MAGAZINEfS ¦s-Z.-*-i »>>ii S/ 5Vs* s * ¦> i'*\Nj < i?-^ ! V\ i. »»THEUNI VERSITYOF CHICAGOLIBRARYfTHEUNIVERSITYOF CHICAGOMAGAZINEA Tribute to Henry RagoGiles Gùnn, Elder Oison, James Redfield, Edward Rosenheim, Jr. 2Dissent, Universities, ancj the LawEdward H. Levi 8TThe Challenge of ChangeRamsey Clark 11Student Unrest and the Rôle of the MediaKatharine Graham 12Reunion '69The alumni awards and a portfolio of drawings by Franklin McMahon 16The Benef actorsFirst of a séries of sketches of uc benef actors 2832 Quadrangle News36 Alumni News42 People43 LettersVolume lxii Number 1July/August 1969The University of Chicago Magazine,founded in 1907, is publishedbimonthly for alumni and thef aculty of The Universityof Chicago. Letters and editorialcontributions are welcomed.The University of ChicagoAlumni Association5733 University AvenueChicago, Illinoiis 60637(312) 643-0800, ext. 4291Fay Horton Sawyier, '44, PhDfyPrésidentArthur R. NayerDirector of Alumni Aff airsConrad Kulawas, '62Editor Régional Offices1542 Riverside Drive, Suite FGlendale, California 91 201(213) 242-828839 West 55 StreetNew York, New York 100 19(212) 765-54802634 Virginia Street, Suite 25Berkeley, California 94709(415) 433-405<>1629 K Street, N.W., Suite 500Washington, D.C., 20006(202) 296-81002nd class postage paid at Chicago,111.; additional entry at Madison,Wis. © 1069, The University ofChicago. Published in July/Augùst,September/October, Novernber/December, January/February,March/April, and May/June.Cover A scène jrœn the Présidents Réception for alumni on Saturday, June 14, froma portfolio of reunion drawings by Franklin McMahon (see page 16).Henry Rago} distinguished poet, editor for many years ofPoetry magazine, and prof essor of theology and literature inthe New Collegiate Division and the Dhinity School at theUniversity of Chicago, died on May 26, 1969, at the âge of$3. In his memory, four friends and colleagues gathered for aspécial radio broadcast in the University' s séries, Conversations at Chicago: Elder Oison, poet, critic, and prof essor ofEnglish; James Redfiéld, historian and master of the NewCollegiate Division; Giles Gunn, assistant prof essor of theology and literature; and Edward Rosenheim, Jr., prof essorof English and humanities, who served as moderator. Follow-ing is the edited transcript of their conversation:rosenheim: Each of us had, in a way, his own spécial association and friendship with Henry Rago. Possibly the wayto begin is for each of us to try to explain what part ofHenry's career and lif e he shared. Do you want to start,Elder?olson: I first heard about Henry Rago from Harriet Mon-roe, the founder and first editor of Poetry. She spoke to mewhen I was 20 or 21 about a very young and gifted poet shehad recently met, and she thought very highly of his work,It was not until many years later, however, that I met Henry,and found the full veracity of her statements. She had re-marked, among other things, on his courtesy and his enthu-siasm, his dedication to the art of poetry; and, on meetinghim, I found that this was not only true, but more than LH I.Ctf%v. loTLI36â-7ô¦Jncorn *»le+etrue. I shall always think of Henry as a man of suprêmecourtesy, which was possible to him because there was somuch inner courtesy. He felt'a strong fellowship with ailpoets and Fve heard him laughingly say many a time, "It'sokay, because he's a poet."rosenheim: That was a very typical Henry Rago remark,half jocular, half true. Jamie, you've known him for a verylong time, too. Do you want to say something about yourrelationship with him?redfiéld: I was a student of HenryV as an undergraduateand then later became his colleague. I saw him mostly as ateacher, both from the student's point of view and from theassociate dean's point of view, as it were. He certainly was anextraordinary teacher. I think for at least two quite différentgénérations of undergraduates he represented a kind of standard of civilization, which was a favorite word of his. "Civil-ity" was another favorite word of his. He once said to me,"the exoteric word is 'civility,' but the esoteric word is love' "—another favorite word.He had a kind of formality of speech and bearing. He stoodup very straight; he always spoke in paragraphs, in trim sentences; and I think it was this very formality that enabled himto be the kind of very personal, and, in a certain sensé, verypassionate teacher that he was. I think his students alwaysthought of his classes as being very personal. He always spokevery much as the person that he was. And yet, what he saidwas always beautifully shaped, beautifully organized. He was,in fact, a very formai person, and he conveyed a sensé ofhis personality in a formai mode and always in a style.rosenheim: Yes, teaching and a great many other thingsfor him were a kind of ritual, but always a loving ritual.Giles Gunn, you are, in a sensé, the junior member of thisquadrumvirate, because your association with Henry has beenmore récent. But certainly, I think, it was no less close thanthe associations of the rest of us. What about it?gunn: Well, I first came to know Henry when he jôined—or we joined, rather— the faculty of the University of Chicago and he became both a member of the teaching staff ofthe New Collegiate Division and the teaching staff at theDivinity School. So I first came to know him as a colleague.But very soon I became used to thinking of myself as one ofhis students as well. In fact, my most precious memory ofHenry concerns a luncheon we had just a short time beforehe died. He was helping me, as he often did, in thinkingthrough the kind of course that I might give on the natureof poetry and belief, a subject very close to his heart. I shall2always remember the enormous care, tact, and patience thaïHenry expressed in helping me to think through the problemsrelated to this course.rosenheim: It's funny, youVe ail three said somewhat différent things, but in each of them Henry is so completelyrecognizable. I keep thinking of the kind of élégance thatHenry had in everything he did, his tremendous enjoyment ofthings that were decorous and lovely. There was nothingreally self -indulgent about it, but there was, again, his lovingand rather tender attachment to formality and décorum. îguess ï first got to know him when we two were teaching to-gether in the Collège of the University shortly after the war,and I did know him best as a teacher of undergraduates. Hewas a magical teacher of undergraduates and this was quitecîear to his associâtes.We hâve talked about him in the beginning as a poet andas a teacher. Elder, you of the four of us probably under-stand best the magnitude of the challenge and the magnitudeof the achievement which was Henry 's in editing Poetry,which he did for a number of years. I believe it was in themiddle fifties that, he succeeded Karl Shapiro in that job. ïtwas a kind of spécial editor 's job, wasn't it?olsOn: It was a very spécial editor's job. Since the found-ing of the magazine in 191 2, a whoie séries of distinguishededitors succeeded the first, Harriet Monroe. She set the tradition of a kind of poetic liberalism, and a kind of autonomyof poetry that remained important for ail the editors. Youmay remember that after Miss Monroe's death Morton Zabelwas editor for a time, succeeded by George Dillon, who inturn was succeeded by Hayden Carruth, who was succeededby Karl Shapiro. And then in 1955, Henry became editor.The mass of poetry which cornes into this magazine, whichis America's oldest magazine devoted entirely to poetry, isenormous. The task simply of opening the mail and goingthrough it in the morning (I hâve done this myself in theHarriet Monroe days and in the Zabel days) is a great one.One has to sift over ail this, bé able throughout to keep animpartial judgment, be able to recognize the valuable latestexperiments as well as the soundest embodiment of the tra-ditional.rosenheim: Did each of the editors hâve his own style, doyou think?olson: Each of the editors had his own style and yet, onthe other hand, you do hâve the tradition, the continuingtradition of the magazine.redfiéld: I think that Henry always felt Poetry to be very much of a responsibility, that is, to say that he had a respon-sibility not simply to pursue a personal taste or personal line.He thought of Poetry as a kind of great clearing house forthe modem poetic imagination.olson: Exactiy. But this was part of the tradition.rosenheim: He never did belong to a particular "school"of criticism or poetic practice, did he?olson: I was always astonished to find that Henry did hâvepoetic théories, because it had seemed to me his editorial poli-cies depended on no theory whatsoever. He simply dependedon the récognition of what he thought was good, or at leastinteresting.rosenheim: Which represented, on the other hand, a high-ly responsible awareness of what was good.olson: Indeed, it was highly responsible. But, you see, it'svery difficult in the first place to be a poet. It is very difficult in the second place to be a good editor. It is very difficult in the third place to remain a good poet while being agood editor, because, as everyone knows, editorial work af-fects one's artistic production.redfiéld: I think it is also very difficult to remain a friendof poets while being an editor of Poetry. ,olson: Yes. Yet he remained a friend of practically everypoet. One of the things that strikes me is that I never heardHenry say that a person, as a character, was bad. He had thegift, I think, of detecting a vice while somehow finding anexcuse for the man who had it. Whereas I would find myself,say, tearing a particular poem to pièces, Henry would alwaysfind something in it that was good; and this is a very genuinegift.rosenheim: I suppose part of this was due to the fact thatHenry was so much the teacher, that he was interested inmaking what he could out of any poetic promise that seemedto corne his way.redfiéld: He was an excellent teacher of young poetsamong the undergraduates. Even in my undergraduate days,when I was still trying to do that kind of thing, he spentthankless hours looking at my work and trying to makesomething out of it.rosenheim: Both as teacher, and as poet— to use yourphrase, Jamie— Henry did try to make something out of what-ever came his way. He was a "maker," a poet in that sensé.Do you think the same qualities, Giles, showed up in histeaching in the program in theology and literature?gunn: Oh, indeed I do. In fact there was a sensé in whichHenry's title of professer of theology and literature really3didn't do him justice, because what he did best was not actu-ally conveyed by thèse terms, or rather by their conjunc-tion. Henry was more than ànything elsë interested in whatlay between thèse two terms, and thus his teaching as well ashis poetry was a continuai work of exploration, a continuaiopening up of new territory. Henry was seeking as intenselyas he could to extend our understanding of both literature andreligion. I remember especially Henry's way of talking inthis connection, about poems suddenly becoming more thanwhat was originally possible for them. It was at this magicalmoment that Henry thought that poems actually became poetry. When the old poem died and the new poem came intobeing, that poem became something that had not existedbefore.rosenheim: And that really isn't as mystical as it maysound, is it? I suppose it's the way poems actually got writ-ten. Would you say so Elder?olson: I would say there are many ways of doing it. I dothink it was Henry's way. There is a quality in Henry whichI find in a stanza in the opening poem in his volume A Skyof hâte Summer.rosenheim: Would you mind reading it?olson: FU read just the last stanza. You see, hère is the poetspeaking, and Fm going to burst into the middle of a sentence:Star after star,Spray upon spray:The deep midnight'sPerpétuai day.Hère was a man who could look at the deep midnight, theeverflowing mountains of the stars, and see, not midnight,which the rest of us would see, but the deep midnight ofperpétuai day. I think this is a very important clue to Henry'scharacter and to his stature as an artist.rosenheim: You know, we don't always go to a poet's ownwork for an essential clue to his own character, as you say.But I don't know any poetry that, it seems to me, moretransparently reflects the character and the expérience of theman who wrote it than Henry's does. Do you think that'strue?olson: I think that's true. He managed to construct his ownimage in his verses.redfiéld: Of course he was a mari, and a man who lovedhis family and a man who loved traveling with his family.I think that that double thème rtins through both of thosevolumes, especially A Sky of Late Summer.rosenheim: WeVe talked about his poetry and his teach ing and his editing. Yet I suppose certainly one of the mostradiant aspects of Henry's life was his family, his lovely andtalented wife, Julie, and those four superb kids. This seemsto me constantly reflected in the poetry.redfiéld: Well, it was from Henry that I learned something I use myself as a teacher ail the time, which is to usemy children as examples. This was one of the sort of personal qualities which his teaching, inside thèse formai, or-ganized paragraphs, always had.rosenheim: I think he could get away with it, althoughsome of us err too much in that direction. I once overheardone of my students say "Fm getting awful sick of thosé kidsof Rosenheim's." But I don't think anybody was ever re-motely bored by Henry's drawing upon his own personallife. It was an astonishingly rich one.redfiéld: Well, Fd say too, he had this rapidity of style.I remember one class in which Winnie the Pooh came upand Henry remarked that his eldest girl, who was, I thinkat that time, seven, had never read Winnie the Pooh, andthere was a cry of outrage from the members of the class.After a momentary pause he said, "Well, she works."rosenheim: His reading was, by the way, astonishinglywide* wasn't it? He had no notion of the orthodox, respectable things to draw upon in class. He used to stagger ail of usby the number of movies he'd seen. But he was never toogrim about the movies. He never was very highbrow in hisapproach to them. He was full of taste and full 'of imaginationin his response to them, but they were great fun for him.redfiéld: He had one curious side career as a particularlyhumane member of the Mayor's censorship board, an activitywhich he really enjoyed, because, at one period, he saw ail themovies shown in Chicago.olson; I remember that now, too. Henry's attitude towardmovies was like his attitude toward poetry, which was like hisattitude toward the other arts, which was like his attitudetoward life. The man simply had great stores of benevolencein him. Of coursé, as you were saying, he was so fortunatelymatched with the very beautiful womari he married. Whatwould one expect of suçh a match but the fine children thathe raised?rosenheim: Another thing about him is that he was a manof very deep piety. He took a great many things seriously, inthe best sensé. But at the same time there was a kind of irrévérence about him, a kind of exubérance which prompted himto puneture stuffed shirts. For ail the formality, for ail theélégance, he really had a great capaçity to penetrate throughthe pretentious and the hypocritical.4redfiéld: And he had great fun doing it. I can remember soof ten Henry having such pleasure in taking a particular îdeaand running with it awhile— walking into <a three-hour seminarwith four or five words on an otherwise blânk sheet of paperapd seeing what he could do with thèse words; and thensonièhow uhifying ail those words into one word. And it's in-teresting how often in the poems that question of one wordcornes up.rosenheim: He had a real sensé of econbmy. That was onereâson why he hated banality and hated extravagant formulas.redfiéld: He used to teach us to write on very small piècesof paper. He usually demanded oné-page papers, and I remember one time in Humanities 3 when he ran a câmpaignfor ail of us to do our notes on bank slips. He said that was avery useful discipline.rosenheim: As a matter of f act, it does seem, as I look backon it, that he managed to attraçt some of the môst excitingand productive students we've ever had in this University. Idon't know exactly what the secret was. Was this just an impression of mine, Jamie?redfiéld: Well, he was a man you could always talk to, andhe collécted peopje who liked ideas and liked to talk aboutthem. Whenever you touched him, if you just threw him asentence, he would elaborate a paragraph around it, and thesentence would look différent to you. And you'd try withanother sentence and he'd elaborate with another paragraph.So that you had a constant sensé that you were intellectùallyalive in contact with him. I think he was one of those rarepeople in whose présence other people's minds worked better.This is a very good définition of what I mean by a teacher.rosenheim: I wish we could discover the recipe. There wassome dimension of Henry's teaching that seemed to me quiteelusive. It was very hard, for example, to pin him down as aman who used devices.olson: Fm afraid the only kind of recipe that would workwould be being Henry Rago. May I, incidentally, read whatHayden Carrùth, the poet and critic, wrote about him for ASky of Late Summer} He says, "Thèse are rare and beautifulpoems by an exceèdiiigly rare poet. I mean that Henry Rago,who began with a surpassingly lyrical talent ànd a mind asquick as a fish, has stood off the blandishments of his ownabilities; which is a more particular way of saying that he hasresisted the temptations of poetry. His poems are natural,sure, and right, without one sùrrender to the siren of virtups-ity. Hence they hâve a grâce and purity which corne only totrue things, and a trueness which cornes only to tempered things." I think that's an excellent statement of Haydeh's.rosenheim: What kind of temptations do you think Hayden- had in mind there?olson: I think what he had in mind was that a poet may toostrongly folio w the biases of his own nature and that if , forexample, he is intellectùally gifted, as Henry was, he maywjnd up with nôthing but dialectical virtuosity and argumentOr if he has the gift of langûage that Henry had, he may beled off simply into word-play. If thèse were temptations,Henry certainly resisted them.redfiéld: Giles spoke of Henry's love of improvisation andthis was true: as a teacher, he always improvised. At the sametime he always gave a beautiful, disciplined performance— acurious combination. I remember his once saying to me thatteaching a discussion course is like traveling on the express-ways. You see a little sign which says "St. Louis" and youknow that you've got only seconds to décide whether or notyou're going there. If you make that turn you hâve to go toSt. Louis. In thé same way, he was watching ail the time forthe opening, the shifts in an argument, but when they l>ap-pened he committed himself to them. He developed them sothat the resuit, at the end of an hour or two, had a f orm, hada shape. He was constantly improvising a disciplined product"which he then threw away with a kind of bravado, with theconfidence that next week he would use