policy meetings slated College average is 2.X6A series of open meetings on arity to those proposed Friday byUniversity policy issues has been Professor of Philosophy Alan“ >- • *»—»•Warner Wick.The meetings* which would be ing alienation between a sizeable 2,016 full-time undergradu-attended by interested students, group of the students and the ad- ales were 236 Qr C-plus acco.d-would feature general discussions ministration,” suggested meetings ing to a study issued by the of-by appropriate University officials at which “one or more members fice of the registrar,on campus issues. of the administration and interest-The meetings would be spon- ed students should discuss issuessored by the undergraduate hon- of mutual concern.”orary societies, Iron Mask, Nu Pi He stressed the necessity ofSigma, and Owl and Serpent. making available at such meet-Although these meetings have ings “relevant factual materials,been contemplated for several which may be guiding Universityweeks, Wick noted their simil- policy on these issues.” bv Barry BayerBoth the mean and medianGewirth, noting an “ever widen- fttalne^Tisrvea^h^Ur'i C°UVSeS P<?r QUarter f°r th<? three„ 4. , * _ . ,, “ year by UL S consecutive quarters ending withlast spring. It contained a GPAbreakdown for that year by ma¬jor, sex and year in school.225 students achieved the 3.25GPA necessary to be placed on the(The mean is the total of thegrade averages of the 2016 stu¬dents divided by 2016. The me¬dian is the GPA of student num¬ber 1008. When computing gradepoint average, an A is counted as4 points, B as 3, C as 2, D as 1,and F as 0.) The report analyzed grades *ovv average GPA. Several stu-earned by College students regis- dents estimated it to be about 2.75,tered for a minimum of three while a few thought that it wasalmost 3. Only 2 students esti¬mated lower than the actual 2.3.One-student noted that the GPAaverage was low when it is con¬sidered that “divlsionals are in¬cluded. Many departments re¬quire C’s in them to graduate,dean’s list, while 121 achieved and you should have B’s if youVol. 71 — No. 42 University of Chicago, Wednesday, Dec. 5. 1962Hamantash-latke stew boils upA long-stand mgr, heated controversy that has divided some of the nation’s leadingscholars for years will again come to a boiling point tonight when ten tenured facultymembers attack the question of the latke vs. the hamantash and each other.From world-famous advocate of power politics, Hans Morgenthau, to wolf-bitingpsychologist Benson Ginsburg, a over 3.5, he GPA generally re¬quired for consideration for PhiBeta Kappa. Fourteen studentsboasted straight A, or 4.0 aver¬ages: and 471 students, approxi¬mately one-fouth of the Collegehad averages of 3.0, (B) or better.At the opposite end of the gradescale, 1/5 of the students in theCollege (571) had averages lessthan 2.0. Of these, 390 were be¬low the probation and graduationminimum level of 1.75.The total female mean w’as 2.43(737) students), while the 1279male undergraduates dragged thetotal College average down to 2.36by achieving a 2.32 mean.In general, students majoringin the humanities and social sci¬ences did better (2.45 and 2.43 re¬spectively) than those in the bio¬logical and physical sciences (2.32and 2.31)In addition, GPA’s rose steadilyfrom a low of 2.31 for the first want to to to grad school.Another said that he “expectedthat average for the college (gen¬era! education) courses but divi-sionals should bring it up consid¬erably.”Some college administratorswere not quite as startled. GeorgePla.ve, Dean of UndergraduateStudents, estimated an average of2.3. He would not have been sur¬prised if it were lower as it in¬cluded people who hadn’t doneany work at all.He stated that in his 16 yearshere, he had known almost no stu¬dents who were not capable of do¬ing passing work. “All other fail¬ures that have come to my atten¬tion have been failures to per¬form,” he said. Playe estimatedthat given UC standards, 25^. ofthose who attained 2.25 are doingwhat is expected of them.Only those students whose year¬wide array of social scientists and aPProaches to the question, last Tax has supported the latke,educators will examine the impli- year put forth the provocative hamantash, and neutrality in hiscations of the latke-hamantash question: “Is the latke or theissue in the light of recent world hamantash classified by the lawevents.Among the problems to be con year students to 2.42 for those in long GPA is under 1.75 are put ontheir fourth year. probation, explained Playe. If aConsistent with these obscr- student stays on probation, he isvations is the fact that fourth generally asked to leave.’ Butyear women in the humanities playe stressed that Chicago givesachieved the highest average GPA, such students second and some¬sidered will lie “The CommonMarket and the Supermarket,”“L and H — Is an Alliance forProgress Possible.” and “L or H—The Symbol of Unity.' career. Gottschalk in his most recent appearance announced his in¬tention to seek a grant from theas a tort?” Ford Foundation to investigateThe demerit!, both of whom have the difference between the latkeparticipated in many previous de- ar,d the hamantash.bates, will be Louis Gottschalk, The program, which will beSwift distinguished service profes- held at the Hillel Foundation, 5715sor of history, and Sol Tax, pro- Woodlawn, will begin at 7:15 pm.Because of the many ramiflca- fessor of anthropology and head of There is no charge. (“The truthtions of the problems raised by the College social sciences section, is free.”)the latke and the hamantash,some have tended to lose sightof the basic issues. The conflictstems from the simultaneous exis- ^tence of the latke. which is a by Bert Rubenstein ^round, flat potato pancake tradt- is the writing of the social scientist inherently deceptive? Does (and should) thetionaiiy eaten during the Jewish social scientist avoid verbal commitment? Is the language of the social scientist verbose?iiannukkah celebration. These are among questions posed by Richard M.hi man (ash, a triangular pastry , ,, . - ... , , .iiii(-d with prunes and poppy seeds attempt to analyze the persuasive vices of social science rhetoric.His ideas 2.62. _Averages in the physical sci¬ences fluctuated from 2.40 in thefirst year to a 2.23 in the second,2.41 in the third, and down to alow 2.13 in the fourth. This 2.13(2.09 for males) was noticeablylower than fourth year studentsin the other sections who aver¬aged about 2.53.An informal campus opinion pollshowed that many students weresurprised and concerned by theWeaver discusses soc-sci rhetoric° v^ ti 1*1 * wieir swona year amWeaver, professor of English, in an median ln their thlrdtistics for fourthand eaten on the Purtm festival. His ideas appear in an essayPartisans of both delicacies distributed recently by the Inter-have claimed that their proteges collegiate Society of Individual-were superior—mentally, physi- ists, Inc.cally, economically, politically, Weaver claims that the problempsychologically, academically, and of communication in social sciencesexually. m^y stem from the two-sided na-Moderating tonight’s discussion ture of its function. First of all,will be Bernard Weinberger, asso- it is descriptive. Descriptive termselate professor of history, who last simply designate something givenyear presented a defense of the in the non-verbal world, as forlatke in terms of American instance a “tree” or a “table.”democracy and culture. The social scientist writes “de-Herman Finer, the only panel- scriptively” insotar as he dealsist in last year’s latke-hamantash with the observable, or what“trial by Jewry” who came out in Weaver calls “fact.”favor of the hamantash, will de- But the social scientist does notliver the introductory remarks deal with fact alone. Since hetonight. must select those facts which areJoining Ginsburg and Morgen- pertinent to his purpose, he isthau on the panel will be two forced to use dialectical terms, orbrave newcomers _to the debate: terms which express judgment.Jacob Getzels, professor of edu- Such terms are primarily concep-cation and psychology: and Peter tual, for they do not possess non-Kossi, director of the National verbal referents. They are definedOpinion Research Center. by their negatives or privations,In addition to the panel, to- and are characterized by a kindnight’s encounter will feature Gf commitment,faculty “discussants^ and “demer- To say that a man earns $200iti ” The first discussant will be a year js descriptive. To say thatbibliophile Leon Carnovsky, who jie js underprivileged is dialectical,last year-illustrated the superior- Weaver asserts that the sociality of the latke by citing Genesis, scientist often uses descriptiveJohn Latke’s “Essay Concerning terms and dialectical terms in theHuman Understanding,” Irving same way The social scientistDarwin’s “The Survival of the fails to distinguish between the1 attest, Hotcakes or Lotcakes? inherent weaknesses and poten-Yigdael Yadin’s “The Original tialities of each form of expres-Dead Sea Rolls,” and John sjon> reader “finds himselfLatham s “The Quest for Uncer- reading at a level where the factstainty: Lotke or Hamantashen? have been subsumed, and whereI he second discussant will be exposition is a process of ad-Harry Kalven, Jr,, of the Law justing categories. The reader’s■St hool. Kalven, noted for his legal uneasiness comes from a feelingthat the categories themselves arethe things which should have beenexamined.”The dilemma is intensified be¬cause the social scientist “canneither use his terms with thesimple directness of the naturalscientist pointing to physical fac¬tors, nor with the assurance ofa philosopher who has somesource for their meaning in thesystem from which he begins his deduction.” Descriptive terms are between the social scientist andused dialectically; dialectic terms the reader.are used descriptively. The result? Weaver is eareful -never to sug-A break-down in commnication (Continued on page 4)Last MaroonThis is the last Maroonof the autumn quarter. Pub¬lication will be resumed onThursday, January 3. Stu¬dents who wish to join theMaroon staff may do soduring the first week ofwinter quarter. Grade averages for undergraduatesregistered 1961-62Grade Averages by Year and SexMALE FEMALE TOTALYear No. GPA No. GPA No. GPA1 .... ... 341 2.27 204 2.37 545 2.312 .... .... 372 2.29 200 2.39 572 2.323 .... .... 313 2.37 179 2.44 492 2.394 .... ... 253 2.35 1&4 2.54 407 2.42. . * :Total ...1279Grade 2.32 737 2.43Averages by Major, Year,BIOLOGICAL SCIENCES 2016and Sex 2.361 .... 2.17 28 2.48 80 2.282 .... 73 2.22 31 2.23 104 2.233 .... .... 51 2.45 24 2.31 75 2.414 .... .... 41 2.48 13 2.44 54 2.47Total .... 217 2.31 96 2.35HUMANITIES 313 2.321 .... .... 38 2.13 50 2.29 88 2.222 .... .... 54 2.47 58 2.52 112 2.503 .... .... 60 2.38 58 2.57 118 2.474 .... .... 39 2.55 57 2.62 96 2.59Total .... 191 2.39 223 2.51PHYSICAL SCIENCES 414 2.451 .... .... 139 2.39 29 2.45 168 2.402 .... .... 119 2.22 15 2.33 134 2.233 .... 75 2.42 18 2.39 93 2.414 .... .... 77 2.09 11 2.35 88 2.13. n •Total .... 410 2.29 73 2.39SOCIAL SCIENCES 483 2.311 .... .... 50 2.25 • 49 2.46 . 99 2.352 .... .... 85 2.44 68 2.48 153 2.463 .... .... 108 2.34 71 2.40 179 2.364 .... .... 86 2.51 68 2.60 154 2.55— — — —Total 329 2.40PROF. OPTION 256 2.48 585- TUTORIAL - UNDECIDED 2.431 .... .... 62 2.21 43 2.27 110 2.242 .... .... 41 2.08 28 2.12 69 2.103 .... .... 19 2.04 8 2.36 27 2.144 .... .... 10 166 5 1.62 15 1.65— '— — .Total .... IS? 2.11 89 2.20 221 2.14 times even third chances. “It’snot like Harvard. There, oncethey kick you out, they keep youout.”He noted that the average stu¬dent here should do better. “Ifwe were to take out all the ‘non¬performers’, the average all un¬dergraduate GPA would he 2.8.”G. Richard Hopwood, last year’sdirector of financial aid, statedthat the report was “consistentwith our understanding.” He notedthat the average GPA’s for thosestudents receiving financial aidwas considerably higher.These students attained a 2.64(with a 2.7 median) in their firstyear, a 2.77 (2.89 median) intheir second year and a 2.9 (3.0year. Sta-year student*were unavailable.Norman Nachtrieb, head of theCollege Physical Sciences sectionand now the Chairman of theChemistry division, reacted to theaverage with surprise. He con¬jectured that the reason studentsin his section had lower averagesthan students in the other sec¬tions was that the Physical sci¬ences section had higher stand¬ards. He noted that many de¬partments in the physical sciencesdivision at UC required applyingstudents to have a B average intheir field.Russel Thomas, Professor in theHumanities and Executive Secre¬tary of the Council of AdvancedGeneral studies, said that the lowGPA of fourth year students inthe miscellaneous category (Pro¬fessional Option, Tutorial studies,and undecided) were probably dueto people who were hazy abouttheir educational interests, or whohad lost interest in school afternot being admittedUto the Busi¬ness school or Law School. Henoted that two of the threeTutorial students who graduatedlats year had averages well abovea 2.0.Thomas stated that he thoughtthat the overall average GPA“should be above 2.5;” and “wasdiscouraged to find it below.” Honoted that it was his impressionthat grading standards havechanged in past years. “AlthoughI don’t have the statistics to proveIt, I suspect that the number ofFs and Ds given (in the humani¬ties) today is far lower than tenyears ago.”Registrar William Van Clovestated that the report could serveas a tool for revaluating both stu¬dents and faculty. Students maynot be working hard enough or tliefaculty may be too demanding. Henoted that by circulating the in¬formation in the survey, condi¬tions would automatically tend tochange as faculty members mightchange their grading methods, .Autumn deansWANTED: Bright, personable young academicians to fill thefollowing posts:* Dean of the Graduate Library School* Dean of the Humanities Division* Dean of the Law School* Chairman of the Psychology Department.Applications should be made to the departments or schools listed.Opportunity for advancement. Question outside activitiesCoBEAUTY SALONExpertPermanent WavingandHair Cuttingby Max and Alfred1350 t 53rd St. HY 3-8302 UNIVERSITYBARBER SHOP1453 E. 57thFine haircuttingFIVE BARBERS WORKINGLadies' haircuttingShoe shiningFloyd C. ArnoldProprietorFranlTtalk about your hair: Vitalis with V-7keeps your hair neat all day without grease.Naturally.V-7 isthe greaseless grooming discovery.Vitalis®with V-7® fights embarrassing dandruff, prevents dry-Spess, keeps your hair neat all day without grease. Try it!Au revoir Bonjour TristesseYa ya LolitaMake way for T“Qtye funniest book ebertoritten about $cx”By ROSALIND ERSKINEJust published. $3.75. Simon and Schuster Football is an institution thathas evolved along with Ihe growthto the editor: 0f colleges in America. Many dec-As first year studenls in the eol- a{jes ag0i when colleges consistedlege of the University of Chicago, cf several hundred students, therewe have discovered that we must was ^ need to grasp at any in-accept with a “grain of salt” many stitution and convert it into aof the elements in this environ- tradition that would bind the stu-ment so that these aforementioned dents to each other, that wouldwill not overshadow the Avorth- create "spirit” in the academicwhile aspects of this life. community. Under these circum-We were spurred to write this stanCes, football was nol a nationalletter by the excited discussion manja Was just a popular sport,both on the campus and