four PP is a stand-updebate and lying contest (otherwise knownas a bull session) between a Palmer, aPardonner, a Potecary and a Peddier(Try saying that fast). Tickets are $1.00for students.No JournalThe Grey City Journal is in hiber¬nation this week because of the Mar¬lene Dixon case.Here’s one cardfrom the establishmentthat no studentwill ever burn.It’s TWA’s 50 50 Club Card. And if you'rebetween the ages of 12 and 21, it entitles you tofly TWA anywhere in the United States athalf-fare (and it’s good for discounts on mostother airlines too). Now’s the time to get one, soyou can take off between semesters. Fly skiing. fly swimming, fly home, fly anywhere. TWAflies just about everywhere. See your travelagent, TWA Campus Representative or stopby the local TWA office. Forget about examsand fly TWA somewhere at half-fare. Even ifyour parents approve. Cohn A Stemufount Sc (EampuaShopWHITE YOUR OWTXT TICKETwsm «final clearanceSAVE 20% TO 50%Drastic markdowns on clothing, outerwear andfurnishings.. .including a large & varied selection ofGant dress shirts. Better come early for best choice.IN THE HYDE PARK SHOPPING CENTER55th & LAKE PARKopen Thursday & Friday eveningsWNMStVBMitea<§>Coming soon fromDoc Films2/The Chicago Maroon/January 24, 1969b peaks“Go placidly amid the noise and haste,and remember what peace there may bein silence. As far as possible without sur¬render be on good terms with all per¬sons. Speak your truth quietly and clear¬ly. .This reminder hangs on the door of Mar¬lene Dixon’s office, flanked by postersof Gueverra, Castro, Lenin, and Marx•In these excerpts from a 60-minute inter¬view conducted by Maroon news boardmember Sue Loth, Mrs Dixon speaks hertruth.At a meeting of the New University Con¬ference Jan. 16, you said that during youryears at Chicago, “I was turning into adifferent sociologist — and that transfor¬mation was developing and revealing itselfin the classroom ... I was increasinglygroping for a different style of academicwork, a new definition of my role in aca¬demia.” What is that educational philoso¬phy yea spoke of, and how do you think it’schanged?Well, what I experienced, I think, issomething which happens to a number ofyoung scholars. When I was in Boston thissummer, it was clear that a number ofother young people experienced the samekind of problems, whether one calls it anidentity crisis, or a crisis in one’s work, ora crisis in one’s role. It happens not onlyto radicals, although radicals are muchmore prone to it. It happens to any num¬ber of younger faculty in various dis¬ciplines. For radicals, the problem is notto be schizophrenic, that is, not to be onething in public and another thing in one’swork.How does one integrate the commitmentsone has toward the society and the com¬mitments one has to one’s work? I wastrained, for example, in survey research,hard data collection and indeed did my dis¬sertation in survey research. It was astudy of the professionalization of engi¬neering students, and I came here withthose data, with a commitment to writethem up. But within a relatively short peri¬od of time, I’m not sure, maybe the firstsix to eight months, I realized that I wasbored with the data that I was bored withsurvey research, that I experienced a kindof alienation in my work.I believe that it’s impossible to be alien¬ated and to do adequate scholarship. Ittook me a while to diagnose what was thematter with me, and to understand myown feelings, to understand that my surveywork didn’t relate relevantly to my life.That became clear as I taught. I found itvery difficult to return to those data, Ithought they ought probably to be pub¬lished because they have certain radicalimplications to what’s happening to highlybureaucratized professions and what’s hap¬pening to scientists and engineers who gointo industry, but it was very difficult toreturn to them, and it was to some senseof obligation for what you do with collectedmaterials that I kept poking at them.In class very different things were hap¬pening and I found myself revealing a wayof coping with materials, whether it was insocialization or social psychology, orwhether it was in social theory, that re¬flected a real attempt, although it was in agroping attempt, to integrate my life, tointegrate my scholarship, and my com¬mitments to the world. When I finally diag¬nosed my problem, I then had to make aseries of very consequential decisions. I re¬sized that if I was going to bring aboutthe integration that I wanted I would haveto do a different sociology, I would have toho a different sociologist, and that therewore no models present at this University<md in establishment sociology to follow, itmeant returning to (C. Wright) Mills, and'eturning and trying to find earlier direc-,10ns- Of course I had been influenced byM'lls, but in the course of being trained forsurvey research that influence had beenot aside. So I found myself very involved•v'th the intrusion of values into research,and into sociology. 'So f began the classare my biases, I can't by saying, 'Thesehelp them'"For example, I taught a course in politi¬cal sociology and I taught it from a radicalpoint of view, drawing upon Mills andpresenting a critique of pluralism. Nowthat course, I think, reflects what I tried todo as I increasingly realized that I couldn’tstop being a radical in the classroom, andthat furthermore I didn’t believe in value-free sociology, and finally that I thoughtstudents should be trained to know wherevalues operate and how they operate. So Ibegan the class by saying ‘These are mybiases, I can’t help them. I think youshould know them, they're going to bepresent, and what you should do is seek tounderstand my biases and seek to under¬stand the biases in the other authors thatyou will read.”So they read Mills and they read S MLipset and they read Bell and they readthe theorists having to do with Americanpluralism. They wrote papers in whichthey took authors who had very differentviews of the social structure and in thesepapers students evaluated the materialsand drew their own conclusions. Theyfrequently drew conclusions contrary tomine, but the rules of the game were: ifyou make a solid argument and you havetreated your materials fairly and properly,if you exhibited scholarship, your con¬clusions are your own and will not in¬fluence how your work is evaluated.And students tested me on this. The firstbatch of papers was clearly a test; could itbe that I really meant that, that they couldreally draw their own conclusions? And Ithink it’s fair to say they discovered theycould, in fact, draw their own conclusions.It took me a while to develop that kind ofteaching.Can you go back to the problem of whathappens to younger scholars when they de¬cide to change their work?Well, I’ll come to the kinds of decisionsI wanted to make about how I would goabout becoming a radical sociologist. Andthe first task was to develop a style ofscholarly work which included theory de¬velopment, and methodology, and researchorientations, and in teaching that satisfiedthat radical commitment. And since therewere no models for how one would goabout creating a radical scholarship in so¬ciology, outside of Mills, the task was thento develop one for myself. It was my per¬ ception and still is my perception, that bymaking that kind of decision I had in factcut myself off from the mainstream of so¬ciology and had certainly divorced myselffrom the sociology prevalent at this Uni¬versity. So what happened then was thatthe concerns I had, both sociological andradical, were raised in class and discussedin class, and developed in class. And wetalked about things like imperialism, andwe talked about value biases, and wetalked about implicit models, and wetalked about the working class and thelower class. I was trying to cope with this.How do you be fair? How do you not mis¬use the podium?So I would do all kinds of things, I woulddescribe what my biases were, and if I feltvery polemical about something, and de¬cided I wanted to be polemical, I wouldstep away from the podium and I wouldtell the students “I have stepped awayfrom the podium. I am now going to bepolemical. You should note that: I meanthat-’s a kind of magic circle, only I’mstepping out of the magic circle, and then Iwould thunder to my heart’s content andwhen I was finished with that I would re¬turn. So that these kinds of symbolic orphysical ways would make it clear to stu¬dents the difference between one’s view ofthe world, and facts, or interpretations oracceptable models, and so forth.The fact of being a radical academic inthis county almost forces one to embrace aradical critique of the university. And forthis reason I became involved in the NewUniversity Conference, that is, with otheryounger faculty, although there are alsosenior faculty represented in that organiza¬tion. — It’s a national organization, and itshares a sense of the need for radicalchange in universities. I suppose you couldsummarize by saying that we want to de¬mocratize the university, we want to makethe university creative and critical, wewant to reject careerism altogether, be¬cause we believe that careerism and schol¬arship are very difficult to combine. Ca¬reerism does things to you, like it leads toa situation where scholars refer to them¬selves as indentured servants. That’sfrightening. It leads to the meritocracy,which some call the gerontocracy, thewhole structure of tenured positions meansthat the senior people who made their rep¬utations, usually 10 or 15 years in the past. are in control of all the rewards of thesystem. They control your life becausethey control your career because they con¬trol the rewards of your career. So itmeans that if you really want to be com¬mitted to a different university, or a differ¬ent form of your discipline, you have to beprepared to become a kind of academicdropout; that is, you have to be preparedto pay the price, whatever the price is.That was a very difficult decision for me,and I think I decided to pay the price.Now it was clear that I couldn’t changethe University, but I could certainly beginto experiment with ideas that I had aboutwhat a university should be in the class¬room. I’m not talking about content, whichhas to do with how I shifted my role or myidentity or how I tried, for myself, to res¬tructure my discipline meaningfully, and Ican talk about the content areas later, ifyou want that. That’s one problem. Theother problem is how do you teach so as tobe true to a different sense of how theUniversity ought to be?I therefore embarked on a number ofdisastrous experiments, so that if peoplehear that I’m really the world’s worstteacher they’re probably telling the truth.Particularly in my first year and a half,because I didn’t know what I was doing.The only model for teaching that I had waslarge lectures, which were the norm atUCLA, or highly competitive seminars,where the more blood you could draw, themore points that you made, the better youdid — very rough seminars, highly ex¬citing, I mean I really turned into a .schol¬ar in those seminars, but somehow thatwasn’t what I wanted to do.So we began to experiment, studentsfrom the college would come and say,“Well, we want to take a course in impe¬rialism,” or “We want to know about revo¬lution,” and I’d say, “Fine, let’s do that,”and there’d be small sensuous one, andsometimes large ones. And I began to ex¬periment with democracy in the class¬room, with student initiation of projects, orstudents running classes. Well, what hap¬pened, of course, were early disasters be¬cause nobody knew how to have democra¬cy in the classroom. Ldidn’t really knowhow to act democratically, because theonly model I’d ever had was to be an au¬thoritarian in the classroom; the kidsdidn’t know how to act democratically, be¬cause they’d never been in a democraticsituation, so we’d spend most of our timediscussing how we ought to run the class.Meanwhile the students who had otherassignments to make, and other classeswhere they had grades and this kind ofthing to worry about would always cop outat the end of the quarter because theywould have to meet the demands of theirother courses. So what I began to learnwas the enormous problems that are in¬volved in trying to run classes a differentkind of way ... and some really were theworst things man ever saw. They were dis¬aster areas!I always ask kids to write evaluations,and they would evaluate everything theythought had went wrong. I found thesevery useful, because they could often pin¬point what went wrong better than I could.And I think it’s fair to say that many, butcertainly not all of the students, in the ear¬ly experimental phase felt that they hadgained a lot. I’m not always sure whatthey thought they gained, but they felt theygained something.Well, I began to learn that students infact want direction and need direction, thatstudents in fact want to use their instruc¬tors, that students in fact need a certainamount of goading, because you can’t askthem to change overnight. They’re a pro¬duct of a system like I’m a product of asystem, and not only does the teacher haveto learn what the teacher is doing, but thekids have to learn what they’re doing inthat kind of situation. And so I began towork in a way that the guidance waspresent, where I would make certain kindsof presentations, where they would re-Continued on Page 11*l. />L! u / I 1A 13AO/1“If I were starting life over again, I am inclined tothink that I would go into the advertising businessin preference to almost any other. This is becauseadvertising has come to cover the whole range ofhuman needs and also because it combines realimagination with a deep study of human psychology.Because it brings to the greatest number of peopleactual knowledge concerning useful things, it isessentially a form of education...It has risen withever-growing rapidity to the dignity of an art. It isconstantly paving new paths...The general raising ofthe standards of modem civilization among all groupsof people during the past half century would havebeen impossible without the spreading of the knowl¬edge of higher standards by means of advertising!’ n %■ * 4# ■' - *t " * •Dear Mr. Galvin:One mysterious aspect of business todayis the mind-bending talent of theadvertising agency. Increased advertisingsophistication and an indefatigable questfor originality have produced campaignswhich subordinate the client'schance of future profits.Advertising theorists maintain if thecampaign is creative, the product willautomatically sell. Thus, ads today shockrather than sell, stimulate emotions ratherthan discuss the product. What is sellingmerchandise today is not the advantagesof the product but the ingenuity of the ad.The omnipresence of television hasreplaced other media in importance. Thus,TV commercials have to be more excitingthan the programming; commercialbreaks cannot bore the viewer.Consequently, heavily advertised productshave developed distinct personalities: theVolkswagen, the Lay Potato Chip, theCoca Cola ads all have distinguishablecharacteristics, Alka-Seltzer'sintrospective conversations between aman and his stomach, Excedrin'sdocumental analyses of the headache andGoodyear's tire for the woman with noman around are advertising marvels. But isselling the product the ultimate purpose,or is that purpose proving thead-man's creative genius?Thus the question: are today's adcampaigns designed to shock amedia-controlled public into buying or toprove the creative splendor of theadvertising business? I contend businessis being trampled upon by the adagencies' quest for creativity; and,therefore, if the product does sellit is strictly accidental.Sincerely, aArnold ShelbyLatin American Studies, TulaneWHO CARES ABOUT STUDENT OPINION?BUSINESSMEN DO.Three chief executive officers— TheGoodyear Tire &Rubber Company's Chairman, Russefl DeYoung,The Dow Chemical Company's President,H. D. Doan, and Motorola's Chairman, RobertW. Galvin—are responding to serious questionsand viewpoints posed by students aboutbusiness and its role in our changing society . . .and from their perspective as heads of majorcorporations are exchanging views throughmeans of a campus /corporate Dialogue Programon specific issues raised by leadingstudent spokesmen.Here, Arnold Shelby, in Liberal Arts at Tulane, isexploring a point with Mr. Galvin. Keenlyinterested in Latin American political and socialproblems, Mr. Shelby toured various countries inthe area last summer on a ",shoe-string" budget.He plans a career in journalism.In the course of the entire Dialogue Program,Arthur Klebanoff, a Yale senior, will probe issueswith Mr. Galvin; as will Mark Bookspan, aChemistry major at Ohio State, and David G.Clark, in graduate studies at Stanford, withMr. DeYoung; and similarly, David M. Butler,Electrical Engineering, Michigan State, and StanChess, Journalism, Cornell, with Mr. Doan.All of these Dialogues will appear in thispublication, and other campus newspapers acrossthe country, throughout this academic year.Campus comments are invited, and should beforwarded to Mr. DeYoung, Goodyear, Akron,Ohio; Mr. Doan, Dow Chemical, Midland,Michigan; or Mr. Galvin, Motorola, FranklinPark, Illinois, as appropriate. Dear Mr. Shelby:Advertising is one of the most oftencriticized and least understood professions.It is also one of the most complex,involving consumer needs and desires,market economics, tastes, semantics, thearts, persuasion, and a host of otherfactors. In advertising, as in many otherfields, there is a constant quest fororiginality and creativity. Today'sconsumer—more sophisticated and bettereducated than ever before—demands it.Different advertising techniques areneeded to sell different products.Audiences must be carefully evaluated.Advertising that sells soft drinks could notbe successfully used to sell—say—heavymachinery, surgical instruments ortextbooks. Effective techniques must bevisually or graphically arresting—andaugmented by carefully chosen language—to express the salient features of theproduct or service to the listening,viewing, or reading audience. A "creative"ad that merely displays ingenuity, orshocks, without presenting the product insuch a manner as to persuade its purchaseon the basis of merit, as well as itsintangible benefits, cannot be consideredreally creative.Advertising is never an end in itself; itsgoal is to communicate knowledge so thatthe consumer may exercise his freedom ofchoice, his intelligence, and his desire tobuy or not. However, even the mostcreative and persuasive advertising willnot sustain sales of inferior merchandisefor very long.Television has not replaced other media inimportance. While the impact of televisioncannot be denied, use of print advertising,billboards, direct mail, and other mediaare at an all-time high.Like you, I deplore pedestrian and tastelessadvertising. Likewise, I deplore "trashy"books, inferior movies, poor plays.Advertising has the complex task ofappealing to all tastes, all intelligencelevels, all ages, and both sexes. A person issubject daily to over 16,000 advertisingmessages. Many are informative,entertaining, motivating, precise, practical;many show a lack of creativity, poor taste,and over-use of gimmicks. In the finalanalysis, judgment is passed by each ofus in our buying decisions.In our sensitivity to that which we mayfind objectionable, we should also notethat the advertising business donates some$260 million dollars' worth of publicservice advertising each year . . . Smokeythe Bear, the Peace Corps, Keep AmericaBeautiful, the Red Cross, the UnitedNegro College Fund, Mental Health,CARE, UNICEF, Radio Free Europe,and many more worthwhile campaigns.From what I know of advertising firmsand their people, I believe the professionoffers one of the most challenging,fulfilling careers available. Keen youngcritics like yourself are needed toconstantly upgrade the quality of itsservices, and shape them to fit the precisefuture needs of society. This will continueto assure responsiveness to the needsexpressed by the consuming public.Sincerely,Robert W. GalvinChairman, Motorola Inc.4/The Chicago Maroon/January 24, 1969< I i( i >. i i JVHa* tiluw .a, Vi VUU.IIW ,jii85' Calls Sit-In for Marlene DixonThe ADC 303A has been widely acclaimed in audio technical reportsby high fidelity authorities. For example, here’s what Julian Hirschof Hirsch-Houck Laboratories had to say in Hi Fi/Stereo Review.“After the lab measurements had been made, and I had achance to analyze the data, I began to appreciate howunusual this speaker system really-is.”The Committee of 85 has called for atwo-hour sit-in in the Social Sciences Re¬search Building at noon on Monday to dra¬matize student dissatisfaction with the Uni¬versity’s formation of the Gray committeeto investigate the University’s firing ofMarlene Dixon, an assistant professor ofsociology and human development.At a Wednesday afternoon meeting ofabout 100 people, the committee also votedto send a letter to President Levi reiterat¬ing earlier demands that “Marlene Dixonbe rehired jointly in sociology and humandevelopment” and that the Universityagree to “equal student-faculty control ofhiring and firing.”The letter calls for agreement to the de¬mands by 9 a.m. next Wednesday — to thestudent hiring power demand in principleand to the demand to rehire Mrs Dixonthrough action. The committee scheduled ameeting next Wednesday at 3 p.m. to dis¬cuss the University’s response and planfurther action.FUN WORKING IN EUROPE DAVID TRAVISDIXON RALLY: Students demonstrate in front of the Ad Building on Wednesday.Divinity Students Given PowerAt a meeting of the Divinity School (stu¬dent) Association (DSA) Tuesday, the di¬vinity school faculty presented a resolutionto work toward “increased and meaningfulvoting representation by students in the de¬cision-making procedures of the DivinitySchool.”At a one-hour DSA meeting Wednesday,136 students unanimously passed a resolu¬tion recognizing the faculty proposals as“a constructive step in the process towardfull student representation. . .and ac¬cepting) the specific proposals (2 and 3)for experimentation.”Divinity school dean Jerald Brauer andProfessor Jay Wilcoxen presented the fac¬ulty resolution, formulated at a five-hourmeeting Monday afternoon called to dealwith the demands of the DSA for increasedstudent power and continuation withoutcurtailment of the doctor of ministry• DMn) and AM-PhD programs. The second and third faculty resolutionsproposed ways in which increased studentparticipation could be realized (proposal 1was a statement of principle), suggestingthat the DSA provide a number of studentsequal to that of the faculty for its fourstanding committees for the rest of theacademic year. The meaning of studentparticipation in those committees (AM-PhD, DMn, admissions, and policy) will bedetermined by each committee in con¬sultation with a negotiating committeecomposed of five faculty and five studentmembers.Faculty further proposed that the ques¬tion of student participation in reorganiza¬tion processes be referred to the negotiat¬ing committee, in response to the DSA de¬mand last week for student representationon the reorganization committee.The faculty’s action culminates severalweeks of caucussing and meeting of facul¬ ty and students on the issue, made publicby a mock funeral procession mourning“the death of the DMn class of 73.”Lowell Livezey, DSA president and newmember of the policy committee, said that“principal concerns” of the committeewould be the future of the DMn program,the number of PhD admissions, and theappointment of black faculty.Dean Brauer said, “Student representa¬tion is necessary; it’s a good thing, but ithas limits. What these limits are we haveto discover. There are going to be differ¬ences (between students and faculty) —there are bound to be — but what is thematter with that in education?” The motions to hold a sit-in Monday andto reiterate the demand for Mrs Dixon’srehire carried nearly unanimously. Thevote on the demand for equal student-fac¬ulty power passed by a clear but narrowermargin.Students at the meeting also voted to setup committees to formulate critiques ofcurrent academic work in the fields of so¬ciology, political science, and history. Aseries of “tribunals” will be held nextweek on the three fields.The Committee of 85 was formed at theoriginal meeting called by human devel¬opment meeting called by human devel-about two weeks ago. Human developmentstudents have since withdrawn from thecommittee to work within their depart¬ment, leaving the committee to concernedstudents in the College, many of whom arealso members of Students for a Democrat¬ic Society, iWednesday’s meeting followed a rally ofabout 150 people in front of the adminis¬tration building.Host complete photoand hobby store onthe Sooth SideM00EL CAMERA1342 E. 55th HY 3-9259Student'Discounts The Carpet BamA division of Cortland CCarpetWe have an enormous se¬lection of new and usedwall-to-wall carpetings,staircase runners, rem¬nants and rugs (a large se¬lection of genuine andAmerican orientals).We open our warehouse tothe public for retail saleson Saturdays ONLY from9-3.1228 W. Kinzie (at Racine)243-2279 ruNNing outof time for undergraduatestudents who wish to applyfor financial aid for the1969-70 academic year.Application, including Par¬ents Confidential Form,must be submitted byJanuary 25. Forms may bepicked up now at Office ofAdmissions and Aid, 5737University. Ext. 4592 Stu¬dents unable to meet dead¬line should contact our of¬fice, DR. AARON ZIMBLEROptometristeye examinationscontact lensesin theNew Hyde ParkShopping Center1510 E. 55th St.DO 3-7644MUSICRAFT SPECIALA.D.C. Model 303A SPEAKERThe Brentwood $77^si™Si’STE.EJD„i°.¥ ABROAD! Get paid, travel, meet peopeoripc E? a YEAR ROUND. 20 countries, 9 paying job caldetaii«°ileJe^' for cultural program literature includiides MSn«nos^^L,cat-°?s’_w^tf:.1SIS, Admissions, 133 rue HoiA Non-Profit Student Mei a*“By all means listento this $95 speaker...This is not justanother box!” hi n sim. Knit* “For one thing, my tests confirmed the manufacturer's claimed frequen¬cy response of 35 to 20,000 cps — 3 db measured in an average listen¬ing room.’’“... the Brentwood has a true, effective response down to at least 33cps, with lower distortion than I have measured on many larger and morecostly speaker systems, under similar conditions.”ON CAMPUS CALL BOB TABOR 324-300548 E. Oak St.-DE 1-4150 MubiOiaft 2035 W. 95tn St.-779-6500The Chicago Maroon/January 24, 1969/5Demy’s THE UMBRELLAS OF CHERBOURGWITH CATHERINE DENEUVE. Tonight at 7:15 & 9:30, Cobb Hall, Doc FilmsTONIGHTand SaturdayThe Electric Theatre Co. presents atTHE KINETIC PLAYGROUND4812 NORTH CLARKBUDDY RICH & THE BUDDY RICH ORCHESTRABUDDY MILESROTARY CONNECTIONDoors open 7:30—tickets at the doorNEXT WEEKJAN. 31, FEB. 1The Grateful DeadGrass RootsTickets: Marshall Field's, Ticket Central,Crawfords, at the dooror call 784-1700 enjoy ourspecial studentrateat alltimes75Cfor college studentspresenting i.d. cardsat our box office• different double featuredailyopen 7:30 a.m.—lateshow 3 a.m.• Sunday film guild• every wed. and fri. isladies day-all gals 50clittle gal lery for galsonlyrlark parking-1 doorsouth4 hrs. 95c after 5 p.m.• write for your freemonthly programdark & madi9on fr 2-2843Michael Crawford John LennonRichard Lester'sHOW I WONTHE WARSun., Jan. 26, Cobb, 7 & 9 P.M., $1 (10 Films for $4), CEFl POSITIVELY LASTTWO WEEKS!!eyesfor thenow soundLusdm 97.9 fmsmack dab in the middle of your fm dial mm*TDIIIMDU AWn A TUDII I CD“A TRIUMPH AND A THRILLER.Erotic scenes of suchoutright beauty, such superbsubtlety. cr.n HYDE PARKSTARTS FRI.JAN. 24thxopWUzie’s lower SL“FLOWERS FOR ALL OCCASIONS”1308 EAST 53rd STREET 2424 N. Lincolnat Fullerton-Halstedone block east ofFullerton "El" stopTel.: 528-9126FREE PARKING2438-40 N. HoistedSTUDENT RATE!Show times: 5:40,7:50,10 P.M. daily,Sun. Matinee 3:30Next AttractionLOVE AFFAIR “A CLASSIC! A SHOCKERBEYOND BELIEF!” -upi‘‘‘BEST ACTRESS’ HONORSTO MIA FARROW.”"• Hearst News ServiceParamount Pictures ResentsMia farrowIn a William Castle ProductionRosemary’s BabyJohn CassavetesTechnicolor A Paramount PictureSuggested lor Mature AudiencesTHEORIENTAL PHILOSOPHYCENTER55 E. Washington St.Rm. 1139LECTURE SERIESEvery Tues. & Thurs.at 6:30 p.m.* The Importance of food in spir¬itual development* The Philosophy of the Far East* The application of traditionalprinciples to modern living.For further information call641-0121 or come by Mondaythru Saturday between 11:00and 5:30. Paxton Quigley’s crimewas passion...and hispunishment fits exactly!He’s the exhausted captiveof three young ladies, with aunique idea of revenge.AmeG>>Can International sta*sTVa-TE IWMieUx3 ChristopherJoNESSHAfflCCO STAMHNQjudv Pace - magg'eThReTt- nan maqunWTRtCTMO - Ptrioni under 16 not admittedunlms accompanied by parent or adult guardianWORLD PREMIERE6TH WEEK MARKS t I0SENFIEL0Orientaltondolph Wror StateMORGAN’S CERTIFIED SUPER MARTOpen to Midnight Seven Days a Weekfor your Convenience1516 E. 53rd. ST. MANDEL HALL, 7:30-9—10:30 Students $1.00Chaplin'sTHE GREAT DICTATORSat. 