another form equallyunexpected, even to himself, and yet equally formed.olson: I never heard him as a teacher, but Fve spoken withhim about teaching. I remember his saying once, when in ajocular mood, that he always divided topics into thrèe, evenif he didn't know what the three parts were, because he wassure that he would find the three. He said jokingly that thismust be because of the Trinity. But actually, little as I knowabout him as a teacher, the impression I had of him when hetalked about teaching was that he was never so much inter-ested in, say, giving students a set o' ^riswers as acquaintingthem with problems and the méthode for handling them. Andsomehow the classroom rite was something that was intendedto exercise students so that they would be more skilled in afuture meeting.redfiéld: Well, if he trained the mind, he also trairied thesensibility, which is an even rarer quality in a teacher. Hewas one of those people who made you f eel things, and partic-ùlarly made you f eel the instinct, the inner life of a work ofart, in a way which is not subject to analysis. I think his elusive quality was this effect that he had on his students.rosenheim: You know, there are any number of so-çalledgreat teachers whose students f eel that the greatest honor they5can do them is to repeat various dogmas, various Systems andobservations that the teacher has thrown forth. Fve alwayshad the feeling that Henry was a superb teacher and yet hisstudents hâve never gone around behaving in that way. Wasthat true in your work with him, too, Giles?gunn: Very much so. Henry was a person who didn't be-lieve that poems are things so well made that ail the ends aretucked in. That philosophical ideas are so pure and so wellordered that they can't be set up on a shelf and observed witha cool and utterly passive eye. He was never letting go ofthings, because he believed things never let go of him. Thiswas the way he taught poetry- and this was the way, I think, inwhich he was able to electrify his classes. He gave them asensé of poetry as a moving, urgent design.rosenheim: You spoke before about the middle ground, soto speak, that he occupied, and I am reminded of the fact thathe was trained as a philosopher at Notre Dame. Was his performance, with you at least, that of a philosopher as well asthat of a poet?gunn: Well, y es and no. It was the performance of a philosopher in the sensé that Henry was disciplined. He was alwayslucid in his explanations. He revered economy as we've saidmany times before. He had great impatience with rhetoric.And he was searching for what he called the truth. He wentright to the heart of the problem. But, nonetheless, he did thisin the way of a poet; that is, with attention to ail the nuances,with the eye for that incidental détail hidden down under-neath ail the arguments, which, when it is raised up and illu-minated with tact and sensitivity, shines like a little gem. Andthèse were the kinds of things that made ail the différence toHenry.redfiéld: He was also trained as a lawyer. I always thoughthe had some of the lawyer's mind in him. He had the love ofcases, the particularity, the way a thing runs.olson: Yes, but what both of you hâve said reminds methat his personal equilibrium lay in the aî^ility to reconcilecontraries, which he did so often dialectically in conversation.One of the curious things about him— to take a pair of contraries that he managed to reconcile— was that he was a seekerafter the truth; yet I can't think of a single dogma on 'whichHenry ever insisted. I know nothing about his religious dogmas. He never spoke about them.rosenheim: He was extraordinarily gracious about his religious faith as he was about every thing else. One never ques-tioned the depth of it. I do think he allowed it to color hisconduct with respect to other people to a considérable extent. But, as you say, one never felt that this was an arsenal onwhich he was drawing overtly to baçk up positions that heheld.gunn: Or that it was a barrier between him and otherpeople.redfiéld: One évidence, I think, of Henry's deep religiousconviction, and something which was very obvious in every-thing that he did, was thé way in which he made himselfavailable to others. He even risked being vulnérable to others,and yet he did so in such a way that one could believe then,if not otherwise, that being vulnérable is at the same time being strong.rosenheim: I suppose that this curious gentleness was de-ceptive in many ways, because as you say, he was extremelystrong. It's part of the same thing that you began by talkirigabout, Jamie. The formality was a source of strength to him,but it was also the secret of the astonishing grâce which hebrought to bear on most human relationships.redfiéld: Well he liked to say that every thing takes placewithin à discipline. I think he felt discipline wâs somethingthat frees you, and discipline is something which for him wentwith élégance and style. That was true of his poetry andteaching. I think it was true too of his life as a man with hisfamily. There was a propriety to him, a sensé of how thingsare done; and then he did them freely within that sensé.olson: I always thought of him too, since we're talkingabout grâce, as a man who had been touched by grâce in areligious or theological sensé. But as well as a gift of grâce, itwas something he earned by his behavior and his character.He molded it for himself and the life he supplied for his family, and the things he did with his art.rosenheim: Jamie, your speaking about him as a teacherprompts me to ask you this. The New Collegiate Division ofwhich you are the Master is generally regarded, whetheraccurately or not, as a somewhat free-wheeling establishment.What was Henry's particular part in the ncd?redfiéld: Well, he was one of the creators of our programin the history and philosophy of religion. I think it's also verycharacteristic of him that he really created that program, cre-ated ideas in the classroom. We asked him first to corne as avisiting professor and he gave a year-long seminar called"Religion and the Intellectual Life," and in that seminar heinvented the fundamental notions on which the program isnow based.rosenheim: In other words (and this is, I think, fairly typ-ical of Henry) he didn't join in your program with a great6many a priori notions and educational théories about whatought to be done.redfiéld: Henry liked to think on his feet and he also likedto think with students. I think he built that program— especially his side of it, the literary side of it— very much in relation to the student. In an odd way he was a man who, in thelater years of his teaching, mostly lectured. And yet, I alwaysfelt, and I think he always felt, that his students were verymuch participants in the argument as it unfolded. He used towatch them very closely. I remember on occasion he woulduse a term and then say, "No, I see I can't use that term yet."And he would go back to another train of thought and try toestablish the term more cautiously and perhaps more tactfulry.rosenheim: Your mentioning the term "participants" asapplied to the students in the program reminds me of something he once said to me. He heard someone speak of ourgraduating students as "products" of the Collège and it abso-lutely infuriated him. This, he felt, was to speak of them ascandy bars or packages of cigarettes. This is the kind of thinking that was really quite alien to his notion of what the expérience of éducation should be, wouldn't you say so, Giles?gunn: Yes. And I suppose that would be true about runninga magazine, too, wouldn't it, Elder?olson: Yes, I think that I said before that one had the impression with Henry that there was no dogma of any kind.There was nothing that you could designate as an editorialpolicy for excluding some types of poetry, including others,or anything of that sort.redfiéld: At the same time this went with his formality, Hehad the sensé of the involvement of ail of those he was work-ing with, and also very much the sensé of his own rôle. Hewas always very much in charge of his classes and I thinkvery much in charge of the magazine.rosenheim: He was a man of sufficient strength and suffi-cient dignity and sufficient discipline so that, unlike most ofus, he could afford to "play it by ear." It was a rare secret, andperhaps one of the secrets of his extraordinary success as ateacher.We talked, by the way, about Jamie's vintage as a studentof Henry's in the collège. One of the poems that appears inhis book, A Sky of Late Summer, is a poem about the particular gang that Henry taught back in the early fifties in theCollège at the University. I thought maybe Jamie would readit; then I realized that Jamie is a member of the cast of char-acters in it. It seems to me quite a characteristic poem ofHenry's. redfiéld: You should read it, Ned.rosenheim: Alright, FU give it a try. The only thing I willsay about it is that it seems to me to be very much Henry'stype of poem, not only for its excellence but for the transparent love and gratitude that cornes through from it. It'scalled, "The Net," and is dedicated, "For my students at theUniversity of Chicago, 1 947-1 954."A wide net I neededWhen that room leapt with wordsHère to the left, and thereWhere I almost missed. Or the wordsWere ail the net there was:The wallsFaded, the roomLithe as a netStirred, a wide lowShimmering. It wasSuch poor thread as we had,Tied upon thread:Speech crossed on speechJoined and securedNow gathering speechThe rich weight glowing.Hold now, hold,I had to shout each time,This that is ail our doing,This that we owe one another,Hans, Yale, James,Bunny in her bright tears,Emrich, Minda Rae,And the student always calledSir, strayVisitor from someRemote class, with termsYet more remote, nowHeld and holdingForever with us, thisVivid morning:Hold, hold now(I cry stillIn a stillness)This, such as it is,That we hâve made, ail of us,And gatherWith what we made.7plains this différence is not important, because the AttorneyGeneral is only looking at the matter from the point bf viewof enforcing the law. This split approach— if that is what itis— is not helpful to the thoughtful and effective administration of justice or to the understanding of campus disruptionswhich probably hâve their greatest significance because theyresuit from and help to create an attitude toward the légalsystem, and which, if they are not understood in this way,can hâve widespread effects upon that system and throughoutour society.The protests do mirror various aspects of the larger society.They reflect historié tendéncies in Ârnerican culturel Theyimitate, in* tneir own way, récent events— sometimes literaryevents^which hâve made an impact. The protests hâve nowgone on long enough so they hâve developed something of aculture and style of their owri.Tt should be possible, despitethe ambivalence whicW many shàre, to describe in a skëtchyway what the prototype looks like.The protests, as befits the inheritors of the American way,are frequently conducted with great technical skill and ener-gy, building upon what appears initially to be very little support, and yet finally achieving a large event. Committees areformed. Issues are found and tried out. Symbolic action, frequently involving some kind of confrontation and perhaps aUNIVERS!Edward H. Le viAs with ail crises, the turbulence in our universities tells usabout ourselves. It reveals the odd position which universitiesoccupy. It portrays something of how law is regarded andreflects what law has been doing. It underscores traits, beliefs,and conditions of our society. In this conflict the universitiesare attacked not only because they are available and easy tar-gets, but in part because they are regarded as among the con-trollers pf values. They are viewed as instruments of powerin the service of the social order— involved in the disburse-ment of public funds, the exercise of the royal privilège ofdefining the public good, the control over the lives of theyoung by shaping their minds and channeling careers. A chieftactic against them has been an aberrant form of civil diso-bedience which feels less need to confirm its witness to aninjustice by welcoming or accepting punishment. Perhaps thisis because the tactic finds its greater meaning in a generalizedprotest against society and the coercion of its laws. Some people find comfort in this because they regard acts of aggrëssionagainst institutions of learning particularly offensive. Theywould prefer an explanation which shows the real target else-where.Universities are not the major controllers of value in ourdissentsociety. Law, itself, for better or worse, and including thepublic's view of its opérations, is perhaps the chief educational force. An older civilization recôgriized this primary pur-pose and power. "Legislators make the citizens good by form-ing habits in them," Aristotle wrote: "this is the wish of everylegislator, and those who do not effect it miss the mark, andit is in this that a good constitution differs from a bad one,the things that tend to produce virtue taken as a whole arethose of the acts prescribed by the law . . . with a view toéducation for the commun good." The compulsion of the lawwas important "for most people obey necessity rather thanargument and punishment rather than the sensé of what isnoble."Admittedly this is a broad view of the law which also em-phasizes its administration. Both the broad view and law inits spécifie application seem particularly relevant when issuesof policy concerning civil disorder or civil disobedience aredetermined. It is particularly distressing, therefore, to find theCommissioner of Education and the Attorney General pub-licly differ in their view of campus disorders— the Commissioner stressing his concern for underlying causes and linkinghis praise for the younger génération with a forecast of"growing unrest on the campus" for some time to corne; theAttorney General strongly condemning some of the participants and their disruptive behavior. The Commissioner ex-8 certain vitupération, is used to build support. It is a time oftesting. Doctrines and slogans hâve already been accepted.They gain strength by being linked to national or international issues where there is injustice or frustration, or to something which happened at some other university. The institution is viewed as an imperialist power. There is close coopération with the public communications média. The pacequickens. The oratory sometimes has a resemblance to speak-ing in tongues. It is a kind of canting. Picketing or similarevents are arranged to keep things moving. ïf the issues seemright, non-negotiable demands are presented. If possible, abuilding is seized. It is viewed as liber.ated. Endless meetingsand activities are held in it. The entire event is seen as enor-mously important, and there is much excitement. Within thebuilding there may be a f eeling of unity and new comrade-ship. There is sôjrnefear the police may be_ called, and perhaps a few of the participants désire they should be. A nego-tiating committee is appointed. The issues begin to changesomewhat. The list grows longer. Items on the list disappear,or it is said they are no longer to be taken seriously. Thepoint is made that there may be a reasonable argument forsome of the items. The institution is told it ought to be listen-ing and at the same time be sufficiêntly understanding not totake what is said literally. Distinctions are made as to appro-priate and more inappropriate conduct. The seizure is de-scribed as peaceful and non-violent. Amnesty is demanded.The labor union negotiation analogy is pushed. Médiation issuggested. There may be some kind of escalation of conductl^ter regarded as particularly unfortunate.Most such protests corne to an end in one way or another.The building is returned. Sometimes a spécial effort is madeto clean it up. The variations in the prototype are enormous.The police may hâve been called. Injunctipns jnay hâve beenobtained. There may be court cases. There may be disciplinewithin the institution. There may be a combination of ajlthrèe and added possibilities. There may be nothing but utterconfusion. It is probable that there is a demand the universitybe restructured. The scars are much deeper than one mightimagine. And, of course, there are other conséquences. Mean-while, there are many expressions of gloom or eomf ort to the_effect that with the problems of the world the way they are,this kind of activity must be expected to recur.I hâve purposëly understated the dangers, the harm, theimmédiate traumatic and the long-term searing effects. Thereis no single rule for the best handling of thèse events. But Ithink this much can be saidl Particularly because thèse festivals are built upon a conception of the world ruled by coef-cion and corruption, the university's response must exemplifythe principles which are important to it. The university must society— a society which has failed to do its duty in the correction of social êvîls. There is a spécial reaspn why two fail-ures seem very close to them. The undeclared Vietnam Waris not only seen as a catastrophe of foreign policy, but also asa peculiarly generational war— their génération— because somuch of our society is not involved in it at ail. There is nopassion of share sacrifice within the larger community. Manyof the collèges and universities are in cities. The urban crisisis a reminder of racial inequality. Steps to correct this hâveincreased the awàreness of injustice. They are reminded ofpast unlawful conduct under the cover of the legitimacy oflaw. Both the Vietnam War and the continuing iriequalitiesappear to them as examples of power and coercion where civildisobedience, if one feels sincerely, can be justified.They hâve been brought up under the barrage, of newforms of communication whîch hâve surrounded them withimages which replace, blpck out, and substitute for expérience. They believe a great deal of what they hâve been re-peatedly told. They think the génération of their parents wasonly interested in material matters. They believe their ownawàreness is a first step to the solution of problems, althoughin the strange rhythm of history many of the means whichthey are willing to employ were used in a prior time by people and in movements they would find most hateful. OneTIES, AND THE LAWstand for reason and for persuasion by reasoning. Reasoningof this kind requires a most difficult honesty— an intellectualdiscipline which is self-critical. It is most unfortunate and inthe long run disastrous for a university to exemplify expedi-ency which avoids or solves conflicts by the acceptance ofideas imposed by force. So the university must show it valuesand respects the individual mind, that discussions can alwaysproceed, but that a threat to the disciplined freedom of theuniversity is a threat to its very existence and purpose. Thisapproach requires candor, consistency, and ôpenness, but alsoeffective discipline. The discipline will be difficult. But theuniversity owes this much to itself , and it also owes this muchto the larger society.The disruptions must be seen against the background of notonly what has happened in our collèges and universities, butalso