in the within its proper values.Maroon expressing deep concern pjut poulation increased, col-with the problems of protecting ]eges expanded at an inciedibleHyde Park and its genteel inhabi- rafr> and the maintenance of thetants from dogs and women, of community as a unit became hard-attempting to balance the male er j0hn Dewey’s “eclipse of thecampus population with something public’ happened to colleges, andother than ninety pound weaklines, S(Udent body was becomingof testing the endurance of UCs an atomized, mass society. It was“noble” and vociferous picketers, a cultural problem, and as mostand of understanding that SG s problems of that type, it was notpitiable inferiority complex causes externally perceived. Yet the prob-them to identify with the United was serjous and unpremedi-States government. tated. A binding force was des-We came to school w'ith the idea perately needed, and a sport likethat we would graduate as matureindividuals prepared academically,culturally, and socially for ourfuture lives. In achieving these football (which could easily beplayed in college for a large aud¬ience) was hungrily grasped bythe community, and developed un¬goals, it is difficult to see any jjj jbe present day, where its im-purpose in living as animals and portance and value has surpassedconforming by being nonconform- an ethical boundaries. This, itists, in rejecting scholar-athletes seems, has been the natural, un-as a detriment to the school rather planned evolution of football. Itthan accepting them as intelligent was the handiest solution to ahuman beings, in staging ludicrous, grow ing evolution problem. It wasviolent non-violent demonstrations tbe first solution that came along!that create only animosities and The purpose of modern socialdo nothing to rectify situations, science is to study the problemsand in utilizing national problems that arise in a society, and gearto display self-importance and to jt towards the best of all the so-depict fallaciously a campus-wide lutions available. Modern man doesultra-liberal attitude. not have to grasp at the first solu-We fail to see the significance tion that comes along. The primi-of these interests in preparing an tive man’s god was ihe sun (orindividual for a .place in a ra- some other first-hand solution totional society. Not many of us his problems). But we are notwill become a scientific genius or primitive!a talented artist who is forgiven Bureaucracy, as an institution,eccentricities. Therefore, it is to was also an unpremeditated solu-an advantage to be concerned with tjon for handling expansion. Itsthe infinitely more worthwhile op- growth is analogous to that ofportunities offered by the cam- football. And many men have be-pus and the community. reaved the fact that these solu-As students in an academically tions were not sought after withgreat university, we should con- more careful study,centrate on scholastic achievement Our university has not been fol-and appreciate the quality of the lowing what other universities do.education available to us. As pos- It has been setting the pace for thesessors of untold potentialities we others! Hundreds of thousands ofshould develop them by parti- men all over the world are beingcipating in the multiple activities educated by textbooks written atoffered on the campus in the fields our pace. And yet now, the admi-of-drama, music, art, literature, nistration is ready to follow theunbiased journalism, and other patterns set by every single col-similarly constructive interest lege in the U.S.A., and drag it-groups. As residents in this city, self along with this wrong solu-it is shameful to pass up the tion of giving athletic scholar-variety of cultural experiences ships.Chicago lays at our feet. By all means there is nothingRealizing that it is a privilege wrong with athletics!! And veryto be students., in this college, we much could be wrong with theonly hope that in the future we college image. Let us have a good,may he proud of the University local football team, if nothingof Chicago as a whole and not be else will do. There are enoughforced to over-look the immaturi- athletes on campus already. Letty of so many of our classmates us encourage intramural sportswith campaigns backed by theadministration. Let us develop newideas to acquaint the freshmen stu-dents with each other and the restMore on Stags scholarship of the college. Let us find newto the editor: methods of binding the ties be¬lt is strongly doubted whether tween the faculty and the stu-anybody on this campus is con- dents. It would be well worthy ofeerned about the athletes or ath- us to instill the long neglectedletics available at'Eton, Harvard, rule of dressing for dinner. Butand whatnot. The matter of bring- let the athletic department in-ing in the policies of other univer- crease the facilities available topities is entirely irrelevant to the the student body and renew theissue at stake. The athletic scho- equipment that has long been use-larships mean only one thing — less. There are 5000 students here,two students on campus with the and at least as many suggestionsclaim of being here because of for improvement,their good scores in ping-pong, Perhaps these are some of thelawn-croquet, football, so forth, possible solutions. But may weAnd it is only a secondary .issue never let the administration basethat they are supposed to have a single admission criterion upongood grades. I quote Mr. Kimpton: the student’s gym record. NO“. . . First, they have to be ath- ATHLETIC SCHOLARSHIPS,letes. Second, they have to be PLEASE!scholars.’’ (!) It won’t be a scho- ROBERTO LEHRlarship for scholars, and scholars (from Bogota, Colombia),who are not athletes are not eligi- u u . ... . .bie. Hates extremist studentsIt is a pity that our Prof, to the editor:Gewirth does not represent the Usually it has been assumed byvoice of the administration. I ask students and educators alike thatthe administration to speak with students attended institutions ofsimilar frankness. If too many stu- higher learning in order to re¬dents appear as "greasy grinds” place, insofar as possible, theirto the general American public, ignorance and inexperience withthen you conclude that the only wisdom and knowledge. On thissolution is giving out athletic campus, however, as on manyscholarships and instituting foot- others, certain students come toball* This seems completely ridi- school already wise and preparer!culbus. to enlighten the University with regards to Correct Policy on mat¬ters academic, administrative, ath¬letic and social. Customarily jnthe name of liberalism andlectualism, these students takeextreme and rigid positions onsuch matters, and on this campuswhen the University Administraltion acts in a manner contrary yto their opinions, they threatenand execute sit-ins, demonstra¬tions and other overt harrassmenls.The astonishing thing about theUniversity of Chicago is not thatthese sophomoric students are pres¬ent. but tha,t the University Ad¬ministration truckles to them.Last year we saw the spetacleof a sit-in in the President’s otficefor days before action was taken.And now we have the Administra¬tion’s agreement to the ludicrousproposal of a referendum on ath¬letic scholarships, the outcome ofwhich could seriously embarrassthe Administration and fosterfurther action by the groups whichproposed the idea.It is not surprising that somestudents suffer myopia in disce>n-ing the line between sober dis¬cussion on the one hand and in¬temperate talk and action on theother. The wonder is that the Uni¬versity Administration should al¬low itself to treat the latter asif it were the former. In the reo. ntathletic scholarships uproar, theUniversity officials should haveserved notice that all demonstra¬tors woukl be suspended or ex¬pelled. Such action would havecrushed the extremists now andpermanently, and would havepaved the way for reasonable pub¬lic discussion on the matter, whilereserving control of the matte*- tothose responsible for the progiam.DANIEL C. REBER tas “status auo.SANDRA L. HINDMANANNE E. THAL In defense of UC womenTO THE EDITOR:Now is the time when it ismore painful to be silent than tospeak out. No accusation so in¬criminating to university womenas that penned for Friday’s Ma- «roon by Mr. James Rosenholt.zshould be left to fester unat¬tended. Even if we suppose Mr.Rosenholtz is an honest reporter,he apparently forgets that thereare times when truth supersedesthe facts.Certainly no intelligent studentpossesses so little sophisticationthat he has not long since ques¬tioned the simple virtues of mod-they, cleanliness, and self-respect.Rather than assisting the forma¬tion of a sound character, as per¬sons of narrow minds would haveus believe, these so-called virtuesoften assume a more wanton role.What should concern her more:metaphysics, or a dirty nail? Self-realization, or a servile affectation •of common, naive moral stand¬ards? The supreme question of herpersonal existence, or the humilia¬tion of hygiene?When she had to choose exis¬tentialism and sloth, we admireher brave choice. When the Phil¬istine points to her immodesty,»we only see her as one of a thous¬and Joans of Arc springing full-bloomed from the morass of con¬formity. Real and unfettered, vvesalute you, the women of theUniversity of Chicago!JACK HARDY.Chicago MaroonEditor-in-chieI Laura GodofskyBusiness Manager .... Kenneth C. HeylAdvertising Mgr. . . Lawrence D. KaplanNews Editors Andrew SteinRobin KaufmanCity News Editor . . John T. WilliamsAsst. City News Editor .. Gary FeldmanCulture-Feature Ed. . . Rdna RosenblattRewrite editor ....... .Sharon GoldmanEducation Editor ..... Vicky ShiefmanPhoto coordinator Bob KassSports Editor Rich EpsteinNight Editors Mike SilvermanJohn SmithMaryann TaranowskiErratum Editor Sberwin KaplanOffice Manager Anita ManuelBilling Secretary Mary GottschalhAdvertising Secretary . . . Anne StudleyEditor Emeritus Jay Greenberg ,Staff: Avima Ruder, Joe Kelly, FranAidman, Ron Pell, A1 Hau.father, PeteRabinowitz, Barry Bayer, M. Stevens,Sue Goldberg, Murray Schacher,Ron Dorfman, Jane Rosenberg, TomHeagy, Carol Englander, Lucy Beals.Ross Ardrey, Bob Levey, Steve Ford.Steve Heffner, Irv Levinstein, Mike Con¬roy, Martha Grosblatt, Joel Beck,Rind, Eleanor Perlmutter, Burt Rub^n'stein, Les Gourwitz, Stan Karter,Fay, Michaelle Surveyor, Leslie Kondo «TSandy Rocs, Alan Rubin, Gail Robe ’A1 Kelson, Harris Jaffe, Samye Fuqua.Pete Cetman, Mary Gottschalk, HowaRosen, Steve Becker, Arthur Kaufma .Michael Kaufman, Jim Byer. Sue Guppen-heim, Eric Zeuss, Carl Erickson, »»'Routt, Joan Levenson.CHICAGO MAROON Dec 5. 1962.J« •!• -J- •!• •>*!• •> •> ■> »> *!• •> ❖ <• i*•>•’*»> •>•>* a.j NewsbitsStar* book driveTlie Student Committee forCommunity Cooperation, thecampus group in charge ofthe Woodlawn tutoring pro¬ject. is launching a drive for booksto give libraries in Woodlawn areaschools.The group has asked studentsand faculty to gather as manychildren’s books as possible todonate to the Wadsworth ele¬mentary school at 64th and Uni¬versity. Wadsworth has more thanLX > 2000 students ranging from kin¬dergarten through t he eighthgrade.SCCC has asked students tofind biographies, science books,text books, and other children’sbooks over the interim.Books should be left for MikeJacobson, 1701 Pierce; or PamProcuniar, at the Student Govern¬ment office in Ida Noyes Hall.John McNeiH to speakJohn McNeill, former UC pro¬fessor of history, will speak on“Church Councils: Some CrucialIssues” on Thursday, December 6,at 8:15 in Ida Noyes Hall. Hislecture is being sponsored by theUC history club.McNeill is now Auburn Pro¬fessor Emeritus of Church historyat the Union Theological Semin¬ary. An ordained PresbyterianF- minister, he is one of the recog¬nized authorities on Calvin and haspublished a two volume edition ofthe Institutes.According to Mary Klein, presi¬dent of the history club, this willprobably be McNeill’s only pub-•• lie lecture during his two quartervisit to UC. Admission is free,and refreshments will be served. O'Connell calls meetingCharles D. O’Connell, director ofadmissions, has announced a meet¬ing this Thursday for all studentswho plan to visit their high schoolsover the Christmas holidays andwant information regarding ad¬mission policies and procedure forthe College. The meeting will be¬gin at 4:30 pm in Cobb 110.O’Connell stated that the meet¬ing will not serve as part of arecruiting drive or as a publicitystunt, but will help to correctfalse information that is oftendistributed about factual matters.He added that personal opinionsabout the college, or the schoolin general, are none of his con¬ cern, and the whoever voiced suchopinions would have a right todo so.Interview PhD candidatesRepresentatives of the Nation¬al Bureau of Standards will beinterviewing PhD candidates inmathematics, chemistry, and phy¬sics on December 10, who will beavailable for full time employmentwith the organization in eitherWashington, D.C., or Boulder, Col¬orado between now and Septem¬ber, 1963.New student aid fundWomen employees of the Uni¬versity have established a studentaid fund for children of staff em¬ ployees. The initial contributionswill be made at the annual Christ¬mas party for university women,which will be held on December12, from 3:30 to 5:30 in Ida NoyesHall.In past years, guests at theChristmas party brought gifts tobe distributed among children at McDowell Settlement House andother neighborhood agencies. Sinceother groups have now taken res¬ponsibility for these groups, itwas decided that a fund be startedto provide college level aid, basedon scholastic ability and financialneeds. Choice of a college will beleft to the recipient.THE SAFE WAY to stay alertwithout harmful stimulantsNoDoz keeps you mentallyalert with the same safe re¬fresher found in coffee andtea. Yet NoDoz *is faster,handier, more reliable. Abso¬lutely not habit-forming. Next time monotony makesyou feel drowsy while driving,working or studying, do asmillions do .. . perk up withsafe, effective NoDoz tablets.Another tine product of Grove Laboratories. A man needs Jockey supportJockey is for men. Made from 13 separate piecesto give the support and protection every man needsA man needs a special kind of supportfor true male comfort. And onlyJockey builds a brief from 13 sepa¬rate, tailored pieces to give that sup¬port-plus comfort. No other brief hassuch a firm, long-lasting waistband tohold the brief up for constant support,and no other brief has the Jockey as¬surance of no-gap security.Get the reat thing... it isn’t Jockeyif it doesn't have the Jockey Bo, COOPER*S, INCORPORATE©. KCNOfHA. ISTUDENT GROUPSA Wide Variety of Tours:MUSIC and DRAMAART and ARCHITECTURECOLLEGE CREDITMICROBUS ... ISRAELDRIVE YOURSELFand low-price "ECONOMY” Tearsor Form Your Own GroupAsk for Rians and profitableOrganizer ArrangementsSpecialists inStudent Travel Since 1926far folders and detailsSee your local travel agent or write u$UNIVERSITY TRAVEL CO.Harvard Sq Cambridge Mass.STRIPED BUTTON-DOWNCertainly you can’t afford to be without thuperfectionist. It provides a variation on tbnclassic design-muted stripes giving anindividual distinction to the most favored ofdesigns. Add that to the line oxford—appreciatethe comfortably flared button down cottar...odd you have the most authoritative looke man could wish lot.THE STORE FOR MENV Sfafl,'ttttft ((Iamjiua ftifiijtIn the New Hyde ParkShopping Center1502-06 E. 55th St.Phooe 752-8109 Nothing else needed but you to complete this picture of filtersmoking at its flavorful best. Enjoy yourself...light