7:15 & 9:30, Cobb Hall one dollar, doc filmsStudents to Formally Evaluate ProfsThe committee of the council of the uni¬versity senate endorsed Tuesday a state¬ment by the academic deans calling forrecognizance by the faculty of student ap¬praisals of individual instructors on a con¬tinuing, institutionalized basis.The statement and its endorsement —the faculty’s response to the controversyover the University’s decision not to rehireMarlene Dixon, an assistant professor ofsociology and in the committee on humandevelopment, — suggested that studentcouncils or other advisory groups withindivisions, schools, or other academic unitsof the University meet with committees offaculty regularly, but not in the contextof an immediate decision.While formal decisions on hiring and fir¬ing would remain with the faculty, in¬creased faculty-student communication, ac-Continued from Page OneIf you shout at them that they have novalue, they will respond by the instinct forsurvival: walk out, hide, make emotionalappeals ad hominem, and if continuallypressed on this, will eventually use all thepower they possess to rid themselves ofyou. But if you simply tell them they havemade a mistake, and that whereas you un¬derstand mistakes, this one must be cor¬rected now, then perhaps you have a basisfor collaboration.At this University it’s time for the count¬er-culture — and for all of us — to can therhetoric and get down to cases. Whom doyou trust, and whom don’t you trust? Whatdo you really want? If society is whollysick, then indeed to the barricades. If itstill has some health, then we need dis¬cernment. We can distinguish between D.Gale Johnson, Morris Janowitz and thetenured sociology faculty on the one hand,and George Wallace, McGeorge Bundy andthe Russian militarists in Czechoslovakiaon the other.If we have any interest beyond the con¬fines of our careers in the society we livein, we will examine the legitimacy of any¬thing like “student power” in the socialsciences.The counter-culture is the major issuehere. Its validity is the only source of anylegitimate claim to student power in theuniversity. Students have no claim to equalpower with the faculty on the grounds ofprofessional competence. The only claimthey have on the basis that their per¬spective on society — and therefore on theuniversity — is different from and equal invalue to that of their professors. Thisclaim is all the more reasonable when weconsider the admitted emphasis of the soci¬ology department. It is composed of highlyspecialized professionals. Their credentialsace rigorous methodology, wide reading,and dogged pursual of focused problems.But the proponents of the counter-culturehave credentials too. They ran the gauntletof the southern social system, registeredNegro voters in Mississippi, gave whateverbite there was to the campaign of GeneMcCarthy, and confronted Richard Daleyin Grant Park. They claim they have anintuition of where society is going, and so¬ciologists above all should take this claimseriously. cording to the statement, would enhancestudent responsibility, student under¬standing, and expression of student opin¬ion.President Levi on Tuesday made publicthe text of the statement, appended with a“personal plea” that it be implementedand an excerpt from remarks he had madeat a January 8 trustees’ dinner encour¬aging “a searching review (of the Univer¬sity) in each of its major areas . .. Theelected student councils in each of theareas might well become a useful vehiclefor the examination of some basic prob¬lems.”This is the complete text of a statementon student participation in the hiring andfiring of faculty passed Tuesday by thecommittee of the council of the academicsenate:Admittedly their intuition is unformed.That is why they are at the university.They simply demand that sociology’s toolsbe used to answer their questions. Perhapsit is true that Mrs Dixon is not yet a mas¬ter of the tools of methodical inquiry. Butthey have seen in her one person at leastwho answers their questions seriously. Per¬haps it is true that Mrs Dixon will becomea better sociologist if she spends sometime at another university. But if she goes,the university will be very ill-served ifthere is no one to take her place in tryingto put the tools of research at the serviceof the questions of the counter-culture.The tenured professors control the purse¬strings and the bureaucracy. Is it true thatthey merely demand that students use pro¬fessional tools, or is it also true that theydemand that students use these tools onquestions of their — the established gener¬ation’s — choosing? If the Ford Foundationcan be sold a study of department stores,is it inconceivable that faculty and stu¬dents cannot get together and sell to some¬one the study of the radical criticism ofAmerican social institutions?Presumably the highest function of soci¬ological scholarship is to apply established— and new — tools to important and vitalquestions. Therefore the dialogue betweenstudents and faculty should take the formof: “These are our questions. Help us an¬swer them. If your tools will not work,help us forge new ones. If others havetools that complement yours, bring themin.”It may be hopelessly vague to say“society is sick”, but it is probably notstupid. The intuition of a younger gener¬ation which is on trial here, and the wis¬dom of a senior generation to recognize thedemands of the fuiur*I do not make rvCcrnmendations for theplacing of students on this or that com¬mittee. If faculty does not take the ques¬tions of the movement seriously, such ap¬pointments will be sterile tokenism. If theydo take these questions seriously, they willmake much better administrative sugges¬tions than the students will, becausethey’re much better bureaucrats. The relevance of student views on educa¬tional matters is clear. Students can bringto an understanding of academic issuesknowledge that is outside the direct ex¬perience of the faculty, viewpoints thatmay counteract attitudes or unexaminedpremises that age and institutional factorstend to perpetuate in a university, andideas that may have escaped even themost inventive of faculties.Faculties within this University have al¬ways recognized, of course, the pertinenceof student views in educational discussions,and through informal channels have avail¬ed themselves of this resource. They havetaken into account student judgments andideas on a wide range of academic mat¬ters, including programs, requirements,and the performance of faculty members.Decisions on such matters have often beenimportantly influenced by what has beenlearned from students.Recognizing that the purpose of studentconsultation is to improve the quality ofeducation at the University of Chicago, andbelieving that this purpose is best servedby rational discussion and regular commu¬nication, we urge adherence to the follow¬ing principles with respect to student parti¬cipation in the processes by which academ¬ic policies are determined:• The most appropriate and most pro¬ductive modes of eliciting student views,and indeed the extent to which these viewscan contribute to the wise governance ofthe University, will vary from area to areawithin the University, depending upon thesize, traditions, and procedures withineach area and the nature of the problemswith which it is confronted at particulartimes in its development. Accordingly, thekind of student participation should reflectthe educational situation within each divi¬sion, school, or other academic unit of theUniversity.• We endorse the policy of the presidentto encourage the election within each aca¬demic unit (including, where relevant, de¬partments or degree-recommending com¬mittees) of a student council or advisorygroup to meet regularly wih a committeeof the faculty. We urge the several facul¬ties to develop these arrangements intosignificant instruments of educational pol¬icy. Although no single instrument or modeof faculty-student communication should beseen as exclusive or as sufficient in itself,we believe that the existence of such coun¬cils can (1) provide continuity and respon¬sibility in student counsel, (2) deepen stu¬dent understanding of educational prob¬lems confronting the University, and (3)offer accessible channels for the ex¬pression of diverse student opinion. • Recommendations on academic ap¬pointment are the responsibility of the sev¬eral faculties. In reaching decision on sucha recommendation, the extent to which stu¬dent appraisal of the effectiveness of a fac¬ulty member is taken into account shouldbe determined by the particular facultymaking the recommendation. Use of theevidence provided by student appraisals iswholly consistent with the established ap¬pointive processes of the University. To en¬hance the objectivity of this evidence, thefaculties should inform themselves of stu¬dent appraisals of individual instructors ona continuing basis rather than in the con¬text of an immediate decision. This proce¬dure should be institutionalized part of theprocess.• In making use of the consultative pro¬cesses described above, or any others,each faculty as a ruling body remains re¬sponsible under the University Statutes forthe determination of academic policieswithin its jurisdiction.Students DiscussPhy Sci ChangesTired of “fooling around in labs,” PhySci 116 students met Thursday night to dis¬cuss demands to abolish required labora¬tory classes.Though no strike against labs was orga¬nized, attendance in some labs dropped aslow as 25 per cent this week, according toJohn Manning, 72, an organizer of the pro¬test.Manning, co-organizer John Fox, 72, andother students distributed leaflets andforced discussion of the course’s objectivesin Prof Stephen R Berry’s Thursday morn¬ing lecture.“Students in humanities and social scien¬ces are more interested in conceptual as¬pects,” Manning said. “Lab takes up toomuch of our time.”Professor Berry agreed to attend andlengthen the planned meeting to discuss“what an ideal course for non-scientistswould be,” but he had no comment on theprotest before receiving specific demands.ErratumIn the letter printed in Tuesday’sMaroon from 14 graduate students inthe sociology department, the line“The ‘feministic points of view’(what-” got was printed twice. Thefirst time, it should have read “fe¬male students need female rolemodels, regardless of their qualifica¬tions.”(Michael H. Ducey is a second-yeargraduate student in sociology.) Be Practical!BuyUtility ClothesComplete selection ofboots, overshoes, insu¬lated ski wear, hoodedcoats, long underwear,Corduroys, “Levis,"etc., etc.UNIVERSAL ARMYSTOREPL 2-4744 .1364 E. 63rd. St.JESSELSON’SSERVING HYDE PARK FOR OVER 30 YEARSWITH THE VERY BEST AND FRESHESTFISH AND SEAFOODpL 2-2870, PL 2-8190, DO 3-9186 1340 E. 53rd authorized SMC sales & servicemi 3-31135424 s. kimbark ave.Chicago, illinois 60615^ foreign car hospital & clinic, inc. This message a public service ofTHE STUDENT CO-OPReynolds Club BasementHours: Mon.-Fri.: 9-10Sat.: 12-6'•’Tf.e’etiiSiSi'M.rttSnYJinV.W 14,1 W»/7Counter-culture ClaimsProfessors' RecognitionEDITORIALRehiring PolicySomething has happened with the Marlene Dixon case thatseemed impossible a week ago: a little light has been generatedalong with all the heat.The Marlene Dixon case has galvanized the campus. It has madepeople think, very deeply, perhaps for the first time, about what“scholarship” means, how the concept of “professionalism” appliesto the academy, what are “disciplines” and who defines them, howstudents should get into the process of faculty hiring and firing,and really, what role students should play in all the academic partsof the University.The central issue is of course faculty appointments. It isprobably inevitable now that students should have an institution¬alized say in decisions on appointments and reappointments. Manyof the faculty and administrators involved admit that. Some ofthem say that students already have a role in the process, it isjust not formal. But a number of students have not been convinced;as Morris Janowitz says, some people have to participate in a cere¬mony to know that they are actually doing something. So let ushave the ceremony.'Hopefully, students want powerbecause we think we have aright to have it'The question is what form it should take. The radicals havebeen asking for equal control of the process. But what does thismean? Are they asking for power just to have power? And whatdoes that have to do with the University?Hopefully, students want power because we think we have aj right to have it; and since this is a University, some considerationof academics should be a part of it. The fundamental issue hereis the preservation of academic quality at the University of Chicago,and particularly the sociology department. Marlene Dixon is notbeing rehired because the department (to a man) doesn’t thinkshe meets their scholarly, academic, and “professional” standards.If she believes she is practising a different kind of sociology theydon’t recognize it; they don’t see any new theory; they can’t identifyany new discipline.The logical way to put students in the process is through theelected student councils that Edward Levi has been trying to set up.The idea of these councils is to have students meeting all the timewith faculty, talking about curriculum, talking about the directionof their departments, talking about people who ought to be broughthere, about people who ought to be retained. The councils shouldmeet with professors as often as possible, perhaps weekly. Thatway student views would be heard.We don’t think students should go in and take the departmentsover. We don’t think students should have the final decision onwho gets hired: we haven’t read the literature that the faculty has, jj we haven’t had the training in the field, we aren’t committed inquite the same way to the preservation of the quality of scholarshipin the department or the University. We should have more say onrehiring because we have studied with the professors and we haveattended their classes. But with institutions such as active, electedstudent councils, we could have our say.The University of Chicago is as strong as it is because it hasbeen able to find the department chairmen, masters, deans, pro¬vosts, and presidents who have been able to find good scholars,and weed out the not so good to preserve academic quality. GaleJohnson is not interested in having a one-sided sociology depart¬ment peopled by men from one ideological clique; nor is JohnWilson; nor is Edward Levi. And the University is strong becauseof the curious blend of teaching and research, a College within aUniversity, which is based on the recognition that teaching withoutcontinued research turns to teaching by rote, and scholarshipwithout teaching turns to narrowing pedantry.8/The Chicago Maroon/January 24, 1969 LETTERS TO THEOn RofhenbergI want to address myself to some of thequestions Melvin Rothenberg raises in hisarticle in Friday’s Maroon. I am speakingonly for myself and not as representativeof the department of sociology or its per¬sonnel committee, though I am a memberof both.Mr. Rothenberg states that the decisionof the department of sociology not to rec¬ommend Marlene Dixon’s reappointmentraises three issues—teaching versus re¬search, bias against women, and biasagainst radicals. He points out that person¬nel decisions are not based on purely ob¬jective criteria that could be programmedfor a computer and that, therefore, theradical politics of a junior faculty memberthat have irritated his senior colleaguesmay well bias their personnel decisions. Iagree, and since I am aware that