Special Supplement on General Education—See InsideChicago Maroon MIDWEEKEDITION75th Anniversary YearVol. 75-No. 36 Th« University of Chicago February 7, 1967FROSTY THE SNOWMAN?—If it is Frosty, he looks pretty down¬cast as he stands in front of Rosenwald Hall.Decornoy Paints BleakViet Picture at Colloquiumby John WelchJacques Decornoy, Le Mondereporter who spent nine weeksin Vietnam last summer, apol*ogized if any of his statementsmight hurt his audience, or seem tobe brutal. “But I found out in Viet¬nam that facts are brutal,” he toldthe Beardsley Ruml Colloquium onVietnam at dinner Friday night."THE ONLY thing I can do, andwill do, is describe,” he added. Allhe believes, he said, is that hedoesn’t “see why we should decidefor the Asians their society or whywe should decide their political re¬gimes.”The NorthEveryone in North Vietnam,from peasants to government offi¬cials, says the same things, he re¬ported. No one is pro-Chinese orpro-Russian. “These words are se¬mantic shortcuts used by Western¬ers to reduce the Vietnamese gov¬ernment to our own idea of interna¬tional politics,” explained Decor¬noy.ALTHOUGH the North Viet¬namese are concerned about theSino-Soviet battle, they do not wantto be mixed up in it. “They don’t tween the people and the party.Decornoy said that the North Viet¬namese peasants do not feel neg¬lected by the government. “Theofficials are very poor people.They work hard,” said Decornoy.Party cadres are continually sentinto the country to explain govern¬ment policy. “The people back thegovernment much more now thanbefore the bombing began,” he con¬cluded.Whole Country ReadyThe whole country is mobilizedtoward war. “He said recently thatHanoi and Haiphong are in ruins.This is psychological preparationfor more escalation,” stated Decor¬noy. “The people consider thecountry already invaded.” All themobilization is self-mobilization,(Continued on Page 17) Morgenthau Favors U.S.South Asian CommitmentHans J. Morgenthau, UC professor of political science, asserted yesterday that theUnited States should contain China not through “isolated military intervention, butrather by committing its overall power to the preservation of the status quo in Asia.”Speaking at a press conference in the Center for Continuing Education following aCenter for Policy Study conferenceon China, Morgenthau stated thatthe “great weakness of our ap¬proach is that we tend to confoundChina’s national aspirations withits aspirations as the fountainheadof revolution.“To a large extent, China is pur¬suing the same policies it wouldhave if it had not become commu¬nist but had still attained greatpower status,” Morgenthau contin¬ued. “Thus, most of China’s objec¬tives are nationalistic objectivesthat have nothing to do with Com¬munism. It is true that China triesto stir up rebellions wherever itcan, but it is also true that it hasbeen singularly unsuccessful in thiseffort.”ALTHOUGH MORGENTHAU didnot make completely clear what hemeant by “preservation of the sta¬tus quo,” he implied that China’snationalist aspirations in SoutheastAsia would not disturb the basicpower balance.“Without United States interven¬tion, nothing would have been dif¬ferent regarding China’s position inAsia,” Morgenthau asserted.In sharp contrast to Morgenthau,Robert Scalapino, professor of polit¬ical science at Berkeley, statedthat the decision of the UnitedStates to make a commitment inSoutheast Asia had an “enor¬mous effect,” and had turned thetrend in Asia against Communism.Scalapino argued, however, thatChina had probably given up old-fashioned outright aggression, andthat a solely military response tothe China problem would not be ef¬fective.Addressing himself largely toChina’s internal problems, Scalapi¬no said that 1958 was a “watershed year” for the Chinese leadership.Before that time, he stated, theChinese had met with substantialsuccesses which had unified thegoverning elite. But the failures af¬ter 1958, he continued, have led todisputes among the leaders.End to AggressionSCALAPINO ASSERTED thatthese disputes had been aggrevatedby economic problems which hadled k> a clash between “those whobelieve in a hortatory call for sac¬rifice and those who believe in eco¬nomic incentives.”Donald Zagoria, a professor atColumbia University, agreed withScalapino that domestic problemsrelated to the unrest in China.“More broadly, however, what isinvolved is Mao’s concept of perpe¬tual revolution, stemming fromfear of Russian style revisionism,”he stated.Mao's Dreams“Mao may win the battle but losethe war,” Zagoria continued. “Heis dreaming dreams that cannot berealized. His efforts do not accordwith the tendencies in Chinese so¬ciety to settle down. I would be du¬bious that the peasant class is withMao now as it was twenty yearsago.”Robert Lowenthal, professor ofgovernment at the Free Universityof Berlin, agreed with Zagoria thatMao was becoming less realistic inhis policies. China had previouslypursued policies directly related toher immediate objectives, he as¬serted. “But since 1958, Chinesepolicies on the international planehave begun to put principles overimmediate success, leading to anumber of setbacks.”LOWENTHAL CLAIMED thatMajor Policy Speech LikelyRFK China Address TonightSenator Robert F. Kennedy (D-N.Y.) fresh from talks inEurope with French President Charles DeGaulle, West Germanwant their struggle taken up as a chancellor Kiesenger, and the Pope, will speak on “Americanpropaganda issue. The fight for in- . , . ... , ,, , , „ n ~ „„„Foreign Policy and China tonight at Mandel Hall. There areindications that Kennedy may bedependence comes first,” he said.Decornoy was told that Moscowhad offered to send experts to mansurface-to-air missiles, but Hanoirefused them. The Vietnamese, De¬cornoy said, preferred to man themissiles themselves, even if itmeant shooting down few'er Ameri¬can planes.Vietnamese communism he re¬marked, is first and foremost na¬tionalistic. Marxism, Decornoy saida North Vietnamese soldier toldhim, “is a complete demotion to mycountry.” Lectures to Decornoy al¬ways ended with a summary of thehistory of Vietnam, not of the inter-This nationalism gives the peopletremendous self-confidence, the planning to make a major foreignpolicy address.A REPORT IN Chicago’s Ameri¬can last week suggested thatthey’re going to, “Put up the stormwindows in the White House Tues¬day. . . Kennedy plans to return tothe United States Saturday and isgoing to unload a major foreignpolicy speech before 1,000 studentsat the University of Chicago.” Ken¬nedy has been quoted as sayingthat he wanted to do, “. . .all I cantoward a peaceful solution in South¬east Asia.” Kennedy was also quot¬ed in Sunday’s Chicago Tribune assaying that the next three weeks inEiench journalist added. They do J Vietnam are critical for three rea-not believe they can be beaten, al- ,. . , .. ,though they do not underestimate sons- The tlrst of these ,s th0 Newthe power of the U.S. - Year’s cease fire which goes intoCONCERNING RELATIONS be effect shortly, the second is the Kennedypresent turmoil in China, and thethird is, “The feeling in every capi¬tal I’ve visited that something dif¬ ferent is happening in Hanoi,**Kennedy’s speech, which isscheduled for 8 pm, will be pipedinto the Reynolds Club for the ben¬efit of those who were unable to gettickets. There will be a dinner forKennedy at 6 pm in the QuadrangleClub.KENNEDY'S SPEECH is sched¬uled as part of the China Confer¬ences sponsored by the Center forPolicy Study. The conferenceswhich run through Thursday, Feb¬ruary 9 will have brought to cam¬pus over 70 experts on China fromthe United States, the Middle East,Europe and Asia.According to Charles U. Daly,the director of the Center for Poli¬cy Study and the University’s VicePresident for Public Affairs, “Sen¬ator Robert Kennedy’s willingnessin trying to fit this event into hisschedule at what even for him is anextraordinarily busy time is a com¬pliment to the Center for PolicyStudy and to the University. China’s Vietnam policy fell intothis more recent pattern. “This pol¬icy has not achieved what it shouldhave from China’s point of view,”he stated. “The effect of makingVietnam a test case was for Ameri¬ca to send a large number of troopsto Vietnam—which is not good forChina.”Soviet SpectreIn an effort to link China’s for¬eign policy to her domestic trou¬bles, Lowenthal claimed that Mao’sperpetual revolution at home hadmade her unable to realize the ef¬fects of her owm actions abroad.Specifically, he pointed to Mao’suse of the Soviet example to pre¬vent internal “revisionism.”“When you use a great power asa spectre,” he stated, you cannotsimultaneously have a realistic poli¬cy towards that power.”Polk To Head NewStevenson InstituteThe Adlai E. Stevenson In¬stitute of International Affairshas named William R. Polk,professor of history as itsdirector. The announcement wasmade last Sunday at the Equi¬table Building on the 67th anniver¬sary of the birthday of the lateU.N. Ambassador for whom the in¬stitute was named.