up a Winston.PURE WHITE. ?MODERN FILTER !PLUS : FILTER-BLEND UP FRONTC ISC- K. 1. ReynoMj TuU.cc. Company. Winitoa m a.'t't■ 1b!. 3 PIZZAS FOR PRICE OF 2Free UC DeliveryTERRY'S PIZZAMl 3-40451518 E. 63rd StreetTAI-3A1xU\fcNCHINESE - AMERICANRESTAURANTSpecializing inC ANTONESE ANDAMERICAN DISHESOPEN DAILY11 A.M. to 10:30 P.M.ORDERS TO TAKE OUT1318 East 63rd St. BU 8-9018 Realist’ editor Krassner comes to Chicagonored or treated only superficiallyby the general press . . ."The second purpose of theRealist — not really unrelated tothe first — is to provide satiricalcommentaiy on the tragicomiccurrents of our time.”But "Afternoon,” like the Real¬ist, reaches further than theshocking or satiric first impact —to make its audience think. Weaver articleThe proprietor and guardian ofa unique magazine which com¬bines the language of Henry Mil¬ler with the ideas of Lord Bert¬rand Russell will bo in Chicagothis month to give a benefit per¬formance."An Afternoon With a Self-Styled Phony,” the stream of con¬sciousness outpourings of Realisteditor Paul Krassner, will be atthe Gate of Horn on Sunday, De¬cember 23,The Realist was founded inJune, 1958, with a two-fold pur¬pose:"First, it is devoted to the re¬porting and analysis of timely andsignificant conflicts that are ig- Baske+ba?! scaresIn the consolation finals at 7:30,Henderson South plays Phi DeltaTheta. Both teams had narrowvictories last night. Hendersonwas tied 13-13 with Dodd at half¬time, but pulled it out 23-19. PhiKappa Psi <B) led Phi Delta14-11 at the half, then lost 32-28.J Wear Contact Xt nAesbyDr. Kurt RosenbaumOptometrist1132 E. 55th St. HY 3-8372ot University Ave. What do you think jj [ Calendar of Eventsabout nuclear testing, peace and politics,the Cuban revolution and the rising tide o* na¬tionalism, voter registration in the South, theeconomic crisis, the right of dissent?NATIONAL GUARDIANan independent weekly with an editorial conscienceTHINKS AND REPORTSabout- these and other issues of concernNOW available to students at $3.50 per year$1 for 10 weeksWRITE: MICHAEL WOLLANat BURTON - JUDSONNational Guardian197 East 4th St. New York 9, N.Y.21 Great Tobaccos make 20 Wonderful Smokes!CHESTERFIELD KING tastes great, smokes mild. You get21 vintage tobaccos grown mild, aged mild and blended mild,and made to taste even milder through its longer length..CHESTERFIELD KINGTobaccos too mild to filter, pleasure too good to miss! (continued from page 1)gest a specific approach to thisdilemma. A rigorous system ofdefinition cannot solve the prob¬lem, for definition of conceptionterm* is itself a dialectical pro¬cess. Excessive use of metaphorsshould be avoided, yet metaphorsought to be used oceassionally.Dialectical commitment cannot bedone away with either, for thesocial seinetist would tli?n becomea pedantic empricist, “with noreal thought of relevance or appli¬cation, or indeed, of a resynthesiswhich might redem the wholeundertaking.”But does this mean that lan¬guage itself is lacking? Is the so¬ cial scientist doomed to pojp0.tual ambiguity? Weaver answerswith an encouraging "No!” Lan¬guage is not itself deficient, it is"lacking in responsibility.” Thesocial scientist ought to becomeaware of the weaknesses and po¬tentialities implicit in language.This is because rhetoric "is veryclose to the essential thoughtprocess itself.” That is, we tendto see and act the way we speak.Weaver gives a few simple sug¬gestions, .such as imitating diestyle of the Manchester Guardian,but he emphasizes that indivi¬dual responsibility is needed most."Within the purpose which thesocial seinetist sets for himselfthere is a considerable l-ange ofrhetorical possibility, which heignores at needles expense.”Wednesday, December 5Episcopal Service, Holy Communion,Bond Chapel. 7:15 pm.Carillon Recital: Daniel Robins, Rocke¬feller Memorial Chapel, 5 pm.Episcopal Evensong: Bond Ohapel, 5540S. Woodlawn Avenue, 5:05 pm.English Class: International House,Room B. 6:80 - 8:30 pm.Seventeenth Annual Faculty HanukkahSymposium: The Lathe, the Haman-tash, and the Common Market, HillelFoundation, 5715 S. Woodlawn »Ave.,7:15 pm.Folk Dancing: Country Dancers, IdaNoyes Hall, 8 pm.Lecture: “The Emergence of HumanSociety and Culture,’’ Robert M.Adams, 64 £. Lake St., £ pm.Thursday, December 6Friday, December 7Episcopal Holy Communion;Chapel. 7 :30 am.CHESTERFIELD KINGmeans milder tasteThe smoke of a Chesterfield Kingmellows and softens as it flowsthrough longer length... becomessmooth and gentle to youi taste. RondLutheran Holy Communion:Chapel, 11 :30 am.Swimming Meet: Bartlett Pool, Chi¬cago vs. North Park College, 3::i0pm.'Wassail Party: Ida Noyes Hall, 4-C:;tftpm.Lecture: “Direct Studies of the Car¬diac Conduction System,’’ Dr. BrianF. Hoffman, Billings P-117, 5 ion.Sabbath Service and Oneg Shabb.it:Hillel Foundation, 7:45 pm.Lecture Series: Works of the Mind,“The Vital Strand of Plato's Re¬public," Leo Strauss, 64 E. Lake ,si„Room 201, 8 pm.Motion Picture: “Cat on n Hot TinRoof,'* Burton-Judson Courts, 8 and10 pm.Concert: Sylvia Stahlman, soprano,Law School Auditorium, 8:.’!0 pm.BondEpiscopal Holy Communion:Chape!,- 11:30 am.Swimming Meet: Bartlett Pool, 8:30pm. Chicago “B" Team vs. WrightJunior College.Lecture: “Some Pn<" ’’ Effects ofEvolution in Galaxies,” W. W. MorganBekhart 133, H pm.Lecture: “Church Councils: Some Cru¬cial Issues and Incidents,” John T.McNeill, Ida Noyes Hall, 8:15 pm. Saturday, December 8Bond Lectures and Workshop: “Race It. la.tions: Challenge and Response, IheMentally Healthy Adult in OurTimes," “Future Prosiiects of Human-inn.” The Midwest Extension Com¬mittee of the American HumanistAssociation. First Universalist Church,910 E. 83rd St., 10 am to 4 pm.Basketball Games: Chicago “B” Teamvs. Illinois College of Optometry;Chicago Varsity vs. Lake Forest Col¬lege, Field House, 6 and 8 pm.Sunday, December 9Radio Series: Faith of Our Fathers,W'GN, 8:30 am.Roman Catholic Masses: Calvert House,8:30, 10, 11 am and 12 noon.Episcopal, Sung Eucharist and Sermon:Bond Chapel. 9:30 am.University Religious Service: Rocke fellerMemorial Chapel, 11 am.Carillon Recital: Mr. Robins, RockefellerMemorial Chapel, 3 pm.Chapel Music Series: Handel. “The M- s-siah," Rockefeller Memorial Chapel,3:30 pm.United Vesper Service: Graham TaylorChattel. 6:30 pm.Episcopal Evening Prayer: Brent House,8 pm.Folk Dancing: Tdn Noyes Hall. * pm.Radio Series: The World of the Paper¬back, WBBM, 10 pm. CiGotmtotoJl>* * crntMonday, December 10Motion Pictures: Greek Sculpture. Chart¬res Cathedral. Stelnernen Wundervan Naumburg, Social Science 122,8 pm.• TYPING* MIMEOGRAPHINGConscientious WorkReasonableR. J. WOOD1173 E. 55th ST.BU 8-0945mm BR1PR SKO?JJ007N£USHqJJ|a DE -70123 JsMr IMPORTEDpClGWETTESlgP XTOBACCOS YwEsabBBIjgyggBIMPORTEDDOMESTICCUSTOMBLENDSHARPERLIQUOR STORE1514 E. 53rd StreetFull line of imported ond domesticwines, liquors ond beer ot lowestprices.FREE DELIVERYPHONEmm A M — 1235EA IL—A CHICAGO MAROON Dec. 4. 1962COLLEGE CURRICULUM SUPPLEMENTDecember 5, 1962A history of the College Curriculumfrom Presidents Harper to Beadle(Editor's note: One of the major lege awarded the BA, BS, or PhB Harper, considered research ofissues confronting the-College fac- (bachelor of philosophy) degrees prime importance, and so, gradulty this year will be the re-evalu- after a second two years of study, uate students taught undergradatton of the undergraduate curri- The work of this college was uate courses, and the annual turn-culum, particularly of the role of largely incorporated into the over was high.general education in the College, work of the graduate schools. In the 1920’s, a number of de-A review initiated tux> years The curriculum of the junior partmental courses offered in theresulted in several temporary college was somewhat fixed. As first two years were taken inchanges last winter, and touched Harper favored a “study of the many combinations, and producedoff a fifteen month re-examination great heritage we have received “no common foundation of basicof the entire curriculum. from the past," all students ^tu- general education.The re-examination, which ivill died languages, science, and ma- “Generally students didn’t dis-be underway all this year, is ex- thematics; and most were required cuss intellectual matters because. pected to produce a new consensus to study English and history. Mi- they didn’t have anything in com-f. of faculty opinion on the College, nimum and maximum numbers of mon to talk about,” said Aaron* although not necessarily a totally courses could be taken from each Brumbaugh, a former dean of therevamped curriculum.In the hope that the Maroonmay become, at the very least,a forum for student ideas on theCollege curriculum and generaleducation, we present here a his¬tory of the College curriculum,and some of the suggestions orcomments made by various fac¬ulty members last spring.The faculty comments are re¬printed from the College Curricu¬lum Bulletin, described by itseditors as “one means of facilitat¬ing the development and exchangeof uieas about the College curri¬culum.”The Bulletin is published by theCollege Curriculum CoordinatingGroup, which consists of a numberof faculty members who have beenmandated by the College facultyto help it “discover what (it)want (s) in a four year under¬graduate curriculum,” and “toencourage discussion and plan¬ning through speedy interchange department.Ernest De Witt Burton,third president of theUniversity. College.Class attendance was requiredand grade points were reducedfor unexcused absences. Unexcusedabsence from chapel automaticallyresulted in the reduction of aca¬demic credit. One student was de¬nied graduation privileges because,out of fear, he refused to diveinto the swimming pool, therebynot meeting a physical educationrequirement.College nearly abandonedIt was suggested that the Col¬lege be dropped altogether. Chaun-cy S. Boucher, dean of the Col¬lege in the late 1920’s explainedwhy the College continued: it pro¬vided the departments with an op¬portunity to select promising re¬search students; it brought in re¬venue which helped pay for re¬search and graduate instruction;and it attracted contributionsfrom its alumni, who were wealth¬ier than graduate school alumni.Judson’s successor. Ernest De- | William Rainey Harper, first president of the University. |scientists. Noting its success, sev¬eral department began investigat¬ing such courses for themselves.Also, under Wilkins, the creditsystem, under w'hich students wreregraduated after completing a cer¬tain number of class hours, wasre-examined.In 1928, a faculty committeechaired by Chauncey Boucher wasappointed to study a reorganiza¬tion of the undergraduate curri¬culum. The committee’s reportStudents took only four coursesof ideas among the whole faculty, at a time because Harper didn’t Witt Burton, wanted' to move thewith contnual summarizing of believe they could concentrate on College South of the Midway, es-pomts of view, issues, and alter- any one of them if they had more, tablish it with its own faculty,natives for further discussion . . .” He thought that “each individual budget, dean, buildings, and equip-student should be treated separ- ment, and accept students afterately and when his course of stu- their sophomore year of highdies is completed, he should be school. His plan was stalematedgiven his diploma. . . . The stu- jn debate, and it was not untildent will receive his diploma not Max Mason took over the Presi-because a certain number of years dency of the University that ithas passed and a certain day in Was agreed that the College wouldJune has arrived, but because his remain a part of the University,work is finished.” For this reason, Ernest Hatch Wilkins, dean ofHarper inaugurated four gradua- the Coliege un(jer Burton, intro-tions a year. of the Collage in the 1930s. ences, humanities, and social sci¬ences. The College was what hadformerly been the junior college.The programs of what had beenthe senior college were put un¬der the jurisdiction of the divi¬sions and their departments, andbecame more closely linked withgraduate programs.Autonomous facultyA College faculty, largely auto¬nomous and divorced from thedivisions, came into being. A“staff” came into existence foreach college course and plannedit. Syllabi were introduced to en¬courage independent study. Classattendance was made voluntary.The curriculum applied Hut¬chins’ theory of a universal schemeof education: “Education impliesteaching. Teaching implies know¬ledge. Knowledge is truth. Truthis everywhere the same. Henceeducation should everywhere bethe same.”Pratt Judson, firstdean of Hie College underHarper. He later becameHie University's secondpresident and placed moreemphasis on vocationaltraining. As administrators and facultywere loathe to allow junior col¬lege students into senior collegecourses, the junior college grad¬ually became regarded merely asa span between high school andthe senior college, where the stu¬dent could seriously specialize.Harper felt a student should knowwhat he wanted to study whenhe came to the University.The first-dean of the College,Harry Pratt Judson, succeededHarper as President of the Uni¬versity. Judson envisioned a one-year general education collegefollowed by a three year seniorcollege for specialization. His plan,however, was never enacted. would have abolished the creditsystem and for them substitutethe passing of comprehensive ex¬aminations as requirements forgraduation. To get a bachelor’sdegree, students would have topass two comprehensive exams:one in a major field, and one in aminor field. To graduate from thejunior college, students would haveto pass five comprehensive exam¬inations: English, a foreign lang-auge, natural science and mathe¬matics, social science, and an elec¬tive comprehensive which mightconsist of the early stages of workin a special field. The junior col¬lege faculty would determine thelength and content of the courseswhich would prepare students forthese examinations. Great books studiedThe course of study in the Col¬lege consisted of “the greatestbooks of the Western world, andthe arts of reading, thinking, andspeaking, together with mathema¬tics, the best explainer of humanreason.” said Hutchins; Such acurriculum would “endue the ele¬ments of our common human na¬ture.” This course of study couldhelp “prepare the young for intel¬ligent action . . . They will havelearned what has been done in thepast and what the greatest menhave thought. They will havelearned to think themselves. Ifwe wish to lay a basis for ad¬vanced study, that basis is pro¬vided.” In addition, the Collegecould serve as a terminus forthose students who would endtheir formal education in it.Graduation from the junior col¬lege was to be based on the com¬pletion of seven comprehensiveexaminations: English composition,* (Continued on page S4)by Laura GodofskyThe College was founded as but> one part of the University of Chi¬cago. Unlike many other univer¬sities, UC was born “full grown,”not just as an undergraduatecollege to which graduate and pro¬fessional schools later became af¬filiated, buf as a center of grad-* uate and undergraduate education.