in the larger society. There are more young people. Moreof them are going to collège. More of them intend to go tograduatè"âhd professional school. There is a long road ofwhat appears to many of them as confinement in éducationahead of them if they are not drafted. They view themselvesas quite a separate génération— quite différent from the daysof World War II when Churchill could speak of the samegénération being involved in two world wars; a générationnow has a span of but four or five years. They hâve beentold and they believe they are members of a most affluent hopes that Burke's comment in his essay on the French Révolution will not be applicable, that those who think they arewaging war^ against intolérance, pride, and cruelty are notauthorizing and feeding the same odious vices. They hâvebeen told, as the Commissioner of Education stated, "this isthe finest young génération we've ever had . . . the youngpeople are capable, they're bright, they're knowledgeable, theyknow moré than any génération." But in a protective societywhere they see only errors and not the reality of choice,their expérience in doing has been long delayed. The collègeshâve found it difficult to build upon common expériences andhâve not given thèse students, by and large, a training in thelibéral arts. They do not hâve the intellectual skills yet de-veloped to solve the problems which concern them. Many ofthem are possessed by a sensé of collective guilt. They arenot living up to their own standards— which are high— andthey hâve been denied— again one wonders at this rhythm ofhistory— the terrible but complète expériences of dépressionsand wars in which one had to prove qneself . For many thedisruptive expérience is symbolic bf what is sought.In a real sensé, a catastrophe or an overwhelming collectiveEdward H. Levi, président of the University of Chicago,made thèse remarks at the annual meeting of the AmericanLaw Institut e in Washington, D.C.9and personal expérience is sought. Many of thèse sentimentsare sharedwith or encouraged in them by the various min-isters of the churches and synagogues which surrouncl theuniversities. Love is opposed to power and reason. The nat-ûral sciences do not offei; "means of understanding what areessentially human problems/' do not show the causes of whatwent wrong, so that mankind is burdened with an "evil pàstlegacy." The humanities and the social sciences also do notgive to us a "ruthlessly honest analysis of e^isting social evils,but a framework in which problems are defined in terms ofthe existing culture." This is what many read and this is whatmany feel. In another day religious ordèrs might hâve pro-vided an avenue for service. Despite the Peace Corps, Vista,and the interest of the churches, insufficient avenues of thiskind hâve been created. ^The struggle, then, is over^ the nature of the university. Ihâve mentioned the odd position which universities now ocr-cupy. The position is a precarious one. The normal corn-plaints about the académie performance of universities, thepréoccupation with research, the neglect of teaching, the largeclasses— thèse usually are not that important, at least for manyplaces where the protests hâve arisen. There is no doubt thatéducation should be greatly improved. The required years ofstudy ought to be shortehed. They can be. We should reducethe number of years made standard for higher éducation,years which are stultifying and delayirig for so many. Weshould do this in part in récognition that éducation is a con-tinuing process which should be renewed in various waysthroughout thé adu'lt years, and also because it is sinful towaste educational resoûrees when they are so badly neededat the preschool, primary, and secondary school levels. Thereis no reason why entrance to law school, for example, shouldbe postponed until after graduation from collège. The thréeyeàrs required for law school, as! an optional matter, coule}be reduced to two. We could take much more j drastic stepsthan that with benefit to ail. We should search for morepoints of entrance and exit with honor from the system sothat we would not be removing a substantial segment of thepopulation from society for so long. A great deal of grad-uate work should be curtàiled by making a doctor's degree less ]necessary for teaching.The struggle, I think, will not be so much over thèse mat-ters, but over the basie freedom of thèse TnsHmtibns to pur-sue their work as they détermine it and, as teaching institu tions, to give training to students in the disciplines of thought,the appréciation of cultures, the criticism of reason. Whatevertheir origin, whatever their peripheral activities, whateVer thereason for giving support to them may hâve been, it is thèsequalities and this freedom, sometimes— usually— hard won,which hâve given to our universities their basic1 quality andtheir true value. But now the universities find themselvesurged— alrriost compelled— to engage in increasing service activities, to act at agencies for the restoration of cities, to giveone example. Thé euphoria is catching. The possible appro-priatehess of à subject for research, its importance for discussion, is confused not only with the actual accomplishment ofsignificant research, which does not bappen so often, but alsowith superior ability and the ihstitutional power to solve àndmanage social problems and to détermine national policies.And so the protestors say to universities, "Why not act forus to compel the adoption of a différent foreign policy?" Theuniversities see themselves viewed as necessities, if not forthe éducation of ail youth, then at least as channels andscreens through which ail must pass. They hear themselvesdescribed as "the central institution of the next ioo years"because of their rôle "as the source of innovation and kriowl-ectge," It is doubtful if institutions so regarded will be ableto retain their freedom. The current controvérsy over thegovernance of universities is probably orily a pale image, ifnot already the doorway, for what is Jikely to corne. If theuniversities are to become a kind of mirror image of the po-litical order, then we will hâve to develop new institutionsweak enough to be frée, but in which ideas can be" develppedwhich are strong enough to change the world.But law, as I hâve suggested, is the greatest educationalforce. It teaches through jts administration of justice. It teach-es through the police, through the conditions of the cities,about public schools and about the courts themselves. Itteaches through its sometime nèglect of çivility and its occa-sional endorsement of apparent cruelty. It teaches throughexample, compulsion, and the effective ^ epheern to createihstitutiohs, to perfect méasures, to get jobs done— which isthe organizing spécial noble responsibility of the bar. Today,more than in any récent time, there is great importance thatthèse jobs be done. The trust in the fabric of law needs to berestored. The message of a jurisprudence thât works needsto be conveyéd. Whatever the meaning of thèse disruptions,hère is the answer which will make thé most différence. ?10THE GHIUEDGE OF CHHI1GERamseyTwenty years ago later this month my wife and I first cameherel It was a thrjlling expérience. This was a place that meantmuch and it, has meant more to us through the years, a placeof knowledge, of reason, of humanbness, and, perhaps mostof ail, of inspiration. How many days did it sometimes taketo corne back to earth after a lecture by Àvery Craven inAmerican history or by Ed Levi, a prof essor in the LawSchool. ... 'I fear the preacher was wrpng— or at least he was right forperhaps 2,500 years and then time overcame him— when hesaid that there is no new thing under the sun. Because thereare profound new things under the sun. There has been rriorechange in the twenty years since I first came hère than in thepreceding two millenniums. ,This is what we're confronted with: immense change.Change that's causedin the main by population increases.We're confronted with one billion more people in a décade.Three to four billion more in thirty-one years. And the otherdynamic is science and technology. When I came hère, pri-vate télévision sets were virtually unknown. Now look. Wehâve more than quadrupled our knowledge of the physicalworld in the last twenty years. In the next thirty-one^ we willprobably obtain a basic f und of data sixteen times greaterthan that known to ail of the minds of this and ail otheruniversities today.It's this that we must recbgnize when wé look at studentsand when we look at turbulence. They know more of what'sgoing on in the world than any young people knew before.They see very little human dignity. They see war, Vietnam,the fear of war in the Middle East and elsewhere. They seeBiafra, with its unimaginable horrors. They see the nucleararms race, the decay, of the central city, the immense frustrations of the poor, who for the first -time are strugglingin the midst of vast affluence. They see widespread discrimination in health, in éducation, in housing, in employment, inthé good life. They see racism, increasing crime. And theysee how clumsily and slowly institutions change to meet thèseimmense , problems.Thèse are turbulent times. The turbulence is r'eal. It will notgo awày. And where would you expect to find it but in yourgreat universities? Every university in this world worthy ofthe name is a center of turbulence. Where else is conscienceconcerned with the remaining vestiges of human dignity?Ramsey Clark, am'jo, jd'jz, former United States AttorneyGeneral, made thèse remarks upon acceptance of the 1969Alumni Medal at the June Reunion. ClarkThe young peopïe hâve what Holmes called a germ of in-articulate truth. The génération gap has ; always been known:it's too bad we call it that now. Heretofore it's basically beenthe différence between individual maturity and immaturity,and the need for some parental control and authority overyouth. Today it's profoundly différent. It's change. Thetwénty-fr$e years between" father and son is twenty-five yearsof vâst change. Youth lives with the truth of the moment.It's ail they know, ail they can know. Older people clingtowhat seem to be the truths of an earlier time and strive withgreat difficulty to face the truth of the moment.We shouldn't fear change and we shouldn't fear turbulence. Turbulence is life force. Shaw called Beethoven themost turbulent spirit that ever found expression in puresound: without that turbulence he may hâve been no thing.The need in a time of turbulence is to stand for something. It is for this reason that I am so deeply proud of ourUniversity. In a moment of turbulence and anger, when apall of gloom was cast over so many universities, when dis-traught professors and administrators were unable to copewith the physical turbulence that faced them, hère the administration, the faculty, and the students stobd for something. Not perfectly, not wholly, but far better than most.They stpod for reason. They stood for human dignity. Theystood for gentleness and for révérence toward life.I think H. G. Weltè was right: civilization is a race between éducation and catastrophe. The universities cannotshrink from the turbulence in which they are involved. Theymust welcome it. Therefore we must be thankful to thisadministration, to this faculty, and to this student body forracing to meet it, tp understand it.If we f ail now to blend into the character of our younga sensé of the indispensability of the individual, a sensé of dignity, non- violence in alLof our relations among nations andamong individuals, gentleness, simplicity, and a révérence forlife, then the turbulence will become uncontrolled. If therewas ever a time in the history of this nation when alumnimust rise to the support of their university, it is now. Arewe fair weather friends? If universities fail, in my judgment,it will not be because of disruptions by students but becauseof a lack of commitment and will and dévotion to the pur-poses of the university by those who give it power. With agreat private uniyersity such as this, those are, in large mea-sure, the alumni.I am honôred to accept this medal. I hope that ail of ushère, and through us many others, will do with their mightail that they can to lend strength hère now. ?11Kâtharine Grahamoaaasîïimaa lamiaThe subject most on our minds today is one about which, inmany ways, we know least I mean the confusmg mass of f actsand théories no\y labelled, m ail our heads, as "the revolt ofyouth" or "the turmoil on the campus."I do not présume to offer an exhaustive catalogue of thèsematters, nor any grand philosophy îllummating them. Quitethe contrary, the focus of my thoughts is the admitting andthe analyzing of our ignorance. Whvdo we seern to know solittle about an unrest m our national life that disturbs somuch* And more precisely still W^hat is the rôle of the pressin this problem of universal éducation of ail our people onwhat is actually happening in and to our educational înstitu-tions?I might begm with a homely little personal anecdote onhow not to communicate or to learn.Tt mvolves a friend ofmy youngest son and hiS/ rather distinguished preparatoryschool in Washington, D.C.The administration of this school recently decided— like somany others— to try something new to "reach" its rebelhousstudents It hit upon a kmd of "sealed weekend" in the çoun-try, with teachers and rebels more or less locked together indialogue to discover their conflicts. The dialogue, however,w^s indirect, for it was transmitted through a man who ,washired as a "professional Communicator." The rôle of the"Communicator" was to speed back and forth from the conclave of students to the conclave of teachers, ail the whilewritmg down the cbmments and retorts of each group andtransmitting them— like a neutral messenger between opposingarmies Fmally, he asked the boys— "Hey man"— he said— "canyou thmk of a single word that applies both to what you thinkof the teachers and the teachers thmk of youp" With un-masked scorn, my son's friend rephed "Hey man— paranoïa."This infuriated the "professional Communicator," who askedthe boy what he meant by paranoïa. Disdamfully, the youngman explained "You must know what paranoïa means. It'speople) who think other people are after them."Ail this suggests, I think, the kind of stérile and synthetic "professional communication" that ends by enlightenmg no-body. And it may be a kind of model and lesson m how thepress should not try to^report, and explâin to the nation, whatis going on with our yoùth and our universities.The National Commission on the Causes and Prévention ofViolence said something this week that we of the press oughtto pay attention to. It said that the problems of collèges aremade worse by a gênerai lack of information. To quote thecommission"On campus, large numbers of faculty and students oftenact on the basis of rumor or incomplète information. Alumni and the gênerai public receive incomplète^ often distortedaccounts of campus developments . . . Campus authonties hâvethe responsibihty to see to it that a balanced picture is por-trayed."And, I should add, the newspapers do, too.But it is provmg difficult for us to cover campus disorders.Our usual techniques hâve failed us. A journalist makes hisliving by understanding complex situations and making iteasier for his readers to understand them too. We were for-merly accustomed to sending a reporter to the scène of anearthquake, a stnke, or a civil war one morning and demandmg that he write about é that afternoonIn the case of the collèges, and I might add in the case ofViet Nam too, this technique has failed us. As a leading éducation reporter said to me last week, "You can't get the présidents statement at nine o'clock and trot over and get MarkRudd's at ten o'clock, print theml both, and feèl you've toldwhat's gomg on."To understand how completely our usual newspaper techniques hâve failed us, it's only riecessary tb look at how thewire services tend to cover collège disorders. Each day duringthe last académie year, the wire service machines hâve tappedout a story about protests \The typical daily story starts witha description of the biggest and noisiest démonstration of theday. At the end of the story corne ten or fifteen paragraphstelling what went on at ten or fif teen other campuses. It is the12same format the wire services use to write about baseball— adescription of the most exciting game and a sentence each onthe others I don't mean to be too hard on the wire services—they are supposed to be covering hard news, and they are infact also gomg m f or very good background atonesBut there are three problems with telhng the story of ouruniversities this way First, while every baseball game isplayed according to the same rules, every collège démonstration is not You can't even be certain what the sides are Con-sider, for instance, the administration of California 's Berkeleycampus Is Chancellor Heyns an ally of Governbr Reagan mthe struggle over "the People's Park," or is the governorforcing the university to adopt a stance it actually opposes*By runmng essentially the same story every day, newspa-pers hâve been committmg the terrible injustice of equatingevery campus in the United States— of makmg our readersconceive that the same thmg is happening at San FranciscoState under S I Hayakawa and at Chicago under EdwardLevi, that a protest about the teaching at all-black HowardUniversity has something to do with protests about dormitoryhours at Smith.Second, it ls safe to assume that anyone who reads stonesabout baseball games has the background necessary to understand them It would be superfluous for a reporter to writethat the game is played by nine men on a side But no reportercan assume that his readers hâve this kind of backgroundwhen he is discussmg the troubled collèges Consider thebaffled way in which parents react to their own college-agechildren The reporter who wants to tell large numbers ofmiddle-aged Amencans what is happening at collèges hadbetter be patient and wilhng to listen for hours to a lot ofpeople And hisliewspaper had better provide him with morespace than we usually do, because the conditions that lead todiscontent at a collège— any collège— cannot be summanzed ineight inchesThird, m a baseball game you win or lose AU that counts,in the end, is the score But m a university it is certain that there will be results more important than the number of menwho demonstrate or get arrested, and it is not at ail certainthat the reader of a newspâper will learn about thèse resultsThe problem, m short, is that we hâve been transfixéd bythe daily ritual of "confrontation" and may be ignoring farmore important gomgs-ori at our universities The press isusually pretty good at findmg out what is gomg on behmdrituals Théodore White showeçl us ten years ago, for instance, that the way to cover the ritual called a presidentialcampaign is not merely to write what the candidate says fromthe rostrum every day But in writmg about collèges we con-tmued, at first, to rush from crisis to crisis, wnting about non-negotiable demands and unyieldmg replies, buildings occupiedand heads bustedOnce we get there, we may hâve trouble wnting