“OUR CRITERION of success.”Polk stated,” will not be the pro¬duction of books and articles thatusually don’t get read. We hope toattract people who are active in thesolving of problems. To me, thepurpose of the institute is to in¬crease the quality of active politi¬cal life. We might produce a pieceof legislation, for example.”Polk said that among the prob¬lems the institute will consider thiscoming year will be Latin America,trade, urbanization, race relations,disarmament, and the politics ofrevolution.President Johnson sent a tele¬gram of congratulations to Polksaying, “So much depends on howwell—and how soon—-we reach thegoals Adlai Stevenson set for us.”AS PART of its program, the in¬stitute will appoint 15 fellows ayear from several countries whowill study the domestic problemsthat are common to different coun¬tries.The institute will also organizefour discussion and four studygroups which will have six one-daymeetings each year to discuss aproblem that has been studied bythe fellows. The groups will consistof 20 people from government,business, journalism, and academicand diplomatic fields.As one of its first projects, theinstitute will microfilm 1,000,000 re¬search books and distribute themto 350 institutions throughout theworld.Nation’s Leading Schools Experiment with Pass-Fail Grading(Continued from Page Three)physics, chemistry, English, andhistory.Cal Tech PleasedThe dean of freshmen at CalTech, Foster Strong, is reportedlyvery pleased with the results of thesystem in reducing dropouts andencouraging “s e 1 f-motivation”rather than grade-grubbing.Of the few schools which haveoffered pass-fail for a time longenough to gauge its effects, Prince¬ton and Brown have both foundthat it is moderately successful intempting students to try new fields.PRINCETON SEEMS so encour¬aged by the pass-fail system that itis extending the options to includeauditing courses for credit.Edward Sullivan, Dean of Prince¬ton’s College, explained that an ex¬tensive curricular revision whichwas approved in January will re¬duce the number of courses re-quiredfrom five courses per semes¬ter for most underclassmen to four.Students can choose to take onlyfour courses, but also have thechoice of taking a fifth course onthe pass-fail basis, or auditing afifth course.Sullivan reported that almostthree-quarters of the undergradu¬ates took advantage of the pass-failoption when it was first offeredspring semester of last year, butfewer than one quarter did so inthis year’s fall semester. Half theseniors, but only a handful of fresh¬men, took a pass-fail course. Manystudents “seem to be saving theiroption for the second terms,” Sulli¬van commented.Both Princeton and Brown havefound that courses in art and litera¬ture are especially popular to stu¬dents taking them on the pass-failbasis. A survey at Brown showedthat courses chosen covered a widerange of fields, with no single de¬partment attracting more than tenpercent of the total. English was the most popular field, math andscience the least popular amongthe 349 students who opted forpass-fail courses. There are about2450 total undergraduates.Other Patterns TestedPass-fail is not the only answerto problems that arise from pres¬sure for good grades. At six col¬leges, students chosen to partici¬pate in a special Ford Foundation-sponsored project have no require¬ments for courses, grades, or cred¬its.The colleges participating in thisexperiment are Allegheny, Colora¬do, Lake Forest, Colby, Pomona,and Florida Presbyterian. GoddardCollege in Vermont follows thesame pattern for all students.Students at Lake Forest reportthe plan is succeeding fairly wellafter a bit of difficulty at the startin adjusting to the freedom. Somestudents report, however, thatthere is some envy among the ma¬jority of the students, who are notpart of the special program.OTHER COLLEGES have triedeven more radical solutions. NewCollege in Sarasota, Fla., gradesall students in all courses with thepass-fail system.One of the more noted systems isthat used by Reed College in Ore¬gon, which records conventionalgrades for all students, but doesnot reveal them to students untilafter graduation. Advisers counsela student when his grades are slip¬ping.Bennington and Sarah Lawrencecolleges try a different sort of com-promise between conventionalgrades and special systems. At reg¬ular intervals, a student receives athorough written analysis of hisprogress. To satisfy the demands ofgraduate schools and transferingstudents, however, the collegestranslate these evaluations intoconventional grades.ASAMATTEROF.,. Sun Life tnturanc* fa • aura wayto financial independence for youand your famjlykA* a local Sun Llfa representative, mayI eall upon you at your convenience?Ralph J. Wood, Jr., CLUOne North LaSalle Street, Chicago 60602FRanklin 2-2390 - 798-0470Office Hours 9 to 5 Mondays,others by appt.SUN LIFE ASSURANCE COMPANY OF CANADAA MUTUAL COMPANY . Students in general art courses inthe University of Minnesota’s Gen¬eral College were all given A’s atthe end of each quarter, in an ex¬periment in 1964 designed to en¬courage individual creativity. Thedirector of the experiment conced¬ed that this device would not beappropriate in other sorts ofcourses, in which a body of knowl¬edge must be assimilated.INDIVIDUAL interviews are ad¬ministered to students in some col¬leges, notably St. Johns College ofAnnapolis, Md. Twice a year, St.John’s students undergo question¬ing on their individual progress byteams of faculty members. Theschool catalog calls this “diagnosisand prescription,” but students callit the “don rag”—an Anglicizedterm meaning a scolding by tutors.Several brand new colleges aretrying new grading patterns also.Hampshire College, to open in Mas¬sachusetts in 1969, will grant thegrades of pass, fail and distinction.A proposal for Surmonte College,which would stress individual pro¬gress, would use pass-fail forcourses, then assess each student’sprogress each year in a meetingwith three faculty members andtwo students of his choice.Questions RaisedWhile most educators recognizethat the usual grades present manyproblems, not all are sure that thepass-fail system is the perfectanswer.It is unlikely, for instance, thatgraduate schools would look kindlyon transcripts full of only P’s. Ja¬cob W. Getzels, UC Professor ofEducation and Psychology, com¬ments that graduate schools can“simply not spend the time neces¬sary to read folders of commentson each student.” This, he feels,would be necessary to distinguishthe really top students from theonly fair students, if all receivedonly “P’s”. THE DIFFICULTY, Getzels commented, is to devise some systemwhich would satisfy both the “in¬ternal demands” of students andfaculty within a college for modifi¬cation of the grading system, andthe “external demands” of gradu¬ate schools which require somesort of simple evaluation of the stu¬dent.“If one thinks of the function ofexams as evaluative,” Getzelscomments, “one must necessarilyget some sort of A-B-C-D-Fsystem—some sort of shorthand forindicating better or worse.BOB NELSON MOTORSImport CorNMMmy 1-4501605? 5n rt “If, however, one thinks 0f ex¬ams as serving and educationspurpose (for the student’s benefit)it may be possible that some otherkinds of notation for communicat¬ing between teacher and studentwould work better than the eni«.matic letter.”Harvard’s dean of the GraduateSchool of Arts and Sciences, JohnP. Elder, has also cautionedagainst exclusively pass-fail grading. “Just one course a yeardoesn’t bother me,” he has said,“but if this paralysis crept furtherit would, and students from schoolswe don’t know would suffer.”RENT A TRUCK$o 00 Per HourDO-IT-YOURSELFTRUCK RENTALSO 8-98008150 Stony IslandSundays $3.00 per hourSAMUEL A. BELL'BUY SHELL FROM BELL"SINCE intPICKUP & DELIVERY SERVICE52 & Lake Park493-5200 (OPEN DAWN TO DAWN)Hobby House He* Ian ran I1342 E. 53rd ST.BREAKFAST - LUNCH - DINNER“The Best of All Foods"DR. AARON ZIMBLER, OptometristIN THENEW HYDE PARK SHOPPING CENTER1510 E. 55th St.DO 3-7644 DO 3-6866EYE EXAMINATIONSPRESCRIPTIONS FILLEO CONTACT LENSESNEWEST STYLING IN FRAMESStudnnt and Faculty DiscountBe Practical!Buy Utility Clothes!Complete selection of boots, over¬shoes, insulated ski wear, hoodedcoats, long underwear, corduroys,“Levis", etc., etc., etc., etc.Universal Army Store1364 E. 63rd ST.PL 2-4744OPEN SUNDAYS 9:30 1:00 i a*£it£ Japanese Film FestivalPresentsTHE MISTRESSToyodci - DirectorSat., Feb. 4SOC. SCI. 122 7:15 and 9.3075 cCANADIAN STUDENTSOPERATION RETRIEVALA team of Canadian University, Civil Service Commission and Department of Manpowerwill visit the Campus to acquaint Canadian students on the Campus with employment oppor¬tunities in Canadian universities, industry and the Federal Civil Service. Canadian students arecordially invited to attend the meeting.There will be a general meeting in the University Theater, Reynolds Club, 3rd floor, onWednesday, February 15, 1967, from 3:00 to 5:00 p.m. and each student who so desires willhave an opportunity for a private interview with a member of the team in the Office of Ca¬reer Counseling and Placement, Reynolds Club 200, on Thursday, February 16, from 9:00 a.m.Arrangements at your University are being made by Mrs. Anita Sandke, Assistant Deanof Students. If you wish an interview on February 16th, please telephone 3282 for an ap¬pointment, indicating your preference between a University, a Civil Service Commission or aDepartment of Manpower Member of the team.12 • CHICAGO MAROON • February 3, 1967Special Supplement on General Education-See InsideChicago Maroon MIDWEEKEDITION75th Anniversary YearVol. 75-No. 36 The University of Chicago February 7, 1967FROSTY THE SNOWMAN?—If it is Frosty, he looks pretty down¬cast as he stands in front of Rosenwald Hall.Decornoy Paints BleakViet Picture at Colloquiumby John WelchJacques Decornoy, Le Mondereporter who spent nine weeksin Vietnam last summer, apol»ogized if any of his statementsmight hurt his audience, or seem tobe brutal. “But I found out in Viet¬nam that facts are brutal,” he toldthe Beardsley Ruml Colloquium onVietnam at dinner Friday night.“THE ONLY thing I can do, andwill do, is describe,” he added. Allhe believes, he said, is that hedoesn’t “see why we should decidefor the Asians their society or whywe should decide their political re¬gimes.”The NorthEveryone in North Vietnam,from peasants to government offi¬cials, says the same things, he re¬ported. No one is pro-Chinese orpro-Russian. “These words are se¬mantic shortcuts used by Western¬ers to reduce the Vietnamese gov¬ernment to our own idea of interna¬tional politics,” explained Decor¬noy.ALTHOUGH the North Viet¬namese are concerned about theSino-Soviet battle, they do not wantto be mixed up in it. “They don’t tween the people and the party.Decornoy said that the North Viet¬namese peasants do not feel neg¬lected by the government. “Theofficials are very poor people.They work hard,” said Decornoy.Party cadres are continually sentinto the country to explain govern¬ment policy. “The people back thegovernment much more now thanbefore the bombing began,” he con¬cluded.Whole Country ReadyThe whole country is mobilizedtoward war. “He said recently thatHanoi and Haiphong are in ruins.This is psychological preparationfor more escalation,” stated Decor¬noy. “The people consider thecountry already invaded.” All themobilization is self-mobilization,(Continued on Page 17) Morgenthau Favors U.S.South Asian CommitmentHans J. Morgenthau, UC professor of political science, asserted yesterday that theUnited States should contain China not through “isolated military intervention, butrather by committing its overall power to the preservation of the status quo in Asia.”Speaking at a press conference in the Center for Continuing Education following aCenter for Policy Study conferenceon China, Morgenthau stated thatthe “great weakness of our ap¬proach is that we tend to confoundChina’s national aspirations withits aspirations as the fountainheadof revolution.