my judg¬ment on personnel matters may be dis¬torted by personal or political prejudice Itry to protect myself against such bias asbest I can. I restrict myself to evaluatingsociological performance and refuse totake into account, for example, characterwhen making personnel decisions—thoughI admit that some aspects of character, suchas integrity, would be relevant—because Iam afraid that my evaluation of such anelusive entity as character might be in¬fluenced by my personal liking of a col¬league or his background or his opinions.In particular, I endeavor to discount mydislike for one person’s conservative politi¬cal views and my sympathy for another’sprogressive ones when making personneldecisions. To be sure, my decision maystill be biased as I leaned over backwardtoo much to disregard my own sympathiesor not enough, since my judgment is fal¬lible.I am not sure whether the New Leftapproves of my attempting to discount po¬litical views in personnel matters or myfailure to succeed when making these at¬tempts. On the one hand, the senior facultyis accused of trying to be politically neu¬tral and ignoring the contribution radicalcolleagues can make to the University. Onthe other hand, the faculty is accused ofletting its conservative views affect its per¬sonnel decisions. But if one advocates thatpolitical orientations should be taken intoaccount in personnel decisions, one cannotthen accuse these decisions of being politi¬cally biased, because opinions about thepolitics of others are necessarily shaped byour own political values. I am convincedthat the result of giving political views ex-Till: CHICAGO MAROONEditor: Roger BlackBusiness Manager: Jerry LevyManaging Editor: John RechtNews Editor: Caroline HeckPhotography Editor: David TravisNews Board:Student News: Wendy GlocknerAcademics: Sue LothThe Movement: Paula SzewczykCommunity: Bruce NortonSports: Mitch KahnSenior Editor: Jeffrey* KutaContributing Editors: John Welch, Michael Soi-kin, Jessica Siegel, John Moscow, RobertHardman, Barbara Hurst.News Staff: Mitch Bobkin, Marv Bittner, Deb-by Dobish, Chris Froula, Jim Haefemeyer,Con Hitchcock, C. D. Jaco, Kristi Kuchler,Chris Lyon, Sylvia Piechocka, Leslie Strauss,Robert Swift, Leonard lax.Production Staff: Mitch Bobkin, Leslie Strauss,Robert Swift.Photography Staff: Phil Lathrop, Paul Stelter,Howie Schamest.Sunshine Girl: Jeanne WiklerFounded in 1892. Pub-f j: lished by University ofA Chicago students on Tues-C. days and Fridays through--> out the regular schoolyear and intermittentlythroughout the summer,except during the tenthweek of the academicquarter and during exam¬ination periods. Offices in Rooms 303, 304, and305 of Ida Noyes Hall, 1212 E. 59th St., Chi¬cago, III. 60637. Phone Midway 3-0800, Ext.3269. Distributed on campus and in the HydePark neighborhood free of charge. Subscriptionsby mail $7 per year. Non-profit postage paidat Chicago, III. Subscribers to College PressService. EDITORSplicit weight would not only be that bothteaching and research would suffer (sincegiving weight to one factor reduces that ofothers) but also that the composition of thefaculty would become more conservativethan it is now, because the conservativeviews of the senior faculty would exertmore influence. These are the very reasonswhy I favor being as politically neutral aspossible in evaluating faculty for appoint¬ment.Let me bridge the issue of bias againstradicals (or feminists) and that of teachingversus scholarly research by asking Mel¬vin Rothenberg some more or less rhetor¬ical questions: “Would you have voted torecommend Marlene Dixon for an appoint¬ment in your department, the departmentof mathematics?” I assume the answer isno and the reason for this answer is thatshe does not have the qualifications inmathematics required for such an appoint¬ment. But how can anyone who has notconscientiously reviewed her work in sociol¬ogy claim that she should have an appoint¬ment in sociology? Are you better qualifiedto judge sociological scholarship and re¬search than the members of the depart¬ment of sociology? Or do you think that thefact that she is a radical makes her per¬formance as a sociologist irrelevant forfaculty appointment? Or the fact that sheis a woman and feminist?But do I not ignore the need for stimu¬lating teachers in the university? After all,I am speaking of personnel decisions thatare based primarily, though not ex¬clusively, on a review of written work.This procedure has indeed two major dis¬advantages for teaching, namely, that itdiscourages instructors from devotingmuch time to preparing lectures and work¬ing directly with students, and that it maydeprive the university of faculty memberswho have brilliant ideas but are not goodat putting them into writing. For this rea¬son, I favor changes in procedure thatwould make it possible to take studentopinion systematically into account. Buteven then the major basis for appoint¬ments to the graduate faculty should con¬tinue to be a review of written work in myopinion, because this has major advan¬tages for graduate teaching (as well as re¬search), which differs from undergraduateand professional teaching in being primar¬ily centered on training students in schol¬arship and research. First, the responsi¬bility of a faculty member in a major uni¬versity is not to confine his ideas to thehandful of students who attend his classesbut to communicate them to others in thesociety, which requires that these ideas bewritten down for publication. (Wouldn't itbe a pity if Mills never had published “ThePower Elite?”) Second, the main functionof a graduate teacher is to train studentsin advanced scholarship and research, of¬ten through apprenticeship, which onlyteachers can do who themselves are en¬gaged in these pursuits. To be a goodteacher requires creative ideas, and suchideas ought to be communicated to abroader audience in writing, which is whyI consider it justified to evaluate teacherslargely, though not solely, by their writing,despite the fact that the demands made bywriting and scholarly research impinge onthe time the teacher can spend in directcontact with students.Peter M. Blau Professor,Dept, of SociologyContinued on Page NineCorrectionThe Maroon wishes to correct aprinting error in Tuesday’s paperwhereby the byline of the two frontpage stories were reversed. The storyon Nixon was actually written byMitch Bobkin and Wendy Glockner;the story on the meetings on theMarlene Dixon case was written byBruce Norton and Caroline Heck.That’s the way it goes.Gerson Suggests Student Committee• rti'ii•««i-«*»•• ffiContinued from Page Onethat has gone so far that not only the com¬mon social structure but the common cul¬ture as well have started to disintegrate.Particularly in an amorphous situation asthis one, facial gestures, turns of phrase,and other normally minor acts take onconsiderable significance as cues to the di¬rection of the interaction, and it is thesewhich are persistently misinterpreted, sim¬ply because the “common ground of mean¬ing” has largely been undercut. For ex¬ample, the faculty withdrawal from themeeting was interpreted simply as a con¬vincing demonstration of arrogance, con¬tempt, and indifference to student interestsand student problems. In turn, this was setdown at the bottom of a long list of equallyconvincing “demonstrations”. The faculty,and to an even greater degree the adminis¬tration, seem to miss this point; and theirreactions to individuals which they definevariously as “neurotic”, “barbarian”, “un¬civil”, etc. serve only to continue a viciouscircle. Whatever the manners of psy¬chological condition of many of the stu¬dents involved, the situation is defined interms of political conflict, acted upon interms of political conflict, and there isenough substance to the implicit com¬plaints of the students involved to assurethem a base of political support.I underscore “implicit” to emphasize mynext point, which is that what we are seek¬ing is a form of “status politics,” which Ithink explains why much of this movementhas such a strong National Socialist flavorto it. A very large proportion, if not a ma¬jority, of the students in the department(and in the University generally) comefrom backgrounds which are decidedly up¬per-middle class; their fathers are doctors,lawyers, Indian chiefs, and college profes¬sors. Consequently, they are used to astyle of life organized around upper-middleclass incomes and upper-middle class ex¬pectations of the sort of treatment they getfrom others. These expectations (and styleof life) receive a rude shock in Hyde Park.The style of life which can be maintainedon a fellowship is perceived as economicdeprivation pure and simple; even thoughstudents are perfectly capable of calcu¬lating budgets for themselves before theyget here (and they do) the reality of a one-room Hyde Park apartment in mid-Decem¬ber complete with building code violationswhich no one will fix is something elseagain. At least as important is the factthat students in this community formsomething strongly resembling a lumpen-proletariat, with a position in the commu¬nity somewhere below that of the local civ¬il service blacks. Local merchants (withone or two obvious exceptions like ReidMichener) persistently treat students in amanner to which they are not at all accus¬tomed, as do real estate agents and a sub¬stantial number of lower grade adminis¬trative personnel. All of this is perceivedas downward mobility and its con¬sequences; the reaction is to becomemilitantly proletarian, to quote Marx atlength, and to perceive the efforts of seniorfaculty and administrators to treat theseproblems within the context of “reason,”rationality”, and the “community ofscholars”, etc, as simply the time honoredbureaucratic run-around. Bureaucrats havea style of speech, even of body gesturedesigned to soothe the outraged client with¬out making commitment which they arenot authorized to make. Students recognizethis for what it is; they were brought upvv*th it It is perceived in these circum¬stances, used on them, as arrogance, indif¬ference, or contempt. After all, they havebeen watching their parents use it foryears, and primarily on a working-classclientele. Under these conditions, the as¬sertion of universalistic and achievement-or *ented goals and er teria does not clarifyoi ease the situation, it exacerbates it.'hat. happens to the “community of schol¬ars ’; to “humanism”? Frankly, I think theideology of many University figuresarouses many expectations which are notulfilled, and this leads in turn to no goodtemper. In addition to the downward mobility im¬posed on many students by the communitystructure, there is a perceived upward mo¬bility of working class individuals. Stu¬dents have been hearing for years of vas¬tly increased college enrollments, and ofimproved economic conditions. The clearimplication of this is that there are manypeople from working class backgrounds us¬ing the educational system as a means ofupward mobility and this in turn implies(ultimately) greatly increased competitionfor the people presently here. The guaran¬teed high-paying job with a chance to pickand choose isn’t there any longer; it has tobe fought for. There are several possiblereactions to this: one of course is simply todeny the relevance of the fight to beginwith and adopt a minimax position. In anycase, many students are quite explicit invoicing their fear and contempt of peoplewho live, for example, in Cicero, Ill, usual¬ly on the grounds that they are “racist”.They can comfortably deny their own prej¬udices by militantly supporting the blackpower/civil-rights movement. After all,there isn’t too much harm you can doyourself in giving a leg-up to someone atleast two generations behind you. Further¬more, it is easy to draw analogies betweenthemselves and the traditionally repressed“nigger”.One of the net effects of all of this is thedevelopment of an ideology which stresses“feeling”, “community”, affectively in in¬terpersonal relationships, the irremediablewicked of bureaucratic forms of organiza¬tion, and the perception of universalisticstandards as inherently politically repres¬sive. This ideology serves to define bothadministrators and faculty on the onehand, and “polacks” on the other, as in¬herently antagonistic to the interests of thestudents who propound the ideology (andthe interests they claim to represent). Thenatural way to combat the bureaucraticenemy is to send the bureaucrats into atizzy by breaking their rules, eg disruptingclasses, wearing Santa Claus suits to Con¬gressional committee hearings, and devel¬oping repulsive weapons to throw at thepolice. The development and diffusion ofthis ideology has by now gone sufficientlyfar to bring the fundamental legitimacy ofcontemporary higher educational in¬stitutions into question.In view of this, I would venture to pre¬dict that the reactoin to your statement,simply because it asserts not only the legi¬timacy but the primacy of universalisticcriteria, will be a howl of criticism. Thesubstance of the criticism (in so far as itcan be grasped at all) will be ad hominem,directed at your perceived attachments tothe bureaucratic “system” (Federal aswell as University); your political repres¬sion of “spontaneity and creativity”, andso forth. In any case, your statement willcertainly not be perceived as in any wayexplaining the case of Mrs Dixon, butrather as sidestepping and/or ratio¬nalizing the “fact” that she was fired foropposing “establishment oppression”.I have, at this point, only one concretesuggestion to offer. I think that it would beuseful to create a formal advisory boardmade up of, say, three students, elected bythe students in the department. The boardwould review the cases of faculty membersup for reappointment or promotion, andmake formal recommendations to the fac¬ulty, in receiving the recommendation ofor promotion. Presumably, the boardwould make a serious effort to obtain stu¬dent opinion before coming to a decision,and would base its decision primarily onteaching and scholarly activities to the im¬mediate relevance of the students. The fac¬ulty, in receiving the recommendation ofthe board, would bind itself only to givingthe recommendation serious consideration:students therefore would have only suchpower over faculty selection and promotionas the faculty felt morally obliged to be¬stow at any one time. Presumably, sugges¬tions made by the board on potential facul¬ty recruits would also be given some con¬sideration. Obviously, some mechanisms of precedure would have to be worked out inorder to protect confidentiality where ap¬propriate, but this does not seem ex¬cessively difficult. Were such a system ineffect, I suspect that the recommendationsof the board would tend heavily toward themore “professional” and less “political”; Iam morally certain that Mrs Dixon (forexample) would have gained little or nocomfort from the report of