* In UC’s early days undergrad¬uates attended two Colleges: first,a junior college, and then a seniorcollege. The junior college award¬ed the AA degree after two yearsof study. It was regarded by UCsfirst president, William RaineyHarper, as merely an extension ofsecondary school. The senior col- Judson placed more emphasis onvocational^ training than had Har¬per. Agreeing with Harper thatthere must be “no inflexible baragainst advancement,” Judsonthought it “quite possible to ob¬tain general culture in a Collegecourse and yet . . . plan a goodpart of the work so that it willlead directly toward a professionalready chosen.”Faculty apatheticDuring his administration, therewas almost no faculty concern forthe College. Attendance at Col¬lege faculty meetings in the twoyear period following World WarI averaged less than 10. The lackof an autonomous College hurtteaching standards. Judson, like Chauncy S. Boucher,dean of the College duringthe late twenties. Hechaired a committee ap¬pointed to study a re¬organization of the under¬graduate curriculum. Thecommittee's report wassimilar to the New Planadopted under Hutchins. Hutchins brings 'New Plan'The day before the faculty wasto discuss the report, however,Mason resigned. Three years later,under Chancellor Robert MaynardHutchins, a “New Plan”, some¬what similar to the Boucher com¬mittee report, was adopted forthe College.duced UC’s first survey course,which became the basis of laterundergraduate curricula. “The Na¬ture of the World and of Man”was a two quarter course featur¬ing lectures by leading University The plan was preceded by anadministrative reorganization ofthe University, which created fivedivisions; the College and fourgraduate divisions. The Collegewas given control only over thefirst two years of undergraduateeducation and awarded the AAdegree. The graduate schools wereorganized into the divisions ofbiological sciences, physical sci- Max Mason, president ofthe University from 1925to 1928.IPMeyer:PROPOSAL FOR A PROGRAMOF INTENSIVE STUDIES INTHE HUMANITIES ANDSOCIAL SCIENCES3. I suggest that a special coordi¬nate program of intensive studiesin the humanities and social sci¬ences be established to attracthigh school students who haveevidenced outstanding ability andinterest in these areas. Such stu¬dents should be required to sub¬mit evidence in the form ofpapers, grades and letters of re¬commendation that they are elig¬ible for the program. Foundationsupport would be sought for thisprogram so that all students in¬volved would be on scholarship,and so that the time of facultytutors would be available. Thenumber of students admitted un¬der the plan would initially bebetween 50 and 75. It would neverbe more than one hundred.2. The program would beginwith intensive work in the stu¬dent’s area of concentration, usingtwo methods of insti'uction:course work as normally offeredin courses in the College and, ineach quarter, work with a tutor-—in which the student would readextensively in his field of concen¬tration and write a substantialpaper.In addition, during the first twToyears the student would be re¬quired to take three “service”courses: a) one in the foreignlanguage most relevant to hisfield of study or the languageprepared, in high school; b) aservice course in mathematics —which would enable him to handlestatistical problems, problems inscience, etc.; and c) an intensivecourse in European History. Oneor more of these requirementscould be waived on examination.Moving from the intensive con¬centration of the first tw-o years,the student would be led into, andmade to see the relevance of,other fields and other disciplines.The English major, for instance,might move into courses in aes¬thetics, philosophy, art, history;and from these, to courses in thehistory of science, psychology,comparative cultures, and soforth. Courses would be speciallydesigned for this group so thatthe importance of, say, recent pro¬gress in linguistics was madeclear to humanists and social sci¬entists in all fields.In the area of concentrationformal course work would becarried on in courses taught by link humthe appropriate staff. In the finalyear » series of seminars (atleast one each quarter) staffedby members from different areasof the College would'be given. Allstudents in the program w7ouldtake at least three of these. Forinstance, one such seminar mightbe concerned with an explorationof the concept of “law” as Itexists in science, social science,philosophy, etc. Others might beconcerned with the concept ofcausation or relevance of the In¬formation theory to various disci¬plines.Courses would have several per¬manent instructors, one from eachof the areas involved. In addition,guests from various , disciplineswould be invited to participate inLeonard B. Meyerthe seminar discussions or to pre-_ sent papers. The program wouldculminate in the final year witha major paper written under theguidance of the student’s tutor.3. Behind this proposal lie, Ithink, three basic assumptions:a. Intelligent specialization doesnot lead to narrowness, but ratherto intelligent, assimilated breadth.General education is not neces¬sarily the beginning of all edu¬cation — but it is the necessaryend of all good education.By inverting the pyramid of thepresent college plan, I do notintend to subvert general educa¬tion but to make it more mean¬ingful and more useful to thosewhose interest are real and clearbefore they enter the College.b. The present requirements ofthe College are such that we do and socnot attract those who are com¬mitted to and have a consuminginterest in the humanities andsocial science while in highschool.Indeed, I would go so far asto contend that the program ofthe College, which of necessityinfluences admissions policy, iscreating a student body of a kindof "gray'excellence.”We are getting what ProfessorGetzels would call the highly in¬telligent, but not the highly crea¬tive student. We need both. Andit would be the aim of this pro¬gram to attract the latter.c. The present college curri¬culum, which is, as I see it, acompromise between the need togive a general education to thestudent who will terminate hisformal education with the B.A.and the exigencies of specializededucation. I do not see, given thepeculiar organization of the Col¬lege faculty and its recent history,how the curricular problemswhich have been recently raisedcan be resolved —. they can onlybe comprised.However, the presence of a co¬ordinate program such as the onesuggested here would, I believe,serve to create models and pat¬terns which would influence andmodify the coures and programsoffered in the “main program.”The proposal I have outlineddoes not include a program forbiological and physical sciences.This is because the B.S. programsare ,in a sense at least, designedfor the student already committedto those fields.Furthermore, the need to at¬tract the student with a consum¬ing interest in science is not aspressing. There are many specialgrants and scholarships availablein these.areas and their numberwill continue to grow. But thereis need to attract and givescholarships to potential human¬ists and social .scientists.Obviously this it but a meresketch of a possible program. Butit is one which I believe meritsserious consideration. Should itmeet with approval, a planningcommittee of the coordinate pro¬gram might be appointed to fillin and specify the proposal hereoutlined. At the same time, foun¬dation support for the programshould be sought.Leonard B. Meyerprofessor and chairman,dept, of music Wolff:SOME NOTES ONUNDERGRADUATEEDUCATION:THE HARVARD EXPERIENCEThe present discussion of theundergraduate education at Chi¬cago may be aided by a look atthe experience of another Univer¬sity at w'hich a different form ofgeneral education has been adop¬ted, namely Harvard. My observa¬tions of the Harvard program dur¬ing my undergraduate, graduate,and Faculty days there have con¬vinced me that although some ofits facts were and are worthy ofemulation, others are unfortunateand constitute a warning to ushere at the University of Chicago.Perhaps we can avoid some ofHarvard’s mistakes by a conside¬ration of her example.There are four aspects of Har¬vard education which 1 wish tocomment on:(1) the tripartite division of theundergraduate education intogeneral education, concentrationin a special field, and free elec¬tive time for elementary or ad¬vanced courses in any area of thestudent’s choice;(2) the nature of the generaleducation program, particularlywith regard to the degree of groupcontrol over the individual teach¬er and the existence of varietyand opportunity for innovation;(3) the nature of the specialfield concentration, and the re¬quirements imposed on the stu¬dent by it; and(4) the trend at Harvard to¬ward an increasing professional¬ization of the undergraduate edu¬cation, and its effect on the bal¬ance of the three elements men¬tioned above and on the qualityof the educational experience.The Division of Coursesand Studies at HarvardBriefly, the system is as fol¬lows: a four-year program con¬sists of I6V2 one-year courses, or33 one-semester courses, 3 (a ofthese are alloted to general edu¬cation, w'ith one course in so¬cial sciences, one course in huma¬nities, one course in natural sci¬ences, and one half course inEnglish composition. In additionthe student must pass (or placeout of) a language requirement.Six one-year courses are devo¬ted to a concentration with asmany as two of them in relatedfields (such as economics or his¬tory for a political science major,etc.). The remaining seven coursesMeiklejohn suggests tutors, fewer coursesA PROPOSAL FOR A LIMITEDCIRCULAR EXPERIMENTI urge that a group of betweenJive and ten faculty members bedesignated as tutors for a groupof one hundred students, prefer¬ably living in the same (or intwo) dormitories. They shouldprepare concrete plans, to beavailable for students to chooseas they enter in the Autumn, 1963.The experimental group wouldhave plenary power to plan itscurriculum but could invoke as itwished existing courses, deans,registrars, and degree certifica¬tions.Each student is to be put in thehands of a tutor, who has thestudent write for him periodicallyand handles the composition prob¬lem in this way.The student is to meet compe¬tence standards in mathematicsand foreign languages, as theseare needed for his advanced stu¬dies in general or specializedcourses.The student’s teachers, in addi¬ tion to the tutor, include one inthe social science, one in the hu¬manities, and one in the naturalsciences. (Tasks of teaching maybe distributed further as need be).But the point of this is to invitesuch specialists as these three andthe tutor to sit down togetherwith the student’s credentials inhand, and to consider what heknows, and the distance betweenthat and where he should be atthe end of four years.In terms of pressed arrange¬ments, then, all students would inthe first two years study threecourses at a time, plus as muchmore as might be judged neces¬sary for the mathematics andlanguage requirements, and witha continuing process of writingfor the tutor. Requirements inhistory and philosophy w'ould beheld over to the last years whenthey could be genuinely compre¬hensive. They could be alterna¬tive; if not, both could be taken.In. the last two years, the stu¬ dent, although still associatedwith a tutor, would “go out into the world” in the college at largein the sense that he would havea chance at electives and alsowould complete the requirementsof some special field. The require¬ments of some special field. Therequirements should be the topicof radical and urgent conversa¬tion between the relevant depart¬ments and the tutors, probablywith a system of terminal essayexaminations with appropriatemodifications in the sciences.(Thus there would be a genuinechallenge to the sciences to showthat there may be ways otherthan the present series of coursesto prepare those who wish to goon for advanced work).There would be a final integra¬ting course, philosophical, or his¬torical, or both, with a specialessay to complete that would pre¬sumably be suited to the student’sspecial interest.Donald Meiklejohnprofessor of philosophyITAIIAN riPQTA DI77CDIA SHARE-A-RIDE CENTRAL \MALIAN NloiA rlLLLMA-spaghetti • beef * sausage and meatballsandwiches • shrimp pizza | Offers A Unique New Service To Our Mobile Society >! Now You Can Find Share Expense Rides orRiders to Any City Nationwide. JFree Delivery Over $2.00 1 Subscribe NOW! For Your Trip Home on Thanksgiving {( or Christmas. — For Complete Information) MU 4-1014,1015 1427 East 67th SL TELEPHONE FI 6-7263 ? UC COare free electives, subject to severa) very loose and unrestnetivjdistribution requirements. nof s Cits poencessludeitermiie^cellstudents being excused from t^V’-’hat ’aboutTheon itsagainable ivarioiand oNOrvIT ATY. 'Iis thefactorSC«, jpsychein theTheph) ©IThe system is so constructed teach)that a student may, for e\ainj%> Ajffer<major in the humanities or *«**&%£** a•cienee and still have room Jwffrs wa complete set of pre-medii al n.quirements (although in thiswhich is rather common, there iiprecious little room left for samp,ling and experimentation).In practice, the system is a YAprogram (i.e., one year for gC:.3h.fi^ensral education and 3 for concen-™’—*tration).Students are discouraged fromtaking all of their general edu-cation courses in the first year.Hence, most students, even thosetaking a language, w ill haveleast one and perhaps more It' [Vnelectives in the first year, antf BV-'lseveral in the second year.The best students, and the mostadventurous, avail themselves ofthis freedom by wandering into awide variety of elementary or ad¬vanced departmental courses.This is one of the most atlraf ^thutive features of the Harvard sys.tem and ought seriously to beconsidered for adoption here.It. gives the student a vital op¬portunity to look at areas ofknowledge which may not haveknown about before comingCollege (I shall never forget myastonishment at discovering thatthere was a whole field — socio¬logy — which I hadn’t even heardof!).Most students are finished withgeneial education by the end ofthe sophomore year, and haValso begun work on a field 7.concentration. The division ofcourses in the first tw'o years isthus roughly half required andhalf elective.The General EducationProgram ^Each of the three general eeyA"cation areas (social science, hu¬manities, and natural sciences)offers from four to seven Jai gestaff-taught one-year courses de¬signed as introductory treatmentson one or several branches ol thearea.The student is free to chooseone from each area (with science DeptEacowntion Jsix fuGJS CiH r fcesisiv rencesera! <the jiIntiorinidentsK4ori/Atceivesdentsmorereceivjunioiyear^ritirrh<Iv thiHarviwho 1tor tis thiseeonTutwithnatural sciences in exehange forseveral laboratory science cour¬ses).The courses are usually lecturecourses with discussion sections.They range from two lectures andone section per week to threesections per week.The lectures are drawn frolithe ranks of the most di-tin*guished scholars in the University.Thus, in one course, Mark dfWolfe Howe lectures on the law;in a second, I. A. Richards speakson the modern novel; in a third,Morton White speaks on the bjtory of philosophy.For the student who prefers acloser contact with the teacher,or greater variety, there are suchcourses as Humanities 3, in whicheach section of 20 - 25 studentsmeets three times a week with ayoung instructor or Assistant Pfo- toredin oreffectpioxiisysteiTh<ever,a n'omy(m| ’and SThi)wtsethe tFixmassscareWienanSo)ninga Hein c<sonalwithJuifield,andvardsulateducimunithe ]ihe *thatoptstud;iwtojvuug iimu uvivi *■ *^ . V1fessor; or again, there is <>urSciences 5, a history—cum- cul- senseture course taught by six or eightyoung historians, political scien¬tists, and philosophers who sharethe weekly lectures and meet thesections twice a week.In all cases, the staff or profit- - —sor teaching the course is the _*t* Thauthority in the course; grading confjis done by the professor or sec¬tion leaders (many of whom areadvanced graduate students), withneither anonymity, nor doublegrading, nor multiple-choice so-called “objective” exams. 