“To a large extent, China is pur¬suing the same policies it wouldhave if it had not become commu¬nist but had still attained greatpower status,” Morgenthau contin¬ued. “Thus, most of China’s objec¬tives are nationalistic objectivesthat have nothing to do with Com¬munism. It is true that China triesto stir up rebellions wherever itcan, but it is also true that it hasbeen singularly unsuccessful in thiseffort.”ALTHOUGH MORGENTHAU didnot make completely clear what hemeant by “preservation of the sta¬tus quo,” he implied that China’snationalist aspirations in SoutheastAsia would not disturb the basicpower balance.“Without United States interven¬tion, nothing would have been dif¬ferent regarding China’s position inAsia,” Morgenthau asserted.In sharp contrast to Morgenthau,Robert Scalapino, professor of polit¬ical science at Berkeley, statedthat the decision of the UnitedStates to make a commitment inSoutheast Asia had an “enor¬mous effect,” and had turned thetrend in Asia against Communism.Scalapino argued, however, thatChina had probably given up old-fashioned outright aggression, andthat a solely military response tothe China problem would not be ef¬fective.Addressing himself largely toChina’s internal problems, Scalapi¬no said that 1958 was a “watershed year” for the Chinese leadership.Before that time, he stated, theChinese had met with substantialsuccesses which had unified thegoverning elite. But the failures af¬ter 1958, he continued, have led todisputes among the leaders.End to AggressionSCALAPINO ASSERTED thatthese disputes had been aggrevatedby economic problems which hadled to a clash between “those whobelieve in a hortatory call for sac¬rifice and those who believe in eco¬nomic incentives.”Donald Zagoria, a professor atColumbia University, agreed withScalapino that domestic problemsrelated to the unrest in China.“More broadly, however, what isinvolved is Mao’s concept of perpe¬tual revolution, stemming fromfear of Russian style revisionism,”he stated.Mao's Dreams“Mao may win the battle but losethe war,” Zagoria continued. “Heis dreaming dreams that cannot berealized. His efforts do not accordwith the tendencies in Chinese so¬ciety to settle down. I would be du¬bious that the peasant class is withMao now as it was twenty yearsago.”Robert Lowenthal, professor ofgovernment at the Free Universityof Berlin, agreed with Zagoria thatMao was becoming less realistic inhis policies. China had previouslypursued policies directly related toher immediate objectives, he as¬serted. “But since 1958, Chinesepolicies on the international planehave begun to put principles overimmediate success, leading to anumber of setbacks.”LOWENTHAL CLAIMED thatMajor Policy Speech LikelyRFK China Address TonightSenator Robert F. Kennedy (D-N.Y.) fresh from talks inEurope with French President Charles DeGaulle, West Germanwant their struggle taken up as a Chancellor Kiesenger, and the Pope, will speak on “Americanpropaganda issue. The fight for in¬dependence comes first,” he said.Decornoy was told that Moscowhad offered to send experts to mansurface-to-air missiles, but Hanoirefused them. The Vietnamese, De¬cornoy said, preferred to man themissiles themselves, even if itmeant shooting down few’er Ameri¬can planes.Vietnamese communism he re¬marked, is first and foremost na¬tionalistic. Marxism, Decornoy saida North Vietnamese soldier toldhim, “is a complete devotion to mycountry.” Lectures to Decornoy al¬ways ended with a summary of thehistory of Vietnam, not of the inter-This nationalism gives the peopletremendous self-confidence, theFrench journalist added. “They donot believe they can be beaten, al¬though they do not underestimatethe power of the U.S.CONCERNING RELATIONS be Foreign Policy and China” tonight at Mandel Hall. There areindications that Kennedy may beplanning to make a major foreignpolicy address,A REPORT IN Chicago’s Ameri¬can last week suggested thatthey’re going to, “Put up the stormwindows in the White House Tues¬day. . . Kennedy plans to return tothe United States Saturday and isgoing to unload a major foreignpolicy speech before 1,000 studentsat the University of Chicago.” Ken¬nedy has been quoted as sayingthat he wanted to do, “. . .all I cantoward a peaceful solution in South¬east Asia.” Kennedy was also quot¬ed in Sunday’s Chicago Tribune assaying that the next three weeks inVietnam are critical for three rea¬sons. The first of these is the NewYear’s cease fire which goes intoeffect shortly, the second is the Sen. Robert F. Kennedypresent turmoil in China, and thethird is, “The feeling in every capi¬tal I’ve visited that something dif- Study and to the Universityferent is happening in Hanoi.'*Kennedy’s speech, which isscheduled for 8 pm, will be pipedinto the Reynolds Club for the ben¬efit of those who were unable to gettickets. There will be a dinner forKennedy at 6 pm in the QuadrangleClub.KENNEDY'S SPEECH is sched¬uled as part of the China Confer¬ences sponsored by the Center forPolicy Study. The conferenceswhich run through Thursday, Feb¬ruary 9 will have brought to cam¬pus over 70 experts on China fromthe United States, the Middle East,Europe and Asia.According to Charles U. Daly,the director of the Center for Poli¬cy Study and the University’s VicePresident for Public Affairs, “Sen¬ator Robert Kennedy’s willingnessin trying to fit this event into hisschedule at what even for him is anextraordinarily busy time is a com¬pliment to the Center for Policy China’s Vietnam policy fell intothis more recent pattern. “This pol¬icy has not achieved what it shouldhave from China’s point of view,”he stated. “The effect of makingVietnam a test case was for Ameri¬ca to send a large number of troopsto Vietnam—which is net good forChina.”Soviet SpectreIn an effort to link China’s for¬eign policy to her domestic trou¬bles, Lowenthal claimed that Mao’sperpetual revolution at home hadmade her unable to realize the ef¬fects of her own actions abroad.Specifically, he pointed to Mao’suse of the Soviet example to pre¬vent internal “revisionism.”“When you use a great power asa spectre,” he stated, you cannotsimultaneously have a realistic poli¬cy towards that power.”Polk To Head NewStevenson InstituteThe Adlai E. Stevenson In¬stitute of International Affairshas named William R. Polk,professor of history as itsdirector. The announcement wasmade last Sunday at the Equi¬table Building on the 67th anniver¬sary of the birthday of the lateU.N. Ambassador for whom the in¬stitute was named.“OUR CRITERION of success.”Polk stated,” will not be the pro¬duction of books and articles thatusually don’t get read. We hope toattract people who are active in thesolving of problems. To me, thepurpose of the institute is to in¬crease the quality of active politi¬cal life. We might produce a pieceof legislation, for example.”Polk said that among the prob¬lems the institute will consider thiscoming year will be Latin America,trade, urbanization, race relations,disarmament, and the politics ofrevolution.President Johnson sent a tele¬gram of congratulations to Polksaying, “So much depends on howwell-—and how soon—-we reach thegoals Adlai Stevenson set for us.”AS PART otf its program, the in¬stitute will appoint 15 fellow's ayear from several countries whowill study the domestic problemsthat are common to different coun¬tries.The institute will also organizefour discussion and four studygroups which will have six one-daymeetings each year to discuss aproblem that has been studied bythe fellows. The groups will consistof 20 people from government,business, journalism, and academicand diplomatic fields.As one of its first projects, theinstitute will microfilm 1,000.000 re¬search books and distribute themto 350 institutions throughout theworld.Rujnl Colloquium: The Vietnam ProblemPanelists Assail War Standby Gloria Weissman“The Vietnam War is im¬moral, improper and wrong,”Ira Kipnis, attorney and UCjocial science professor, statedSaturday. Kipnis’ view was shar¬ed by four of the five other pan-alists in a discussion of “EthicalImplications for Individuals andInstitutions” of the war held aspart of the Beardsley Ruml Col¬loquium.The other members of the panel,were Issac Balbus, Peter Caplan,Soia Mentsehakoff, James Powell,and Gibson Winter.WINTER, a professor in the di¬vinity school, defined the two basicissues that bear on ethical implica¬tions as "why we are in Vietnam,”and "how this is related to themeans we are presently usingthere.” He dismissed the first ques¬tion as no longer important, sincewe are already deeply entrenchedin Vietnam.The second issue however, is vi¬tal, he stated, for "the point atwhich means begin to defeat endsis the point at which the activitybecomes unjust.” He insisted thatthe burden of proof is still on U. S.leadership to give reasons for ourremaining there. "The notion thatwe can destroy a whole countryand people to preserve their self-determination is absurd,” he re¬marked.Discontent of WintersBlame, he added, should not beplaced only on President Johnson,for the Congress has been passiveand irresponsible in the whole mat¬ter. Congress has a regulative role, , and a great deal of bargaining pow¬er, but Winters believes that a lotwill have to be done to force Con¬gress to take a more positive role.Winters said that the most impor¬tant issue, however, is not Viet¬nam, but the failure of the U.S. toestablish a favorable world pos¬ture.UNDERGRADUATE James Pow¬ell asserted that the U.S. is follow¬ing an “empire policy,” character¬ized by:• Predominance of the executivein government;• Predominance of foreign andmilitary policy over domestic af¬fairs, so that there is no longer anychoice between peace and war;• A network of satellite nations,which function exactly like the So¬viet satellites;• Primary concern with wars andrevolutions throughout the world.Powell stressed that the UnitedStates has established a policy ofempire for wholly commendableideas, but that "the language ofempire is the language of power,and not the language of a republi¬can regime.”Ethical ImplicationsBalbus, a graduate student in po¬litical science, addressed himself tothe issue of ethical implications forthe individual. He insisted that "forthe majoi’ity of draftees, ethicalimplications do not arise.”He rejected the pacifist standand said that we must take thecharacter of an individual war intoaccount. In the case of the Vietnamwar, it is clear to him that thecharacter of the war does not over¬ride the moral injunction "Thoushalt