aboutthèse collège students for the same reasons parents hâvetrouble talking to children They are talking about things wedon't want to hear about, or write about For instance, sex isvery much on their minds, but we haven't yet reached thepoint of naming sexual subjects in American newspapersThen, there is an important class élément in this revolt atthe universities, and we hâve ignored ît, too, for the mostpart It seems to be generally accepted that most white studentprotesters corne from the économie upper or upper-middleclasses But I don't thmk anyone has done enough work tofind out the basis for the assumptionJohn Maynard Keynes, wnting m 1932, said that man'sworst long-range problem was not what he called économieproblem— how to f eed and clothe himself It was, Keynes said,what to do withlhimself once the économie problem had beenKatharine Graham, ab'3#, is président of the WashingtonPost Company, publisher of The Washington Post and News^week This article is adapted from her remarks to the Communications Dmner at the June Réunion, when she wasnamed Communicator of the Year for 19691solved. How do you live a life that satisfies you once youhâve enough money to live? It is not a question that the mon-eyed classes of previôus générations hâve answered well. Itshould not surprise us that some young people are looking forthe answer in drugs and some in sex. It should please us thatso many hâve decided to dévote their lives to altruistic service. It should interest us that the arts hâve proved attractiveto so many. And it should concern us— and make us ask questions about ourselves as well as them— that some seem to findviolence the answer to ail problems.Not pnly is there lack of agreement about major facts butalso on minor but important ones. As Joseph Kraft pointedout in a columri last month:"One of the central events in the académie civil war was thefight between black students at San Francisco State Collègeand the tactical squad of the San Francisco police force. Butà vice-président of the collège and leading figure in the épisode says, 'To this day, I don't know what transpired.' "Mr. Kraft goes on: "Another central event was the studentoccupation of the office of the président of Columbia lastspring. Reporters présent after the event witnessed the exten-sive damage and the university estimated the bill for repairsat more than $4,000. But the Cox Committee— a distinguishedoutside review board headed by Professor Archibald Cox ofthe Harvard Law School— reported that 'there was no suh-stantial vandalism.' "It is important to know, for instance, whëther a professorwhose views are unpopular with his local sds chapter canteach his course without the threat of physical violence. Weknow that some students hâve been calling on the Universityof California to rire Professor Arthur Jensen because he wrotethat blacks, on the average, are born with a genetic déficit inwhat we call intelligence. We know that- the chairman of thepolitical science department at San Francisco State could notteach his course last winter because of disruptions. Are thèsesad cases the exception or the rule?Then, while it is popular to say that violence has taken overon our campuses, who knows how much violence there hasactually been? At some campuses in California, and at theCity Collège of New York, buildings hâve been burnt downand bombs set off in connection with campus démonstrations.Has this happened at one or two collèges, or dozens? Was it*done by students, or outsiders?Finally, how much hâve the four years of collège— and, forthat matter, the years of graduate school— changed? It hasbeen five years now since the Free Speech Movement took to the streets at Berkeley. It is safe to say that no major collègetoday is the same place it was in 1964. But how hâve theychanged, each one of them? It is not enough to say that theyail hâve black studies departments and their présidents ail hâveulcers. Will the life of the freshman who enters collège thisfall be any différent, any better, because of ail the sit-ins anddémonstrations since then? The complaints we hâve heard sooften— of shoddy teaching and irrelevant subjects, of teacherspromoted for what they write rather than how they teach, ofstudents treated with the impersonality of ibm punch cards—hâve any of thèse been answered?One other question cannot be answered on the campus. Itdeals with the reaction, among working people and the legis-lators who represent them, to what the students are doing.The question is, how strong is that reaction? Or, to put itanother way, how much time do the universities hâve?I think it is essential that they be given as much time aspossible. Prophecy is difficult, but if any one thing is sureabout our collèges, it is that any attempt at repression of students by the government will hâve disastrous conséquences.We hâve seen in California almost a test-tube démonstrationof the dangerous possibilities. Let me quote from a letter writ-ten by a senior at Berkeley to her mother in Washington, afriend of mine, at the height of last month's dispute:"Everyone's afraid. I think our fear is most obvious in thefréquent phone calls between friends, quiet gatherings hèreand there just to be with other people, expressing disbelief,anger, frustration. It has become quite obvious to everyonethat we are very nearly completely helpless. There is much-more to corne. Ronald Reagan's popularity increases (outsideBerkeley) with every arrest."About this last point, at least, there is no doubt that she isright. As the students become more activist, the rest of thepeople react against them more fiercely. Last month in Berkeley policemen fired shotguns at a crowd of students, killingone. It is absolutely amazing that people seem to hâve reactedless strongly to this than they did to the carrying of guhs atCornell. Maybe this is so because we ail are used to copscarrying guns and using them, but not to seeing collège students carrying guns. Or maybe it was that singular photo-graph of the Cornell blacks carrying weapons. Parentheti-cally, I believe that pictures like this, or those two-minute filmclips on tv, can sometimes mislead by conveying part of astory. For example, recently one of our white editors wasmobbed by blacks at Howard University. We had a photo ofthe attack, and didn't use it. Thé picture did not tell the wholeHstory— what went on before and after the photo was taken. Itfailed to show the same editor being saved a few momentslater by other blacks.What happens in California has a tendency to repeat itselfacross the country. What happened at San Francisco Statelast winter and at Berkeley last month should hâve told usnow and for ail time that whatever difficulties students createfor their collèges, those difficulties become a hundred timesworse when they are compounded by political intervention.When there's an act of physical violence or lawbreaking,of course, outside force may become necessary. But we ailknow what this does to the University community, not theleast of which is to ally the majority with the tiny minorityof the far left.As the violence commission has just said, we had better letour universities keep trying to solve thèse problems. Some willnot be able to. Protests will not die out overnight. But deal-ing with student protesters requires the wisdom, patience, careand subtlety of an Edward Levi, not the bludgeoning tacticsof a Ronald Reagan.We of the press hâve to begin answering thèse questions. Ithink by now we realize that we will hâve to change in orderto do it. Some newspapermen realized this a long time ago.Hère in Chicago, Larry Fanning, then editor of the DailyNews, decided in 1965 that the universities were going to bean important continuing story, so he sent a reporter to live atthe University of Illinois for three weeks. When the reporterturned in a forty-page story, Fanning printed it ail.We realize now that we hâve to be at universities before thetrouble starts if we are going to understand what is happeningat the barricades. The reporter who wrote that story for Fanning, Nick von Hoffman, now writes a column three days aweek in The Washington Post. His formula for writing aboutcollège students— and, for that matter, southern whites orMayor Daley— is this: "The reporter can't walk into a situation in a towering rage. You don't hâve to agrée with them,but when you disagree with them it's on the basis of whatthey say, not of the frightened things going on in the reportera head. The reporter has to say: am I going to react, or amI going to learn and observe and see. Later you look, but firstyou try to understand."That is first-ràte advice for reporters and for newspapers.I can't help thinking it is good advice for everyone else aswell.This génération— so hostile to so much of its héritage—springs, in significant ways, most logically from that héritage. As a génération, it is no freak abortion. It has known a quitenatural birth— from the world that it déplores.I hâve asked my small array of questions. I hâve venturedno resounding answers, for I know none. I wish I could say,in the face of so much to confound us, with Robert Frost—"I am not confused. Fm just well mixed." I cannot go that far.I am certain only that we— and by we, I mean the press, theuniversities, the parents, the teachers— hâve at least as muchhomework to do as any body of students^ if we are going toget matters somewhat straightened out in our heads and theirs.This means, above ail, that we hâve to listen. It means that wehâve tp listen most attentively when we hear what we likeleast. If we stuff our ears with cotton— and our heads withcontempt— against ail student outcry, we shall be the losers.And they may be the lost. If the dissidents talk a strange jargon, we still hâve to ask: What are they trying to ssy? If theysneer at old concepts of académie inquiry or académie freedom, we still must ask: How did they get this way? If theirgoals and purposes often seém to us unclear, we must remember: This does not make them unreal. And if the temperateand moderate dissenters get driven, suddenly or slowly,toward the most radical positions, we must quickly ask our-selves: Who and what drove them?There are great freedom^ at stake hère. And I think I knowwho their greatest enemies— on ail sides— hâve been, are, andwill continue to be. Thèse enémies of freedom will be thedogmatic perfectionists. Thèse are the demanders of all-or-nothing . . . the decreers of take-it-or-leave-it . . . the pre-tenders to the possession of ail right and ail truth . . . and theinquisitors— from left or right, young or old— hurling the an-cient anathema that "error has no rights." Thèse enemies willbe found on both sides of this dialogue between générations.On the side of reaction, they will be satisfied with nothingbut docility. They will confuse the teaching of students withthe training of stallions. And they will think their very furyis holy.On the side of rébellion, they will be content with nothingshort of unconditionaj surrender. They will confuse thelaunching of the new with the libelîng of the old. For thèsefanatics of perfection, the Magna Carta is only the work ofanti-Semites and the Déclaration of Independence the workof slaveowners. And they, too, will think their very wrath issacred.We may hope someday to bring some of thèse zealots tograsp the définition of holiness as "an intense désire not tohâve one's own way." ?15aceOf*<REUNION '69RamseyClark Ramsey Clark, the former U. S AttorneyGeneral, and Kathanne Graham, publisher ofNewsweek and The Washington Pojt, wereamong the many distmguished alumni atthis year's reunion Mr Clark was awarded the1969 Alumni Medal, the Alumni Association'shighest honor (see page u for Mr Clark'sacceptance remarks) Kathanne Graham wasgiven the Communicator of the Year award atthe Annual Communications Dmner, held atthe Quadrangle Club on Friday, June 13Her after-dinner address (see page 12) calledfor greater efforts by the média m telling thestory of the widespread changes and unrestm higher éducation today Her remarksreceived much attention m the pressOn Friday evenmg there were reunion dinnersfor the classes of '14, '18, '24, and '29 Theclass of '34 got together at the Shubert Theaterfor a performance of Man of La Mancha,produced by classmate Hal James TheCommunications Dmner for alumni m ad-vertismg, the arts, and the média was held Andearly-comers went on an afternoon bus tourof the campus and the neighborhood to catchup on new developments at the still-growingUniversityThe prédiction of ram for Saturday hap-pily didn't prove correct, except for a lightspnnkle m the early evenmg which forcedthe Smg indoors The day was bnght andwarm and alumni were strolhng about theQuadrangle almost before the Alumni Houseinformation center and registration deskopened for business At a breakfast at the Quadrangle Club, Alumni Association Président Fay Horton Sawyier welcomedgraduatmg seniors to the ranks of the alumnian hour or so later they would collect theirdegrees at the convocation ceremony atRockefeller Chapel At midmormng alumnigathered at Quantrell Auditorium m CobbHall to hear a panel of faculty members dis-cuss "The Nixon Administration and UrbanAfTairs " On stage were Philip M Hauser,professor of sociology, director of the Population Research Center, and chairman of thefaculty committee of the Center for UrbanStudies, Julian H Levi, professor of urbanstudies and executive director of the SoutheastChicago Commission, Théodore J Lowi,associate professor of political science, andHarold A Richman, associate professor anddean of the School of Social Service Administration. Shortly before lunch the classof '09 met, m the Reynolds ClubAt noon Hutchmson Commons was filled tooverflowing with the day's first big gathenngSpécial tables were reserved for the class of'09 and other classes at five-year intervaisRobert Palmerup to '64 After lunch Mrs Sawyier con-gratulated the award-winners (see awards listbelow) as Arthur R Nayer, Director ofAlumni ArTairs, read the citations Newgraduate Toni Reed drew applause for heréloquent refusai of a student Howell MurrayAward, which includes a medal and a cashpnze Brownlee Haydon made a bnef ac-ceptance address m behalf of the Citées, andRobert Palmer spoke m behalf of theProfessional Achievement AwardeesAfter the luncheon and awards ceremony,Président and Mrs Edward H Levi hosteda réception for alumni at the PrésidentsHouse Another bus tour took alumni aroundthe campus and neighborhood, while a walk-mg tour of the campus was arranged forhardier mdividuals. There also were separatetours of Wnght's Robie House and of themuséum of the Oriental Institute. The classesof '19 and '44 held their reunion dmners atthe Quadrangle Club, where the EmentusClub also met to welcome new membersA light ram forced the Interfraternity Smgfrom the lantern-bedecked Hutchinson Courtinto Mandel Hall, where H Murray Herlihyfulfilled his traditional rôle as sing directorAthletic Director Wally Hass made his annualappearance to présent the "C" blanket awardsAfterwards everyone trooped across thestreet to the Quadrangle* Club for the "Hailand Farewell" closing party, with dancing andrefreshments until the late hoursThe Alumni AwardsThe Alumni Medal is awarded for extraordi-nary distinction in one's field of specializationand extraordinary service to society TheMedalist for 1969 is Ramsey Clark, AM'50,JD'51The Alumni Citations honor those who hâvefulfilled the obligations of their éducationthrough créative citizenship and exemplary leadership in community service which hasbenefitted society and reflected crédit upon theUniversity The Citées for 1969 areMaurice Evans Baptiste, AB'40, Joan HammelBuck, AB'45, John Pine Gallagher, MBA'47,Zelma Watson George, phB'24, BrownleeWalker Haydon, AB'35, Wallace Ness Jamie,phB'30, The Honorable Henry WadsworthMcGee, am'6i, and Madeleine Cohn Silver,AB'20The Professional Achievement Awardsrecognize those alumni whose attammentsin their vocational fields hâve brought distinction to themselves, crédit to the University,and real benefit to their fellow citizeris TheAwardees, for 1969 are Arthur DoddCode, SM'47, phD'50, Roy Richard Grmker, Sr, SB'21, MD'21, Harold Lawrence Mason,phD,27, Saul K Padover, AM'30, phD'32,Robert Roswell Palmer, phB'3 1 , and LéoRosten, phB'30, phD'37The Howell Murray Awards were establishedm honor of a distmguished alumnus andtrustée to recognize graduatmg students foroutstandmg contributions to the University'sextra curriculum The Awardees for 1969are Z Samuel Bernstem, Don Bialostosky,A Keith Brown, Dee Ann Holisky, BerthaHolliday, Lynn Junker, Jeffrey Kuta,Mitchell Pmes, Toni Reed (declmed),Michael Sorkm, Dennis Waldon,and Béatrice WenbanPhillip Hauser andJuhan LeviThe faculty panel discussionThe Interfraternity Sing, under the long-standing direction of M. Murray Herlihy, washeld in Mandel Hall, where the "C" blanketawards also were presented to the year'soutstanding athlètes.