1 .^loThe virtue of this system is {£*5 ;>:>Urfreedom it gives to both student Hanand teacher. The student is freeto choose among the variouscourses, and their variation ofsubject matter and approach isgreat.More important still, the teas¬er is free to innovate, varycourse, and even start a newcourse if he feels that the existingpatterns do not appeal to him-Judgments may vary, but I wouldsay that some of the most excit¬ing teaching in Harvard Univer¬sity at any level has been done thatforparaices.formdecisntenricpericTlito ntunathelaryS-2 • CHICAGO MAROON • Dec. 5. 1962n benefit from Harvard's errorsIn fh« ^ general duration courses.•Hicre is no dogma or philoso¬phy of education imposed on theseleaching enterprises. As manyAfferent approaches and theories£5, adopted as there are teach¬ers who believe in them. Successof a course (as evidenced both byits popularity and by the experi¬ences of teachers who encounterstudents coming out of it) is de¬termined, as elsewhere, by theexcellence of the teachers and the^tensity of their excitementabout what they are doing.The system depends completelyon its ability to draw again andagain upon the talents of the mostable and gifted members of thevarious departments, both youngand old.VNO DISTINCTION IS MADEBETWEEN A TECHING FACUL-rJY AND A RESEARCH FACUL¬TY. This last fact, I am convinced,is the most important institutionalfactor in the success of the cour¬ses, just as the most importantpsychological factor, making forEnthusiasm and commitment.Departmental ConcentrationEach department imposes itsown requirements for concetra-tion and honors, but in generalsix full courses are required. Hon¬eys candidates submit an honorstjjesis (except in some of the sci¬ences), and all students take gen¬eral examinations at the end ofthe junior or senior year.In addition, and increasinglyduring the past several years, stu¬dents receive group or individualF.toriaJ.<e'At present, every student re¬ceives group tutorial (five stu¬dents to a group) in the sopho¬more year, all honors candidatesreceive individual tutorial in thejunior year, and in the senioryear they are directed in thewriting of thesis.f The concentration Is undoubted¬ly the most important part of theHarvard experience for the 50%who go out for honors, and evenfor the non-honors candidate itis the dominant feature of thesecond half of the college career.Tutorial has been integratedwith the residential houses, sotfjat usually a student will be tu¬tored by a faculty member livingin or attached to his House. Theeffect of this, of course, is to ap¬proximate the Oxford-Cambridgesystem somewhat.The seven free electives, how¬ever, preserve a measure of auto¬nomy or diversity in the junior8nd senior years.These formal requirements 1m-)>ose something of a pattern onthe student life.Freshman year is a time ofmass living in the Yard, with 1000scared and over-worked youngrf»en eating in the barn-like Fresh¬man Union.Sophomore year is the begin¬ning of the real Harvard life, witha House affiliation, more choicein courses, friendships on a per¬sonal basis and some acquaintancewith resident tutors and faculty.'Junior year is the best of theyour — full freedom in studies, asense of beginning mastery of afield, an awareness of the socialand physical geography of Har¬vard and Boston ■— a time of in¬sulation and involvement in theeducational process of the com¬munity.* Then Senior year, a time ofconfrontation with reality—thesis,the prospect of a job, the army,the end of an era. Small wonderthat increasing numbers of seniorsopt for some sort of graduatestudy which plunges them backi»to the academic life!■^Undergraduate concentration atHarvard is a shining example ofthat most familiar of phenomenafor the social scientist — theparadox of unintended consequen¬ces. The program in its presentform is the result of a series ofdecisions and changes in the stu-3hnt body, or a wholly admittableenrichment of the educational ex¬perience.The net result, however, seemsto me to be increasingly unfor¬tunate, and to embody some ofthe worst features of contempo¬rary American bigher education. During the past ten years, thestudent body at Harvard has im¬proved continually. This is almostentirely due to the remarkablerise in the number of applicationsreceived each year, together withthe natural pre-selection resultingfrom the publicity given to thisrise.The Trend TowardProfessionalizationWhen I applied as a high schoolsenior in 1950, there were approxi¬mately 1900 applicants for aneventual 1100 places. Because ofexpected non-aceptances, perhaps1600 of the 1900 applicants wereadmitted. Now, more than 5000students apply for the same num¬ber of places (perhaps 1200 ratherthan 1100), and the increase inacceptances of admission has actu.ally cut down the number admit¬ted to 1400 or so.The effects of this revolution inthe admissions situation has notb£en to alter the quality (or, in¬deed, the quantity) of the very.best students, those geniuses andnear geniuses who in small butpredictable numbers arrive atHarvard each year.Rather the effect has been tocreate a large middle group offirst-rate students, capable ofhonors work and serious in stu¬dies, and simultaneously to dimin¬ish drastically the previously largehotly of “gentlemen-C” studentswho coasted through on their so¬cial standing and an absoluteminimum of work. Such studentsstill exist, but they are rare.This change (strangely parallel¬ing the change in the class struc¬ture of American society, onlywith some ironic reversals!) couldbe observed in a number of ways.The College Board scores andhigh school records of the Incom¬ing class were increasingly toplevel; more and more studentsopted for honors concentration;a rapid rise was noted in the per¬centage of graduates going on forgraduate training, and particular¬ly for training in the arts andsciences (the number of medical,business and law students hadalways been large).The rate of change was so rapidduring one period (in the middleand late fifties) that in the spaceof a single college career — louryears — the distribution ofachievement and aptitude scoresin incoming classes would be to¬tally altered. Professors realizedthat a curve of grades applicableto the class of '55 was unfair tothe far more able class of ’59.Finally, it was decided thatsome substantive changes wouldhave to be made in the curricu¬lum, to accommodate it to thenew composition of the studentbody. The old image of honorsconcentration as a special train¬ing for a small gifted minoritywould have to be revised. Everyincoming student, one Dean pro¬claimed, was capable of honors work, and at least in principleshould have the opportunity todo it.The first steps taken to imple¬ment this vision of an academi¬cally enriched curriculum wereextensions of the existing honorsprogram. Instead of tutorial fora favored few, tutorial would beinstituted in the sophomore year.Simultaneously, individual depart¬ments undertook their own im¬provements.Quite obviously, the major ques¬tion to be answered at this pointwas: what standards should be era-Robert Paul Wolffployed in the enrichment, of theundergraduate curriculum?Unfortunately, but predictably,the universal answer was: thestandards of graduate educationalready employed by the verysame departments in their profes¬sional graduate training pro¬grams.This decision was reinforced byan institutional aspect of Harvardwhich, on other grounds, I viewas one of its great strengths.There is no distinction madeeither between undergraduate andgraduate faculties, or between un-dergratude and graduate courses.The main body of so-called“middle-group” courses are reg¬ularly open to both undergradu¬ates and graduates, and constitutethe backbone of the instructionaloffering.Hence the program of an under¬graduate concentrator and of agraduate student may be identicalin a given department. Enrich¬ment of the undergraduate cur¬riculum was therefore most easilyinterpreted as an extension of thistrend.It is notorious at Harvard thatin some departments, the under¬graduate generals are as difficultand comprehensive as the gradu¬ate preliminary exams.At the same time, the demandsof specialization necessitated in¬creasingly heavy preparation fromthe student.There was so much to learn be¬ fore he could write a really goodhistory or government or philo¬sophy thesis! So the student wasencouraged to choose his field ofconcentration earlier and earlier.In addition, the sophomore andjunior tutorial came to be lookedupon, not as a frosting on thecake, but as the meat and pota¬toes of the concentration. Indeed,things have now reached such apoint that a student who decidesto switch into history in hisjunior year must actually sit inon sophomore tutorial while alsotaking junior tutorial!Gone are the days when a stu¬dent could range through thecatalogue of courses for tw-o oreven two and half years, hit upona field of concentration in themiddle of his junior year, and stillfulfill all the requirements by theend of his senior year. Freshmenare aware that to make their de¬cision thereafter entails increas¬ingly complicated and bureaucrat¬ically discouraged machinations.The consequences, of course, arethat students are dissuaded fromexploring new areas before mak¬ing their choice.If his high school has a goodhistory course, the student isliable to end in history. If its sci¬ence was outstanding, the head¬start given him in that area al¬most forces him to continue onwithout a healty experimentationin the social science or humani¬ties.In the attempt to enrich theundergraduate curriculum, in or¬der to do justice to the increas¬ingly well-prepared and giftedstudent body, Harvard has suc¬ceeded in turning Harvard Collegeinto a little graduate school.And instead of free-w'heeling, ex¬perimental, open-minded under¬graduates, it is producing a col¬lege of bow’ed-back, footnote-har¬ried, specialists, old before theirtime.ConclusionsWhat is to be learned from Har.vard’s experiences? What does ittell us in our attempt to rethinkthe character and aims of theundergraduate curriculum here atChicago? To my mind, there arethree lessons to be given from thisreview of Harvard’s program:1.First of all, education is suc¬cessful when it brings excited andgifted teachers in contact withintelligent, alert students.Anything which encourages thatexcitement on the part of theteachers, and creates a commit¬ment in them to the teaching en¬terprise, should be cherished andpreserved.From my experience at Harvardand Chicago, I am convinced thatfreedom and flexibility, and amaximum measure of local auto¬nomy, is the key to this commit¬ment.Teachers should be free to cre¬ate new' courses, try new’ formsof education; rules should be sim¬ple and flexible; administration should be cut to the bone; thewhole bureaucratic machineryshould get out of the way of theteacher and let him teach thestudent.If the College here persists inits habits of treating young new¬comers to its staffs as appren¬tices to be initiated into the ritu¬als of the “old college” or the“new college” or the “old old col¬lege,” it will discourage the bestmen and women from throwing intheir lot with undergraduate in¬struction, and force them to re¬treat to the freedom of the Di¬visions.2. Second, Chicago should con¬sider seriously the loosening upof the general education pro¬gram, and the introduction of al¬ternative courses, which might at¬tract men who are now uninter¬ested in teaching in the existingcourses with their complex poli¬tical histories of accommoda¬tion, adjustment, and negotiation.New combinations of lecturesand sections, group and individualteaching, classroom and field work,should be tried, and the rulesshould be made flexible enough,to foster rather than discourage,innovation.The “comps” should be elimi¬nated, so that staffs and indivi¬duals are not under the constantrestriction of preparing studentsfor an examination which theyonly partially compose and par¬tially grade.3. Most important, we mustavoid transforming Chicago intoa little graduate school. We mustpreserve the freedom, openness,and flexibility of college educa¬tion, while offering studentsricher programs of study.I might close here by pointingout that President Beadle’s an¬nounced intention of improvingChicago’s status by the buying ofa variety of great names is di¬rectly at variance with the pro¬posals I have made here.It is not great men exemptfrom teaching whom we needhere, for all the glamor they im¬part to the University, but a fac¬ulty of dedicated teacher-scholarswho see the teaching of under¬graduates as an essential part oftheir professional activities.The alternative w ill be to rele¬gate the College increasingly tothe status of poor relation, beg¬ging for funds and accepting asfaculty only those who are not“fortunate” enough to be releasedentirely from undergraduate tea¬ching.There is a clear implicationhere, in teaching loads, salaries,and other prerequisites, that theDivisional scholar is superior tothe College teacher. That impli¬cation must be overcome by thebuilding up of a staff of scholar-teachers dedicated to the inte¬rests of the College.Robert Paul Wolffasst. prof, of philosophySwartz: why put general ahead of special work?A TENTATIVE SUGGESTIONFOR GENERAL EDUCATIONCOURSES IN AREAS OFSPECIAL INTERESTThere is no a priori reason whyall general education should nor¬mally come before students havebeen exposed to specialized educa¬tion in the various fields to besynthesized in the general educa¬tion courses they are to take.It seems to me that studentscould participate in a general edu¬cation course in, say, the socialsciences, at a much higher leveland with more profound resultsif they had had some previouswork in sociology, psychology andanthropology or some combina¬tion of these three fields,I do not mean to suggest thatall general education should waitupon specialized work, but onlythat for some students in somefields general education mightprofitably follow rather than pre¬cede specialized w’ork. It mightbe that in all fields other thanthat of major interest the stu¬dent should take general educa¬tion courses as either substitutes for or introductions to the morenarrow but more detailed and ex¬haustive work to be found out¬side general education.In the field of special interestthe student would take specializedcourses first and then participatein a higher level and more so¬phisticated general educationcourse than that offered to thosewho took the synthetic course be¬fore or instead of the specializedinstruction.Limitations of space preventme from discussing the implica¬tions of this tentative suggestionbut clearly there are a number ofimportant ones bearing inter aliaon the relations between the col¬lege and the departments and themeaning of. a student’s “specialinterests” with respect to thestructure of his general educa¬tion.SOME IDEAS ON GENERALEDUCATIONThe central significance of“general education” is, rather un-startlingly, that it is general. Thisnot only means that it is not re¬stricted by the boundaries of con¬ ventional disciplines, but also thatit has the obligation of being in¬tegrative and synthetic.I do not take this obligation,however, to mean that anythingmay be put together with any¬thing else, but rather that cohe¬rent integration is required.In order to achieve this it seemsto me that integration must takeplace among disciplines which aresufficiently similar so that achiev¬ing coherence is a possible taskfor ordinary human beings.In our section on the socialsciences, for example, it might bethat all of history’s contributionsto human knowledge should bebrought together with all of thebest that sociology, psychologyand anthropology have to offer,but I should think that this taskis simply beyond our presentpowers.An integration of the views,theories and methods of the threefields mentioned is a noble andworthwhile task which, while dif¬ficult, is within our grasp.It seems to me that if we cantry to accomplish this synthesis we have done very w'ell indeedand ought not to berate ourselvesfor failing to make even widerintegrations.I think it is quite possible toadd to the integration of thethree “behavioral sciences” (I usethe phrase because I know of noother) an interest in the policyproblems which the considerationof these fields inevitably raise,but to go beyond this seems tome to be both futile and likelyto encourage dilettantism in thestudents and less than expertteaching from the faculty.Marc J. Swartzasst. prof, of anthropologyJoseph H. AaronConnecticut MutualLife InsuranceProtection135 S. LaSalle St.Ml 3-5986 RA 6-1060Dec. 5. 