such a board.The overwhelming majority of students inthe Department are “conservative” in thatthey would agree with the substance ofyour statement, and probably would use itas a guideline; the chances of a “radical”group gaining control of the board is ex¬tremely small. The creation of the boardwould seriously undercut the actual andpotential support of the radicals in the de¬partment; give students a formal voice inthe selection of faculty; and thereby tendvery strongly to restore equanimity in theaffairs of the department. There are thosewho will cry “Tokenism”, and they will, ofcourse, be correct. They will also be with¬out the political support necessary to doanything about it.RadicalismThere seems to be a conflict betweenradicalism, at least in some of its contem¬porary campus manifestations, and ration¬ality — a conflict exemplified by two re¬marks in your January 17 issue. MelvinRothenberg, concluding his analysis of “Is¬sues Behind Mrs Dixon’s Dismissal,”writes of “an elitist and reactionary viewof professionalism.” And Richard Flacks iscited, in the report of the NUC meeting, assaying that once a sociologist’s research ispublished in the professional journals, it issynthesized by other sociologists so that“one is essentially in service to the peoplewho control the social order.”A value implicity attacked by thesestatements is that of objective, impersonaltruth, developed and criticized in writingby persons particularly qualified to ap¬praise it. While I do not wish to imply thatthe existing academic disciplines pursuethis value perfectly, I must insist that atype of “elitism,” and the norm of publica¬tion, are essential to it. If scientists — in¬cluding mathematicians such as ProfessorRothenberg — were to repudiate “elitism”altogether, there would remain little dis¬tinction between qualified and unqualifiedopinion, or between opinion and knowledge.If social scientists were to communicatetheir findings only to those who werehelped by them, they would escape thecriticism which ought to be permitted fromany quarter, and against which their ideasmust be tested. They would also implicitlysupport a principle that would legitimizesecret military research and secret manip¬ulative public-opinion research.I agree with another value attributed toProfessor Flacks, that social scientistsought to seek “other groups than the estab¬lishment to gather information for” and tobe sensitive to the uses of their work. So¬cial research ought not simply to be con¬centrated on those topics that receive themost financial support; the university andthe social sciences ought to form their ownstandards as to what research is worth¬while, and not be subservient to the mar¬ket. But when this research is done, if itdoes not confront and withstand the scru¬tiny of qualified opponents, it may prove inthe long run to have been of little value.The standards in terms of which worth¬while topics are set ought not to be simplythose of pure research and theoretical sig¬nificance. They may well require definitionthrough communication among the dis¬ciplines. For this purpose the “commoncampus culture” that Professor Rothen- Even were such a procedure created, itwould not solve some of the longer terjnand larger-scale problems, which I out¬lined above; eventually, something willhave to be done about them, or there willbe an endless repetition of potentially ex¬plosive confrontations. It has become acliche that some students wish to teardown society, and start the job in the uni¬versity because it is convenient. The clicheis upside down. Some students are so an¬tagonized by many aspects of universityorganization and procedure that they wishto tear it down. The talk about tearingdown society is political rhetoric, rationalefor the movement within the university.The revolution, such as it is, is a palacerevolution, aimed not at any radicalreorganization of society but a gaining ofthe seats of power and privilege.All other considerations aside, the revo¬lution may be the only way to get the land¬lord to fix your plumbing.(Elihu Gerson is a third-year graduatestudent in sociology. His article was origi¬nally a letter to Professor Janowitz and, heemphasizes, represents only his own opin¬ion of Mr Gerson solely.)berg refers to may well be needed. Butsuch a culture need not arise from radi¬calism alone; indeed, it cannot, for ration¬al and scientific knowledge be themonopoly of radicals. Let us strive for acommon campus culture that transcendsnot only disciplines but also political differ¬ences, and if possible combines relevancewith rationality.Duncan MacRae, Jr.Professor of Political Scienceand SociologyJanowitz DefendedIn the midst of controversy, an excellentteacher has been maligned (even be¬witched!) I have taken two courses fromProfessor Janowitz and have found him tobe a warm person with a strong interest instudents and an “open office-door” policy.His classes are lively, sophisticated andfull of humor and enthusiasm. Janowitz ob¬viously loves teaching. He has proven thatone can be both a good teacher and a goodresearcher without perishing.It has been implied that, because Janow¬itz studied the military as a social system,he must therefore believe in war or be re¬sponsible for military policy This does notlogically follow. It is too bad that a goodman has become, for some, the victim ofthe month.P.S. I am withholding my name so thatno one can accuse me of apple-polishing.Name Withheld Upon RequestWRAP RapsWe are aware that much concern hasbeen generated by the Marlene Dixon caseabout discrimination against women in theUniversity and in society at large. Thisconcern cannot be used to obscure or re¬place the political nature of her firing. In¬deed, in Marlene Dixon’s case, her treat¬ment as a woman and as a radical cannotbe separated.We want Marlene Dixon at thjs univer¬sity because as a teacher she criticallystudies 'he role of women as a part of aradical ertique of society. She is not just awoman teacher but a teacher who is con¬scious cl her position as a woman. Herinvolvement with the women’s liberationpolitics and academic work cannot be re¬moved from her position as a woman,position as a woman.We will not accept an administration re¬sponse which fails to recognize these basicfacts of Marlene Dixon's case.WRAPWomen's Radical Actions ProjectLETTERS TO THE EDITORSThe Chicago Maroon/January 24, 1969/9....v*;Ui . . t. < iJU-«U»i»W rr, 1 1 1>4 *4 n'f >« fi«I’mI1 ! v*%UHER TAPERECORDERSMICROPHONES& ACCESSORIES OUTSTANDINGVALUESNOW ON HANDatUNIVERSITY OF CHICAGO BOOKSTOREELLIS AT 58TH. STREETJimmy's.and the University RoomRESERVED EXCLUSIVELY FORUNIVERSITY CLIENTELEFIFTH-FIFTH & WOODLAWNRENAISSANCE PLAYERS PresentThe Play of AdamThe Four PPCloister Club, Ida Noyes Hall8:30 P.M. Jan. 24, 25,26SI.50 (Students SI.00) CINEMAChicago at MichiganMarsters American "Robertson'sperformance is so right it makes youfeel sure that no other actor in theworld could have played it so well."lesner Daily News "Unusual film. Asensitive drama."Terry Tribune "Robertson gives oneof his finest performances and cer¬tainly his most outstanding since"The Best Man."Ebert Sun Times"Three Stars"Cliff RobertsonClair Bloom'CHARLY'$1.50with I.D. card•very day but Sat.CAN’T AFFORD NEW FURNITURE ?TRY THECATHOLIC SALVAGE BUREAUTRUCKLOADS ARRIVING DAILY3514 S. MICHIGAN 10 I. 41st STREET DEPARTMENT OF MUSIC o,d FINE ARTS PROGRAMpresentA Concert of Jazz ImprovisationBUNKY GREEN SEXTETSATURDAY . FEBRUARY 1, 1969.8:30 P.M.MANDEL HALLAdm: $2.50 and $2.00(50 c discount to UC faculty and students)Tickets at Music Dept.,5835 University Ave;or Downtown College, 65 E. South Water St.afpeninyThe STAGE flight PartyPRESENTS ^riclciu tyan. 31 itTHE DEPARTMENT OF MUSICpresentsTHE CONTEMPORARY CHAMBER PLAYERSOF THE UNIVERSITY OF CHICAGORALPH SHAHY. Music Directorand\ Stravinsky, Cantata; Schoenberg, Friede auf Erden;Martircno, 0,0,0,0 That Shakespeherian Rag; anda capelin works by Vecchi, Gallus, Webern, WeinbergFRIDAY . JANUARY 24, 1969.8:30 P.M.MANDEL HALLADMISSION FREE slow danceVW ON THE > 3KILLING GROUND »• 'j/ i'by William HanleyAT THE HARPER THEATER5238 S. Harper—Res. BU 8-1717Admission $3.00. STUDENTS $1.75 (Fri. A Sun.)From Jan. 31st through Mar. 2ndDixons Views ofContinued from Page 3spond, where they would have a lot ofvoice in what we would read, what prob¬lems we would take up, what was of cru¬cial interest to them, but the structure waspresent. And the real failure in democraticteaching is not to provide the kind ofteaching which can guide thinking, andguide response but not in an authoritarianway.I also began to see that girls were hav¬ing enormous problems in these classes,but that they were excited, they were in¬terested, that they wanted to work. Theyhad a lot of trouble being articulate, theyhad a lot of trouble standing up to themen, they had tremendous problems inself-confidence. Many could write well, butcouldn't articulate verbally. I very earlybecame aware of the kinds of troubles thatgirls were having. I began increasingly tofind myself asking them to come by, andchatting and talking with them, andanalyzing the kinds of problems they feltthey were having, and that led me intowomen’s liberation, which is one of thebest things that ever happened to me, be¬cause what women’s liberation does to pro¬fessional women of my generation is topurge our minds of all the chauvinist be¬liefs that we learned about ourselves thatmade it problematical for us to be women.So I was led to all kinds of organizedactivity with women. A very great concernof mine was for women graduate students,and we began the women’s groups. Iwatched girls flower and gain in con¬fidence, and speak up in class and begin ina confident way to become disciplined intheir scholarship and directed in theirthought. It is difficult to describe that pro¬cess, but it’s a very exciting kind of thingto help happen.A few minutes ago you said that youknew you could not change the University,but didn’t you regard yourself as a pio¬neer? You were working things out that atleast in your experience hadn’t beenworked out before, and finding your way.You’re glad you did it, aren’t you?Oh, well, of course, of course, andmaybe we can talk about how glad I am♦hat 1 did these kinds of things, but let mesay this: I didn't feel like a pioneer in theleast. I have met in this University somemarvelous students, and I think by andlarge that’s typical of the student body.Let me tell you an anecdote: My firstgraduate course in human development, Igave a heavy reading assignment, andthen I found out from the library that theyhad been deluged, and this was the firsttime it occurred to me that you tell stu¬dents to read something here, and they goread everything. What a discovery — wow!Students like that — too much! I was de¬lighted, I couldn’t believe it, it was won¬derful. And I found that to be true here,that students will always do more than youask them, they are fantastically responsivekids, and incredibly bright kids, so that Iwasn’t being a pioneer, I was simply to thebest of my ability trying to respond to thequality of my students. I knew they wantedsomething in the experimental seminars, Iknew that I didn’t like the way things hadbeen taught, I didn’t like the model forteaching that I had learned, and the stu¬dents were groping in the sense that theyweren’t sure what they wanted, I wasn’tsure what I wanted, and together we weretrying to work it out.In the course of that I learned somethingabout teaching. I have a lot more to learn,I’ve still not taught a seminar that I’vebeen pleased with. Seminar teaching isvery difficult if you don’t want to use themodel of the seminar where everybodywhips out claw and fang and operates thatway. I felt isolated from colleagues in soci¬ology, so that my important colleagues hadbecome my students, and to a large mea¬sure, my graduate students, where wewere working in research projects; and thestudents for whom I was supervising re¬search and their research problems. I wasalso working with these students on certaintheoretical problems of interdisciplinary development which human developmentpresented to me and which I found ex¬citing. These problems were being workedout in class and in student papers, in theirattempts to make this kind of inter¬disciplinary interconnections, I discovered,in reality, that the best way to work withstudents is in fact to have great respect forthem, because they deserve it, and if yourespond to students that way, with respectfor their feelings.1 want to make certain discoveries ofmine, about teaching, clear: first, thatteaching is creative, not only in a personalsense, but also in a professional sense. Theexchange of ideas with gifted students, thedevelopment of concepts and methodsthrough seminar and research, these areavailable, at least I believe, to optimumprofessional development.I have not thought of myself as otherthan a researcher: it is that I could notthink of myself as a researcher and notalso think of myself as a teacher. The twoseemed to me, and were for me, one andthe same process. As a result of my ownexperience, I came not only to that con¬clusion, but also to another: that to pro¬duce good researchers, that is, to educategraduate students to be original and creat¬ive in their future contributions to iheirdisciplines, it was essential that they beprovided the most diverse, challenging andoriginal ideas.I knew as a graduate student, men whopublished rarely (but when they did it wasof extremely high quality) who functionedas “idea machines,” if you will — theymight never publish, but their contributionwas nonetheless guaranteed — through thequality and originality of the researchersthey trained. While such men and womenmay never achieve the highest professionalrewards (although they should) they makesignificant and irreplacable contributionsto knowledge — teaching, rather than per¬sonal publication, is the vehicle of theircontribution. George Herbert Mead is anexample: I believe that such men andwomen should be recognized, that they areessential for excellence in graduate andundergraduate training.In the three years did you get muchfeedback from your faculty colleagues onthe way you were handling teaching?From human development, I did, be¬cause student performance would be dem¬onstrated on their preliminary exam¬inations, their research with me, and stu¬dents would talk about what was happen¬ing in class, and communicate that to oth¬er students and faculty in human devel¬opment. I think by and large the faculty inhuman development were in the only posi¬tion to know what I was doing, and to beable to evaluate my teaching perfor¬mance. I am sure that is true, because ofthe situation I found myself in. I decided Iwas leaving the mainstream, I decidedthat I simply couldn’t be a careerist, Icouldn’t pay that kind of price, because Icouldn’t be free. I had to worry aboutwhether I would be given