Œïje PenefactorgWhen the University pf Chicago was still m the bluepnntstage more than three-quarters of a cëntury ago, a prominentEastern educator wrote that placmg a major institution oflearnmg m Chicago was "the next thmg to putting it m theFiji Islands "Young Bobby Haie, whose father, William G Haie, waspersuaded to leave Cornell to head the Latin Department,said upon boardmg a west-bound train, "Goodbye, God, weare gomg to Chicago "It took courage to put a university in what was consid-ered the uncultivated Middle West, buf. William RameyHarper, the Umversity's first président, wanted a universitythat defied tradition And it belonged m a place that defiedtradition He wanted a university that would be a force, theday it opened, that would "revolutionize university study mthis country."Such a vision would cost a staggermg amount of money—much more than founder John D Rockefeller Was preparedto provide. But Harper was an audacious man, and with easyefïrontery he organized a university on a scale entirely un-warranted by the funds on hand— or even m prospect Butif Harper was an enthusiast and a visionary, so were thepeople of Chicago, and many chose to joui Rockefeller mmvestmg a part of their fortunes m the unorthodox institution Martin Antoine Ryerson, Marshall Field, William Butler Ogden, Gustavus Franklin Swift, Silas B Cobb, AdolphusClay Bartlett, Sidney A Kent thèse were a f ew of the manymdividuals who had a part m turnmg Harper's vision intoreality.Ever since, the University has contmued to rely on thegenerosity of far-seeing mdividuals to remain strong Re-cently, such names as Joseph Regenstem, Silvam and ArmaWyler, Henry Hinds, John Gideon Searle, and the Pritzkerfamily hâve been added to a growmg list of benef actorsMany of the Umversity's buildings, professorships, scholar-ships, and programs are named for donors— or for personsthey wished to honor Thèse stand m permanent honor to the donor, and are a contmuing source of strength to the UniversityIn this and subséquent issues we will relate the stories ofsome of the men and women who helped mold the UniversityjUax CpstemWhen he was m his early twenties, Max Epstem was giventhe task of selling forty-eight used freight cars for a refng-erator car line He sold twenty of them to a brewery for a$1,000 commission, but he was unable to sell the remainmgtwenty-eight He told the company he had a reliable cus-tomer, but one without much cash— only $1,000 Whenpressed, he admitted he was the customer Nonetheless, thecompany accepted his, off er, including a mortgage for the restof the money It was the begmning of a multi-milllon dollarcorporation which later became widely known for the fleetof 60,000 freight cars it leàsed to other compamesSome years later, Epstem and his wif e became mterested m .art and built a collection of paintmgs which included worksby such masters as Rembrandt, Rubens, El Greco, and TitianIn the late i93o's they contnbuted funds which enabled theUniversity to purchase a collection of 200,000 mounted reproductions of paintmgs and drawmgs. Today the Max Epstem Archive cohtams 500,000 reproductions and is an mvalu-able teaching and research tool for the department of artSfosepï) j&egenaitemChicago mdustnahst Joseph Regenstem was a man mterestedm research As chairman and président of the Arvey Corporation and the Velsicol Chemical Corporation, he was responsible for several innovations m the paper, plastic, and petro-chemical fieldsIn 1965 the Joseph and Helen Regenstem Foundation gavethe University of Chicago $io,oop,ooo to construct a graduate28research library in Mr Regenstein's memory At cérémoniesannouncmg the gift, Mrs Regenstem said"Mr Regenstem was always mterested in research He alsomamtamed an intense mterest m the development of the cityand its institutions which inured to the benefit of ail of itspeople We hâve decided that the library would be a particularly suitable mémorial to him "The Joseph Regenstem Library, now under construction onthe site of the old Stagg Field, will be the largest building oncampus, housmg 3,000,000 volumes and penodicalsThe Regenstem family has made other significant contributions to the University \Mrs Regenstem estabhshed the Joseph Regenstem Sr Professorship of Biological and MédicalSciences, now held by Dr Léon O Jacobson, Dean of theDivision of Biological Sciences and the Pultizer School ofMedicine The family also has supported the Sonia ShankmanOrthogenic School, headed by Bruno Bettelheim, and theSchool of Social Service Administrationlùioteg of ChicagoBefore the University was to open, Président Harper out-lmed his plans m a twehty-minute speech before the womenof Chicago's Fortmghtly Club Women, he told them, wouldhâve equal opportumties and treatment at his university Notonly would they be admitted as students at every level, butalso, for the first time m any university, they would be admitted as faculty membersHarper's views may hâve caused some m the nation toscoff, but Chicago women immediately ralhed to his causeThree pledged funds for four women's dormitones MrsEhzabeth G Kelly for Kelly and Green Halls, Mrs MaryBeecher for Beecher Hall, and Mrs Nancy S Foster forFoster Hall Ail four buildings are still standing and are nowused for académie purposesAnother Chicagoan, Mrs Emmons Blaine/ contnbutedfunds for University Collège and for the Umversity's pioneer- îng Laboratory Schools, founded by John Dewey Mrs Blâmehad origmally intended to give a Chicago educational groupfunds for a building The land had been purchased, the plansdrawn, the matenals delivered, and the foundation excavated,when Harper persuaded Mrs Blaine that the building rightlybelonged on the Midway. She cancelled construction and hadmost of the matenals transferred to the UÇ campus, whereEmmons Blâme Hall was erected m memory of her husbandToday Blâme Hall remains part of the nationally acclaimedLaboratory School complex— a facihty which serves both as adémonstration center for effective teaching, and as a researchcenter for testing and validatmg educational theory$aul #. HarperPaul V Harper, son of the Umversity's first président, wasa member of the University community from the âge of fourRemmiscmg nostalgically at a Trustee-Faculty dmner someyears ago, Harper recalled the Présidents house with its"fnendly door full of red, green, and blue glass with manyfacets, which made a f ather commg home for supper seem toyoung eyes as though twenty fathers were approaching."He remembered that students of the Divmity School baby-sat for him and that "the occasion of my first drunkenness wasunder the auspices of the Divmity School Two of thèse Divines were taking me, at the âge of three or four, for a walkto get me out of the way for an early faculty réception, andI developed an insistent thirst Fearmg to give me water whichhad not been boiled— chlormation had not been discovered in1those days— they treatèd me to cider at a grocery store on53rd Street, and I had glass after glass before they tasted itthernselves It was very hard cider They had to walk me upand down the streets for an hour and a half before they daredto bnng me home "Harper later graduated from the University and waselected a Trustée m 1941 He was mterested and active mUniversity affairs ail his We After his death m 1949, friends29estabhshed the Paul V. Harper Fund to help meet the needfor unrestncted money m the sPcial sciences More recently,income from the fund has been used to bnng scholars fromother institutions to the University for a brief stay Paul VHarper visitmg scholars hâve mcluded Jérôme S Brunner,Harvard psychologist, Raymond Aron, University of Panssociologist, and Albert Wohlstetter, of ucla and the randCorporation, now University Professor of political scienceWohlstetter 's visit hère as a Paul V Harper Scholar was amajor factor m persuading him to jom the facultyïatrb PeUIt's easy to défend académie freedom today It was, not sdeasy durmg the McCarthy era when the nation's universitieswere under fire for allège d Communist influencesAt the height of the "red" hunt, the late Laird Bell, apromment attorney and the chairman of the Umversity'sBoard of Trustées, spoke cmt He attacked the probes as "thegreat political sport of the time conducted in défiance ofail the rules of fair play " He defended professors who rè-fusfed to testify "A faculty of timid apple-pohshers maynot make headaches for universities, but neither will it hâvemany men of the kmd that gives a university distinction "Bell beheved that universities must hâve "the courage to bedifférent, and to be unpopular," and could survive only "ifthey are true to their pnnciples m the pursuit of truth anddo not tnm to popular whims or truckle to demagogs "Laird Bell's association with the University of Chicagospanned sixty years A 1907 alumnus of the Law School, >hewas a Trustée from 1929 until his death at the âge of eighty-two m 1965 In 1966 the law quadrangle— four Connectingbuildings désigne d by architect Eero Saannen— was namedin his memoryênlas % Coi*Silas Bowmàn Cobb was penniless when he arrived m Chicago from Montpeher, Vermont in June of 1833 His onlypossessions were the tools of his trade— he was a harnessmaker— and a bed stufïed, with wood shavmgs At that time,Chicago was a hamlet of forty-threé houses and less than 100résidentsCobb 's first job was bossmg construction of the city's firsthôtel, on Lake Street He knew nothing of carpentry but didn't mention the fact to his employer because he was indire need of work Later, the resourceful youth was able toopen his own harness manufacturmg company, he eventuallybecame one of the leadmg businessmen m the cityHe was 76 when Harper told him of his plans for the University of Chicago and the drive to raise f 1,000,000 m ninetydays Cobb was enthusiastic and responded by donating% 165,000 for the Uriiversity's first classroom building— to benamed Cobb HallCobb Hall was not fully completed on the opening day ofclasses in 1892 Workmen were still m the building and students had to trek through sand and pass under scaffoldmgto enter the çlassroofhs Nevertheless, classes were conducted,and the building became the hub of campus activityIt remained the center of University life for a quarter cen-tury, and historian T W Goodspeed later wrote that "noactivity of Mr Cobb's hf e^ except his marnage, gave himmore unalloyed happmess than the great contribution hemade for the érection of Cobb Lecture Hall " Recently thebuilding was totally renovated for contmued use as a centerfor undergraduate study The extenor of the historié buildingand its name remain unchangedïgepmoutï) ^trfelanïJAlthough generally known as an austère man, the late Wey-mouth Kirkland had a softer side Early one mormng a youngboy called the noted attorney at his home and explamed hewas m the midst of a sales campaign aimed at wmning abicycle He requested a business interview An hour laterKirkland's limousine pulled up m front of the child's homeThe lawyer hstened solemnly to the boy's sales pitch about anew laundry bleach— and bought two dollars' worthOne of the city's outstandmg trial lawyers, Kirkland wasinvolved m many cases that made headhnes He led a fightm 193 1 that resulted m the U S Suprême Court's overturningof the sb-called Gag Law which threatened freedom of thepress He defended the Chicago Tribune m a number of cele-brated lawsuits mvolvmg such men as Henry Ford and former Maypr William H (Big Bill) ThompsonKirkland was honored on his eightieth birthday (m 1957)with the announcement that his law partners and fnends hadcontributed funds for a model courtroom to be named afterhim Today the Weymouth Kirkland Courtroom m the Umversity's law school, designed by Eero Saannen, is used by30students for courtroom trainmg and moot court compétitionIt is unique m the country in that "real" courts, including theIllinois Suprême Court, the Illinois Appellate Court, and theCircuit Court of Cook County hâve heard cases thereHouté ^locfeReports of a growmg shortage of scientists durmg the early1950's worried Louis Block, a Johet, 111, mdustriahst He wasconcerned that the United States was not keepmg pace withRussia, his parents' homeland, and decided he would like todo something to help his country tram more scientistsBlock began mvestigating severaj universities which mightquahfy for a proposed grant in the physical and biologicalsciences He concluded that the University of Chicago wasan institution where mdependent minds were able to exploreuncharted areas and that it came "closest to meeting theideals which I would like to see preserved "In October 1955 Block visited a small law office m down-town Johet to sign a seven-page will The next day he left ona tnp west to buy cattle for his Plainfield, 111 , farm— and diedsuddenly of a heart attackTwo months later the University learned that Block— whoonce said, "Money should not be carried to one's grave, itshould be used to benefit mankmd"— had left the University$15 million to teach and tram scientists The bequest— secondlargest in the Umversity's history— established the Louis BlockFund for Basic Research and Advanced Study in physicaland biological sciencesféarorç % âtotftEight-year-old Harold H Swift first ghmpsed the Universityof Chicago campus from the top of a f erns wheel at theWorld's Columbian Exposition on the Midway The University later became his major mterest The first alumnus everelected to its Board of Trustées, he was a member of thatbody for forty-eight years, twenty-seven of them as its chair-manFormer UC Président George W Beadle has said, "MrSwift was one of the Umversity's largest personal behefactors,to an extent he never permitted to become known Many ofthe Umversity's, major undertakmgs exist because of his gifts,and his acts of thoughtfulness were countless "It was a thoughtfulness and generosity that extended even to the wildhf e on his country estate, recalls former ChancellorLawrence A Kimpton"A small, immaculate lake had been constructed as a sanc-tuary for migratory birds— and most of them decided to stopthis nonsense about migrating after they sampled Harold'shospitality At one point, the overfed squirrels became such anuisance that Harold's estate manager tenderly trapped adozen or so and carted them fifteen miles down the roadwhere they were released He told me sadly that they beathim home, bringmg with them ail their fnends and relatives "When Swift died m 1962, he willed the bulk of his estateto the University Half of the $5,000,000 gift was to be usedfor the Harold H Swift Permanent Endowment Fund, partof which was used to establish a Distînguished Service Pro-fessorship m honor of the late Paul Snowden Russell, a UCfootball hero and, later, a Trustée Thé holder since 1963 hasbeen Milton Friedman, one of the nation's leadmg economistsThe other half of the gift is for the unrestncted use of theUniversity, for such purposes as student aid, faculty salaries,and spécial programs€mes!t QuantrellErnest Quantrell enrolled at the University of Chicago m1901 because his father, an Indiana school teacher, predictedit would become one of the great universities of the worldHe left without graduatmg m 1904 because he had met ayoung student named Lulu Morton and felt that a man whogets marned dught to be gamfully employedHe began his career at an institution then known as theChicago Savmgs Bank Twenty-four years later he was director and vice-président of a successful mvestment firm Heretired at the âge of forty-seven to dévote the rest of his lifeto éducation and philanthropyIn 1929 he became a Trustée of the University of Chicago,which, by that time, had fulfilled his father's earlier prédiction Some years later he established the Llewellyn John andHarriet Ann Quantrell Awards for excellence in undergrad-uate teaching, endowed m honor of his parents The $1,000pnzes, the nation's first to encourage and award outstandmgcollège teaching, are présente d annually to four faculty mem-bers iMrs Quantrell donated $325,000 toward^the rénovation ofCobb Hall The funds were used for a 600-seat auditoriumnamed m memory of her husband, who died m 19623iQuadrangle V^wsPahlavi Building Plans ShownAn architect's model of the new PahlaviBuilding was shown recently, as plans takeshape for érection of the $3,000,000 structurewhich is to house the Center for MiddleEastèrn Studies and the Adlai StevensonInstitute for International Affairs The building was made possible by a gift from thegovernment of Iran It will be named m honorof Mohammed Riza Shah Pahlavi, the Shahof Iran, who last fall dedicated the site at thecorner of Woodlawn Avenue and 58thStreetThe project has been re viewed extensivelyand recommended by a number of facultybodies the Committee on New AcadémieFacilities, the Committee of the Council ofthe University Senate, the Deans, and thefaculty of the Center for Middle EasternStudiesWalter Netsch, chief designer m theChicago office of Skidmore, Owings, andMerrill, designed the building Constructionis to begin as soon as bids are let and analyzed,\and the target date for completion is thefall of 1971Facmg the Psychology of DeathUniversity of Chicago médical students,doctors and nurses attend a weekly seminarwhere a différent "teacher," a dymg person,confronts them from behmd a one-wayglass partition.The "teacher" is a patient suffenng froma terminal îllness who has volunteered %oshare his personal feehngs, hopes, and despairsas he nears death. Both "teacher" and staffare participatmg m one of the few prpgramsin this country which attempts to explorethe psychology of death.Leadmg the "Death and Dymg" programis Dr Elisabeth K Ross, Assistant Professorof Psychiatry at the Umversity's PritzkerSchool of Médiane She is a soft-spokenwoman who interviews the patient for theseminar and then directs a pnvate discussionpenod."It's amazing," she says, "that so many32 physicians and nurses hâve never réàllydiscussed what death means When they firstcorne to the seminar, they often reactemotionally Many must leave before thesession ends They hâve to work out theirown feelings concernmg death before theycan learn from the patient. I hâve seen a greatchange m the attitudes of those who attendthe sessions regularly— the différence hasbeen like night and day "Dr Ross became involved in the projectthree years ago, when four theology studentsdecided to conduct a study on death as a"crisis m human life " "We had to start fromscratch," she recalls "In the begmning, I 'timidly approached one patient who wasextremely îll He was so angry— he displacedit onto every one, until nurses hated t© gonear him But he wanted to talk, and as hebegan to express himself, I found out why hewas angry— he had so much to say, and noone had been willmg to really sit down andlisten"The universal fear of death m this country extends îtself to physicians and nurses,and we often fail to see the dymg patientas an ordmary human being, one who has "great emotional needs as well as physicalones "Dr. Ross has talked to more than 200"terminal" patients, rangmg in âges from 16to 90 She emphasizes that thèse patients -volunteer to "teach" her students, the seminaroften serves as therapy for the dymg1 personas well as a learnmg expérience for médicaland paramédical professionalsHer work has led her to document anumber of common psychological stageswhich affect almost ail dymg patients Thepatient first expériences great emotionalshock when he hears his diagnosis, and thenwill deny the senousness of his îllness"He will say, 'No, the doctors hâve thewrong shde, the wrong x-ray interprétation—it can't be me,' " Dr Ross explamsThe individual eventually accepts hiscondition, but then becomes angry, andtries to punish the staff and his family for hisîllness Dr Ross says, "The more^the staff tries to help, the angrier the person becomesThe staff should avoid reacting personallyto this anger and try to accept the patient'sreaction as normal."The third penod she calls the "bargamingstage," when the patient will plead, "If onlyI could be free of this pain for one moreday, then I will die in peace" Deep dépression follows, until finally, the patient reachesa penod of acceptance just before deathDr Ross desenbes this acceptance as "thehardest time for the family, because relativesusually do not reach this phase simultaneouslywith the patient x The patient may want tobe alone, to die m peace, but the familycan rarely accept this Relatives becomefrantic They ask doctors about another opération, another last-ditch measure In thisway, they are unwittingly destructive "Dr Ross beheves the fear of death mAmerica is especially strong "because peoplerarely see death They can avoid it Deathbecomes an almost meehanical opération— mee,clean, and stérile— something that takes placein a modem hospital."She has recorded her interviews withpatients m a book "On Death and Dying,"published by Macmillan CompanyAlthough she admits that some acquamt-ances regard her work as a "sad or depressingjob," she answers "To me, this is a mostgratifymg, most rewardmg expérience Thèsetermmally îll people hâve been neglectedThey hâve so much to give, and so much toteach the rest of us If only young doctorslearn to impart hope to the dymg, and tocommit themselves fully to helpmg thèsepeople, then they hâve learnèd a great dealfrom the semmars "Aspirin Lmked to Gastric UlcersThe ten thousand tons of aspirms consumedby Amencans every year hâve always beena source of concern for physicians speciakzmgm treating ulcers And it always has been .