1962 • CHICAGO MAROON • S-3Curriculumtics.Then came World War II and agreat decline in enrollment. Fac¬ulty members took advantage ofthe paucity of students to turnto the development of undergra¬duate education. Thus, in 1942,the College changed again. Thetwo and four year programs werecombined, and the “Hutchins BA’*Lawrence A. Kimpton (left), UC Chancellor from1951-1959, and Robert Maynard Hutchins (right), his pred¬ecessor, who served from 1929-1950, shown at Kimpton'sinauguration. Under Hutchins' guidance, general educationand the comprehensive system in the College evolved.Hutchins is currently director of the Center for theStudy of Democratic Institutions in Santa Barbara, Cali¬fornia. Kimpton is an executive with the Standard OilCompany.dition, students were to presentevidence of work equivalent totwo years of high school study offoreign language and mathema¬ Emery T. Filbey, vice presi¬dent emeritus of the Uni¬versity. His controversialreport on the undergradu¬ate curriculum led to the"New College" with itsjoint degree program. genuis was growing into a pat¬tern alientating it from the restof the University and indeed fromthe rest of the educational world.”The problem, he said, was relat¬ing the UC College to “the totalAmerican educational process.”Hard to award BAAlthough he felt that “the Hut¬chins BA was the finest system ofgeneral education devised that theUS had ever had seen,” Kimptonalso found problems in continuingto award it. He had a committeeunder vice president Emery Filbeyinvestigate the undergraduate cur¬riculum. While the Filbey com¬mittee met, a student Committeefor the College organized “toarouse sentiment and present bothpressure and arguments for themaintenance of a system of in-tegrated and interdependentcourses in undergraduate study.”The Filbey report, which wentinto effect in 1954, added one yearof specialization to the 14-compBA program. The BA was to bejointly awarded by the College andthe divisions, thus reducing theCollege’s autonomy. To maintainsome of its autonomy, the Collegein instituted tutorial studies andprofessional option programs.Filbey explained that his actionwas taken “not because . . . theCollege program is undesirable,”but because “the University sim¬ply cannot finance the programon the number of students it at¬tracts . . . The University needsstudents ...” He added that “byadding a year to the present Col¬lege program, we can improvethat program too.”Specialization protestedMany protests greeted the re¬port. Persons on every level andarea of the University' petitioned,presented statements and publi¬cized their support of a generaland liberal education as the basisfor a BA degree. Groups demon¬strated in front of the admini¬stration building, at Kimpton’shome, and outside faculty Senatemeetings. The Committee for theCollege joined with the Student-Faculty Relations Committee ofStudent Government in a cam¬paign to oppose specialization andthe “trend” towards a more con¬ventional undergraduate curricu¬lum. Nevertheless, the report waswas awarded upon the completionof the general education require¬ment.Several course changes weremade. A mathematics course anda course particularly devoted toconsidering general language prob¬lems were introduced. The historyof western civilization was addedto the required core of courses,and it became posible to combineHumanities III with work in aforeign language.PhB abolishedIn 1945, Clai’ence Faust, dean ofthe College, led the faculty inabolishing the PhB degree. Thisdegree had been given to studentswho substituted two elective fieldsfor the terminal courses in two ofthe three major general educationsequences (humanities, social sci¬ences, and nautral sciences). Faustargued that it was impossible tobuild coherent three year sequen¬ces if the second year would beterminal for some students.By 1950, the two year BA de¬gree was running into trodble.Although high school graduateswere supposed to take a two yearBA followed by a three yearmasters degree, the average highschool graduate was taking 11.6of the 14 comps, representingthree years work. Other universi¬ties did not accept the BA asrepresenting more than two yearsof college. Thus, students who hadspent three and four years atUC were recognized elsewhere ashaving done two years of collegework. Enrollment dropped as aresult.Lawrence Kimpton, who in 1951succeeded Hutchins as Chancellorof the University, commented, “Wehad a College that with all its Alan Simpson, dean offhe current "New NewCollege." He took office in1959, succeeding RobertStreeter, who is currentlyacting dean of the humani¬ties division. Under Simp¬son, the College has triedto balance general withspecialized education.enacted, and four years later theCollege was modified still further.Another re-evaluationThere were many problems inthe “New College” of 1954. Forexample, although the average stu¬dent placed out of only 1.5 com-prehensives, he was taking only8.5, threby missing the importantthird year terminal courses. Thus,in 1957, the Executive Committeeon Undergraduate Education, un¬der Kimpton’s chairmanship, wasformed to re-evaluate the Collegeprogram and find a more effectiveplan of general education. The re¬commendations contained in thecommittee’s 1958 report are the(Continued from page 1)biology,physical sciences, humani¬ties, social sciences, and two elec¬tive sequences which representeda second full year of work intwo of the four general subjectmatter areas. Mathematics and aforeign language were also re¬quired, but they were submittedby most students as having beencompleted in high school. Instruc¬tion in mathematics was not evenoffered in the College; studentscould fulfill the requirement onlythrough the home study division.Comps introducedThe substitution of uniform com¬prehensive exams was a majorfeature of the new plan. Studentscould proceed at their own ratetaking an exam whenever they feltready for it. Although there wasan English composition placementtest for students under the NewPlan, few succeeded in placingout. All other courses were com¬pulsory for everyone. In the firstthree years of the program, 34students completed their work inless than two years, but 108 tooklonger.Ideas and factsIn 1933, jurisdiction over thelast two years of the Universityhigh school was transferred tothe College faculty; however, thenew four year entity w'as notcalled “The College” until 1937.In 1936, working under the prin¬cipal that “the end of general edu¬cation can be achieved best byhelping students to master theleading ideas and significant factsin the principal fields of know¬ledge, with a view to the develop¬ment of intelligent action,” aCollege curriculum review com¬mittee recommended furtherchanges in the undergraduateprogram.In the 1936 four year College,15 comprehensives were requiredfor graduation, representing threeyears each of humanities, socialscience, and reading, writing, andcriticism; three years selectedfrom two years of biological sci¬ence and two years of physicalscience; one year of philosophy;and two years of electives. In ad-I Clarence Faust, dean of Ithe College in the 1940‘s. | reaches present statebasis of the present “New NewCollege.”The report established the Col¬lege as a four-year institution, de¬voting two years of work to gen¬eral education, one year to a sin¬gle area of concentration, and oneto “free and guided electives.”Concentration requirements (in¬cluding prerequisites) were givenup to two years, except that “infields in which recognized stand¬ards require additional w'ork, theymay include up to a maximum of2% years.In addition, a College facultywas established and empoweredto determine ,the requirements forfor the BA degree and the generaleducation component of the BS de¬gree. The College’s autonomy,which the joint degree programGeorge Wells Beadle,current President of theUniversity. He was inaugur¬ated in May, 1961.destroyed, was thus returned:once again the College could awarddegrees.Simpson becomes deanAlan Simpson became dean ofthe College. Discussing the new'program’s advantages, he said,“We have belanced the claims ofspecialized training against thoseof general education. We haveweighed the claims of individualchoice against an earlier faith inuniformity ...”The 1958 College reduced *the14 course general education pro¬gram of 10 courses. The old ter¬minal courses and philosophy wereeliminated from the required pro¬gram, leaving 2 years each tohumanities and social science; oneyear of English composition, for¬eign language, mathematics, phy¬sical sciences, biological sciences,and two of the three quarters ofthe history of Western civiliza¬tion.Mitigation poses problemsSince the maximum time allotedto students for completing thoseten courses, was two years, it wasexpected that students would placeout of least 5 of the 29 quarters’work represented by the 10 cours¬es. About half of each enteringclass, however, has failed to placeout of enough courses, resulting inthe waiving of certain courses onthe basis of the student’s place¬ment performance or arbitrarymitigation.In the present College, the com¬prehensive system, which was oneof the bases of Hutchins’ New Planhas been dying a slow death. Sev¬eral courses, such as mathematicsand biology, count each quarter’swork separately; others,.like Eng¬lish composition and physical sci¬ences, count each quarter’s workin addition to the comp to de¬termine the final grade.Most recent discussionsLast year, the College facultydiscussed the problems of mitiga¬tion, as well as the entire generaleducation component and the var¬ious fields of concentration in thecontext of a four year program.In February, the faculty ap¬proved several temporary changesin the curriculum and undertook'a 15 month re-examination of theentire curriculum. The re-exami¬ nation, which will be underwayall this year, is expected to pro¬duce a new concensus of facultyopinion on the College, althoughnot ^necessary a “brand new 1963college."The changes which went intoeffect this fall were aimed at re¬moving major objections to pro¬gramming and mitigation.Basics unchangedAs a result of the faculty’s ac¬tion, the basic structure of thetwo year general education pro¬gram remains unchanged. How¬ever, two quarter abridgementsof certain courses were elimi¬nated, and students were requiredagain to take all three quarters ofhistory.Students are still allowed amaximum of two years in whichto complete their general educa¬tion work. They are now excusedfrom courses on the basis of arevised placement system.Students W'ho place out of 2courses present no problem, andthose who placed out of more thantwo, can still accelerate. However,for the many students who failto place out of at least two cours¬es, zones of relative strength wereestablished. This means that stu¬dents performing within a broadzone of strength would be removedfrom programs.Also, the faculty voted to putstudents who take the Englishplacement test into three groups— those needing no further for¬mal instruction, those needing ayear-long course, and those need¬ing an experimental “half course”in English.New placement methodLater* last year, the facultydiscussed the grading system ingeneral education courses. A mo¬tion was made to abolish advisorygrades in all general educationcourses and instead replace themwith quarterly grades of record.In addition, there would be a com¬prehensive examination given allat once or “cumulatively” to in¬corporate work done during theyear. This comp grade would heused in determining official ave¬rages, but the grade of recordwould be an integral part of everyundergraduate’s transcript.An advisory grade, which is giv¬en at the end of one quarter’ workin a College general education se¬quence, does not count. It is nev¬er entered on permanent records.Students must pass one quarter'swork to go on to the next, butgrades are not recorded.This proposal will be recon¬sidered this year.And so, the College as*it is now,represents but another step in thefaculty and administration’s searchlor a meaningful undergraduateeducation. During the comingmonths, the entire faculty willcontinue its discussion of the var¬ious means with which it is pos¬sible to achieve this goal.Aristotle Schwartz, who,according to legend, em¬bodied the true spirit ofthe old College. Schwartzsports the reputation ofbeing the last queer kid toleave campus when fheNew College came intobeing.5-4 o CHICAGO MAROON • Dec. 5, 1962Film review -*.AJeanne Moreau shines in Truffant's Jules et Jim'If you are weary of filmed BBCradio comedies and you long forcharm and wit; if you are dis¬gusted by Doris Day and SandraDec and you crave to see unevraie femme on the screen, go tothe Hyde Park this week. Julesrt Jim, directed by Francois Truf¬faut (400 Blows and Shoot Thepianist), and starring JeanneMoreau (La Notte and Les Liai¬sons Dangereuses), is being shownt here.Jules and Jim, two writers, oneGerman ,the other French, sharei he pre-World War I bohemianworld of Paris together, a worldof art and cafes and sports andwomen. They meet and then wor¬ship Katherine. The three of themadventure through this innocentworld until she marries Jules andl he war breaks out. After thewar, Jim comes to their home inthe Rhineland and, with Jules’ sadapproval (her presence is enough,he says), finally consummates thetriangle. She alternates betweenthem, until finally, when Jim de¬cides to take a stand and marryanother, she triumphs over bothof them.Truffaut has said, “My filmsare circus shows, and that’s whatI want them to be. I’d nevershow two elephant iicts running.After the elephant act comes theconjuror; after the conjuror, thebear ... I swear I’m not joking.I'd like people to boo the sequen¬ces that have gone wrong andclap the ones they enjoy.’’One can only elap. Never hasa director shown such exuberanceand joy in the use of his medium.Tliis is a film with a swingingcamera, a camera which scootsin and scampers away, dives andflies, gallops along with the “loco¬motive girl,’’ races next to Moreauwith her painted moustache andnewsboy cap, whirls around thetable to show* up the village idiots,pauses to inspect rich texturesand beautiful lighting, and evenstops, as the rambling narratorof a novel stops, to give thecharacters a chance to sign, toromp at the beach, to wait Incafes, to make love. As it cavorts,it makes its little jokes: echoesof Renoir and I.uhitsch, Julessawing