not kill”. ; "Our obligation to obey the law,”Balbus said, "flows from the sim¬ple fact that the individual mustlive in society and that societymust be governed by law.” Disobe¬dience of the law in this case must,he insisted, be accompanied by theacceptance of the penalties of thatlaw, so that disobedience is notconstrued as opting for anarchy orrevolution.KIPNIS SPOKE of three justifi¬cations for the war that have beenoffered, and rejected all of them.He said that the fact that wewere asked in by a sovereign gov¬ernment does not bear much consi¬deration, because we had paid foralmost the entire expense of theFrench War and American scholarshad set up the C.I.A. there.He dismissed the domino theoryas weak, since it implies that wewill have to fight wars all over theworld.He said that the argument thatwe are in Vietnam because wewant to give it representative gov¬ernment is invalid. There isn’tmuch to suggest that we have ei¬ther the ability or the right to tellother countries what kinds of gov¬ernment to establish.Kipnis doubted that the outcomefor those who object not to all warsbut to this particular war is likelyto be favorable in the courts.Scholars and WarHe expressed great concern withthe role that many scholars haveplayed in the Vietnam war. He saidthat many had been acting as un¬dercover advocates for the govern¬ment, and cited Michigan Statescholars who helped to estabiishthe CIA in Vietnam.R. J. REYNOLDS TOBACCO COMPANYTOBACCO PRODUCTS • PACKAGING MATERIALSFRUIT JUICE BEVERAGES • FOOD AND INDUSTRIAL CORN PRODUCTS* *-*'•**''■' *' *• ** '■ • **dr * *r ■*' w. *■ K*. . W'vj* % %#' \.CAMPUS INTERVIEWSFEBRUARY 22, 1967COMPTROLLERSPERSONNELSALES MANAGEMENT M.B.APRODUCT MANAGEMENTMARKETING RESEARCHPRODUCT DEVELOPMENTCREDITAre YOU interested in challenge and responsibilityAre YOU looking for a dynamic, diversified companyAre YOU seeking a growth-oriented opportunityThen WE would like to talk with YOU.Visit with our College Recruiting Representative to discuss how you mightbecome a part of this growth. Interview arrangements and more specific infor¬mation can be obtained through your placement office.LIBERAL BENEFITS INCLUDE: Profit Sharing, Hospitalization, Retirement,Life Insurance, Educational Assistance, Relocation Assistance.All positions are located in Winston-Salem, North CarolinaAN EQUAL OPPORTUNITY EMPLOYERCHICAGO MAROON • February 7, 1967 Profs Differ on Vietnamby Alfie MarcusThe Vietnamese War is“politically meaningless, mili¬tarily hopeless, and morallydubious,” claimed UC Profes¬sor of Political Science Hans J.Morgenthau Friday at the openingsession of the Beardsley Ruml Col¬loquium.Professor Richard Sachs of Bran¬ded University, who debated withMorgenthau, held that it was neces¬sary for the free world to fashionthe appropriate means of meetingthe Communist threat of wars ofnational liberation in Vietnam."Hie Vietnam problem is the re¬sult of basic intellectual errorswhich make America the prisonerof false historical analogies, saidMorgenthau. THE TRUMAN DOCTRINE, containment, and the Marshall P]aDwere very effective means of meet¬ing threats to Europe after WorldWar Two, explained Morgenthau,but now we are the victims of thesesuccesses. We are using outmodedconcepts to cope with a radicallydifferent situation.America has misapplied the poll-cy of containment to Asia and hasmisunderstood the mechanics ofcontainment in Europe. Morgen¬thau continued. The Soviet Unionwras not stopped in Europe byground forces but by retaliatorynuclear power. The policy of peri¬pheral nuclear containment of Chi¬na, therefore misses the point.According to Morgenthau, Ameri¬ca is looking at China as if it werea replica of the Soviet Union in-(Conttnued on Pago 18)When youcan't affordto he dullsharpen your witswith NoDozNoDoa koap alort tablataor nowchawabla mint*, safa aacoffaa,help bring you back to yourmontal bast... halp you btcomovnoro alort to tha paoptaand conditions around you.Non-habit forming.TOM* tr PONTrOMITYOURMARTI*■rlstsl-Mysrs/Qrsvn Division, P.O. Do*4000, Clinton, tows M71I•Enclos'd Is (chsck ons): □ Wrsppsr from NoDoa Mints, or a Frontnsnsl from pseksgs of IS or 36 NoDoa Tsblsts, or O front tobotfrom bottlo of 60 NoDoz Tsblsts.Plssss rsturn 26 esnts (ons quartsr) totWarns .. — ... ■ . ■■ ■ —Addrsss — — — .. —— ■ —.City Stats 2lp CodoOffer void without this soupon.1111 pK»if« *r Hlwr non IMS MUMS.wa II mail you a quarter (25*1) In raturn. Out kurty. CffaraFat. 21. Na rotunda attar Marth 7,1N7. Mall asspsn to*]Wick OKs New Hours;Sets Some Conditionsby Larry HendelDean of Students Warner A. Wick has ruled on seven morehouse hours prooosals.In a statement leleased Monday, Wick said that he approved,‘without qualification”,' the proposals of Henderson, Thomp¬son. and Mead houses and the pro¬posal from George Williams. Heaccepted the hours proposals ofShorey, Rickert, and Lower Wal¬lace only on the condition that theymake certain changes.WICK SAID THAT Shorey, whichhad drawn up its proposal througha student-faculty committee, was tobe, “commended for its success inenlisting members of the faculty inits governing committee.” “But,”he continued. “I cannot approve its request to extend open hours be:yond the most extreme limits sofar approved for any undergrad¬uate house.”According to Jim Heaslev, amember of Shorey’s student-faculty ;committee, their proposal calledfor open hours from 11 am to 3 am1not just on weekends, but everyday of the week. The proposal hadbeen passed unanimously by the In- jter-House Council.1. Now that graduation’s gettingclose, have you given anythought to the kind of workyou’d like to do?I want to work forThe Good of Mankind 2. I might have suspected.I’ll probably growa lieard.3. Is it required? 4. What do you expect to earn?It helps. And I’ll certainly All I ask is the satis-need a pair of sandals. faction of knowingI’m helping to Builda Better World.5. I’ll be doing much the sametiling. I’ve als6 lined upa job that affects society ina positive way. And if I dogood, I’ll move up, and mydecisions will be even moreimportant in the scheme of things.But where’s your beard?What aliout sandals? 6. Vou don’t need them inEquitable’s developmentprogram. All you need isan appetite for challengeand responsibility, andthe desire to do the bestpossible job. The pay istops, too.You know, I’m afraid abeard would itch—couldyou get me an interviewwith Equitable?Make an appointment through your Placement Officer to see F.quit-ables employment representative on February 10 or write to PatrickScollard, Manpower Development Division, for further information.The Equitable Life Assurance Society of the United StatesHome Office: 1285 Ave. of the Americas, New York, N. Y. 10019An Equal Opportunity Employer, M/F © Equitable 1985 lippmann, Mondale at USSR A ConferenceStudent Editors Discuss Age Gapv . by David E. GumpertWASHINGTON—The slogan “never trust anybody over 30” became a real issue thisweekend as over 500 students from across the country gathered here to try and figure outwhat the “generation gap” is all about at the United States Student Press AssociationUSSPA) editors’ conference, j -Held at the Sheraton Park Hotel, for yourselves and for (hose who above knowledge, that is to say ofthe conference featured speeches govern you.”by Walter Lippmann and Sen. Wal- LIPPMANN ALSO noted, that, be-ter Mondale (D.-Minn.). cause he is so old. he is in a posi-j tion to observe differences in ge-Lippmann Exolains Gap aeration gaps between his genera-To Lippmann. speaking Saturday, don and the one before it, and that“The essential characteristic of the generation and today’s generation.Generation Gap is what sociologists “When T was your age. “he ex¬call ‘cultural.’ ” This ‘cultural lag’ plained,” the term ‘Generationhe characterized as “The discrep- Gap’ had not been invented, andancy between what we learned wb^e vve did not always agree with ^ iiivwhen we were young and what the pL"C\.aj0u"J>enl^?C|p‘'nirt1 gap between the generations youreality is coming to be when we; that our differences were due to n l0™*'"•-repaney I the fact that we belonged to differ- good scnse it h ■ inslinctapproxi- eat generations and of the gap be- ( „.ha, wl„ mak tolwsti1 tween them. Why? I would sav that „ ... , s’. change, the evolution of events, has . •. M l/c upon j? W!S omwhat may now become a better become faster and faster. it is so your way'MONDALE AGREED with Lipp-mann not only that the “generationof the current ean are calling out ! lie cauuonea me siuaenis 10 oe fa() is a real Phenomena, but that. , . " , sympathetic with their elders, and 1 has become widest between thefor translators to close it. \ou t t . anm-Prinf* th* present generation and the one be-human wisdom.”"Wisdom" EssentialThis “wisdom” should be soughtafter from preceding generationsby this generation. Lippmannmaintained, in the interest ol ob¬taining the most of what the ore-vious generation has to offer. “Thecapacity to judge rightly is an artwhich cuts across all specialties,”he said. “When you look across theare older... And this discrepancy | the fact that we belonged to differ-between what was once anmately true picture of realitywhat may now become a bpicture of the current reality ex- accelerated that nothing seems toplains why you. who are at one end remain the same for very long.”He cautioned the students to bewould like a true picture of reality to try and appreciate the “culturallag” in which they are caught. fore it. “A generation used to be 30“Advocates of filthy speechcan sate themselves in Wash¬ington at the National Zoo,where two mynah birds who aresuspected of possessing a bluevocabulary have been exiled toa basement cage. Talk aboutsuppression offree speech!This is thereal macaw." for a froo copy of »h«current inuo of NA¬TIONAL REVIEW, writ,to D.pt. CP-9, 150 E.35 St., N. Y. U, N. T.CAMPUS BUS INFORMATIONWe regret that our regularly scheduled bus routescould not and can not be maintained during the snowemergency. This service will be resumed as soon as thebusses are able to travel on the streets over which thebusses are routed.In the meantime we are attempting to maintain a7 am to 7 pm schedule on an approximate 20 minutebasis over the following route. Starting at 59th andStony, westbound to Cottage Grove, north to 57thStreet, east to Stony Island, south to 59th & Stony thestarting point.OFFICE OF THE BUSINESS MANAGERCampus Operations“When you ask for translators,” he Years> be sa,d- But the gap be-said, “I have to remind you that l'veen us is scarcely more than halfone great characteristic of the Biat, and yet a gap exists, the 39modern scientific and technological vear old Mondale observed. “Thisrevolution is that no one under- suggests that you are likely to seestands all of it, and only the special- a generation gaP open behind you: ists really understand some of vv'thin 5 or 10 years.