(assumed that the long-recognized gastricirritation caused by aspirin was simply directchemical action on the stomach hning, muchlike the effect of acidic or spicy foods orother known irritantsHowever, two physicians m The PritzkerSchool of Médiane reported recently that thedamage is done not directly in the stomachbut after the aspirm enters the blood streamNew research shows that aspirin mhibits thework of the spécial stomach cells which secrètethe mucous coating protecting the linmgfrom the stomach's own acidDr René Menguy, Professor and Chairmanof the Department of Surgery, and DrMartin H Max, Research Associate m theDepartment of Surgery, reported the findingsto the 54th Annual Clinical Congress of theAmerican Congress of the American Collègeof Surgeons in Atlantic City.Dr Menguy pomted out that thèse efïectsof aspirin on the gastric mucosa cannot becombated by altenng the way in whichaspirm is admmistered, such as entenc coatingor buffering The effects are due to absorbed,circulatmg aspirin This findmg is supportedby research with dogs wherem aspirm wasadmmistered m such fashion that it did notdirectly corne in contact with the stomachliningDr Menguy said it is well known that administration of aspirin to patients withvarious conditions requinng it or by self-ad-ministration by patients is often comphcatedby gastromtestmal bleedmg Accordmg toDr Menguy, estimâtes are that aspirin is theresponsible cause m one out of every seven__patients hospitalized with gastromtestmalbleeding The source of such bleedmg mpatients having consumed aspirin is a super-ficial, erosive, and hemorrhagic gastritis Hesaid the lming of the stomach is usuallycovered by a large number of tmy ulcérationsIn most cases thèse heal spontaneously asbleeding stops, but sometimes surgery becomes necessary to arrest the hemorrhageBlack EducationFixmg the SystemIt's said among collège admissions personnelacross the country that a black high-schoolstudent with good grades can literally writehis own ticket at the collège or universityof his choice A bright bit of news, at firstglance— but it points up, in back-handedfashion, the tragic shortage of college-cahberblack youngsters Institutions everywhereare competing mtensely for those who successfully struggle through an elementaryand secondary school system ill-equippedto motivate or teach them But few institutionsare trymg to change the systemThe University of Chicago m the summerof 1968 inaugurated such a program This"Spécial Program for Educational Opportu-nity" is designed to identify promismgblack youngsters as early as the seventh oreighth grade, then motivate them to finishhigh school and thmk about collègeMost of the participants are students atChicago's Carver High School They live inthe Altgeld-Murray Homes, a complex ofapartment buildings operated by the ChicagoHousmg Authonty at the southern edge ofthe city A récent survey described this all-black project of 10,000 résidents as the poorestidentifiable community m Chicago.Last summer thèse students, and studentsfrom other mner-city high schools, attendeddaily classes on the Midway campus and wenton field tnps to points of mterest m the city,to restaurants, nearby campuses, and Chicago-area resorts During the académie year theyspent Monday evémngs and Saturdays onthe uc campus in programs that combmedtutoring, lectures, sports, and field tripsMost of the students are freshmen or soph-omores The program hopes to follow theirdevelopment over the course of their highschool careersThe first signs mdicate encouragingacadémie success, although the thrust of theprogram is to go far beyond this Therewere sixteen graduating seniors in the firstgroup ail but one will enter collège m thefall There has been a gênerai improvementin grades among ail students m the program,and a very significant improvement amongcertain mdividualsMost of thèse youngsters won't end up gomgto the University of Chicago But that îsn'tthe pointThe point is to develop a program thatworks Few attempts to motivate ghettoyoungsters hâve been successful m the past.The University hopes this expérimentalproject, unique m many respects, will showArtisfs conception of the Pahlavi Building33others what to do— or what not to do— m thefutureA major obstacle, however, is fundmg Theprogram was mitiated with a $60,000 grantfrom the Olin-Mathieson Corporation ândwill hâve to be financed for 1969-70 outof the Umversity's gênerai reserves unlessfundmg can be obtamedWayne Booth, Dean of the Collège, said"The results after only one year hâve beenextremely encouragmg I am convmced thatif this project can be guaranteed fundmgfor at least a four-year penod, we will be ableto make a significant contribution to încreas-mg the number of urban youngsters whomake it to collège But it will take up to$100,000 a year to do so"The program is directed by LarryHawkins, the Carver basketball coach, anda small staff Hawkins feels that the présenceof adult "models" is vital to its success Hetries to involve both parents and teachersm the program, thus far with encouragmgsuccess About eighty percent of the parentshâve taken an active mterest, attendmg spécialmeetings and actmg as chaperones on fieldtnpsHawkins descnbes teacher response as"substantial," considering the "minor mvolve-ment of many teachers in slum schools "Seven teachers as well as the principal ofCarver High School hâve mdicated theirwillmgness to help by working with theparticipants and, even more importantly,îdentifymg others who might benefit Anumber of athletic coaches from other cityhigh schools are also involved in tutonng andin referrmg potential participantsModels are also bemg provided througha, "big brother" program, wherem urbanhigh school graduâtes now attendmg collègesin the area participate with students mcamping excursions, sports, and otheractivitiesThe program's greatest impact, however,will probably not be on those who take part,but on those who don't It is hoped thatnon-participants will be mspired by exampleand that the visible success of the program'sstudents will motivate others to make it on their own On an even broader scale, theUniversity hopes that the program willbecome a prototype for others throughoutthe countrySSA Program Explores 'Social Welfare PolicyWith partial support from a CarnegieCorporation grant, Harold Richman, AssociateProfessor and Dean of the School of SocialService Administration, has developed a newsecond-year Social Welfare Policy specialization m ssa The program is designed to prépare students for careers in social welfareprogram and policy deyelopment Dunhg thesummer months, students choosmg thisspecialization are encouraged to take mtern-ships in one of the fédéral departments or m astate or local governmental agency, wherethey expérience firsthand the processes ofpolicy makmg They serve as assistants toofficiais in pnvate and public agencies or asaides to législative committees The studentstake académie seminars in social welfarepolicy, administration, and researchLast November, the first seven students tochoose the new specialization spent three daysm Washington, D C , with Richman, meetingwith officiais m the Secretary's office and inthe Social and Réhabilitation Service (srs)of the Department of Health, Education, andWelfare The visit was made m conjunctionwith a project the group is domg for the srsànalyzmg the implications of federahzmg thenation's public assistance programsRichman, a 1965-66 White House Fellow,seryed m 1966 and 1967 as a consultant toSecretary of Health, Education, and WelfareJohn Gardner, and for the past two years ,has been a consultant to hew, the Departmentof Labor, and the Office of Economie Oppor^tunity A member of the executive committeeof the White House Fellows Association,Richman wrote Recommendation No 8,"A Co-operative Policy Study Program," oneof the mne recommendations made by theAssociation in its report to Président LyndonB Johnson entitled Confrontation or Par-ticipation? The Fédéral Government and the Student Commumty This recommendation,which grew out of the desirability of moreclosely mvolving students m the problems pfthe difficult and complex policy questionsfacmg the fédéral government, is patternedafter part of the new Social Welfare Policyprogram at ssaIn addition to his ssa faculty assignments,Richman serves as a member of the Faculty-Student Committee on Campus Student Lifeand as chairman of both the Faculty-StudentCommittee on South Campus and the WelfareTask Force of the Woodlawn Model CitiesprojectBrozen Questions Antitrust PolicyFédéral ahtitrust enf orcers seem to say "thatfirms should compete but not wm," and thatthey "should be efficierit, but may not sharethe fruits of greater efficiency with theircustomers "So said Yale Brozen, Professor of BusinessEconomies in The University of Chicago'sGraduate School of Business, in a speechon "Compétition, Efficiency, and Anti-TrustPolicy" delivered to the School's i8th AnnualBusiness Ecc^nomists ConférenceBrozen was, mtroduced to his audience— keyeconomists from business and government—by George J Stigler, the Charles R WalgreenDistmguished Service Professor of AmericanInstitutions at the Graduate School of Business Stigler is Chairman of Président Nixon'sTask Force on Anti-Trust PolicyThe Anti-Trust Division and the courts"hâve confused high concentration withmonopoly and compétitive activity by largefirms with predatory behàvior," Brozen saidin his talk He asserted that the Divisionand Fédéral Trade Commission would dobetter to encourage^ open entry into marketsto insure compétitive behàvior and maximizeefficiency, and recommended that they de-vote themselves to attacking impedimentsto entry Among other things the Anti-TrustDivision should do, said Brozen, is to—"Enter those cases where the InterstateCommerce Commission dénies certificates tothose who would enter, let us say, the34truckmg mdustry "— Intervene on behalf of the petitioner"when the cab dénies entry to firms seekmgto move into the scheduled air transportationmdustry "— Assist the applicant who "seeks a charterfrom the Comptroller of the Currency orfrom state bankmg authonties to enter thebankmg business and is arbitranly denied "—"Ride to the rescue of patrons" whenmajor cities refuse to issue taxi cab licensesto qualified applicantsBrozen said antitrust authonties shouldapplaud conglomérâtes to the extent that theyimprove efficiency by better managementand transfer resources from fields wherethey are used less effectively than m alternative applications23rd UC SpaceExpenment m OrbitThe Interplanetary Monitonng Platform(imp-v) satellite launched June 21 carnesa high-energy cosmic radiation detectordesigned and built at the University ofChicago The device is "working beautifully,"said physicist John A Simpson, who headedthe team that devïsed the expenmentThe nasa satellite was launched by theGoddard Space Flight Center m Californiaand carnes expenments from seven otheruniversities The Chicago expenment is itstwenty-third to be sent into spaceThe ChicagP expenment was designedand built under Simpson at the Umversity'sLaboratory for Astrophysics and SpaceResearch It detects high-energy cosmieradiation, the only nuclear matter from thegalaxy which can reach man mside the solarsystem The instrument, Simpson said,identifies nuclear species up to^ the atomicweight of iron as well as the light isotopessuch as deutenum and the isotopes ofhélium The satellite is in an earth orbitextending as far out as 140,000 miles"The ultimate goal of this expenment, asm earlier University of Chicago expenments,"Simpson said, "is to search for the ongin ofcosmie rays and to better understand the ongm of the éléments m the universe "Working with Simpson on the project areSenior Research Associate Moïses G Munozand graduate student Glenn Mason, the sametechnical staff which developed the threealpha-scattenng expenments sent to themoon m the Mariner vehicles for compositionstudies of the lunar surface The alpha-scattenng expenments were headed byRadiation detector aboard imp-v satelliteAnthony Turkevich, the James Franck Professor of Chemistry and professor m theEnnco Fermi Institute Simpson is theEdward L Ryerson Distmguished ServiceProfessor of Physics and professor in theEnnco Fermi InstituteAt présent, there are seven satellites m orbitcarrying University of Chicago expenmentsthe imp, four Orbiting Geophysical Ob-Observatory satellites in earth orbit, and twoPioneer satellites in solar orbit with instruments relaymg data on cosmie ray composition and ongm The Pioneer satellites areexplonng new classes of high-energy particleémission from the sun[MiscellanyUrban air pollution is killmg our books, too,accordmg to studies reported at the récentGraduate Library School conférence on"Détérioration and Préservation of LibraryMaterials " Nitrogen dioxide and sulfurdioxide pollutants combine with moisture ina warm, humid atmosphère to form acids,the mortal enemy of paper Ironically, treatment with mild acids was for centuriesconsidered the best method of preservingpaper, a problem that has plagued mankmdsince ancient times The most practicalsolution today is filtered air-conditiomngand deacidification techniques It was notedat the conférence that many libranes lackmgair-conditioning or other controls may besubjectmg their collections to conditionssimilar to those used in accelerated agingtests to study paper détériorationThe Magazine received nine awards for the1968-69 publishing year Seven came fromthe American Alumni Council in thecatégories of photoj ournalism (3 awards),best covers (2 awards), continumg éducation,and spécial récognition, an award for thearticle on the Navajo m the March/Apnlissue One award was given jomtly by theaac and Newsweek for "articles relatmgthe institution to public afïairs " And oneaward was given by the Pnnting Industriesof America for graphie excellence TheUmversity's development publications,produced under the direction of NancyLevner, earned ten awards for the publishingyear, four from the American CollègePublic Relations Association and six fromthe Pnnting Industries of AmericaDr Frederick D Malkinson of the PntzkerSchool of Médiane has discovered that therate of growth of haïr provides a sensitivemdicator for measurmg radiation, damageAn occasional wmter visitor to the BoucherHall natatonum was surprised to see a coupleof upturned boats bobbmg m the pool anda group of students lookirig on without alarmThe students are members of the WhiteWater Club, a group that races kayaks onswift-flowing nvers In the ofï-season theyuse the pool to practice the well-knownEskimo technique of righting a kayakGraduate tmtion goes up $50 a quarter to$2,250 a year, begmnmg m Autumn 1969Undergraduate tmtion will remain at its cur-rent level of $2,100 a year35<ïAlumni ?h(ewsClass Notesf\r\ Sidney A Teller, x'09 Mr Teller hasy been named to the Chicago Hall offamé He is sponsor of the Sidney and JuliaTeller lecture séries at the University ofChicago School of Social Service Administration.W R Yard, db'o9 Rev Mr. Yard celebratedhis 96th birthday last year and is still activeHe teaches Sunday School at the First BaptistChurch m Washington, Iowa, and writesletters of counsel to people from ail over thecountry who seek his advice He is a résidentof the United Presbytenan Home m Washington In honor of his birthday, a réceptionand program were presented at the FirstBaptist Church, and an editorial commendmghim was published m the WashingtonJournalOf) C E McKittrick, x'2o We notewith sorrow the passmg of "Red"McKittrick, a great gentleman and loyalalumnus, who died March 17, 1969, m Chicagoat the âge bf 74 Mr. McKittnck's contributionsto the qommunity and the University wereso vaned and numerous that they defy listingHis friendship and leadership are missedby ail.^\Ç\ Samuel Selby, pIid'29 Mr Selby isy chairman of the Mathematics depart-ment at Hiram Collège He had been on thefaculty of the University of Akron for 42years until his retirement last December whenhe was named a Distmguished ProfessorEmeritus He also was honored at an Alumniréception, and colleagues and fnends hâvemitiated a scholarship fund m his honor atAkron. He was awarded an honorary Doctorof Science degree at the University of Ak-ron's Founder's Day convocation last wmter'JO Louis Alvarez, AB'32, SM'34, phD'36.J Mr Alvarez has become the 32ndperson who has worked or studied at the University of Chicago, to be awarded a NobelPrize. He received the 1968 prize for hisdécisive contributions to elementary particle ~~physics, m particular the discovery of a largenumber of résonant states. Mr Alvarez is director of the University of Cakforma'sRadiation Laboratory on the Berkeley campusOne of his major contributions to the workin elementary particle physics has been thedevelopment of the use of the hydrogenbubble chamber and data analysis Mr Alvarezis credited with many other major contributions m the field He discovered tntium, ahydrogen isotope and an ingrédient ofthermonuclear weapons, participated mthe work that led to the development of a lightwith a wavelength so constant it is still usedby the U S Bureau of Standards, and he didsignificant work m microwave radar Healso did research m atomic energy both at theUniversity of Chicago and at the Los AlamosScientific Laboratory m New Mexico MrAlvarez's heroes include two famed Universityof Chicago physicists and Nobel Prizewinners— Albert Michelson, who was the firstChicago scientist to receive the prize, andArthur Holly Compton, under whomAlvarez studied at ChicagoMilton S Ries, x'32 Mr Ries, président andtreasurer of Ries Furniture Co , South Bend,Ind , has been elected président of the NationalRetail Furniture Assn He formerly was avice président of the association for theMidwest and is a longtime member of itsboard of direct ors^ f\ Joan Fleming, md '36 Dr 'Fleming hasJ been named professor of psychiatry atthe University of Colorado School of Médiane ,in Denver jShe had been dean of éducation atthe Chicago Institute bf PsychoanalysisArnold D Stine, SB'36 Mr Stine has beenappointed director of volunteer services at theWmnetka Institute for Heanng and Speech,a preparatory facility for the traming ofdeaf and hard-of-hearmg children frommfancy through early years Mr Stine isdonatmg his servicesDavid B Truman, AM'36, phD'39 MrTrumân has been named président of MountHolyoke Collège, South Hadley, Mass Since1951 he had served at Columbia University asprofessor of government and later as dean ofColumbia Collège and as vice-président andprovost. ^ *1 Godfrey Lehman, ab'37 What YouJy I Need to Know for Jury Duty (Cowles)is the title of Mr Lehman's most récent book,which is a guide for prospective jurors, wnttenin laymen's terms The author, who headsa publicity firm m San Francisco, based thebook on his expériences as a juror and juryf oreman m six trialsWesley P Lloyd, PhD' 3 7 Mr Lloyd hasbeen named dean of the Graduate School bfArts and Sciences at United States International University m San Diego, Çal Hehad been dean of the Graduate School atBrigham Young UniversityEdward K Smith, AB'37 Mr Smith hasbeen named controller of the General MillsCo m Minneapohs, Minn He joined thefirm m i937T^ r\ Robert L Brackenbury, ab'39, AM'39,Jy phD'48 Mr Brackenbury, who is aprofessor of Education at the