wood out of Murnau’sSunrise, the statues and tones ofCocteau, the vitriol and lire froml.es Liaisons.But “Thro’ all the drama ■—whether damned or not — Lovegilds the scene, .and women guidethe plot”; neither the camera northe “serious” plot can divert usfrom the magnificant womanKatherine. Truffaut has added aj>ortrait to the gallery of indepen¬dent women. But her independ-dence is purely feminine. It isnot that of I.aclos’ Mme de Mer-teuil who viewed her conquests as victories for her sox (while burn- motion of their own, which their rity of the work. The film is noting the letters, a reference to her husbands never know of. It is therole in the film based on Laclos’ nature of nice and fastidious mindsnovel, Moreau says that she is to know things only to be wearyburning lies). Nor is it the in- 0f them: women by their slydependence of the American fern- doubleness, prevent even the mis-inist who shouted at a heckler, HRe of those, for they can neverYes, I am a free lover. I have be so well known, but there is stillan inalienable, constitutional, and more unknown. Every woman Isnatural right to love whom I may, a science . . . therefore; this nameto love as long or as short a period of inconstancy wrhich hath soas I can, to change that love every much been poisoned with slanders,day if I please.” Not that of ol,Sht to b? changed into variety,Stendhal’s Renaissance heroines, ^or *be which the world is so de¬women w hose grand passions Hghtful, and a woman for that thedrove them to noble and reckless ,nos*; ^delightful thing in thisacts. Strange as it may sound, Mor,d-’Katherine acts as Stendhal’s Mme Truffaut has framed this fem-de Reynal might act were she a inine motion. As he has said ofmember of a bohemian world still Katherine, “The essential idea isinnocent enough to allow her to that she has a common denomin-follow her natural feminine irn- ator with the women of today:pulses. she wants to live as men do, with-She seems to puzzle the and- being a feminist, simply as alenee. She does not want equal matter of temperament and outrights; she wants children. She Pride.is not just; only she is allowed To those who searchingly want-lovers. She is not reasonable; she ed to know, “What is it about?”will not stand for Jim’s infidelity. I suggest they return to our localIf you do not like her, If she seemsan improbable character, listen toDonne’s words, “That women areinconstant, I with any man con¬fess, but that inconstancy is abad quality, Iwill maintain , critical texts and read thereinthat not all works of art are in¬tended to instruct, and that at¬tempting to reduce those whichare not to a series of comfortableagainst any man statements about love, life, death. . Women have a or whatever destroys the integ-VYUdwai^ (Riding QLuh, Qwl.* Special Rates For Schools, Clubs, Churches, etc.* Riding Classes Geared To The Individual's Skill• Excellent Private Lessons In Equitation & Jumping► Large, Heated Indoor Ring• Access To Washington And Jackson ParksBridle Paths At An Hourly RoteOpen 365 Days A YearCall Us For More Details742 East 6lst StreetPhone Ml 3-5771 Chicago 37, III,You won't have to putyour moving or storageproblem off until tomor¬row if you call us today.PETERSON MOVINGAND STORAGE CO.1011 East 55th StreetBUtterfield 8-67 ll C4>Urf CLddWuU ftJe jcruAaifo u+1/JozO,Ralph J. Wood Jr.Chicago, IllinoisFA 4-6800LA COMPAGME D’ASSURANCE-UIE SUN LIFE DU CANADAIN A HURRY?SAME DAY CLEANING SERVICEIN BY 10:00, OUT BY 4:30CASH AND CARRYServing the Campus Since 19171013-17 E. 61st ST. (Across from Burton-Judson Courts) about love and sex, or love andfriendship, or Bohemianism, orFranco-Prussian relations. Theseare elements in a simple talewhose center is Katherine. Theyshould read further and note thatthe genre of comedy admits ofmany variations and that the oc¬currence of a serious event in awork does not make it a tragedy(or in viewer’s language, “de¬pressing”).Is Volpone or Tom Jones de¬pressing? Must each scene in anovel be either comic or seriousw’ith no mingling for the novel tomake sense? Comedy in filmsrarely demands sensitive respon¬ses, rarely demands attention.Only serious films make such de¬mands Ergo, the reason, any filmmaking such demands must beserious. And if the subject is“serious” then the desire to carrySTUDY INSOUTHERNFRANCEAn undergraduate liberal-ails year in Aix-en ProvinceFRENCH LANGUAGE ~& LITERATUREEUROPEAN STUDIESART & ART HISTORYMEDITERRANEAN STUDIESClasses in English andFrench satisfying Americancurriculum requirements.Institute students enrolled atthe University of Aix-Mar-seille, founded in 1409.Students live in Frenc hhomes.Tuition, Trans-Atlantic faresroom and board, about$1,850.Institute ForAmerican Universities21, rue-Gaston-do-SaportaAIX-EN-PROVINCE, France aw’ay a nugget of wisdom direct¬ly relevant to “life” is doubly in¬creased. At this stage of the sex¬ual revolution, love and sex maybe treated openly and seriously,may even be made fun of openlyin films which are no more thana series of jokes, for these iso¬lated releases of guilt feelingsreinforce the seriotisness of loveand sex. But when they are partof the fun, when they are trulyintegrated in a comic experience,then it’s not funny.To those of you who are outpurchasing portraits of Charles IIto supplement those of Cromwellnext to your beds, may I suggesta third to hang between them? Aportrait of Cocteau.Tenia nerTHEBUTTONTAB*A new Gant Innovation that eliminatesthe collar button; in its place apermanent button is sewn on the tab.Result—fast, easy adjustmentwith no snaps showing. Like ailGant shirts, it has elan in agentlemanly manner.THE STORE FOR MEMG&t* SentStott and iamjut* fcijdjiIn the New Hyde PorkShopping Center1502-06 E. 55th St.Phono 752-8100 M6FOR $60.00YOU CAN BUY a Portable, Transistorized Pen-tron Battery Operated TAPE RECORDER, Camera-Like In Size (27/s x 6^/2 x 93/4*‘!) and Weight (O1/^Lbs.).TAKE IT TO CLASS And Replace Your Pen¬cilled Notes With TAPE-RECORDINGS (FROMYOUR SEAT) Of Lectures Or Class Discusion InWhole Or In Part For Later Review And StampingIn The Memory. Tape Can Be Erased And UsedAgain And Again Or Kept As A Permanent Record.Recorder Comes COMPLETE WITH BATTE¬RIES, Tape, And Shoulder Strap For Easy Carrying,Ready to Record With A Flick Of The Start-AndStop Switch For One Minute Or Solid Hour.EXTRA REELS Of (One-Hour) Tape Cost 60cEACH, For Recording Entire Course Of Lectures(FROM YOUR SEAT) If Desired.CLIP YOUR CHECK TO THIS AD And MailBoth To PENTRON ELECTRONICS CORP. At8701 S. Greenwood, Chicago 19, Ill. (Att: OsbornAndreas), and By Return Mail You Will ReeeiVeYour Recorder All Ready To Go, Complete WilliSimple Operating Instructions.Your NameYour Add ressStudent newspapers across US in troubleAsk Freedom at FlintNine students at Flint Com¬munity Junior College inMichigan have filed a brief inthe U. S. District Court ofFlint bringing suit against theFlint Board of Education for thefreedom of their student news¬paper, the “College Clamor.”The Board suspended publica¬tion of the paper two weeks agopending the adoption of a newpolicy toward student publica¬tions, giving no reason for doingso.The plaintiff party is composedof student government officials,editors, and interested students.The chairman of the Michigan re¬gion of the National Student Asso¬ciation has retained the servicesof two lawyers to assist the stu¬dents.The object of the suit, the plain¬tiffs said, is to determine whether the editorial board of the studentpaper or the administration of theschool is ultimately responsible forwhat is printed in the paper.Students will maintain that theeditors are responsible under thelaw. A decision to that effect willhave widespread implieations, es¬pecially in view of the recent Co¬lorado incident.Most schools now acknowledgeto the administration the rightto supervise, and to hire and fireif necessary.The action brought to court inFlint could conceivably promote agreater scope for student newspa¬pers which are censored or other¬wise contx’olled by administrationforces.Threaten Alabama editor(CIMW)—The Univer¬sity of Alabama has givenpolice protection to Melvin Meyer, editor of the univer¬sity’s newspaper, because he hasbeen threatened by the Klu KluxKlan for editorials endorsing JamesMeredith’s integration of the Uni¬versity. of Mississippi.“The University has not buckledunder to community and Klanpressure to silence me and censorthe paper,” he said. “I will con¬tinue to w’rite editorials when¬ever they are appropriate.”Meyer wras threatened by mem¬bers of the Klu Klux Klan whohave also burned crosses on thelawm of his fraternity, He hasalso received several letters threat¬ening violence.The editorials which evoked theKlan's threats appeared before therioting at the University of Missi¬ssippi. He added that others havesince appeared condemning segre¬gation and violence in Mississippi.Wheneifiaret'tiOmeansa lot...get Lots More from EMmore bodyin the blendmore flavorin the smokecm more tastethrough the filterAnd L4M’s filter is the modem filter— all white,inside and outside —so only pure white touches your lips.Enter the LM GRAND PRIX 50For college students only! 50 Pontiac Tempests FREE! Sit-in coverage blastedThe Louisiana branch of theNational States Rights Party hasblasted the Tulane student news¬paper, the Hullabaloo, for recentcoverage of sit-ins in the Tulanecafeteria.In a mimeographed letter distri¬buted in the Tulane campus area,the party specifically noted photo¬graphs in the Hullabaloo depict¬ing “Negroes . . . taking over thecafeteria while the manager lookscalmly on.”The sit-ins had been going onfor nearly a year before they weregiven any publicity, said currentHullabaloo editor, Dean Gottehrer.“More than 150 colleges of aprivate, public or church affiliatednature in the South are admittingqualified Negro students,” headded.“In Louisiana alone, more than650 Negro students are attendingstate supported institutions.“I think that the courts of theland should determine the legalityof admitting Negro students andnot the Louisiana Branch of theStates Rights Party.”Tulane currently has a lawsuitpending w'hich will determinewhether the institution can beintegrated despite the terms ofPaul Tulane’s wilL fmi|R or hospital t dimedealers in:• mg• morris• a u stin• triumph5340 s. lake parkdo 3-0707service clinic: 2306 •. 71 stmi 3-3113bob testermg psychiatristOn* nf Hyde Park's FinestARISTOCRATSHOE REPAIRSPECIALIZING IN:Heel* ChangedH##ll RepairedToe* Cut OutVamp* LoweredOrthopedic WorkZipper RepairsProfessional Dyeingand Refinishing ofShoes and flandbrngsColors MatchedFAirfax 4-96221749 E. 55th St.DR. A. ZIMBLER, OptometristIN THENEW HYDE PARK SHOPPING CENTER1510 E. 55th St. DO 3-7644EYE EXAMINATIONSPRESCRIPTIONS FILLED CONTACT LENSESNEWEST STYLING IN FRAMES" STUDENT DISCOUNTP rites slightly higher'west oj the Rnkieu .during the Christmas holidays, visitOUR UNIVERSITY SHOPAND OUR "346" DEPARTMENTThese two fine departments have every¬thing for today’s undergraduate...fromnew unfinished worsted suits to tradition-;ally correct evening wear...all reflectingour distinctive styling, quality and taste..University sizes 35 to 42, "346” sizes 36to 46.University Suits, $65 to $80 * Topcoats, $80Tweed Jackets, $50 • Outerwear, jrom $22.50.346 Suits, $90 to $105 • Topcoats, jrom $95Tweed Sport Jackets, $65 to $75But ton-down O.xjord Shirts, $6 and $6.50,Istabiishco insi NOhints FurmshingsT^ats fyUboes74 E. MADISON ST., NEAR MICHIGAN AVE., CHICAGO 2, ILL.Ntw \o*K • BO. I ON • Piri.BU Roll • SAN FRANCISCO • LOS ANCLLE*6 • CHICAGO MAROON • D«c. 4, 1962Concert Friday; ^wos"'f basketballhatever-you-eall-it, made it clearthat she was no Puritan.Crespin, indeed, presented anevening: that would rival justabout any basketball game around.Singing: works by Handel, Purcell,Gluck, Wagner, and Gounod, shemade it quite apparent that sheCrespin concert reviewedsoprano Sylvia Stahlman will jn a violent seizure of in- ture was soprano Regine Crespin,be held in the Law School spiration, I suddenly resolved a fair maiden who, from the mo-auditorium on Friday, Decern- on Sunday afternoon, to quit ment sbe appeared on a brilliantbor 7, at 8:30 pm. my monkish cell, pack up my green dress and a startling purpleIncluded will be works by Scar- maggotts, don my sweatshirt and whatever-vou-eall-it made it]atti, Handel, Mozart, Strauss, De- sneakers,, and off myself in questhussy, and Faure. of either a basketball game or aThe funds raised by the con- *a‘r damsel,cert will go to the Music Depart- The search for the former wasment, to be used for phonograph in vain. Luckily, however, allrecords and new musical instru- was not for naught, for upon en-ments. tering Studebaker Theater . .Tickets are available at the (where, by some miracle the na- ,at ease ,n a staPS«*r,nfi: varietyMusic Department, 5802 Wood- ture of which I fain would guess, °f moods and sty,es-lawn, at $1 for students and $1.50 my odyssey transported me) I Her voice is b>g and rich • • .for non-students. discovered that the evening’s fea- closei^ t0 the errotic than to thepriggish, one might say. However,Mermen to face two Big Ten teams dSSJSUC’s Varsity Swimming team will be coached by William Moyle. sucb as tbe conclusion of the areawill be pitted against some of He has been at UC for sixteen from Gounod’s Sapho, with whichIhis country’s top swimming years. Assistant Coach Paul Schutt, sbe closed tbe concert,schools this year. and Diving Coach Joe Kuypers __In tho selcctions from Wagner’sThey start off with North Park will also be helping to get the )j!:!8eVdwo.k Son^s’ *be ProYed-ii— ;«■ k— team into shape for their season , . IS equally able to singwhich officially begins on Janu- ly/":ally and subtly- warmly, andary 5th when the team will take at t,mes’ even "°stalg>cally. Thison Illinois State Normal Univer¬sity. PIZZASFor The Price OfMICKY’SNO 7-9063* MU 4-4780S 1235 E. 55thCollege, which is expected to be apush-over. But by mid-Januarythe schedule begins to get moredifficult with Northwestern Uni¬versity, the University of Illinois,and then the powerful Universityof Wisconsin.Last year the Mermen were un¬defeated; this year Coach Moyle’soptimism is quite restrained. Ashe says, “last year we had a re¬latively easy schedule — this year Loveman poetryaward offered was undoubtedly the touchdownof the evening.Mme Crespin might not he adistinguished linguist, but she doesnot neglect her language. Hersinging in French, English andThe Amy Loveman National S™"—',*"'5' a"d ^Award, a gift of $1,000 to the Mme Crespin was backed upcollege senior who has col- by spirited conducting by Robertit ’s going to be much rougher, lectern Outstanding personal ***■ Marchina and rather serond-We are up against two of the Big librar^ will be presented this a^chamber orches-10 teams. * spring for the second year.