tenure, I had toworry about how many publications I had,I had to worry that I had to publish out ofmy dissertation, and you can’t be freewhen you’re worried like that. You simplycannot work creatively, especially whenyou’re trying to change your whole train¬ing or pick up threads of your earliertraining. So I had made that decision, andI had a relatively realistic picture of whatwould happen, I think. I knew the nature,or I felt I knew the nature of sociology asit was practiced here, and I felt that I hadmoved away from it, so that the truth is, Isuppose, that the people who knew bestwhat I was doing were the students. Andthe work that I did is beginning to emergenow, I’m beginning to develop it. Now it’sbeginning to shape itself, it’s beginning toexpress itself in scholarly work, but Iwasn’t .ready before, I simply wasn’tready. It took me a long time, and myvoyage of discovery, if you want to call it•« * •••••••••••••»««•• » * MWm+t* * * 0M it Radical Sociology"I suppose, that the people who knew best whatI was doing were the students."that, is certainly not over, it’s certainly notyet still clear to me how you really puttogether radical sociology, and it was forthat reason that I was very active, alongwith Professor (Richard) Flacks, in theradical caucus (which put us in the com¬pany of Columbia graduate students, somepeople finding that rather poor company tokeep, we thought it was excellent companyto keep) to organize a radical caucus sothat we could bring together at a nationallevel a community of radical scholars inour discipline for aid and comfort, so thatwe would have a network of colleagues andso that we could be aware of each other’swork and that we could cross-pollinateeach other, and so that we’d have peopleto talk to who shared similar concerns andtroubles and were in a similar way trying tofind a new sociology and what that meant,and what we would do, and how we woulddo it, and how we related to the universityand how we related to professionalism.And that radical caucus is coming along,it’s beginning and I think that’s a very ex¬citing thing. And it’s essential for a radicalsociology, because what we call estab¬lishment sociology, typified by many of thelarger and more famous departments, isnot what we want to do. And we don’t ac¬cept that sociology’s not value-biased, andwe don’t accept that research is of thecharacter of the natural sciences.Let me come back and talk some aboutthe content, a little bit more about radicalsociology, what is radical sociology.Frequently when one begins to try and de¬scribe what radical sociology is, non-radi¬cal sociologists will say “That’s not veryradical.” But it is, as a matter of fact,very radical, and once a discussion getsunder way, past the level of rhetoric it’squite clear that there is a real difference,there is such a thing as radical sociologist.It’s difficult for me to talk clearly aboutwhat radical sociology is for the simplereason that all of us who are trying todevelop in this direction are developing, sowe don’t have cut and dried answers. Firstis in the area of theory, and I think thereare two significant things about theory de¬velopment in radical sociology. One is thatit’s quite clear that there is a return to theMarxist tradition.I was trained, for example, primarily inWeberian theory. I loYe Weber, and I’veworked a great deal with Max Weber,that’s my major theoretical background as a graduate student. But then our graduatestudents staged their own rebellion, and in¬itiated classes in Marx, and I began toread Marx. It has taken me four years tobecome a Marxist. Now what does thatmean? Well, one could describe oneself asa revisionist, as a neo-Marxist, as a newMarxist — what it really means is that thethrust of the Marxist tradition has becomevery important to us: that we understandchange, that we adopt a Utopian vision bywhich we construct a critical analysis, apowerful analysis of what our own societyis like, It is an informed and humane socj-^ology and it is also a sociology which fo-~‘cuses upon conflict and change. And that’swhat’s real about our century, there’s beennothing but revolutionary change and con¬flict. That’s what’s true. Violence of allkinds has marked our century, this is whatwe have to understand. If the pluralist’smodel was working we wouldn’t have hadthree years of violent urban uprising in thecountry. Something is wrong, and if onelooks at sociology today, one sees that itdoes not and cannot deal with future his¬tory, that is, it cannot understand whatwill happen, and I question the way itanalyzes what has happened. So we’retalking about the basic way in which weunderstand society to operate. Now, Ididn’t call myself a Marxist for a longtime, the reason I didn’t is because 1wasn’t working in Marxist problems, thatis. I wasn’t working in terms of specificproblems presented by that theory. And af¬ter being at Chicago for a while, I did be¬come concerned with working in problemsof Marxist theory. Now what I initially gotinterested in was the problem of con¬sciousness, the relationship between thematerial conditions, if you like, how peoplelive, and their consciousness and their per¬ceptions of reality, openness or closednessto change. How do we understand, then,the relationship between the consciousnessof men and their iOcial location? Now Ihad originally come at that from the direc¬tion of the sociology of knowledge, which isheavily influenced by Mannheim, and be¬gan to feel that Marx was much more pow¬erful even than Mannheim, although Mann¬heim comes out of the Marxist traditionFor example, I saw that symbolic inteV-actionism as social psychology pluggedinto Marxist theory beautifully. And youcan link interactionism to role theory, andContinued on Page 13fl^e Chicago Maroon/January 24, 1969/ft' ———ABOUT THE MIDWAYRuml ColloquiumThis year’s Beardsley Ruml Colloquium,scheduled for February 14 and 15, will askthe question “What Can Be Done to EndWhite Racism?’’ Speakers include RichardWade, professor of history; Morris Janow-itz, professor and chairman of the depart¬ment of sociology; Arthur Saltzman, headof personnel at Ford Motors; John Kain,professor of economics at Harvard; TonyHenry, the first black graduate of the Uni¬versity of Texas and a director of the PoorPeople’s Campaign; the Rev, Calvin Mor¬ris, of Operation Breadbasket; and MiltonFriedman, professor of economics.According to Tim Lovain, 70, studentchairman of the Ruml committee, the col¬ loquium will be directed towards whiteracism in its institutionalized form. “Thecolloquium is not simply a discussion ofthe problem,” Lovain added. “More im¬portantly, we are looking for possible solu¬tions.” Faculty chairmen of the committeeare Kenneth Prewitt, assistant professor ofpolitical science, and Roger Weiss, assis¬tant professor of social sciences and asso¬ciate master of the social sciences colle¬giate division.The colloquium will open at 3:30 pmFebruary 14 and close with a final addressat 8 pm the following evening. All meet¬ings discussions, and lectures will be heldin Quantrell Auditorium. Two dinners arescheduled for Hutchinson Commons.Beardsley Ruml was dean of the Univer-BULLETIN OF EVENTSFriday, January 24LECTURE: "The Separation of Powers in a MuslimTribal Society", Ernest Gellner, Professor ofAnthropology, London school of economics.Foster Lounge, 4 pm.LECTURE: "A Phase Shift Model of the Spatial andTemporal Organization of Developing Systems",Morrell Cohen, Professor, department of phy¬sics. Rl 480. 4 pm.LECTURE: "Hormone Receptors: Interrelationships ofnuclear and cytoplasmic estrogen binding pro¬teins in the uterus." Dr Jack Gorski, Univer¬sity of Illinois, Urbana. Abbott Hall 101, 4 pm.DOC FILMS: "The Umbrellas of Cherbourg". CobbHall, 7:15 and 9:15.FOLK DANCE PARTY: International program at inter¬mediate to advanced level, Ida Noyes Hall,Theater, 7:30.CONCERT: Contemporary Chamber Players of theUniversity of Chicago. Ralph Shapey, MusicDirector, chorus conducted by James Mack.Mandel Hall, 8:30.PLAY: "Play of Adam" and "The Four PP", twelfthcentury drama by the Renaissance players.Cloister Club, Ida Noyes Hall, 8:30.LECTURE: "Songs, Highs and Silence: The Accousticsof Hasidic Mysticism", Rabbi Joseph Polak,Hillel director, Ohio University. Hillel, 8:30.PLAY: "The Balcony" by Jean Genet. The UniversityTheatre. Reynolds Club Theatre, 8:30. PARTY: featuring the Tempos. Delta Upsilon, 5714 SWoodlawn, 9.Saturday, January 25TRACK: Northwestern University, Field House, 12:30.BASKETBALL: Illinois Tech, Field House, 3.LECTURE: "The Development of a Spectrum of RatHepatomas with Different Growth Rates", DrHarold Morris, Cancer Research Unit, HowardUniversity. Billings Hospital P-177, 5.DOC FILMS: "Monsieur Verdoux", with Charlie Chap¬lin. Cobb Hall, 8.LECTURE-RECITAL: "Improvisation in Music: Eastand West", "Music of the West: Jazz andContemporary Music". Breasted Hall, 8.PLAY: "Play of Adam" and "The Four PP". TheRenaissance Players, Cloister lub, Ida NoyesNoyes Hall, 8:30.PLAY: "The Balcony" by Jean Genet. UniversityTheatre, Reynolds Club, 8:30.Sunday, January 26FILM: "How I Won the War", Cobb Hall, 7 and 9.DANCING: International folk dancing, teaching from7:30, requests from 9. Ida Noyes Hall, Cloister• Club.PLAY: "Play of Adam" and "The Four PP", theRenaissance Players, Cloister Club, 8:30.Big SkiPackage DealON THIS BIG SPECIALCOMBINATION OFFER!You Get...FISCHER ALPINE-DL SKISMARKER SIMPLEX TOEMARKER TELMAT HEELUVEX SKI GLASSESLEATHER SAFETY STRAP Dependable Serviceon your Foreign CarYW’s encouraged now. 2 Factory trained mechanicshave joined us. Quicker service. Open til 8 P.M.Grease & oi1 change done evenings by appt.Hyde Park Auto Service • 7646 S. Stony Island • 734-6393AMERICAN RADIO ANDTELEVISION LABORATORY1300 E. 53rd Ml 3-91II- TELEFUNKEN & ZENITH -- NEW & USED -Sales and Service on all hi-fi equipment and T.V.’s.FREE TECHNICAL ADVICETape Recorders — Phonos — AmplifiersNeedles and Cartridges - Tubes - Batteries10% discount to students with ID cardsC’ESTm; Upper PeninsulaSki Tours&Sport Center5210 So. Harper(Harper Court)955-5110Midwest BankCards Accepted . . . Quand vous devenez dGtenteurd'une police Sun Life, vous vous joi-gnez a des centaines de milliersd’hommes et de femmes pr6voyantsqui, au moyen de I'assurance-vie,assurent leur avenir et celui de leurfamille.En tant que repr6sentant local oe la SunLife, puis-je vous visiter & un moment devotre choix?Ralph J. Wood, Jr., CLUOne North LaSalle St., Chic. 60602KR 2-2390 798-0470Office Hours 9 to 5 Mondays,Others by Appt.SUN LIFE DU CANADA»her I ’12/The Chicago Maroon/January 24, 1969 ■iL^ksity’s division of the social sciences from1931-34.Chess VictorsPlaying chess like Joe Namath playsfootball, the Maroon Knights picked apartall opposing defenses to win the SuperBowl of chess last month the US Inter¬collegiate Team Championship, 24-4-4.Ranked second behind defending title-holder, Berkeley, host Chicago openedshutting out Minnesota and Univ. of To¬ledo, 4-0. Maroon title hopes were jarred inthe third round as they were held to adraw by ninth-ranked CCNY. Rallying.Chicago beat Texas 3-1, and then skeweredLSU and Maryland, both 4-0.Tied for first with Columbia, the MaroonKnights took over solitary possession of thelead by beating Columbia 3-1.In the finale, Chicago pitted against Ber¬keley, held the championship with a draw1-1-2. The final game took seven and ahalf hours. John's BirthdayThe UC movement is holding a supportrally and birthday party this Sunday nightfor John Welch, who was indicted Jan 3 forrefusing to submit to induction into thearmy. John, a third year student in theCollege who is active in the Hyde ParkAnti-Draft Union and SDS.Welch, contributing editor on the Maroon,refused induction on June 5, 1968, in Oak¬land, California. His trial will be in SanFrancisco, probably sometime this spring.Recent sentences in San Francisco haveranged from no sentence, with a probationperiod, to three years imprisonment. Judg¬es tend to give stiffer sentences to activistsin The Resistance, a movement advocatingrefusal to cooperate with the draft.Welch will speak at the rally about hisown position of resistance, Shepherd Bliss,a UC divinity school student who does a lotwith guerrilla theater will read some of hisown poetry, and other brothers and sisterswill take part. Of course there will bebirthday cake, for John’s 21st birthday.Contactlenses are madeof modern plas¬tics which have en¬tirely different charac¬teristics than the tissuesand fluids of the eye. Conse¬quently your eye cannot handlethis foreign object without help.So, in order to correct forMother Nature's lack of foresight,you have to use lens solutions tomake your contacts and your eyescompatible.There was a time when youneeded two or more separate solutions toproperly mod¬ify and carefor your con¬tacts, makingthem ready foryour eyes. But nowthere's Lensine fromthe makers ofMurine. Lensine,for contact com¬fort and convenienceLensine is the one solutionfor complete contact lens care.Just a drop or two of Lensine coatsand lubricates your lens. This al¬lows the lens to float more freelyin the natural fluids of your eye.Why? Because Lensine is an "iso¬tonic'' solution, very much likeyour own tears. Lensine is com¬patible with the eyeCleaning your contacts withLensine retards the build-up offoreign deposits on the lenses. And soaking your contacts inLensine between wearing periodsassures you of proper lens hy¬giene. You get a free soaking-stor-age case with individual lens com¬partments on the bottom of everybottle of Lensine.It has been demonstrated thatimproper storage between wear-ings permits the growth of bac¬teria on the lenses. This is a surecause of eye irritation and, insome cases, can endanger yourvision. Bacteria cannot grow inLensine because it's sterile, self-sanitizing. and antiseptic.Let caring for yourcontacts be as conven¬ient as wearing them.Get some Lensine . .Mother's little helperMother Naturenever planned oncontactlensesBy Caroline HeckOne of the major issues in the con¬troversy concerning the University’s deci¬sion not to reappoint Marlene Dixon hascentered about the fact that students con¬sider her to be an excellent teacher. In aneffort to determine more precisely justwhat students think of Mrs Dixon in theclassroom, the Maroon conducted a surveyof students who have studied with her inthe past two years.Approximately 70 students responded to the survey. They were asked four ques¬tions, concerning their connection with MrsDixon, their opinion of her as a teacher,their concept of her academic views, andtheir feeling on whether or not she shouldhave been reappointed.Most of the students polled were enthu¬siastic about her teaching abilities. Manypointed to her personality as the reason,characterizing her teaching with suchterms as “human,” “sympathetic,” and“stimulating.” A large proportion of re¬ sponses — about 14 percent — termed her“one of the