University ofSouthern California, has been elected chairmanof the University Senate thereJohn Chapman, jr , x'39 Mr Chapman hasbeen named deputy admmistrator of theGeneral Services Administration Mr Chapman, has been m the fédéral service for 27years, 18 of them with gsa His last post wasassistant commissioner m the Public BuildingsService He is the son of John Chapman,phB'15, JD'17, and Mrs Chapman, the formerEva Richolson, '18Irving E Sheffel, AB'39 Mr Sheffel hasbeen elected treasurer of the MennmgerFoundation in Topeka, Kans He had servedas comptroller and assistant treasurer of theFoundation since 1951A A DOROTHY DUFT JOHNSON, AB'44 MrsII" Johnson is vice-président of the Western Spnngs (111 ) United Fund Board, maddition to her work as a part-time readingconsultant She and her husband, George,who is régional director, group msurance, forTravelers Insurance Co , are the parents ofa son and a daughter 'Elizabeth Wirth Marvick, phB'44, AM'46Mrs Marvick taught sociology and pohticalscience at the American Collège m Paris36while her husband, a professor of politicalscience at ucla, spent a sabbatical yearat the SorbonneJ L Riley, SM'44 Mr Riley has been nameda senior research associate with CelaneseFibers Co , Charlotte, N C He has been asso-ciated with the firm for thepast 25 years,workmg at its Maryland and New Jersey lab-oratones before movmg to Charlotte in 1961A t JACK ^ Katz, AB'45, MBA'46 Mr KatzTj has been named a group vice-présidentof American National Bank He has beenassociated with the bank since his graduationHe résides m Glencoe, 111Frank J Orland, SM'45, phD'49 Dr Orlandhas received the award of the William J GiesFoundation for the Advancement of Dentistryfor outstandmg editorial wnting m theJournal of Dental Research, of which he iseditorA r\ Richard M Clurman, phB'46 Mr1 Clurman, chief of correspondent^ forTime-Life News Service for the past sevenyears, has been appointed to a new corporatepost at Time, Inc He is in charge of "exploration of ideas for new Time Inc magazines "Richard A Hogan, AM'46, phD'48 Mr Hoganhas been appointed to the Los Angeles CountyMental Health Advisory Board When theappomtment was made, he was described byofficiais as "one of the best known psycholo-gists m Cahf ornia " He is président of theLos Angeles Society of Clmical PsychologistsJohn T Horton, phB'46. Mr Horton is thenew président of the Chicago Bridge & IronCo m Oak Brook, 111 He had served the firmas research vice président, manager of spécialdesigns, and as an engmeer m the company'sdesign and field construction departmentsMr. Horton's grandfather, the late H EHorton, founded the firm in 1880 His father,the late H B Horton, is a former chairmanof the boardJewel Stradford LaFontant, JD'46 MrsLaFontant has been named to the board ofTrustées at Lake Forest Collège A partnerm a Chicago law firm, she has been active ingop aff airs and civil rights activities for the past two décades She has been a local and nationalofficer of the naacp, treasurer of the CookCounty Bar Association, and secretary of theNational Bar AssociationMary Somers Victor, AM'46 Mrs Victorand her husband, Dr Ralph Victor, lastsummer led an American Fnends ServiceCommittee mstitutional service unit for sixweeks at the Wyommg State Hospital mEvanston, Wyo The couple supervised twelvehigh school volunteers who assisted m recre-ational and other programs for the patientsMrs Victor and her husband, a psychiatnst,live m Seattle, WashPaul E Waggoner, '46 Mr Waggoner hasbeen appointed vice director of the Connecti-cut Agncultural Expenment Station mHamden, Conn He also will continue m hisprésent position as head of the station'sDepartment of Soils and Climatology MrWaggoner received the 1967 annual awardfor outstandmg achievement m biochmatologyof the American Meteorological Society Hehas done extensive study into the relation ofplant disease to weather.George P Werner, AM'46, AM'48. Rev.Werner recently received a doctor of divimtydegree from Westmar Collège in Le Mars,Iowa, his undergraduate aima mater He ismmister of Valhalla Methodist Church inValhalla, N Y He has served on the WorldMethodist Council, was executive secretaryof the New York Conférence Board ofEvangelism, and for six years was districtsupermtendent of the Hudson North districtof this conférenceA *J Donald J Glotzer, pIib^, SB'50,I / MD'52 Dr Glotzer has been namedassistant professor of surgery at Beth IsraëlHospital in the Harvard University Hospitalcomplex He also is associate surgeon and headof the outpatient department and the surgicalclinic thereJ Thomas Grayston, SB'47, MD'48, SM'52Dr Grayson, who is chairman of the Préventive Médiane Department at the Universityof Washington, directed the tests whichresulted in a new vaccine against Germanmeasles The vaccine pro\ed fughly successful dunng a récent épidémie of the disease mTaiwan, Formosa The vaccine was developedby doctors of the National Institute of HealthIt is not yet known how long its protectionlasts Dr Grayston worked with a médicalteam which developed a vaccine againsttrachoma ten years ago, a project also conducted in TaiwanRobert J Kibbee, AM'47, phD'57 Mr Kibbeeis vice président for administration and planning of Carnegie-Mellon University He isa director of the United Nations Associationof Pittsburgh, the Pittsburgh Council forInternational Visitors, and télévision stationWQEDA W Ben C Bowman, BLs'48. Mr Bowmanl" has been named director of universitylibraries at the University of Rochester(N Y ) He f ormerly had been chairman ofthe library department and chief hbranan atHunter CollègeMichael T Clarke, phB'48, AM'53 MrClarke has been promoted to associate professor of English at Chicago City Collège,Wilson campus He lives in Park ForestJames H Evans, jD'48 Mr Evans has beenelected président of the Union Pacific Corp , aNew York based holding company He alsois a director of Dun and Bradstreet and atrustée and member of the executive committeeof the Seaman's Bank for Savmgs, NewYork He has been a director of Union PacificRailroad and affihated compames, as well as atrustée of the Union Pacific RailroadFoundationCharles E. King, am'48. Mr Kmg is nowexecutive director of the Régional Health andWelfare Council m Missouri He formerlywas executive director of the CommunityCouncil of Oklahoma City, Okla.A r\ Sol M Edidin, jD'49 Mr Edidin hasY y been named to the National MotorVehicle Council of the U S Department ofTransportation for a three-year term Thecouncil advises the department on the development of vehicle standards. Mr Edidin isvice président, secretary and gênerai counselof the Hertz Corp He is an international37authonty on légal matters relatmg to therentmg and leasing mdustry and has served asan officiai of the Car and Truck Rentmg andLeasing AssnJames R Frakes, AM'49 Mr Frakes, whois a professor of English at Lehigh University,Bethlehem, Pa , is co-editor of the recentlypublished collège text, Short Fiction ACritical Collection (Second ed , PrenticeHall) A specialist in contemporary literature,Mr Frakes' reviews of fiction appear regularlym the New York Times Sundây book reviewsection His poems and reviews hâve beenpublished in scholarly and popular journalsWilliam T Greenwood, MBA'49 DécisionTheory and Information System is the titleof a book by Mr Greenwood published bythe South- Western Publishing Co , CincinnatiRobert F Murphy, AM'49 Mr Murphy,who is executive vice-président of the Amen-can Cancer Society's California Division,recently was married to the former JaneLounsbury m the Swedenborgian Church,San Francisco^f\ Alan A Bloomfield, AB'50, MBA'52*D Mr Bloomfield has been named viceprésident and account supervisor m the Chi- (cago office of Geyer-Oswald, Inc , a Chicagoadvertising agencyJohn R David, AB'50, SB'55, MD'55 Dr Davidhas been named associate professor of médiane at Harvard University Médical SchoolAndrew S Kende, '50 Mr Kende has beennamed Professor of Chemistry at the University of Rochester, N Y He was a formerresearch fellow m theoretical organic chemistry at Ledef le Laboratories, Pearl River, N Y.Charles C Laing, ptiB'50, phD'54 Mr Lamghas been appointed associate professor ofbiology at Ohio Northern UniversityWarren Lehman, '50, JD'64 Mr Lehmanhas jomed the faculty of the University ofWisconsm Law School and will teach classesm urban problems and housmg He formerlytaught at Washington University Schoolof Law in St LouisWilliam Lundberg, AM'50. Mr Lundberg,who is director of the Chattahoochee-FlintArea Planning and Development Commission, is also a part-time faculty member of LaGrangeCollège m LaGrange, Ga He is listed asa visitmg assistant professor of Social Science.His wife, Mary, a social worker with theTroup County Board of Education, is a visitmgprofessor of social work at LaGrange CollègeRalph D Maguire, SB'50 Mr Maguire hasbeen named vice président and actuary m theactuanal division of the group department ofthe Travelers Insurance Compames, Hartford,Conn He joined the firm in 1950 as anactuanal studentr* T Warren H Bacon, MB4/5 1 Mr Bacon,3 assistant director of mdustnal relations at the Inland Steel Co , has been nameda member of the National Council of theNational Planning Association, a nonprofitorganization concerned with utihzation of thenation's productive resources Mr Bacon hasbeen a member of the Chicago Bqard ofEducation since 1963Lee Rainwatlr, AM'51, phD'54 MrRainwater has been appointed to one offour new professçrships in urban studies atHarvard University He is a specialist onurban social problems and race relations Since1963 he has been on the faculty of Washington University (St Louis) From 1950 to1963 he was director of Social Research, IncHe is the author of many books and amember of the Population Crisis Committeeand of the advisory committee on health forthe US Public Health Servicer* ^ Thomas J Creswell, AM'52 Chicago3 State Collège has announced thepromotion of Mr Creswell t;o the position ofDean of Instruction at the Collège He hadbeen director of Expérimental EducationJohn Pixton, phD'52 Mr Pixton, who isprofessor of History at Penn State University,Philadelphia campus, spent the summer makingartificial limbs for civilian casualties of theVietnam war at; a réhabilitation center mQuang Ngai, 400 miles north of Saigon. Thecenter, admmistered by the American FriendsService Committee, is the training school fortwenty Vietnamese hmb makers, the firstm that province and the second in the coun try Hundreds hâve corne to the center to be1 fitted with artificial limbs Mr Pixton, who hasa background m mechamcal engineering,spent eight months in Quang Ngai last year,super vismg construction of the center's threebuildingsJ^ **> George W Bahlke, ab'53,am'56. Mr+yjy Bahlke has been appointed assistantprofessor of English at Kirkland Collège,Clinton, N Y , a new undergraduate libéralarts collège for women affihated with HamiltonCollège for men He previously taught at^ Mary Washington Collège of the Universityof Virginia and at Rutgers UniversityDr James L Spratt, AB'53, phD'57, md'6iDr Spratt has been nameid an associate dean ofthe Collège of Medicme at the University ofIowa He is associate professor of pharma-cology there£ £ Paul Cohen, AB'55 Mr Cohen was3Z) married last December to the formerJane Isabei Maslow He is an associateprofessor of Chinese History at WellesleyCollège, an associate of Harvard's East AsianResearch Center, and author of China andChristiamtyColin J Reeves, MBA'55 Field Enterprises,Inc , Chicago, has named Mr. Reeves to thenewly-created post of manager of papermanufacturmg for the company He isresponsible for coordmating the efforts of theFSC Paper Corp , Alsip, 111., and the Manis- ;tique Pulp and Paper Co, Manistique,Michigan, both subsidianes of Field Enterprises Mr. Reeves joined the Field firm lastyear as assistant to the executive vice-présidentÇ^f\ David H Hesla, AM'56, pIid'6i Mr,3 Hesla has been promoted to associateprofessor in the humanities at EmoryUniversity in AtlantaLawrence Herman, phD'56 Mr Hermanhas been promoted to Professor of Pathologyat the State University of New York Down-state Médical Center At Dôwnstate, he hashelped to set up a unit for électron microscopyand to tram students and staff in the use ofthe instrument He has published numerous38An advertîsement for Chicagochairs, with some Iittle7known factson the birch tree, from theRoman Empire to the University. . .In the athletic contests of ancientRome, trophies of blrch branches wereawarded to the victors, a practice whichlater spread to récognition of achievement in other areas. In time, the "fasces"—a bundle of birch rods, sometimeswith a protruding axe —became a sym-bol of authority, carried through thestreets on civic occasions by lictors,the sheriffs of their day.In the New World, the birch had beenused extensiveîy by Indiàns, notablyfor wigwam pôles and the bark canoë.But the earliest settlers largely ignoredthe tree in favor of softer woods whichlent themselves more easily tb construction in primitive circumstances.Woodsmen often were discouraged bythe labor needed to hew down a birch,especially when they felled a treewhose toughness had kept it uprightlong past its useful âge for lumber.Most observers, deceived by thebirch's graceful appearance, were un-aware of its great strength. JamesRussell Lowell called it "the most shyand ladylike of trees."The sap and leaves of the birch yieldan oil similar in fragrance to winter-green, and one of the tree's early useswas in the flavoring of a soft drinkknown as birch béer. As the characterof its wood became apparent, the birchbegan to be used in the manufacture ofproducts where durability was important: tool handles, wagon-wheel hubs, ox yokes, barrel hoops, wooden-ware. Challenging oak and hickory forstrength, and excelling them in beauty,birch soon came to be favored by themakers of sleighs and carriages. And,finally, cabinetmakers adopted thewood for the finest furniture.Some of the first railroad tracks werespiked to birch crossties. In the earlydays of the automobile, birch was usedby some coach makers for the mainframe and other structural members.During the meta! shortaçjes of WorldWar II the British used the wood in themanufacture of airplanes —especiallyin the well-known mosquito bomber,constructed almost entirely of birchplywood. Tennis rackets and skis arestill made of birch.Some years ago, the Alumni Association found a century-old New Englandfurniture manufacturer who continuesto employ hand craftsmanship in theproduction of early American birchchairs. The firm, S. Bent & Brothers ofGardner, Mass., is still oper^ted bythird and f ourth génération descendentsof itsfounders. Hundreds of their piècesare now in the homes and offices ofalumniand— especially the sturdy armchairs— are found everywhere on campus, frorn the Présidents office to theQuadrangle Club.At least one United States Président,while in the White House, owned aBent & Brothers armchair, identical incolor, design, and construct on to the model available through the AlumniAssociation.The designs for the Chicago chairsorigînated in colonial times and reachedtheir présent form in the period from1820 to 1850. The selected yellowbirch lumber cornes from New Brunswick, Canada, and from Vermont andNew Hampshire. Except for modern-day improvements in the adhesives andthe satin black finish, the chairs arefaithfully traditional.Identification with the University isachieved by a silk-screened goldChicago coat of arms on the backrest,complementing the antique gold détail stripings on the turnings. The armchair is available either with black ornafural cherry arms. Ail chairs areproduced on spécial order, requiring aminimum of four weeks for delivery,and are shipped express collect fromthe factory in Massachusetts.The University of ChicagoAlumni Association5733 University AvenueChicago, Illinois 60637Enclosed is my check îor $ , payable toThe University of Chicago Alumni Association, for the following Chicago chair(s) : Armchairs (cherry arms) at $44 each Armchairs (black arms) at $42 each Boston rockers at $35 each Side chairs at $26 eachName_(please print)Address articles about the ultrastructure of the thyroidand pancréas and on related subjectsMyles Walburn, DB'56 Rev Walburnis director of the Overseas Personnel Re-cruitment Office, a consortium of eightProtestant churches and overseas missionagencies to develop a joint personnel recruit-ment program for overseas service The officeis in the Interchurch Center, New YorkRev Walburn clives m Teaneck, NJGéraldine E Warrick, AM'56 MrsWarnck is bro^dcast standards supervisor forwmaq-tv, Chicago's nbc station She is responsible for applymg network standards toail wmaq matenal, and no programs orcommercials may be aired without herapproval Mrs Warrick recently was thesubject of a profile m Ebony magazine£*J Charles V Hamilton, AM'57, phD'643 / Mr Hamilton has been appointedprofessor of government, a new chair murban studies at Columbia University Hehad been professor and chairman of thedepartment of political science at RooseveltUniversity, Chicago The author of manybooks and articles on aspects of black life mAmerica, he is a consultant to Harcourt,Brace and World Publishers, and to nbcnews for its documentary séries, "The Ordealof the American City "Margaret A Mordy, pIid^ Miss Mordyis now assistant Dean at the Collège ofEducation, Ohio State University, ColumbusShe had been director of the women'sdivision of the School of Physical EducationtherePhilip W K Sweet, Jr , MBA'57 Mr Sweethas been appointed a senior vice présidentm the Bond Department of the NorthernTrust Bank, Chicago Mr Sweet is active mcivic affairs, particularly m Lake Forest,where he and his family réside He has beenassociated with the bank since 1953.Walter F Murphy, phD'57 Mr Murphyhas been named McCormick Professor ofJurisprudence at Princeton University, wherehe is chairman of the Politics DepartmentA specialist m public law, with emphasison judicial decision-making and the Suprême Court, Mr Murphy will hold a professorshippreviously held by Woodrow Wilson, his-tonan Edward S Corwm, and judicialbiographer Alpheus T Mason He is co-authorof six books Mr Murphy's thesis at TheUniversity of Chicago won the 1957 AmericanPolitical Science Association Award forthe best doctoral dissertation He is a memberof the New Jersey Commission on CivilRights£ >l Jane Warner Dick, AB'58 Mrs Dick*3 has been elected to the Board ofDirectors of the Foreign Policy AssociationShe is a member of the Chicago Council onForeign Relations Mrs Dick has been a spécialadviser to the U S Délégation at the UnitedNations and has served as an alternatereprésentative to the General Assembly Sherepresented the United States on the SocialCommission of the Umted Nations Economieand Social Council from 1961 to 1965S Morris Eames, p!id' 58 Mr Eames, on thefaculty of Southern Illinois University atCarbondale, is servmg on the editorial boardfor publication of the works of John Deweyby the Southern Illinois University PressThe first volume to appear is The Early Worksof John Dewey, 1882-1898, which mcludeshis book Leibniz' s New Essays Concermng theHuman Understanding£{\ Irven DeVore, AM'59, phD'62 Mr3 y DeVore has been promoted to Professorm the Department of Anthropology at Harvard UniversityKenneth