“We have more depth, and our The winner will be decided byquality’s improved. But we’ve also a panel of judges, including agot a much tougher schedule.” Saturday Review editor, a Book-The team this year is spear- of-tbe-Meath Club judge, a nation¬headed by returning* co-captains *"**™”n au,hor’ Cr"‘C' 0r bookEach applicant’s library will bejudged on interest in creating thecollection, and knowledge of thebooks as revealed in required an¬notated bibliographies.The award was established inGeorge Calif and John McConnel.Both are holders of Chicago In¬tercollegiate records. Also return¬ing are lettermen Joel Krissoff,Mike Anderson, Errol Elshtain,Mike Gay, and Larry Taylor.Coach Moyle thinks the squad tra. Marchina had three workson the program to himself, but hisseemingly excellent conducting(especially in the Wagner SIEG¬FRIED IDYLL) was drowned ina deluge of wrong notes, poor in¬tonation, and sloppy rhythm. Thedouble bass player might just aswell have been playing shove-penny.The only forboding omen of theevening was the small size of theaudience which turned out to hearwhat turned out to be an excel- TIKI TOPICSALOHA NUI (Hearty Greetings)fromCIRALS, HOUSE OF TIKI,1510 Hyde Park Blvd.Wahines (ladies) and Kane(gentlemen) treat yourself to an, afternoon luncheon in aHawaiian atmosphere.Your choice ofFried Chicken, French FriedShrimp, Filet of Sole, BeefPlatter or Ham withFruit Sauce atthe Luncheon price of $1.45.There is also a selection ofsandwaiches available. Enjoyyour favorite cocktail before orafter your lunch.'Okole Muluna (Bottoms Up)CIRALS, HOUSE OF TIKI1510 Hyde.Park Blvd.Kitchen open from11:00 A.M. to 3:00 A.M.but closed on Wed. dark theatredark & modisonfr 2-284550c r*^ w timesfor college studentsA open 7:30 a m.late show 3 a.m.if different double feature dallyit Sunday Film Guild★ write- in for free program guide★ little gal-lery for gals only★ every friday is ladies dayall gals admitted for only 25cif Clark parking . 1 door south4 hours 95c after 5 p.m.WEEKEND PROGRAMfri. - 7tb - “black orpheus”and “a summerto remember”eat. - 8th . “earthage inflames” and “theta rtars”sun. - Oth . "plea for pas¬sion” and “tasteof honey’*will be further improved by Terry memory of Amy LDveman, who lent beginning for the Cosmopoli-Plat and middle distance swim¬mer Chris Flory. was a respected figure in journal¬ism as well as serving on thestaffs of the Saturday Review andAside from these top-quality the Book-of-the-Month Club,swimmers. Coach Moyle has plenty Inquiries regarding the awardof power and reserve left from shouj(j ^ addressed to Amy Love-lasl years swimmers and new man National Award, Box 553,and promising freshmen crop. Times Square Post Office, NewThe swimming team this year York 36, N.Y. tan Chicago Concerts Series. Hadthis been a football game, such asmall turnout would have beentragic; since it was only a concert,I guess it doesn’t much matter.Peie Rabinowitz DEARBORN AT DIVISIONMa Japanese movie that isreally great"— Time MagazineYojimbo Chicago’s most unusualtheatre, offering onlythe finest foreign anddomestic films.STUDENTSTale advantage of thespecial discount avail¬able to you. 90# any dayexcept Saturday. ShowI.D. card to the cashier.TSQ33S3SZSATIREBOWEN & BRADY(The new conservative comics), in“THE CONSCIENCE OF A LIBERAL"an evening of political satireAdmission $2.00Pert, at 9:00 and 11:00 PM, Friday, Saturday & SundaySPECIAL STUDENT PRICETHIS AD WITH STUDENT ID CARD ADMITS TWOFOR THE PRICE OF ONE TO ANY PERFORMANCEMake reservations by calling AN 3-5750PLAWRIGHTS at 1842 N WELLS STSECOND CITY 1842 WELLS 5T* How to see Britain forless than $45 a week•)*5* •:* %• v v i* •:* •:* *:* *:* *:* t •:* •:* •:* *:• *:• *BAROQUE PERFORMANCEHandel's MESSIAHV| SUNDAY. DECEMBER 9 - 3:30Richard Vikstrom, conducting| ROCKEFELLER CHAPEL CHOIR30 Members ofCHICAGO SYMPHONY ORCHESTRA£ Future Concerts: Jan. 20, Hindemith’s Apperebit, Stravinsky’s•J* Mass, Bruckner’s Mess in E-Minor; Feb. 24, Bach’s Third Suitefor Orchestra, Haydn’s Harmoniemesse; April 7 Bach’s St.| Matthew Pashion.| SEASON TICKETS STILL PROVIDE 1 CONCERT FREE:* Reserved $12.00; General Adm. $10.00; UC Student $6.00| INDIVIDUAL CONCERT: Reserved $4.00; GeneralAdmission $3.00; UC Student $2.00| STUDENT TICKETS MUST BE PURCHASED IN ADVANCEON SALE: Rockefeller Chapel and Chapel House% For less than $45 a week, you canstay at friendly youth hostels, visittheatres and palaces, meet charm¬ing people, eat well and see thecountry. Clip coupon below foryour free student’s Travel Kit.Some thrifty students say you canhave the time of your life in Britainfor less than it costs to stay home. Thereason is that most prices in Britain arelower than in the U. S.2 cents a mile is the price of bustravel. Or you can hire a bicycle foronly $3 a week.50 cents is average for a night’s lodg¬ing at Britain’s 400 youth hostels. Jointhe American Youth Hostels Associationbefore you go.55 cents buys you a seat at the Shake¬speare Season or Plays at Stratford. Agallery seat in London’s theatres is onlyfifty cents.$254 pays for a six-weeks’ course atOxford, Birmingham or Edinburgh uni¬versities. Price includes meals, lodging,tuition and excursions. Plus the chance Seeing Britain on leesthan $45 a week-typical expense sheet3 nights in London $ "9.004 nights in Youth Hostels. . $ 2.00Breakfast, lunch anddinner for seven days. .$23.80Bicycle hire for one week. $ 3.00Visits to Tower of London,castle and stately home. JMTwo visits to the theatre. . $ 1.00Incidentals $ 5.00Total.Transatlantic fares are surprising¬ly modest, too. With a collegecharter flight, you can fly by jetfrom New York to London andback for about $250.of making friends with other visitingstudents.Free! Any of Britain’s 50 cathedrals,and most museums and art galleries.FREE STUDENT’S TRAVEL KIT- I For Kit, sendcoupon to BritishTravel Associationat one of theseaddresses:NEW YORK:680 Fifth AvenueLOS ANGELES i612 So. Flower St.CHICAGO:39 So. La Salle St.CANADA:151 Bloor St. West,Toronto Please semi my free student’s Travel Kit: 1. Stu¬dents Visiting Britain. 2. Calendar of Events inBritain. 3. Traveler’s Guide to Britain. 4. Britain.5. London. 6. Traveling Economically.Namea'l^ASK PRINT CI LAW.Y)College.AddressCity. .Zone.State.tNeighborhood "Peace corps' helps school childrenby Lucy RealsA project which lias beendescribed as a local PeaceCorps is operating1 in HydePark-Kenwood.Sue Duncan, whose husband isworking here for his doctorate inpsychology, renovated the parson¬age of the Kenwood-Ellis Com¬munity Church, 46th and Green¬wood, and opened it to neighbor¬hood children. She supervises andteaches an average of fifty chil¬dren every day after school andon Saturday afternoons.On a typical weekday, childrenbegin arriving as soon as schoolis out. Soon forty to fifty young¬sters between three and fourteenyears old are there.ClassifiedAPTS., HOMESBoom available, for a mate student ina lovely Kenwood home with meals aswanted in exchange for lisrht duties.Bus transportation to campus available;call Mrs. Joseph White, eve. LI 8-874 3.Shorejane apts. 513-7 S. Kenwood offers1 to 3 Va i'm. efficiency units. Attrac¬tively appointed, month to month occu¬pancy. $80 and tip. Elevator, fireproofbuilding, manager on premises.HELP WANTEDWanted: experienced. capable youngsecretary for permanent ]>osition inbrand new Hyde Park office. IBM exec,typewriter & other deluxe facilities. Ex¬cellent salary and hours. DO 3-4300.Leave name and number.MISCELLANEOUSIBM executive typewriter: StenoretleDictaphone - letters dictated via phone;photo-stats, etc. Call HY 3-3149 after5-s)0 pm. Let Lindy address and mailyour personal and business Xmas cards.St. charter flight to Europe. $26.7 roundtrip. Info: ext 3272, 3:30-5 pm.Share a cab to O'Hare Field. Dec.12th-16th. Call DO 3-4376 this evening.Cat available to San Francisco on orabout’ Dec. 14th. (las allowance; forinfo, call MI 3-1188.PERSONALSNo, Albert. Just for laughs. — Jr. “The kinds spread the news byword of mouth and soon about50 were coming every day, mostlyfrom Shakespeare School acrossthe street,” Mrs. Duncan said.“Until this fall, a few friendsand divinity students helped mecarry on the project. Mr. Bakun,professor of physehology at lTC,has also been very helpful to us.Now we hate around ten studentsfrom UC who come at differenttimes during the week."The Hillel Foundation pf theUniversity will solicit students towork with Mrs. Duncan, as partof their “United Jewish StudentAppeal Drive” next month.In June, 1961, after teachingBible school at the Kenwood-Ellischurch, the church agreed to letMrs. Duncan use the parsonageand playground to carry on herWorkers neededThe Summer work pro¬gram. sponsored by the Wel¬fare Council of MetropolitanChicago, is now receiving ap¬plications from college studentsfor next summer.The program, designed to pro¬vide an opportunity for collegestudents to get some practical ex¬perience in social work, also helpsto combat the shortage of com¬petent social workers in the Chi¬cago area.Students must be 19 years ofage or older to apply, and prefer¬ence is given to those who havecompleted their sophomore or jun¬ior year. Deadline for applica¬tions is March 1. Workers will bepaid.Interested students may obtaininformation and application formsby writing to Maxine E. Miller,Director, Careers in Social Work,Welfare Council of MetropolitanChicago 123 West Madison Street,Chicago’ 2, III. work.The children have four roomsin the parsonage and a playgroundin which to play. Books rangingfrom readers used by Mrs. Dun¬can’s mother to new Dr. Seussbooks are available to the chil¬dren. Toys, paints, and “dress-up”clothes *are also used.The only financial help givento the project is $20 a month sup¬plied by the church. Most of thetoys and materials are suppliedby Mrs. Duncan and her friends.The largest room is used forreading; children play with toysin two others, and a fourth isused for arts and crafts.Mrs. Duncan normally has 2 orS people helping her. One super¬vises in the art room and theothers teach reading phonetically.Some days a helper may planspecial projects such as puppetmaking. Mrs. Duncan also givesthe children a snack of cookiesor cocoa.The help given to the childrenis informal. “I am a Quaker andthis work is in the tradition ofQuaker workcamps.” says Mrs.Duncan. Helpers are not assignedto specific children or times andthey may switch from reading toarts and crafts or something elseif they wish.At the end of the day, ail therhildren and helpers gather in thelargest room to sing and talk. Thechildren bring up any complaintsthe have, volunteer to read thingsthey’ve written, and play musicalinstruments.Mrs. Duncan feels that the lackof attention paid to the childrenboth at home and at school makesthem need outside care and at¬tention.COP ALOUNGE ANDLIQUORSfree deliveryfree ice with deliveryPhone: NO 7-63151605-7 E. 53rd St.Open 7 a.m. to 4 a.m. Share a cab to O'Hare FieldDecember 12-16Call DO 3-4376this eveningg CHRISTMAS GIFTSg A fine selection of gift suggestions are displayed in our show |$ windows. 8tg Let us help you select your gifts form the many fine items on 9K hand in each department. wH Your purchases will be gift wrapped free of charge,jff The following are typical items which you may wish to give: $g BOOKS 15 Lattimore: The Iliad of Homer, illustrated by ftn Baskin until Christmas $11.50 3R Drury: A Shade of Difference ..7*. $6.95 Vh Rotkin: Europe: An Aerial Close-up until Christmas $15.00 3tg Basic Kit of Chess $4.95 Kft Children’s Activity Boxes $1.00 to $1.95 #fe Fairy Tales. Children’s Classics in New Editions, $1.00 to $1.95 15ft Beadle: These Ruins are Inhabited $4.9.7 Stj? Jones: The Thin Red Line $5.96 0STATIONERY ITEMSBrief Cases . . from $2.25 to $19.9.7Lamps .... from $1.93 to $17.00Attache Cases from $6.9.7 to $17.95WOMEN S WEARSkirts $5.95 to $10.95Blouses $3.95 to $6.95Hose $.98 to $1.65Purses $3.00 to $12.95Cologne $2.00 to $6.00 MEN'S WEARShirts $3.95 and $4.95Ties $1.50 and $2.50Gloves $3.95 - $5.00Sweaters $6.95 - $14.95Slippers $2.95 - $3.95CHILDREN'S ITEMSTnfant Wear . ./. $1.00 to $5.95Stuffed Animals .... $2.95 to $5.95Dolls $1.00 to $3.00E PHOTO ITEMS gJ Sylvania Movie Sun Cun $12.50| Eastman Kodak Star Flash Outfit $10.95 3); Eastman Kodak Movie Camera and Sun Gun $29.50 "Ik| B. C. Flashgun Bounce Flash $4.95 afl\ TYPEWRITERS $« Free Pen Set with Underwood-Olivetti Portable at $68.00 Ykl Free Typewriter Table or Eastman Kodak Camera Kit With Each Olympiae SM 7 Purchased. Hl OTHER GIFTS SUGGESTIONS |f Imported French Glassware $.80 to $5.95 SjS IMPORTED ITALIAN POTTERY 7 $2.95 to $5.95 «? African Wood Carvings $2.00 to $14.00 C?k Italian Baskets \ ... $1.75 to $3.95 JKt Pipes $1.00 to $10.00 2fi Imported Tobacco $.65 to $2.75 gj5 Christmas Cards and Wrapping fth For your convenience the store and Postal Station will be open all day JjJ5 Saturday, Dec. 15 and Dec. 22. VtS Good Luck on your exams and enjoy a pleasant Christmas Holiday. Sjf The University of Chicago Bookstore |R 5802 ELLIS AVENUE EVERYCOLLEGESTUDENTCAN BENEFITbyreadingthisbookAn understanding of the truthcontained in Science andHealth with Key to the Scrip-Jures by Mary Baker Eddy canremove the pressure which con¬cerns today’s college studentupon whom increasing de¬mands are being made foracademic excellence.Free to You for 30 DaysScience and Health may heread, borrowed, or purchasedfor $3 at any Christian ScienceReading Room. On request acopy will be mailed to you post-Eaid. After 30 days you mayeep the book by remitting thecost or return it to the ReadingRoom in the mailing cartonprovided.Information about Scienceand Health may also be ob¬tained on campus through theChristian ScienceOrganizationThe Universityof ChicagoMeeting timeTuesdays at 7:15 pmMeeting PlaceThorndike Hilton Chapel1150 East 58th Street “The teachers do what they can,but with 40-45 kids in a class, noone gets much help. At home theyare crow ded in financially and cul¬turally deprived surroundings,**according to Mrs. Duncan,“Kids beg to read. No one lis¬tens to them in school. We aremaking real progress. One littlegirl went from F to A in readingand raised all her other marksover one marking period,” shecontinued.“Anyone who wants to come,see, or help is welcome. We coulduse anything—old toys children’sbooks, pencils, pads of paper.Many of the children don’t have warm clothing for winter,** ahaconcluded.Interested students can callMrs. Duncan at BU 8-6033. Shepicks up helpers in front of C-group at 2:45 on weekdays arm1:30 on Saturdays. She drive,back at 6 on weekdays and 4on Saturdays.Mrs. Duncan received her B.\ ;nEnglish from Smith College andher MA front University of Wis¬consin. After receiving her MAshe taught English at a Clevelandhigh school for 2 years. She thencame to Chicago where she taughtjunior college for a semester.r* Hank’s Restaurantand Bar-B-Cue"the best bar-b-eue on earth"Features: Complete Dinners from $1.25Businessmen’s Lunches from 95cSpecialty: Hickory Smoked Bar-b-cuedRibs and ChickenWe have a private dining room for businessmeetings, clubs, and private affairsOpen 7 a.m. to 1 a.m.7101 STONY ISLAND AVENUE-643-1131mthe fourth dimension: TIME* **... still a mysterious concept to science. Time is only an idea,an abstraction... an area of shadow, speculation—and surprise.SEPT. 5, 1752, NEVER HAPPENED!...Nor did any date from Sept. 3 to 13,at least in England and the American Colonies. Why? The King decreedthat these days would be skipped to correct a discrepancy between theOld English calendar and the newly adopted Gregorian calendar. This leftpuzzled Englishmen and colonists with one 19-day month and a 355-day year.THE HAMSTER’S BUILT-IN “CON¬TINUOUS CLOCK”...enables himto maintain his daily activities ofeating and sleeping without theusual stimuli of light and dark¬ness. He lives on exactly the sameschedule even in total darkness. IT TAKES TIME TO MAKETIME. Hamilton's ex¬tremely precise versionof a timepiece takesfrom 6 to 9 months toproduce. Half of themore than 2000 produc¬tion steps are qualityinspections which as¬sure Hamilton accuracy... ✓Are you a person who likes tostand out? A Hamilton is bothattractive and distinctive, a touchof excellent taste that you canwear every hour of a lifetime.They start as low as $35. Askyour favorite gift-giver. HamiltonWatch Co., Lancaster, Pa. f8 • CHICAGO MAROON • Dec. 5. 1962