best” teachers in the particularstudent’s career.Five of the students clearly stated thatthey think Mrs Dixon is not a good teach¬er. These comments ranged from “I thinkshe’s much overrated,” to “she’s not good,doesn’t know her stuff.” One student statedthat he thought “her (political) bias inter¬feres with her teaching.” Five other stu¬dents expressed reservations about herteaching. All the other students thought her to be an exceptionally fine teacher.Students remarked, “She’s the only teach¬er I’ve had who is totally human,” “Shemade the quarter for me.” “She is bouyantand enthusiastic,” and “I always thought Iwould hate soc, but I found her coursevery exciting.”Students were somewhat less unanimousin their idea of what her academic viewswere. Several students stated that theydidn’t consider themselves to be academi¬Marlene On Universities and Radicals cally qualified to comment. Others who did,exhibited a wide range of opinions of whattheories she personally subscribed to.Continued from Page 11begin to develop a theory which rangesfrom individual psychology to structuralsociology. In terms of research in the prob¬lem of consciousness and social location,phenomenologists began to interest me,that is, problems in how you can explainpathology in human behavior. Now, to dis¬cover that George Herbert Mead and Marxand phenomenology and sociology ofknowledge and role theory could all bebrought to bear on the same phenomenon,and in fact were highly interrelated, Ifound exciting, and I suppose studentsfound exciting.Ironically enough, I was trained in theChicago tradition by graduates of the Uni¬versity, but the tradition represented byMead and others has been purged fromthe department. So I’m fond of EverettHughes, I adore Everett Hughes, I thinkVeblen is marvelous and should be redisco¬vered, we should pay much more attentionto Veblen than we have. I admire, at onetime more than I do now, Becker’s work, Ithought Goffman was a insightful and bril-lian man. These were traditions not terrib¬ly welcome in sociology as it’s presentedhere. But at first I felt, in a way, likecoming to Chicago was coming home, andthis was one of the great attractions of theUniversity for me, since my intellectualtraditions were developed at Chicago. Ofcourse, that tradition is no longer presenthere. So I just gazed every once in a whileup at tower where Mead worked, and de¬cided that it didn’t matter, that I pulledthe ghost of the tradition around me, andjust proceeded with my own thing. But in¬creasingly I become involved in largerproblems than just social psychologicalones, and that is the problems of socialtheory development in general. From thepoint of view of the sociology of knowl¬edge, to understand why the radical tradi¬tion in sociology evaporated or went under¬ground, what I call subterranean sociology,the radical tradition which was sometimesmuch less subterranean than it is nowinow it’s very subterranean). It’s not onlythat I have an intrinsic interest in findingout why this happened, but also becausethat kind of study can tell us what wentwrong in sociological theory, so that itcould no longer cope, in my estimation,with realities of life as we know it. Ithink that part of what went wrong thatled to the whole notion of social engineer¬ing that the United States, as it is nowbecame the dominant Utopian vision, andso "adjustments” were all that were nec-jssary to achieve the “best” society. Asecond interest is in theory itself. Mills puttogether Marx and Weber in such a waythat he did as a matter of fact write futurehistory. His theory tuned into what washappening in this country before anybody else did. So clearly we have the need totheorists and weld them into a macro-otheory — we don’*- need any micro¬theories, we’ve got microtheories down towhere they’re practically microscopic —we need macrotheories that tell us what isgoing to happen in advanced industrialsociety in the next hundred years. We needto know whether or not the United States isbound on a course, if she doesn’t change,that will make her an imperial power. Weneed to understand the role of imperialismin. underdeveloped countries. We need aninternational theory, we need a theorythat’s going to tell us what will happen,and therefore what we can do, about therelationships between the enormouslywealthy countries and the very hungrycountries. We need powerful revolutionarytheories that can cope with these ques¬tions. We need to understand what wars ofnational liberation mean, and we need toturn the “common wisdom” on its head. Sowe’re in favor of the Viet Cong, we’re infavor of revolution, we’re in favor of mili¬tant black people, indeed black people be¬gan the new struggle, and have led it, wedon’t want to see black people controlled,because if there isn’t radical change in thiscountry then this country will either choosea history which we must oppose on prin¬ciple in the name of our common human¬ity, or will ignite conflict which will havedisastrous results for the freedom andwell-being of mankind. We’re dealing nowwith world history, we can’t be provincialanymore. We need a new Karl Marx, Iguess, but all of us can contribute in someway to that task. And that means we haveto read a lot, and we have to think a lot,and we have to worry a lot, and we haveto talk a lot, and it takes time. Why don’tyou ask me some questions now, and I’llstop making speeches.Although the committee on human develop¬ment hired you, was it because you taughtsociology there that you came under thejurisdiction of the department of sociology?No, I accepted a joint appointment in soci¬ology and human development, and it wasa full joint appointment, although humandevelopment paid my salary.Nevertheless, sociology had its say, eventhough they weren’t paying your salary.No comment. I knew nothing about thoseprocedures.Another thing about students and' radi¬cals. I am in fact a veteran of the studentmovement, and that is really very impor¬tant. I have worked with and respect theradical students. I often disagree withthem, and they often throw up their handseye examinationsFASHION EYEWEARCONTACT LENSESDR. KURT ROSENBAUMOptometrist53 Kimbark Plaza1200 East 53rd StreetHYde Park 3-8372 EUROPEAbsolutely unlike anyother tour. Write to;Europe Summer Tours255-C2 SequoiaPasadena, Calif. 91105COUNTRY HOUSERESTAURANTIn the heart of \South Chicago7 100 So. Yates 363-9842 FINANCIAL AIDUndergraduate studentswho wish to apply for fi¬nancial aid for the 1969-70academic year must submitapplication, including Par¬ents Confidential Form, byJanuary 25. Forms may bepicked up now at Office ofAdmissions and Aid, 5737University. Ext. 4592 in despair with me. I cannot, and anyway,would not want, to “advise” them, or tryto tell them what to do. They are moretake Marx and Weber, and more currentthan capable of making their own deci¬sions. But as a student, and now from afaculty position, I >know them as highlycommitted and altruistic, often brilliant,young men and women. The whole myth ofperverted anarchists, with no other desirethan to smash the university, has to be theproduct of hysteria I find difficult to under¬stand. I know these students, and when Ihear the distorted? what shall I say? be¬liefs about these students I am shocked, Some names that students associated withher most often were Marx, Mede, and CWright Mills. Around one fifth of the re¬sponses mentioned the term “interaction-ist” or “symbolic interactionist.”Students disagreed on whether her politi¬cal views intruded on her teaching. Of th~students who mentioned objectivity in theclassroom about half said that she wascareful not to let her personal views colorher teaching, about half said that her per¬sonal opinions were evident. One studentremarked, “The only thing extreme abouther was her real enthusiasm.” Anotherstudent said, “In teaching the theories ofMarx, she was not entirely objective, but ateacher shouldn’t be entirely objective.”and profoundly saddened. Howie Mach-tinger or Jeff Blum or Burt Michaels orNancy Stokeley ... I know them, to attrib¬ute stupidly destructive motivations tothem . .. it’s wrong. The vilification ofthese students, scape-goating them, isolat¬ing them ... it cannot go on. How to“save” the universities? Make them opento change, let them change ... let themlisten to students, to younger faculty, beresponsive to the enormous thrust forchange that has developed in this country. Only 50 of the 70 students polled an¬swered whether or not she should havebeen reapponted. Forty-eight thought sheshould have been retained; two agreedwith the decision of the social sciences di¬vision. Of those who didn’t answer, how¬ever, many made statements that in¬dicated their doubts about the advisabilityof her being reappointed. Other studentssaid that there were too many unpublicizedfacts about the case for them to feel ableto make an honest judgment.UniversityTheatreOPENCASTINGGoldoni—ComedyServant of2 MastersReynoldsClubTheatreSun., Jan. 26,1:30-4:30Mandel HallProductionFeb. 21-23Koga Gift ShopDistinctive Gift Items FromThe Orientand Around The World1462 E. 53rd St.MU 4-6856THEBOOKNOOKSpecial OrdersModern LibraryFull Line New DirectionsMost Paperback Linesl0°7o Student Discount1540 E. 55th ST. MI3 -751 I This investmentstarts paying dividendsin three years.Most cars la-t about as lonji as the loans that payfor them: three years.In Sweden, where it s tougli being a ear. Volvolasts an average of 11 years.And while we don't guarantee that a Volvo willlast 11 years in America, we do know that over95'1 of all the Volvos registered here in the last11 years are still on the road.So if you huv a \olvo from us now. it II still heworth owning three years from now when you getit paid for. Yni’ll he aide to stop making car pay¬ments and stajt making payriients to yourself. Andinstead of paying interest to the hank, you II heaide to have the hank pay interest to you.VOLVO SALES &SERVICE CENTER, INC.7720 STONY ISLAND AVE RE 1-3800-s'sjvT1^■pizzaHY 3-8282Italian & AmericanDishes SandwichesDelivery ServiceOPEN 7 DAYSCarry Outs1459 E. Hyde Park Blvd. CARPET CITY6740 STONY ISLAND324-7998 1H s what you need from a $10used 9 x 12 Rug, to a customcarpet. Specializing in Rem¬nants & Mill returns at afraction of the original cost.Decoration Colors and Qua!ities. Additional 10% Discountwith this Ad.FREE DELIVERYThe Chicago Maroon/January 24, 1969/l£~VoVf .t*x vieunRt \noow* ’ 'x'>1 A,1 j% >l </f v T-(THE MAROON CLASSIFIED ADS)BUT I THINK IT'S YOUR MINDRATES: For University students,faculty, and staff: 50 cents perline, 40 cents per repeat line.For non-University clientele:75 cents per line, 60 cents perrepeat line. Count 30 charactersand spaces per line.TO PLACE AD: Come with ormail payment to The ChicagoMaroon Business Office, Room304 of Ida Noyes Hall, 1212 E.59th St., Chicago, III. 60637. Mail-in forms now available at Cen¬tral Information, Reynolds Cluband all dormitories.No ads will be taken over thephone or billed.DEADLINES: For Friday's pa¬per, Wednesday at 4. For Tues¬day's paper, Friday at 5.FOR FURTHER INFORMATION:Phone Midway 3-0800, Ext. 3246.RIDERSWanted: rider to share driving andexpenses to Trenton or New Yorkvicinity around Jan. 31. Call 288-4303.t^LIGIONDodd is dead — without S.M.E.!SMOKERSRush smoker for all freshmen andupper-classmen at Alpha Delta Phi7547 University. Jan. 27, Monday,7:30-11:00.PARTIES"The Tempos" entertain Fridaynight at 9:00 at DELTA UPSILON,5714 South Woodlawn.STUDY IN ISRAELTel Aviv University rep. AmnonLivanon at Hillel 5715 WoodlawnTues., Jan. 28 5-6:30 P.M. Infoabout frosh, soph, junior yearabroad study. For further info callSABI SHABTAI 288-0790.THE BALCONYTONIGHT 8. SAT. at 8:30 in Reyn¬olds Club Theatre — see LIVE act¬ors play DEAD people who MAS¬TURBATE.FOR SALEKenmore automatic elec, dryer.Slightly used. Excellent condition.288-7629.'59 VW just fixed up $300. 363-6297.Antique fur coats for sale. Somereal beauts. James Schultz Cleaners,1363 E. 53rd. St. 752-6933.1965 Pontiac Tempest convert, exc.cond. one owner. Must sell. 925 orbest offer HY 3-4417.'61 Falcon, -exc. cond. $250. 684-4775.^iood used TVs reconditioned. $24.95& up. American Radio 1300 E. 53rd,53 Kimbark Plaza.American-oriental, red-blue, 9x12,wool rug $35. Chairs, bureau cheap.955-3623.4 piece Premier grey schimmerdrum set. Hardly used by grand¬mother. $300 or best offer (for thedrums). 752-6286.PEOPLE WANTEDPeople wanted with imagination andtalent in decorative arts to createa festive atmosphere for F.O.T.A.Beaux Arts Ball. Call chmn. PeterRatner 493-4148.Free lance writers to review plays,books, music, etc. Call 829-0248. 9-5.EDITORIAL SECRETARY. Top sal¬ary for ability to handle a varietyof typing assignments and editorialfunctions including proofreading ina professional city planning organ¬ization located on the midway. Fast,accurate typing essential. Call 324-3400, Ext. 108.DRIVERS, part-time for Mr. Pizza.Good pay. HY 3-8282.PEOPLE FOR SALEMay I do your typing? 363-1104.Typing — 568-3056 eve. 40c/p.AUTHENTIC CHINESE COOKINGtaught in lovely Chinese home.Learn to prepare and serve over 12dishes in six weeks. Tuition andmaterials $25. Begin February.Limited enrollment, 7 per class.324-8070.Fourth year grad student in Chem¬ical Physics will tutor undergradand H.S. in chem. and phy. sci. A.Hinds 363-1994.LOSTGreen and purple scarf. ImmenseI sentimental value. Return to Idaj Noyes Desk or call Snoopy (Jeffi Blum) 363-2540. Reward.Black and tan German Shepherd,1 yr. FA 4-6796. Reward.Green We’!?t. Reward. 955-0459.DANCES Chicago ever. OTIS RUSH BAND atIda Noyes a week from tomorrownight.FOR RENTGirl wants roommate to get NorthSide apt. pref. non-student. CallLaura, 472-3970.Apartment available Feb. 1. 2>/zrms. 5849 Blackstone $110. 684-5600,Ext. 303 Wkdys. 9-5.Single in Snell. Peggy, S. 12.Spacious. Need third. Own room.5810 Harper. 955-3325.Roommates Wanted: $28 8, $33/mo.own room, 684-5110.Roommate wanted: female grad toshare $67/mo. apt. 56th t, Kimbark.Call Paulette, 493-3284. WHAT IS ZBT?SUZIE Q IS COMING TO U.C.!Now forming Chicago writers clubfor writers jnd those who want towrite. Interested people should sendinformation about publications, in¬terests, efforts, etc. to Box W,Chicago Maroon.Hey Doyle, where's your third mole?"Who knows if the moon's a bal¬loon . . . ?" e.e.cummings2V2 rooms, close to campus call324-1426 evenings. $77.50.SINGLE in Hitchcock Hall open toundergrad from out of dorm system.Call 79 Hitch.2 girls need third to share attrac¬tive apartment. 363-1245.Roommate wanted own large room.$54. 375-4897.BRENT APTS. 2'/2 rm. furn. or un-furn., near transp. $100. 