| the parts of it. So I say you must ^e. a's0 note^ that the emphasisthink charitably about your fathers °/ generation is “more idealis-and your grandfathers. For in the more humane, more concernedface of what has actually been hap- • personal honesty and eommit-pening they have, all of them, been ry*en|;( *ban an-v previous genera-i unprepared and uneducated men... tlon-What you may be able to get from Mondale Warningthose who are older than you are is ! Mondale warned, much as Lipp-not the translation of modern mann. that this generation mustknowledge, but the transmission.; carry on some of the efforts of pre-! the handing on of that which is vious generations. The importanceof continuing the use of power poli¬tics was emphasized by the Sena¬tor “...If you don’t make the effortj to influence or capture politicalpower at the center,” he told the| students, “then I don’t see how theplan of simply living a decent andhumane life will work”Witnesses NeededWilt anyone who witnessed an acci¬dent on April 8, 1966 at 6022 S. Ellis,which involved an automobile strik¬ing a little boy please contact Mr.Lash.AN 3-1437ImmediatelyCANADIAN STUDENTSOPERATION RETRIEVALA team of Canadian University, Civil Service Commission and Department of Manpowerwill visit the Campus to acquaint Canadian students on the Campus with employment oppor¬tunities in Canadian universities, industry and the Federal Civil Service. Canadian students arecordially invited to attend the meeting.There will be a general meeting in the University Theater, Reynolds Club, 3rd floor, onWednesday, February 15, 1967, from 3:00 to 5:00 p.m. and each student who so desires willhave an opportunity for a private interview with a member of the team in the Office of Ca¬reer Counseling and Placement, Reynolds Club 200, on Thursday, February 16, from 9:00 a.m.Arrangements at your University are being made by Mrs. Anita Sandke, Assistant Deanof Students. If you wish an interview on February 16th, please telephone 3282 for an ap¬pointment, indicating your preference between a University, a Civil Service Commission or aDepartment of Manpower Member of the team.February 7, 1967 • CHICAGO MAROON • 3Second LAC IsValuable EventThe Liberal Arts Conference, which started last year as anoble adventure, returns to campus this week.The conference is abbreviated this year, and the theme isdifferent, but the basic idea of teachers and students discuss¬ing issues of education, unfettered as possible by pressures ofthe quarter, remains the same.The confidence with which this year’s conference is beingplanned may lead one to forget that a year ago there wasconsiderable doubt over whether the Liberal Arts Conferencewas a good idea at all. Many thought that students, given aweek without classes, would leave campus; indeed, for manystudents was a tempting opportunity.The extraordinary success of the first Liberal Arts Confer¬ence proved that students care enough about education to giveserious thought to its direction, and by scheduling the secondconference the administration has shown that it appreciatesthis fact.The subject around which this year’s session will be cen¬tered is well-chosen. The expansion of knowledge in all fields,and the development of new specialties and sub-fields withinmany disciplines, makes the task of designing a college curri¬culum even more difficult than in the past.If the education a student receives is to remain relevant tohis future needs and interest, it must at least help him under¬stand the major developments that are occuring in the intellec¬tual world around him.UC is in an enviable position to make plans for reflectingnew knowledge in the undergraduate curriculum. Not only has:he College at UC for three decades—and longer—been consid¬ered a pioneer in new ways of transmitting knowledge, but thescholarly talent in the graduate departments offers tremen¬dous resources on which the College can draw.The full use of these resources is one of the challengefacing the College at this University, and the undergraduatedivisions in similar situations within other universities withemphasis on graduate work.Many such undergraduate divisions have run into great diffi¬culty in attracting graduate division professors into undergrad¬uate courses, since the reward system for professors is basedmostly on research and graduate teaching. At UC, however,some progress has already been made arising from the imple¬mentation of the Levi Plan, designed to bring graduate facultyinto the process of designing the College program.This year’s Liberal Arts Conference, which draws extensive¬ly on the talent available in all sectors of the University com¬munity, will perform a valuable function in engaging thesefaculty in dialogue with students. The conference should be ofgreat benefit to both parties in the conversations.We feel the Liberal Arts Conference is a valuable addition tothe academic year, and look forward to its becoming a campusinstitution.WmZChicago MaroonEditor-in-Chief ..David A. SatterBusiness Manager Boruch GlasgowManaging Editor David E. GumpertExecutive Editors David L. AikenDavid H. RichterAssistants to the Editor Peter RabinowitzJoan PhillipsNews Editors Jeffrey KutaMichael SeidmanFeature Editor Mark RosinBook Review Editors .Edward HearneBryan DunlapMusic Editor Edward ChikofskyEditor Emeritus Daniel HertzbergEditorial Staff—Kenneth Simonson, Slade Lander, Ellis Levin,Richard Rabens, Joe Lubenow.News Staff—John Moscow, Harold Sheridan, Robert Skeist,Ina Smith, Seth Masia, Vivian Goodman, Leanne Star,Maxine Miska, Alfred Marcus, Helen Schary, John Welch,T. C. Fox, Gloria Weissman, Ilene Kantrov, Roger Black,Larry Hendel, Anita Grossman, Lynn McKeever, PeterStone, David Jacobson, Sydney Unger, Michael Krauss,Mary Anton, Michael Haig, Jessica Siegel, Chelsea Baylor,Barbara Goiter, David F. Israel, Harold Kletnick.Culture Staff—Richard David Eno, T. C. Fox.Photographers—David Meserve, Jean Raisler, Bern Myers.Staff Artists—Belita Lewis, Arlo Larson.CHICAGO MAROON • February 7, 1967 m ■ '* mm m wiiiiMwiiiiiiiwinrowiwiiHi[« as-sfe* *air mamsLetters to the Editor■■_ .. :■ < '4 , is? **** *Defending HaydenTO THE EDITOR:Tom Hayden’s, speech at theRqml Colloquim was sharply and,I think, unjustifiably attacked ata number of points, particularlyby Professors Hazard and Lowi. Iwould like to outline their criti¬cisms and to show why I thinkthey are mistaken.First, Mr. Lowi charged thatHayden was a ‘left wing McCar-thyist,’ which, at Mr. Hazards’prompting, he agreed meant thatHayden had a ‘plot theory’ of theVietnam war. Also, Mr. Lowisaid, Hayden’s passionate moraloutrage caused him thoughtlesslyto lump together domestic andforeign issues that really were un¬connected. Mr. Hazard thoughtthat Hayden, although correctlyseeing in Vietnam the limitationson the possibilities of program¬ming social and value changes,was naively optimistic about thepossibility of such change domes¬tically. Furthermore, Hayden wassaid to believe that a ‘New Jeru¬salem’ w'ould be ushered in bypurist rebels. Finally, Mr. Lowicharged that Hayden was polariz¬ing the debate, making it hard tosee the complexities of positionsand also reducing the maneuver¬ing room of the administration inits efforts to negotiate a peace.Now, on the basis of what Hay¬den said, there are no grounds forattributing to him a ‘plot’ expla¬nation of the war. His talk did nottouch on what he thought werethe causes of the war. Indeed, inexpressing the opinion that thebusiness community (frequentlyheld to be behind plots) is unhap¬py with the war, he hinted thathis explanation of the war’scauses would not be a ‘plot theo¬ry.’WHAT HE DID do was .to pre¬sent a set of assumptions whichhe believed to be the ones guidingU.S. conduct of the war in Viet¬nam. The assumptions, he said,are these: that the people arebackward and must be ‘movedinto the twentieth century;’ thatthese people are simple, naive,and ignorant; that, in helpingthem, you must work through theexisting government; and thatone of the factors keeping themback is their co-operative, person¬alized way of life, and that to helpthem competitive, individualisticvalues must be instilled in them.These assumptions, he said, ap¬ply not only to Vietnam, but alsoto the domestic poor, and thesecommon assumptions produce alink between foreign and domesticpolicy. Here Mr. Hazard indicatedthat he agreed substantially withHayden’s analysis, also statingthat, indeed, the problems of Viet¬nam and Harlem are similar. Mr.Lowi then was clearly wrong insaying that Hayden’s outrage hadprevented him from thinking outhis position. If Mr. Lowi thoughtthe connection drawn was mistak¬en, then he should have criticizedit rather than merely asserting itsillegitimacy.AS TO THE CHARGE that Hay¬den is naive about the possibilitiesfor changes in values and institu¬tions domestically and that hesees this change as coming fromthe introduction of a ‘New Jerusa¬lem’ by purist rebels, again thereis no evidence suggesting this inHayden’s talk. Insofar as hetouched on radical programs atall, Hayden merely suggestedthat there was now a majorbreach between the radicals andthe general opinion of the coun¬try. He also suggested that it wasimportant to organize pressurefor domestic social reform pro¬grams as a counterweight againstVietnam. These were his only comments on radical policy. Onthe issue of the ‘New Jerusalem’in an article that appeared abouta year ago in the New Republic,and the purist rebels, Hayden ex¬plicitly rejected the notion thatthere is any class, nation, or raceto whom radicals can look tospearhead the fight for the reali¬zation of radical values in socialpolicy. Rather he carved out arole for radicals much more hum¬ble and less hopeful, namely toidentify with and organize thehelpless and scorned in an effortto challenge the assumptions ofthe majority society.Finally, we come to Mr. Lowi’sargument that Hayden and his ilkhave beclouded the debate andpolarized it so as to reduce theAdministration’s room to negoti¬ate. But the main source of con¬tradictory and misleading infor¬mation about the war has beenthe Administration. And it hasclouded discussion by impugningthe motives of its critics. MilitantLeft opposition to the war has ingeneral lagged behind administra¬tion escalation. It has been theadministration which has put theissue dogmatically and ideologi¬cally, thus reducing its own spaceto maneuver. The Left has merelytried to counter the Administra¬tion’s ideological pronouncementswith its own analysis in an at¬tempt to slow down or reverse theadministration's steady escala¬tion.BUT THERE IS an elementof the present polarization that,I think, Hayden very acutelyanalyzes. When the assumptionshe outlines are applied to liftingthe backward, he says, they fail.The people refuse to reform theirvalues; the reformers, therefore,become disgusted with these peo¬ple and give up. Whereupon, some¬body else, say the Vietcong (orSNCC) comes along and succeedsin motivating these people, whothen start cutting up in all sorts ofillegitimate ways—taking over thegovernment, rocking city hall, orsitting in. Then these people arebeing manipulated by some ‘out¬side agitators.’ An impasse isreached, and the recourse is to theMarines or the National Guard. Inlarge part, I think, our polarizationreflects the impasse between thosewho believe that when these back¬ward people finally fail to behavein ways we approve, the recourseis to violence, and on the otherside, those who identify with theaspirations stirring in the peopleand would not exclude them fromthe final determination of howthey are to be changed.R D. GILMANU-House "Not Guilty"TO THE EDITOR:As president of UniversityHouse, I want to clarify the posi¬tion of the House in regard toDean Wick’s statement upon de¬ciding to allow us to keep our newwomen’s hours.Although I am pleased thatDean Wick has changed his mindand decided not to punish us, Imust disagree with the implica¬tions of his statement as quoted inlast Friday’s Maroon. Dean Wickstill implies that we, the membersof University House, are responsi¬ble as a corporate body for themisconduct of one of our mem¬bers.I must assert that we of Univer¬sity House feel we are not guiltyas a group and that Dean Wickwould have been completely un¬justified if he had decided to pun¬ish us.The responsibilities of house au¬tonomy do not include house guiltfor the actions of one member.ANDREW CONNOR More on South AfricaTO THE EDITOR:Rudolph Van Niekerk’s letter tothe Marron is all too typical ofwhite South African attempts tojustify an inherently unstable andimmoral policy. Letters of hissort are palpable proof that thetry is either being deliberately de-dominating minority in that coun-ceitful or is suffering from chron¬ic and acut self-delusion. Not onlydo the facts of the situation une-ty”; they also expose the spuriouspurpose of the policy based uponthat distorted conception.Dr. Verwoerd’s platitudinousstatements about each “popula-tion group” controlling and gov¬erning themselves become somany indications of psychosiswhen one realized that to try todelineate these groups is an exer-cise in arbitrariness, trivialities,cruelty, and futility. Is a man tobe classified as Colored if he isonly one-eighth Bantu andSeven-eights white? And is his Indian wife to be separated fromhim? And what of their children"’The so-called “races” of the earthhave been mixing throughout history and will contine to do so,particularly now with the addedimpetus of industrialization andits accompanying urbanization.What of the effects of this fragmentation? Is the 70% or so of thepopulation slated to be squeezedonto 17% of the land going to enjoy “full sovereignty”? Who’s kidding whom: Aside from the factthat the more fanatical whites arealready upset by the minisculeamount of autonomy these reserves presently possess, the gov¬ernment is hardly going to grantthem any really effective author:Ly, for that might mean an end tothe ducation of Bantus that is spe¬cifically suited to keep them intheir place, unfit to progress eulturally, economincally, or sociallyeven within modern, urban SouthAfrica, let alone on their ownNor would self-rule within the re¬serves facilitate the exploitatiin oftheir vast labor pools as sourcesfor the cheap manpower that isthe foundation of the South Afri¬can economy. Thus, it is quite ob¬viously a fiction to suppose thatthe separation of “populationgroups” is actually intended togive them autonomy.While the domination of thewhite minority is practically pos¬sible for some time to conic, inthe long run it is doomed, if notprinciapply because of outsidemoral and economic pressure,then due to increasing economicanomalies and rising public resis¬tance (beginning with universitystudents) to the police state with¬in.LARRY SVARTMichigan Only No. 2TO THE EDITOR:I would like to correct an errorin your Jan. 24, 1967 issue. In anarticle headed “U. of Mich. DailyFavors Drug Use” your reporterstated that the Michigan Daily“became the first newspaper inthe country to come out editorial¬ly in favor of the legalization ofmarijuana. "Hiis is wrong byabout two years. Sometime inearly 1965 (I don’t remember thedate) the Colonial News of Har-pur College, Binghamton, N.Y.came out in favor of the legalization of marijuana. This event wasduly recorded in the New ^orkDaily News under the head“School Goes to Pot”.ROBERT J. FREESTONVol. 75-No. 36 Chicago Maroon75th Anniversary YearThe University of Chicago February 7, 1967LIBERAL ARTSSUPPLEMENTGen Ed-Once Again LAC '67 Will Examine'Frontiers of Knowledge'by Jeffrey Kutaby Wayne C. BoothDean of the College“General education” means so many different things that»\e really ought to abandon the p'hrase—if we could find anadequate substitute. Like all passwords known by every¬body. it doesn't tell you who goes there, friend or foe. Onecan’t even talk about it without taking an apologetic tone(like this), because there has been such a lot of shoddy workdone in its name. No wonder many first-class educatorsthink of it as synonymous with a flashy juggling of emptygeneralities, a cute deployment of half-understood concepts,trends, genres, or formulae. “General education,” a facultymember said to me recently, “is designed to produce stu¬dents who can relate Heisenberg’s uncertainty principle,DNA, marginal utility, and the objective correlative withoutbothering to learn what any one of them really means.”If that’s what it is, general education should be abandon¬ed by everyone except those naughty folk, if there are any,who think of education as cheap therapy for conversationdropouts. But we can’t get rid of the general special con¬flict quite so easily. All learning that we care about, eventhe most highly specialized, goes beyond the particular andis thus in one sense general; no respectable field todaywould defend itself as simply a collection of particular bitsof knowledge to be memorized. All education worth the “The Challenge of New Knowledge” comes to the College tomorrow.This year's Liberal Arts Conference (LAC ’67) will focus on the question of how newknowledge, or specialization, relates to a general liberal arts education. Like last year, under¬graduate classes have been canceled for the duration of the Conference—from 4 p.m.through the weekend.According to Wayne C. Booth,Dean of the College and chief or¬ganizer of the intellectual retreat,“Last year’s conference met theproblem of general education headon. by asking how we decide whatknowledge all students must orshould master.“This year’s conference starts atthe other end—by looking at a vari¬ety of frontiers of knowledge, weare asking what the specialist hasto offer undergraduate education.’’HE PREDICTED LAC ‘67 will becharacterized by the noted speak¬ers, fiery dialogue, and festivitiesthat made last year’s conference asuccess.“At first glance.” Booth noted,“it may look as if this year’s sub¬jects are not as controversial aslast year’s, but I rather think thatwhen the experts tell us why theirresults ought to be learned by usall, we’ll all find enough to debate INFORMAL DIALOGUE: Literary critic Northrop Frye chats withDean of the College Wayne C. Booth and students at last year'sconference.name includes mastery of laws and generalizations whichwill explain particulars. From this point of view the im¬portant question about any course, “general” or “special,”is whether what is learned has general value. Will it add>omething more than a mere dollop of information chosenfrom the infinite store of information that one might learn?BUT IF ALL education should be general in one sense,what is “general education?” In reading the galleys (atlast!) for The Knowledge Most Worth Having—the papersfrom last year’s Liberal Arts Conference—I have again en¬countered Richard McKeon’s useful listing of four ways inwhich education can be general. Paraphrased and twisted abit from the original, here are four meanings of “generaleducation”:• The search for a common learning, necessary if men ofa given group (a college, say) are to communicate and solveproblems together. Ultimately one might seek a commonlearning for all men; in practice we have found it impossi¬ble even to agree on a common learning for all Chicagograduates.• The search for principles or arts common to or under¬lying many different subjects. Ultimately one might seekprinciples basic to all knowledge; in practice we seldom havegone beyond the effort to combine two or three subjects inone course, and then to require courses “across the board.”• The search for the kind of knowledge or wisdom thatwill enable a man to deal with whatever kinds of experiencecome his way. Ultimately this can lead to talk about edu¬cating the “whole man” for all experience, seeking trans¬formations of character or conversions of soul or practicalcommitments. On some campuses it has led to a variety of“practical” and “creative” programs that we have usuallydeplored. Our practice has never gone beyond ruling art andmusic (but not painting and composition and “creatingwriting”) into the requirements.