L Janzen, AM'59 Mr Janzen hasbeen named associate dean at flamline University, St Paul, Minn He had been on thefaculty at Northland Collège, Ashland, WiscJohn T Juricek, ab'59,am'62 Mr Juncekhas been named assistant professor of historyat Emory University m Atlantaf\C\ Robert Faulkner, am'6o, phD'64 MrFaulkner's first book, The Jurisprudence of John Marshall, has recently beenpublished Mr Faulkner taught for six years atPrinceton University, «.and is a member of !Political Science Department at Boston Collège QT Kees W Bolle, p!id'6i Mr Bolle'slatest book, The freedom of Man mMyth has been published by the VanderbiltUniversity Press He is associate professorof History at the University of California,Los AngelesWeigert W Hamilton, mba'6i, Lt ColHamilton is now with the Procurement staffof the Manned Orbitmg Laboratory, LosAngeles He recently returned from a tourof duty m London, England, where he wasdecorated for service as the senior USAir delegate to the nato Agency forStandardizationJohn B Poster, ba'6i, MAr'63 Mr Posterwntes that he has accepted an appointaientas assistant professor of Secondary Educationat Northeastern Illinois State Collègef\0 John Howett, am'62, p1id'68 MrHowett has been promoted to associateprofessor m history of art at EmoryUniversity, AtlantaAbiodun A Kayode, sm'62, phD'64 MrKayode is on the faculty of the University ofIfe in his native Nigeria, where he developedthe department of geology Last June thedepartment graduated its first studentsRobert H Koff, am'62, p1id'66 Mr Koffhas been appointed director of the teacheréducation program at Stanford UniversityWilliam E Quarterman, mba'62. MrQuarterman has been promoted assistant tothe mdustnal relations manager, Fairfax-Sharonville, Ford Motor Co , Cincinnati. Heand his wife, Gilberta, live m Cincinnati.Richard L. Schneider, sm'62. The appoint-ment of Mr Schneider as director of spécialprograms at Franklin and Marshall Collègem Pennsylvama has been announced He hadbeen associate director of spécial programsDeborah Mills Warner, ab'62 MrsWarner is Assistant Curator of PhysicalSciences m the Muséum and Technology,Smithsonian Institution, Washington, D CShe is the author of Alvan Clark and Sons,Artists m Optics, a study of a notable familyof télescope makers, whose achievementsincluded the 18-mch Dearborn refractorlongmally at the University of Chicago40During the 1968-1969 académie year, alumnimeetings were held in thirty-one citiesacross the country. The program, in mostcases, featured a distinguished memberof the University of Chicago faculty sharingwith alumni some of the current ideas inhis field. Meetings were held in the followingcities: Abuquerque; Atlanta; Bloomington,LU.; Boston; Chicago (4); Cleveland; Dallas;Denver; Détroit; Elkhart, Ind.; Knoxvilleand Oak Ridge, Tenn.; Lexington, Ky.; LosAngeles (4); New Orléans; New York (6);Philadelphia; Phoenix (2); Portland, Ore.;Providence; San Juan, Puerto Rico; Seattle;Rochester, N.Y.; Rockford, 111.; San Diego;San Francisco (4); Tulsa; Washington, D.C.(4); Wilmington, Del.Photos: Scènes from the Los Angeles clubmeeting on May 21.^People^ Former Président George W. Beadle hasbeen named the William E. Wrather Distin-guished Service Professor. Mr. Beadle, co-winner of the Nobel Prize in medicine andphysiology in 1958, was président of theUniversity from 1961 to 1968. He is one ofthe world's foremost geneticists. The WratherProféssorship was established last year byMrs. William E. Wrather, widow of theformer Director of the United States Geologi-cal Survey, in memory of her husband.^- Jerald C. Brauer, professor of history ofChristianity and dean of the Divinity School,has been named the Naomi Shenstone Donnelley Professor in the Divinity School.Dean Brauer will be the first to hold theNaomi Shenstone Donnelley Proféssorshipwhich was established in November last yearby Mr. and Mrs. Gaylord Donnelley inmemory of Mr. Donnelley's paternal grand-mother. Dean Brauer has asked to be relievedof his administrative duties next year. Heis particularily anxious to give more timeand attention as gênerai editor of the monumental 18- volume Chicago Encyclopedia ofReligion which he has just undertaken andwhich will be published by The Universityof Chicago Press.^- Cedric L. Chernick has been appointedassistant vice-président for programs andprojects. Mr. Chernick has been associatedwith the Argonne National Laboratory since1959.-5^- Michael E. Clafïey has been appointedVice-Président for Development, and Eddie N.Williams has been appointed Vice-Présidentfor Public Affairs. Mr. Claffey and Mr.Williams hâve been Assistant Vice-Présidentsfor Development and Public Affairs at theUniversity since October 15, 1968. They hâvebeen responsible to Charles U. Daly, whoearlier this year submitted his résignation asVice-Président for Development and PublicAffairs. Mr. Daly has moved to Washington,D.C., to serve as président of the newly-established Children's Foundation.In announcing the appointments, Président Levi said: "Michael Claffey and EddieWilliams hâve the knowledge, drive, andimagination needed to handle thèse particularly difficult jobs well. I am enormouslysorry that Charles Daly is leaving* but theUniversity is fortunate to hâve Mr. Claffeyand Mr. Williams so well prepared, able,and willing."Mr. Williams will be responsible for thepublic affairs area of the University, includingthe Office of Public Information, the AlumniAssociation, the Radio and Télévision Office,and related activities.Mr. Claffey will be responsible for theUniversity's development programs, includingthe second stage of the University's driveto raise. $360,000,000 in 10 years. The initialstep, the $160,060,000 Campaign for Chicago,was concluded successfully in December,1968.-$& The Révérend Joseph A. Fitzmyer, S.J.,has been appointed professor in the Department of Near Eastern Languages and Civiliza-tions, effective October 1, 1969. FatherFitzmyer is currently Professor of NewTestament and Biblical Languages at Wood-stock Collège, Woodstock, Maryland. FatherFitzmyer also serves as an associate editorof the Catholtc Biblical Quarterly and hasbeen a Visitmg Professor at The JohnsHopkins University, the University of Penn-sylvania, and Yale University.-55^ John Hope Franklin, Professor and Chairman of the Department of History, has beenelected to the newly-formed Black Academyof Arts and Letters. He was among fiftypersons selected across the nation.-$& Josef Fried, Professor of Chemistry andBiochemistry and in the Ben May Laboratoryfor Cancer Research, recently shared thethird annual "Outstandmg Patent Award"from the New Jersey Council for Researchand Development.<$&¦ Milton Friedman, the Paul SnowdenRussell Distinguished Service Professor ofEconomies, was named by Président Nixon to a fifteen-member advisory commission todevelop a plan for eliminating the draft andmoving toward an all-voluntary Army.<&>- Mrs. Katharine Qraham, AB'38, présidentof the Washington Post Company, has beenelected to the Board of Trustées. Mrs.Graham's late husband, Philip L. Graham,was a Trustée of the University from 1951until his death in 1963.She has been président of the WashingtonPost Company since 1963. The Companyincludes sevèral journalistic enterprises, including the Washington Post newspaper andNewsweek magazine. She also is directorof the Bowaters Mersey PaperXompany. Mrs.Graham is a trustée of George WashingtonUniversity and a member of the AdvisoryCommittee of the John Fitzgerald KennedySchool of Government of The Instituteof Politics at Harvard University. She is also atrustée of the Committee for EconomieDevelopment and of The American Assemblyand is a member of the Business Committeefor The Arts, Inc.^ Hans G. Gûterbock, professor in theOriental Institute and in the Department ofNear Eastern Languages and Ciyilizations, hasbeen appointed the Tiffany and MargaretBlake Distinguished Service Professor in theOriental Institute.«5^- Richard S. Lindzen, associate professorof geophysical sciences, has been presentedthe Eighth Annual James B. MacelwaneAward of the American Geophysical Unionof the National Academy of Sciences ancl theNational Research Council.-5$^ A. Léo Oppènheim, professor in theOriental Institute and in the Department 0/Near Eastern Languages and Civilizations,has been appointed the John A. WilsonProfessor in the Oriental Institute.<$&- Don S. Samuelson, former associate inthe Chicago law firm of Kirkland, Ellis,Hodson, Chaffetz, and Masters, has been appointed Assistant Dean of the Law School42JÇettersThe Sit-Ingentlemen: This year, I am doubling myalumni contribution, mainly because of thehonest account of the récent campus disorderswhich appeared in the March/April issue ofMagazine,I think this is the first time the Magazinehas given a detailed account of the internaiUniversity problems which concern alumni.In the early 1950's, faculty and even students were being expelled because theirpolitical views were said to be "tainted."Later, the University's local urban renewalprogram was described by critics as "Negroremoval." In i960, Chancellor Kimptonmysteriously resigned (was it a faculty revolt?). But my information about thèsematters had to corne from such sources as theProgressive Magazine, the Chicago Tribune,and grapevine reports from members ofmy family who happened to be attehdingthe University then.I hope that the Magazine will continue tocover internai University affairs as well as ithas done in the current issue. For example,will the administration liberalize opportunit'esfor tenure for women faculty members?Can the Collège be adapted to the needs ofa large number of college-age underprivilegedpeople who lack académie préparation butshow other promising qualities, such ascommunity leadership?The nationwide campus disorders werelargely caused by breakdowns in communication. The Magazine should serve as a basiccommunication link between the Universityand one of its most vital éléments, its alumni.CHARLES GASTERER, SB'48Lyme, Connecticutgentlemen: I enjoyed reading two articles(on the Navajo and on Spillane) in yourrécent issue [March/April 1969].I cannot say as much, however, for yourhandling of the affair of the UC students.With ail of the high-sounding talk aboutthe University as a place for reasoning, fordebate, for allowing "maximum room foremphatic and effective political expression," it is significant that you hâve published no lessthan three articles conveying the administration^ rationale and hâve given no spaceto any one articulating a différent point ofview. The University "may belong to no one,"but it is clear that the University administration controls the channels of communication.THOMAS B. LARSON, AM'38New York, N.Y.gentlemen: Just a note to thank you forthe excellent coverage given in the March/April issue to the spring sit-in events. Itis most important to keep informed thèsedays of the critical issues on our campuses.I much appreciated the detailed account,Rosenheim's report, and Neal's address.Please accept my gratitude and hope thatyou continue such service.PETER J. HENRIOT, PllD'67Seattle UniversityUC Intégration in the 2o'sgentlemen: I am most grateful for andchallenged by the award of the AlumniCitation of the University of Chicago AlumniAssociation for 1969. I accept it as a personwho considers the University of Chicagofour-year expérience as one of the mostimportant single influences in my life. It hasbeen for me a way of life and out of it Ihâve fashioned an exciting, busy, infinitelypluralistic life style. Of ail the awards I hâvereceived during thèse many years of in-volvement with events, ideas, and people, Iconsider this Citation from my aima materas the most precious.It has spécial personal signifïcance foranother reason. It symbolizes a tremendousgood growth that has taken place withinthe University. For I remember so wellhow my father and I would make applicationeach quarter for my admission to a Universitydormitory. I would be refused withoutconsidération because I am a Negro. Eachquarter I would insist upon a personalconférence— a confrontation— my personal brand of protest à la the i92o's.I remember, too, trying to get into theChoir year after year. Each time I wasrefused for the same reason. Finally theMinister explained to me that the déniai wasbased on his judgment that my présencein the processional would be as disturbingto the worship atmosphère of the Universityservices as the limp of a lame person wouldbe.My right knee is affectionately referredto as my "interracial knee." It was injuredin a basketball incident at the University,and corrective gymnastics led me to theswimming pool. In the 2o's every woman atthe University was required to swim thelength of the pool before graduation. Negrowomen presented a statement from theYWCA to this effect. Therefore, when Idecided to register for the beginner's class,there had not been a Negro in the Ida Noyéspool. When I arrived at the first sessionand stepped into the pool, ail those alreadyin got out. One woman went boldly tothe teacher in charge and said out loud:"I do not swim with Niggers." Miss Burns,who was still sorting registration cards,simply looked up and said, almost withoutstbpping what she was doing: "Swimmingis an élective." The young woman, of course,had to leave after such a proclamation, butthe others started slipping back into shallowwater, one at a time, like little seals. Forthe University of Chicago the issue wassettled forever and I was privileged toparticipate in many swimming events.I am anxious that our present-day "Blacks"and their contemporaries know that theydid not invent the concept of protest. Theyhâve a long tradition of protest, and therehâve been some changes on which they canbuild. The year after I was graduated aNegro woman was taken into the Choirand the next year another opened the doorsof the dormitories. Many other developmentsmake me glad that I hâve lived so long.I am pleased to accept the Citation in aspirit of gratitude for the faith and esteemit reflects and the illustrious company inwhich it places me. In the hopè that I43can meet the challenge it brings, I recommitmyself to the ideals it symbolized. AsExecutive Director of the Cieveland JobCorps Center for Women I hâve the addi-tional hope that it will serve as a realinspiration to the young women with whomI hâve such a good working partnershipZELMA GEORGE, pIlB'24Executive DirectorCieveland Job Corps Center for WomenThe Navajogentlemen: Re "They Call ThemselvesThe People' " in the March/April 1969 issue.Mr. Bathke, although presumably well-mean-ing, has written an article which seems toprove his assertion that the few Americanswho know any thing about the Navajopeople hâve misunderstood them. He even"misunderstood" the facts.Mr. Bathke starts out by referring to the"Long Walk" to freedom m 1868. The "LongWalk" was not a walk to Freedom in 1868,but the walk to captivity in 1864.Mr. Bathke states that the Spanish couldeasily hâve ascertained the "real" name ofthe Navajo; had they simply asked theywouîd hâve been told that the name was"The People." This is true enough. ît is alsotrue of almost every other Athapascan tribe,most of who called themselves the Dineh,or the Dinne, or the Tineh, or somethinglike that— ail meaning the same thing.Evidently the Spanish, and I suppose wetoo, should hâve called thèse folk by theirreal name, and so we would also hâve to calîtribes from the Haida in the far north toApaches in the far south, and from thewest to the east coasts "The People." Thatwould certainly make références to différenttribes convenient!Oh page 9 Mr. Bathke claims that KitCarson's troopers killed over 90 people with"ruthless military tactics" by ricochetingbullets off the roof of a cave in the Canyondel Muerto in 1864. This did happen except:(1) It was not Navajos that were killed,it was Tonto Apaches.(2) It was not 1864, it was 1872. (3) It was not Kit Carson in command,but it was Major Brown, of General Crook'sDepartment.(4) ït was not in the Canyon del Muertothat the action took place, but it was in theSait River Canyon.(5) There were not over 90 people killed,but (it is generally agreed) there were 57warriors and 19 women and children killed.(6) As for ruthlessness, the Apaches werecalled upon to surrender.initially, and lateroffered the chance to send out women andchildren. Both oflers were declined withtvigor.As for Carson's campaign against theNavajo in 1863 and 1864, about 50 Indianswere killed altogether. The Canyon de Chelly(or Canyon del Muerto, which was part ofit) affair resulted in a total of 23 Indianskilled and 34 captured according to Carson'sofficiai report made 23 January 1864. Armyofficers, then and now, do not normallyunderestimate enemy casualties. As évidenceof the above, see among many otherréférences, "Massacres of the Mountains"by J. P. Dunn, 1886, reprinted by ArcherHouse; "Death on the Désert" (Vol. II ofIndian Wars of the West) by Paul I.Wellman, reprinted by Pyramid; "HèreCorne The Navajo," by Ruth Underhill,published by the Bureau of ïndian Affairs,I953-Mr. Bathke, in connection with campaignsagainst the Navajo, glosses over the factthat the Navajo were raiders from the startof written history (and obviously before),that they bragged that the Spanish (Mexicans)were merely shepherds for the Navajo, andthat they left the Spanish with some fewsheep just "for seed." In this connection,Mr. Bathke does mention that they werecalled tillers of the soil by the Tewa. Thismay be, although ail anyone really knows isthat the word Navajo came from the Tewa. Itshould be mentioned though that the originalname was, in variants, Apaches de Navajowhich meant "enemies of the place of thetilled fields," which referred to an abandonedTewa pueblo and, by extension, to the Navajopeople (see Bureau of Amer. Ethnology, Bulletin 30). The impression that the Navajowere people living in pastoral innocence isas far from the truth as it is possible toget and I am sure would not hâve pleasedthe warriors of the time. As a matter of factthe Navajos of today are rather swashbucklingand î doubt think of themselves as nicely-nicely farmers.Finally, I take exception to Mr. Bathke'sapparent feeling that peyote is sort ofinnocuous. It may be mild by "urban drugculture standards" (does that make it good?)but I hâve seen Navajos that were zonkedout of their heads on peyote— and theyweren't participating in any religious cérémonies either.I write this letter only because as an"Indian lover" of many years standing ïthink that when trite, one-sided articles, fullof error, are written, that the Indians are donea disservice. Articles of this sort are thereverse of the "cowboy and Indian" storiesand the TV shows but are no more valuableas an educational tool.E. DONALD KÀYE, AB'49Major, U.S. ArmyFort Sheridan, IllinoisLetters accepted for publication are subject tocareful condensation and normally should belimited to about y$o words. Address corre-spondence to The Editor, The University ofChicago Magazine, 5755 University Avenue,Chicago, Illinois 60637.Picture Crédits:Franklin McMahon: cover, 16-27Sander Wood Engraving: 33, 35Don Ornitz: 41Uosis Juodvalkis: 45Lynn Martin: art direction and design44My1. i 1-t^: BrHc:i — i>3to?—1OOtuOQONItu^»-a?-«t*JOOOt-<O1 — Ios--4