1030 E. 47th427-4821.Grad std. wnts. rmmte. Lg. apt.own rm. 955-1242.Roommate wanted: 3 female gradsneed 4th. 57th 8< Dorchester. $65/mo.Call 493-3284. Maybe Genet does — see THEBALCONY.This is an incredibly clever adtelling YOU that tickets for H.E.are available in Mandel Hall cor¬ridor this afternoon.Lonely boy with brown eyes andtwo dogs would like to get to knowgirl with hair that comes undone.Apply within.All cordially invited to attend rushsmoker PHI UPSILON KAPPA,coed fraterrtTTy. For information,752-5763.Revitalization presents OTIS RUSHBLUES BAND Feb. 1 at Ida Noyes,9 P.M. It's a DANCE.AH.. . if I can but bring eventwo people together, and they arehappy, that will make me happy,and who would ever expect to findthree happy people the U. of Chi¬cago — Cupid Computer. WriteC.C., 5400 Greenwood No. 9, ChicagoIII. for forms or info.ZBT IS NOT A BABY POWDER.PUTNEY PEOPLEARE BEAUTIFUL PEOPLECHARTER FLIGHTSSummer charter flights to Europefor the University Community. CallS.G. charter flights. Ext. 3598,1-5:30 P.M. for information. If you saw "Paradise Now-' self-styled"MASS FUCKING SCENE"Please phone 363-0447 after 7 P.M.MAIL-IN FORMSNow available at Reynolds Clubdesk. Central Information, and alldormitories main desks.PERSONALSMilwaukee 14's Mike Cullen Sat.,8 P.M. Lutheran School Theology.WOULD GEORGE WASHINGTONHAVE BEEN STONED AT HISINAUGURAL?Huh?Anyone who thinks they can writean ad that will show the gloriouslight of truth to the U. of C., name¬ly that there are so many beautifulpeople here, just waiting for some¬one to show them it's worth theeffort, and the most logical wayof meeting them is through CupidComputer (know of any other way?)Please write for Computer Formand/or Info at Cupid Computer, 5400Greenwood, No. 9, Chicago, Illinois.SLANDER YOUR FRIENDS INTHE MAROON CLASSIFIED ADS.,H. E. is better than Black Plague.. . . NIXON?Yellow Submarine is coming to"In" Sanity South at 1463 E. HydePark Blvd. The Maroon on Wednesday receivedthe following mimeographed sheet(quoted in its entirety):"S.D.S. Linked to C.I.A. (reprintedfrom the Washington Post)Washington, D.C. (UPI) — It hasbeen revealed today that Studentsfor a Democratic Society, longknown campus disrupters and pro¬fessed enemies of the currentAmerican political and social order,has received much of its financingfrom the Central Intelligence Agen¬cy. Under pressure from reportersat an early morning press confer¬ence, a C.I.A. spokesman, who isnot allowed to have his name re¬vealed, explained "Yes, we havebeen underwriting S.D.S., and forsolid security reasons. It enablesus to know what they are doingat all times, and we are thus cer¬tain that we can end their opera¬tions when they threaten to go toofar." He added, "That they haveused much of this money for pub¬licity pleases us, for the publiccan now easily identify their ene¬mies. As a secret organization, theywould be much more dangerous toAmerican security." National S.D.S.leaders, upon being informed of theconference, offered no comment."What are they smoking at the PhiPsi Smoker?If you know what I mean, itdoesn't matter what I say, or howI say it, if you know what I mean. . . STEREOPTICONYOGO — Exercise, Quiet nerves,meditate. Sri Nerode DO 3-0155STRIKE TERROR into hearts oflocal RECORD merchants — buyfrom Rockowitz via Student Coop.It'll be the biggest DANCE to hit* 4/The Chicago Maroon/January 24, 1949 Yellow Submarine is coming to"In" Sanity South at 1463 E. HydePark Blvd.There are certain natural beauties,certain intended beauties, and CER¬TAIN THINGS IN YOUR MIND . . .stereopticon comes back by here.All freshmen come to ALPHA,DELTA PHI Sat. night Jan. 25 at9:00. 5747 Univ. We have some¬thing.Sunshine Gospel Mission playing atT.C.—I 9:00 Friday at Psi U.5639 University.Lennon 8, Yoko Ono, new BeatlesYellow Submarine, $3.85 from Rock¬owitz at the Student Coop.Acquaint yourself with a pseudo-frat, PHI KAPPA PSI, Jan. 30,8 P.M. 56th Woodlawn. HARLAN IS ALSO ANTI-WOMEN.George. . , . Martha. . .George. . . Martha. . .George. . . Martha. . .Its all over, Marc Hedlund.Hi, Mr.lescent? Janowitz, isn't this ado-Hear Robert Shaw play blues piano,George Armstrong on bagpipes, andbluegrass with the Tennessee Cut¬ups — plus th Pennywhistlers, theNew Lost City Ramblers, bluesmanFreddy King and others — all atthe annual FOLK FESTIVAL, Feb.7-9. Tickets on sale NOW at MandelHall."If you can't beat it — join us"— Cupid Computer.STEREOPTICON is not like anyother film you will see! It is crudeand beautiful as the intimation ofa new idea. See STEREOPTICONSun. nite, Mandel Hall, 7:30; 9;10:30. f"Let your vision be world embrac¬ing. . . That one indeed is a manwho, today, dedicateth himself tothe service of the entire humanrace" —BAHA'U'LLAHYellow Submarine is coming to"In" Sanity South at 1463 E. HydePark Blvd.'I have no mouth and I mustscream' Watch him do it! Sunday,2 P.M. Mandel.SK!! Jackson Hole Wyo. GREAT.Mar. 21-30. Ski Club. All inclusive$173. Peg. McQ. 684-5388 eve.WRITERS' WORKSHOP—PL 2-8377.Look outside! Start planning sum¬mer vacation with Marco Polo326-4422.The Medici is peace.EMULATE LEOPOLD AND LOE31!DANCE with OTIS RUSH BLUESBAND, Saturday, Feb. 1, at IdaNoyes Hall, 9 P.M. to 1 A.M.SONGS, SIGHS AND SILENCE:THE ACOUSTICS OF HASIDICMYSTICISM. Rabbi Joseph folak,Hillel Director at Ohio University.Tonight at 8:30, Hillel House.CELEBRATE LIFE: ResistanceFREE Political Free Social Birth¬day Party for John Welch ('70).Very traditional cake and things.Cheerful relevant politicking, sieg¬ing and dancing and whatnot. Sun¬day — 7:30 P.M. Blue Gargoyle.OUTING CLUB. Lives! Meeting,slide show, Wednesday, Ida Noyes.8 P.M.SKI ASPEN. Round trip jet, 7nights, hotel, lifts, taxes, bus. $194.Feb. 8 or March 15. 764-6264 Tom orDick.Like a lumberman who writes forthe New Yorker, or a blonde whowears boots in bed? Try CupidComputer.Nayshekar. Hot chocolate with adifference at Ahmad's.More RECORDS at the same lowprices. Rockowitz now at the Stu¬dent Coop.WANTED: Mrs. Peel, you're needed.Tired of PHY SCI? Try PHI PSI.Smokers Jan. 30, 5555 Woodlawn8 P.M.Guitarist ELIZABETH COTTEN("Freight Train")—at Folk Festivalin February.Uncle Sam gave John Welch ('70)an indictment for refusing induc¬tion in honor of John's birthday.We have better ways to celebrate.Party—Sunday Blue Gargoyle—7:30P.M. (free).stereopticonthisthingistoocomplextorequireexplanationstereopticon.GRAPHICS BY SOLOMON. Exhibi¬tion opening at Hillel this Sunday.Reception 2:00-4:00 P.M. ALLWORKS FOR SALE.WATCH FOR A ZBT COMEBACK!FRESHMAN BRING YO(JR IDSTO THE PARTY TONIGHT 5472ELLIS.Eligible young bachelor desires 500voluptuous women. Contact H. Elli¬son, 2 P.M. Sunday, Mandel Hail.Break out of the Ivory Tower. Con¬vince the school children of Wood¬lawn and Hyde Park that the Uni¬versity cares. Come to Ray School(5631 Kimbark) and help PTAvolunteers offer a lunchroom recrea¬tion program 11:15-12 and 12-1daily. One day a week is all weask. Contact Mr. Redlich at schoolor Mrs. Killean (667-1565) evenings.At the bottom of the pit, we foundthat a last ray of light is indeedenough to shoot a movie. STERE¬OPTICON!Genet's THE BALCONY soars aboveall revolution—tonite!The L.A. Free Press supports Har¬lan Ellison.T.C.—I. at Psi U. Friday (TheKING Returns).THE COMPREHENSIVE CRITIC,reviews of music, drama, films,art, literature, and recordings, will(until further notice) be heard at10:50 P.M. daily on WHPK-FM 88.3. "Mariage de convenance" Rocko¬witz RECORDS/Student Coop.UNLESS MARLENE DIXON IS RE¬HIRED BY WEDNESDAY A COPYOF THE MAROON CLASSIFIEDADS WILL BE SENT TO ALL 2,600MAJOR GIFT PROSPECTS.THIS IS NO JOKE.AVERYFIRST. BRUNDAGE WILL BE$3,000,000 is too big a price tofor one Marxist Professor. pay(SHRINK SHRUNK YOUR WAL¬LET?) Fly to Europe with us thissummer. Call S.G. Charter Flights,ext. 3598, 1-5:30 P.M. for informa¬tion.Yellow Submarine is coming to"In" Sanity South at 1463 E. HydePark Blvd.NATIONAL GUARDIAN, Indepen¬dent Radical Newsweekly—Studentsubs $5/year—also need camousrepresentatives—493-5289.If you go to a restaurant for acheeseburger, you get a cheese¬burger. If you come to the Mediciyou get sharp Cheddar, Swiss orroquefort."The Palestine Revolution and theThird World" a symposium spon¬sored by the Organization of ArabStudents. Participants: Prof. I.Abu-Lughod,' Northwestern U., Iq¬bal Ahmad, Fellow of Adlai Steven¬son Institute, John Watson, EditorSouthend Newspaper, Detroit. Inter¬national House, Home Room, Fri¬day, Jan. 24, 7:30 P.M. All areWelcome. Help put together HOGWASH, CAR.NAL KNOWLEDGE, and the GOOD-NEWS STAGECOACH. In the tradition of McLuhan, Cherry Pie, inMFD at 2 KV. Call 643-1048.Anyone wishing to read their poetryfor Festival of the Arts spring qtrcontact Abby Freedman 51 SnellExt. 260.Interview with Rafael KubelikListening With Ratner, Saturday11 P.M. 88.3 FM. Y'Will the dark-haired girl wholaughed at the newspapers' fall onthe 1/18 So. Chgo. Special pleasecall me at 1415x Tufts?YOU'RE ALL ALONE YOU KNOW/try to break through into thought atthat point—Stereopticon, Sun. Nite.Two ears are for stereo! Discountson stereo components at MUSI-CRAFT. Free delivery. Prices &service guaranteed, to be the fineston campus. Call Bob Tabor 324-3005.HURRY!! Nominations for MissU.of C. due 5:00 P.M. TODAYNew Dorms Rm. 1111 SharonHarper.WE ARE NOT PROUD. Do youknow anyone who might advertisein the Maroon during the WinterQuarter. Our advertising is down25% and we need all the helpwe can get. PLEASE HELP.THE RETURN OF STEREOPTI¬CON—lost in the time-warp, LashLarue and Dr. Strange struggle tomeet the karmic challenge of LEE-ROIX, the amphetamine demon. Be¬lieve us, Sci-Fi fans, this flickhas nothing to do with a largepapier-mache bird. Sun. nite, Man-del Hall, 7:30; 9; 10:30Jet to Europe for the ENTIREsummer. June 21—Sept. 20. Chi-cego-London-Paris rt. $265. CallExt. 3598, 1-5:30 P.M.ONLY 24 CHOPPING DAYS LEFT.BETTER HURRY!! . . ? T.C. FOX'S TEN BEST LIST.BROUGHT TO YOU AS A PUBLICSERVICE?1. The Champaign Murders (Chabrol)2. Les Biches (Chabrol)3. Sicily: Portrait of an Island(Rossellini)4. Madigan (Siegal)5. The Legend of Lylah Clare(Aldrich)6. La Chinoise (Godard)7. Weekend (Godard)8. Petulia (Lester)9. Romeo and Juliet (Zeffirelli)10.Belle de Jour (Brunuel)If anybody's interested Sherman willgive you his ten best list.CARS WANTEDAnyone wishing to rent their car onMonday, or Thursday nights for aset fee, please contact Maroon, ext.3260, 3269.III| We will send you the Yoko Ono/John Lennon Two Virgins album as a gift| when you join THE UNDERGROUND READERS CLUB for 6 months. As a■ member you will receive your four different underground publications.each month—THE RAT from New York City, THE RAG from Texas, THEJ SCREW from Kansas, THE SEED from the Grey City—24 different■ mind-benders filled with news, photos, editorials, satire, book & movieI reviews, poems, fiction, cartoons, comics and classifieds (you think theI Maroon is good!). Plus monthly specials on records, books and posters.| Join an underground club today. (The Maroon Business Office is rep-| resenting a New York based club).send me four (4)different undergroundseach month for the next6 months - PLUS FREEJOHN & YOKO ALBUM .. . ,send me four (4)different undergroundseach month for the next3 months - who cares aboutjohn & yoko with no clothes &I CHICAGO MAROONI 12121.59th St.j Chicago, Illinois 60437Make chock or M.O. payable to the Chicago MaroonijprintjjAMressWytAvtWw.v*ftu don'thave to be 3>(too to drinkJoe Louis mit.Justin'’. WMMAWW ,MJU ,•>*vmCHINESE-AMERICANRESTAURANTSpecializing inCANTONESE ANDAMERICAN DISHESOPEN DAILYI I A.M. TO 9 P.M.SUNDAYS AND HOLIDAYS12 TO 9 P.M.Orders to take outBm8Eas^3rdi^U^ij^ Pro Grafica ArtePrints — pop & op(friendly atmosphere)155 E. Ontario/642-0047Theses, term papersTyped, edited to specifications.Also tables and charts.11 yrs. exp.MANUSCRIPTS UNLIMITED664-5858866 No. Wabash Ave. PIZZAPLATTERPizza, Fried ChickenItalian FoodsCompare the Price!1460 E. 53rd Ml 3-2800we deliver mmmmM. BERGFUR SHOPUnclaimed used furs, s25 up to MOO. Settle for charges,values up to s1000. Also fabulous mink coats and stoles.Tremendous values. We also clean suede coats andknitted goods.1619 East 55th Street HY 3-9413GOLD CITY INN* * * * Maroon"A Gold Mine of Good Food"10 %Student DiscountHYDE PARK’S BESTCANTONESE FOOD5228 HARPERHY 3-2559(Eat More For Less)Try our Convenient TAKE-OUT OrdersSTUDY AT TEL AVIV U!Representative at Hillel,5715 S. Woodlawn5—6:30 P.M., Tuesday, Jan. 28For further informationcontact Sabi at 288—0790FOR THE CONVENIENCE AND NEEDSOF THE UNIVERSITYRENT A CARDAILY - WEEKLY - MONTHLYVWS AUTO. • VALIANTS • MUSTANGS • CHEVY IIAS LOW AS $5.95 PER DAYPLUS 9c/mile (50 mile min.)INCLUDES GAS, OIL, 8c INSURANCEHYDE PARK CAR WASH1330 E. 53rd ST. Ml 3-1715 Some decisions are relatively unimportant.Where you put your engineeringtalent to work is not.As you contemplate one of the most important decisions of your life, we invite you to consider acareer at Pratt & Whitney Aircraft. Here, you will find wide-open opportunities for professional growthwith a company that enjoys an enviable record of stability in the dynamic atmosphere of aerospacetechnology.We select our engineers and scientists carefully. Motivate them well. Give them the equipment andfacilities only a leader can provide. Offer them company-paid, graduate-education opportunitiesEncourage them to push into fields that have not been explored before. Keep them reaching for alittle bit more responsibility than they can manage. Reward them well when they do manage it.And your decision is made easier, thanks to the wide range of talents required. Your degree can be aB.S., M.S., or Ph.D. in: MECHANICAL • AERONAUTICAL • ELECTRICAL • CHEMICAL • CIVIL •MARINE • INDUSTRIAL ENGINEERING • PHYSICS • CHEMISTRY • METALLURGY • MATERIALSSCIENCE • CERAMICS • MATHEMATICS • STATISTICS • COMPUTER SCIENCE • ENGINEERINGSCIENCE • ENGINEERING MECHANICS.Consult your college placement officer—or write Mr. William L. Stoner, Engineering Department,Pratt & Whitney Aircraft, East Hartford, Connecticut 06108.Pratt & Whitney AircraftEAST HARTFORD AND MIDDLETOWN, CONNECTICUTWEST PALM BEACH, FLORIDA u> AIRCfADIVISION OF UNITED AIRCRAFT CORPORATIONAn Equal Opportunity EmployerThe Chicago Maroon/January 24, 1969/15South Commons, Peter.3-bedroom *156.50,4-bedroom s175.Here in South Commons, we’ve mixedhi-rises, low-rises and town homes/around grassy, bench-lined malls. Tocreate a real neighborhood, we addedan enormous community building,, elementary school, playgroundsand a complete shopping center.Nothing in Chicago comes close.And it’s close to the Loop, lake, I. I .T.*and University of Chicago. ‘York Terrace Apartments of South Commons offer generous studios,1-bedroom and 2-bedroom homes ina 22-story hi-rise. Plus 3 and4-bedroom duplexes in the 4-storylow-rise. Rentals for families whoseincome does not exceed $11,900 peryear are up to 30% less than anycomparable Chicago apartments.Please visit the model apartmentstoday and see the finest housingvalues in Chicago. Studio $951-bedroom s1152-bedroom $136 -JG South CommonsExit Outer Drive at 31 st, drive west to^ Michigan Ave., then north to 28th Place.For additional information callBaird & Warner at 326-1855.16/The Chicago Maroon/January 24, 1969