• The search for knowledge or skills common to manycultures. Ultimately this notion of generality would lead, ofcourse, to the effort to encompass all cultures, either as(Continued on Page Six) about.”Principal speakers will be Cali¬fornia Institute of TechnologyPhysics Professor Richard P.Feynman, Visiting Sociology Pro¬fessor Daniel Bell from Columbia,President Beadle, and Dean of theGraduate Humanities Division Rob¬ert E. Streeter. Harvard BiologistJames Dewey Watson, a Nobel win¬ner formerly at Chicago, will alsoparticipate.Chicago's OwnMost of the conference partici¬pants will be drawn from Chicago’sown faculty. Booth called this agood chance for undergrads tocome into contact with Universityfaculty who don’t normally teach inthe College.These participantr will make upthe more iuformal part of the pro¬gram—the panels and seminarsthat last year were the real sub¬stance of the conference. Mostevents have been scheduled non-competitivelv so that students willhave the greatest opportunity to at¬tend whatever they like.Student Government (SG), whichis again co-sponsoring the Confer¬ence, has offered to subsidize stu¬dent-faculty dinners for both apart¬ment and dormitory students.THOSE WHO ARE interested cansign up today in the SG office fordinners at faculty and studentapartments with faculty and Con¬ference guests. There is a 50 centcharge that will be used along witha $1 subsidy from SG, to reimbursethe host for each of his guests.Faculty or students who wish tohold dinners in their apartmentsshould contact Yolande Simon inthe SG office.College houses wishing to sponsorsherry hours or dinners with facul¬ty or Conference guests should also contact Mrs. Simon. SG will pro¬vide a subsidy of about 50 cents perparticipant if matching funds areprovided by the house.Informal DialogueAccording to former SG Presi¬dent Bernie Grofman, who is coor¬dinating the dinners, “We’re tryingto foster informal dialogue betweenstudents and faculty on issueswhich the Conference raises.”Besides the student-faculty din¬ner series, SG will sponsor otherinformal dorm meetings, Grofmansaid. More information on thesewill be available soon.Planning for LAC ‘67 began whenstudents who had experienced lastyear’s conference asked for a re¬peat performance. As Booth put it,“There was nearly universal agree-m e n t last year that acommunity-wide effort to raise oursights from daily assignments to adiscussion of controversial notionsabout education had infused a gooddeal of new spirit into the quarter’swork.“IMMEDIATELY AFTER lastyear’s conference, many students,together with SG’s Academic Af¬fairs Committee, asked for a con¬ference every year,” Booth com¬mented.The Committee had pushed foranother full-week conference, butBooth said he thought four dayswas a more reasonable length. Heexplained that some professorswere opposed to the conferenceproposal altogether because ofwhat they called an interruption oftheir schedules last year.Finally, the idea of a second con¬ference was agreed on. But pro¬gress was slow, and it wasn’t untillast week that a so-called finalschedule for LAC ‘67 was issued.Since then, some revisions havebeen made. The University Sym¬ phony Orchestra will give an openrehearsal 8:30 p.m. Wednesday atMandel Hall.Frank Lirro, a music teacher inthe University Laboratory school,will lecture Thursday in place ofRalph Shapey. Herman Kahn wiltlecture Friday at 8:30 instead of 8p.m.■ §1 CONTENTS |I Wayne C. Booth .... 5 j•ji LAC '67 Schedule .. .6 jI A History of Gen EdIn the College ... .7 |New Collegiate DivisionSpecial Programs .9I Gen Ed—A Sturdy Tree |l' In Winds of Change 10| New College,Sarasota Style ... 16 §SURVEYS iNew CollegiateDivision 8 -3Biology CollegiateDivision 12 |H- Humanities CollegiateDivision 13 1Physical SciencesCollegiate Division 14Social SciencesCollegiate Division 15wagsComplete Schedule of LAC '67 Main EventsWednesday, February 84 p.m.—Opening Session, MandelHall. Wayne C. Booth, Dean ofthe College. ‘‘Making It New.”Robert E. Streeter, Dean of theDivision of the Humanities.Thursday, February 99-10:30 am.—“Astrophysicsand Space Research. John A.Simpson, Peter Meyer, and Eu¬gene N. Parker, Professors ofPhysics. (Attendance at thissession is limited to the first 50students who register in Gates-Blake 103.’9-10:30 am.—‘‘The Unteachable¬ness of Modern Art,” BreastedHall. Joshua C. Taylor, Pro¬fessor of Art and of the Human¬ities.10:30 a m.-12 noon—“The Uncrea-tive Scientist.” Mandel Hall.Richard P. Feynman, Profes¬sor of Physics at the CaliforniaInstitute of Technology. 12 noon-2 p.m.—“The Zoo as aResearch Facility,” ShoreyHouse Lounge. George Rabb,Chicago Zoological Park.12 noon 2 p.m.—“The Turn toLanguage in Recent Philoso¬phy,” Judson Lounge. VereChappell, Associate Professorof Philosophy; Roy F. Law¬rence and John M. Dolan, As¬sistant Professors of Philoso¬phy-12 noon-2 p.m.—“The Beatles:Rock and Roll as an ArtForm,” Henderson HouseLounge. Frank Lirro, Univer¬sity Laboratory School musicteacher.23:30 pm—Richard P. Feyn,man and Valentine Telegdi,Professor of Physics in conver¬sation, Ida Noyes Lounge.2-3:30 p m.—“Realizing Music withComputers,” Breasted Hall.Lejaren Hiller, Associate Pro-Pub. Affairs Program Gains MomentumCurrently an experimental program involving ten ortwelve undergraduates, Public Affairs is designed for stu¬dents looking toward careers in non-academic fields suchas journalism, government service, and politics.According to Program Chair¬man Gilbert F. White, the pro¬gram seeks primarily to “es¬tablish the relationship of discipli¬nary work to public decisions.”To do this, the full-scale programwill attempt to organize ideasaround real issues, provide expo¬sure to non-academic experts onspecific issues, and provide op¬portunities for extensive field¬work and individual research pro¬jects.THE PROGRAM consists offive core courses, taken by allstudents, and five courses chosenfrom one of four general areaswithin the program. The corecourses are Econ 200, Law 200,Public Affairs 210, 220, and 221 or222. The four areas of study are“International Relations,” “Na¬tional Affairs,” and “MetropolitanAffairs.” Students concentratingin metropolitan affairs will begiven the opportunity to workwith the University’s Center forUrban Studies on individual re¬search projects.The nature of the program ishighly interdisciplinary. PublicAffairs 120 is the same course as Political Science 333, and istaught by Associate ProfessorTheodore Lowi. Public Affairs 222is the same as Sociology 344 andwill be taught by Associate Pro¬fessor Elihu Katz. Stanley Fis¬cher, Instructor in Humanities,and Charles Wegener, AssociateProfessor in Humanities, willteach Public Affairs 221. Staff forthe other three core courses in¬cludes Professor of SociologyMorris Janowitz, Professor of Po¬litical Science Morton Kaplan, As¬sociate Professor of Political Sci¬ence Jeremy Azrael, Professor ofLaw Milton Rosenberg, and Pro¬fessor of Law Harry Kalven.THE INTERNATIONAL affairssegment will offer courses in eco¬nomics (Econ 270 and 290), politi¬cal science (Poli Sci 205, 261, 262,269), and sociology (Soc 378). Na¬tional affairs will offer Econ 240and 260, Geog 226, Poli Sci 239,Soc 350, and Soc Sci 252. Metro¬politan affairs will offer Poli Sci337, Public Affairs 225, Soc Sci275, Soc 210, and Urban Studies370 (Autumn), 371 (Winter), 372(Spring), 475, and 480. fessor of Music at the Uni¬versity of Illinois.3:30-5 p.m.—“Discovery andExpansion of MathematicalIdeas,” Kent 103. SaundersMacLane, Professor of Mathe¬matics; and Melvin Rothen-berg, Associate Professor ofMathematics.3:30-5 p.m. —“A View From theCenter: Art as it Happens,Now,” Midway Studios. HaroldHaydon, Associate Professor ofArt.4:00-5 p.m.—“Religion and Lib¬eral Education,” Ida NoyesLounge, Henry Rago, Visit¬ing Professor in the New Col¬legiate Division; Herman Sinai-ko, Associate Professor of Hu¬manities; and James Redfield,Master of the New CollegiateDivision.8 p.m.—“New Knowledge of theFuture,” Mandel Hall. DanielBell, Visiting Professor of So¬ciology.Friday, February 109-10:30 a.m.—“Geophysics, orAll That Heaven Allows,” Clas¬sics 10. Julian R. Goldsmith,Colin Mines and David Atlas,Professors of Geophysical Sci¬ences.9-11 am.—“Military Service ina Democratic Society: Reporton the Draft Conference,” LawSchool Auditorium. Sol Tax,Professor of Anthropology;Morris Janowitz, Professor ofSociology; Richard Flacks, As¬sistant Professor of Sociology;David Bakan, Professor of Psy¬chology; and representatives ofthe Fiske Committee.10:30-12 noon—“Education andProfessor of Astronomy; andDudley Shapere, Associate Pro¬fessor of Philosophy. TuftsHouse Lounge. Edwin McClel¬lan, Professor of Japanese Lan¬guage and Literature; HerrleeG. Creel, Professor of EarlyChinese History and Institu¬tions; and Harrie A. Vander-stappen, Associate Professor ofArt.2-3:30 p.m—“Studies in Quanti¬tative Contemporary History,”National Opinion and ResearchCenter (NORC) ConferenceRoom 155. Peter Rossi, Direc¬tor of NORC; Rev. Andrew M.Greeley, Phillip M. Ennis, andPaul Siegel, Senior Study Direc¬tors in NORC. 2-3:30 p.m.‘—The MolecularBasis of Life,” Billings P-117.James Dewey Watson, Profes¬sor of Biophysics at HarvardUniversity; Robert Langridgeand E. Peter Geiduschek, Pro¬fessors of Biophysics; RobertHaselkorn and Edwin W. Tay¬lor, Associate Professors ofBiophysics; and George M.Holzwarth, Assistant Professorof BioDh.vsics.3:30 5 p.m.—“Individual Oppor¬tunities in Undergraduate Biol¬ogy,” Ida Noyes Lounge. JohnHutchens, Professor of Physio¬logy; Thomas L. Wissler, Pro¬fessor of Pathology; and Ben¬son Ginsburg, Professor ofBiology.3:30-5 p.m.—“Liberal Persuasion:A Neglected Art,” Ida NoyesLibrary, Wayne C. Booth;William Farrell, Assistant Pro¬fessor of English; and StanleyFischer, Instructor in Human¬ities.8 p.m—“The Year 2000.”Breasted Hall. Herman Kahn,Hudson Institute.Saturday, February 119 a.m.—“Genetics and Cultur¬al Inheritance,” Mandel HaH.George W. Beadle, President.10:30 a.m.-12 noon—“CurrentKnowledge and the Race Con¬cept,” Mandel Hall. RichardC. Lewontin, Professor ofZoology (moderator); Benja¬min Bloom, Professor of Edu¬cation; Dwight J. Ingle, Pro¬fessor of Physiology; and Wil¬liam S. Laughlin, Professor ofAnthropology at the Universi¬ty of Wisconsin.12 noon-2 p.m.—The abovespeakers will adjourn toHutchinson Commons forlunch where they will talkwith interested students.12 noon-2 p.m —GovernmentGrants and Contracts,”Thompson House Lounge.Knox Hill, Professor of Philo¬sophy.12 noon-2 p.m.—“The ThreeBiologies,” Judson Louge.John Hubby, Associate Pro¬fessor of Zoology and of Biolo¬gy; Janice B. Spofford, As¬sociate Professor of Biology;and Thomas M. Uzzell, Jr.,Assistant Professor of Biolo¬gy-2-3:30 p.m.—“Cultural Expec¬tations and the Individual,”Social Science 302. William E.Henry, Professor of Human Development and of Psycholo¬gy; Bernice L. Neugarten.Professor of Human Development; and Allison Davis, Professor of Education.2 3*30 p.m —“The Limits ofArea Studies,” Ida NoyesLounge. Lloyd Fallers, Pro¬fessor of Anthropology; andAristide Zolberg, AssociateProfessor of Political Science.:30 p.m .—"C 1 o u d s andPropaganda: A StatisticalPattern,” Social Science 109William II. Kruskal, Professorof Statistics; Bernice Acker¬man, Assistant Professor ofGeophysical Sciences; andJack Sawyer, Assistant Pro¬fessor of Psychology and ofSociology.:30-5 p.m.—“TeachiBg Undergraduates as a Part ofGraduate Education,” IdaNoyes Lounge. Daniel Bell,Visiting Professor of Sociology; Michael Denneny, MarcCogan, Wendy Hiltebeitel, Pe¬ter Rabinowitz, and ThomasSmith, Assistants inLiberalArts I.3:30-5 p.m.—“So What Do WeDo With OW Knowledge?”Abbott 133. Ray Koppelman.Master of the Biology Collegiate Division; Kenneth Bott.Instructor in Biology; andDavid Wake and Edward Kol¬ia r, Assistant Professors ofBiology.7 p.m —First Chicago show¬ing of Jean-Luc Godard'sBand of Outsiders, MandelHall. Co-sponsored by theDocumentary Film Group.Tickets are available at theinformation desk in the Ad¬ministration Building.8:30-9:30 p.m.—Discussion ofBand of Outsiders, HtuchinsonCommons. Virgil Burnett, In¬structor in Art; Bruce Morris-sette, Professor of RomanceLanguages and Literatures;James Leahy; Gerald Tema-ner; and Richard Thompson.9:30-p.m.-l a.m.—Jazz Conc-er, Hutchinson Commons. TheContemporary Music Society.The Alvin Fielder Quartet:Maurice McIntyre (tenor sax¬ophone;, Richard Abrams (pi¬ano), Lester Lashley (bass),Alvin Fielder (drums); andthe Anthony Braxton Quartet;Anthony Braxton (alto saxo¬phone, oboe, piano), LeroyJenkins (violin), CharlesClark (bass), Thurman Bark¬er (drums).Not What to Think, But How Well, or Badly(Continued From Page Five}sources of knowledge and insightor as objects of understanding.It is unlikely that any one ofthese general directions will pro¬vide a proper ideal for college ed¬ucation. But if we accepted themall as complementary ideals, wemight find ourselves with morecourses (required or elective,“general” or “special) that couldmake some claim to liberate menin our own culture and thus to beworth exporting to other cultures.Such causes would seek a sharedor sharable learning, broadenough to apply to all knowledge,deep enough to contain and illu¬minate all experience, and de¬rived from the whole of man’scultural heritiage.If we look at the changes in theCollege in the last few years, itmay seem obvious, at first, thatthere has been a reduction in gen¬eral education in the first twosenses and perhaps an increaseonly in the fourth. Fewer booksand courses are now shared by allor most students. The four courses required for the “year-in-common” now have becomeabout twelve alternatives. Thosew'ho look with nostalgia to the lastof the Hutchins colleges cannothelp contrasting our comparativedisorder with the shared learningdemonstrated by fourteen com-prehensives. What is worse forthem, our present requirementscan hardly boast a systematic ef¬fort to achieve generality even inthe second sense: though wemake a bow to “breadth” by re¬quiring roughly two years outsidea special field, we no longer re¬quire every student to move sys¬tematically through a pattern thatclaims to represent the wholerange of essential intellectualmethods.I would not w'ant to minimizethe seriousness of these cirti-cisms, but we should be quiteclear that making them is not thesame as showing that fewer stu¬dents obtain a “general educa¬tion” now (in the senses we careabout) than ten years ago. Wecan be sure that too many escapenow, as then, unscathed. But the test of the common learning weseek cannot be anything as super¬ficial as the number of books orcourses experienced in common.Two students who have reallv ac¬quired the “general” ability toask philosophical questions of aphilosophical text, one studyingPlato and the other studying Kantin a different course, have in factmore experience “in common”than two students who have bothstudied Plato in the “samecourse,” one under an instructorwho killed the master and the oth¬er under an instructor who lethim live. If what we want is tograduate men and women whocan think and learn for them¬selves, who can read and write ata level that will enable them tojoin in the great debates, then themethods of approach in ourcourses, the ways in which teach¬ers encounter students day byday, at all levels, will mattermore than the precise formula ofour requirements.But curriculum is still impor¬tant, in spite of what seems like anational plot to repudiate it. In a good curriculum, students andfaculty are unable to escape, as itwere, daily encounters with theproblems that all disciplinesshare: the problem of maintain¬ing intellectual precision and in¬tegrity against all temptations tocarelessness, self-deception, fudg¬ing and “cooking”; the problem ofcriticizing one’s assumptions inorder to go beyond or behindthem; the problem of discoveringor inventing new and fruitful hy¬potheses and determining howthey can be tested; the problemof recovering from a difficult textwhat another thinker has reallysaid rather than a version garbledto suit our expectations or preju¬dices or polemical needs; theproblem of ordering our ownthoughts and presenting them sotihat other men may understandthe grounds for agreement or re¬futation.If this were all, a good curricu¬lum could be built simply by ex¬cluding all poor courses and al¬lowing the student to choose fromthe riches that remain. But all of us encounter these common prob¬lems not only in our fields ofpreference and concentration,where we learn to wrestle withthem most competently, but alsoin domains where we can neverbe expert. The humanist cannotavoid trying to cope intellectuallywith the natural world and thescientist cannot avoid trying tocope intellectually with man’s ar¬tistic and historical ami philo¬sophical achievements.A college thus cannot choosewhether its graduating scientistswill think about politics and art,or its social scientists and human¬ists think about science. It canonly choose whether they will doit well or badly. Planning “gener¬al” requirements is one way toface this choice responsibly. It *snever enough in itself; it is surelyno more important than the sisterart (too often neglected) of plan¬ning fields of concentration. But itis, in my view, the one best P>tection for a college against be¬coming an inglorious ami invisibleprep school.6 • MAROON EDUCATION SUPPLEMENT • February 7, 1967A HistoryOf Gen EdIn the College Education implies teaching.Teaching implies knowledge.Knowledge is truth.Truth is everywhere the sameHence education should beeverywhere the same.-ROBERT M. HUTCHINSThe College of the University ofChicago was founded as such—justone part of a full-grown institutionwith graduate and professionalschools as well as an undergradu¬ate college. For many years, theCollege suffered because of itsstatus as a center for learning, asopposed to research. The groundthat President William RaineyHarper laid for a good teachingtradition was fertile, but therevi'as never enough money to em¬ploy both a great research facultyand a great teaching faculty, andHarper preferred the former.In the University’s early days,undergraduates attended two col¬leges: first a junior college andthen a senior college. The juniorcollege was regarded by Harperas merely an extension of second¬ary school. Under the somewhatfixed junior college curriculum,all students studied languages,science, and mathematics: mostwere requiered to study Englishand history.As administrators and facultywere loath to allow junior collegestudents 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 when hecame to the University.THE FIRST DEAN of the col¬lege, Harry Pratt Judson, suc¬ceeded Harper as President of theUniversity. Judson envisioned aone-year general education col¬lege followed by a three-year sen¬ior college for specialization. Hisplan, however, was never enact¬ed.Judson placed more emphasison vocational training than hadHarper. Agreeing with Harperthat there must be “no inflexiblebar against advancement,” Jud¬son thought it “quite possible toobtain a general culture in a col¬lege course and yet. . . plan agood part of the work so that itwill lead directly toward a profes¬sion already chosen.”During his administration, therewas almost no faculty concern forthe College. Attendance at Collegefaculty meetings in the two yearperiod following World War I av¬eraged less than ten. The lack ofan autonomous College hurtteaching standards. Judson, likeHarper, considered research ofprime importance, and so gradu¬ate students taught undergradu¬ate courses, and the annual turn¬over was high.No Common KnowledgeIn the 1920’s a number of de¬partmental courses offered in thefirst two years were taken inmany combinations, and produced“no common foundation of basicgeneral education.”“Generally students didn’t dis¬cuss intellectual matters becausethey didn’t have anything in com¬mon to talk about.” said AaronBrumbaugh, former Dean of theCollege.Then Ernest Hatch Wilkins,Dean of the College under Presi¬dent Ernest DeWitt Burton, intro¬duced Chicago’s first surveycourse, “The Nature of the Worldand of Man,” a two-quarter se¬quence featuring lectures by lead¬ing scientists. Its success prompt¬ed other departments to designsimilar courses.In 1928, a faculty committeechaired by Chauncey Boucher,who followed Wilkins as Dean of the College, was appointed tostudy a reorganization of theundergraduate curriculum. Thecommittee’s report would haveabolished the credit system,under which students graduatedafter completing a certain num¬ber of course hours.It would have substituted re¬quirements that the student passcomprehensive examinations. Tograduate from the junior college,exams in English, a foreign lan¬guage, natural science and math,social science, and an electivecomp which might include preli¬minary specialized work, wouldhave been required. A bachelor’sdegree candidate from the seniorcollege would face an exam in hismajor field and another in his mi¬nor.THE DAY BEFORE the facultywas to discuss the committee’sreport, however, President MaxMason resigned. Three years lat¬er, under Chancellor Robert May¬nard Hutchins, a “New Plan,”somewhat similar to the Bouchercommittee report, was adoptedfor the College.The plan was preceded by anadministrative reorganization ofthe University, which created fivedivisions: the College, and thegraduate divisions of biologicalsciences, physical sciences, hu¬manities, and social sciences.“The College” was given con¬trol only over the first two yearsof work, formerly the period ofthe “junior college.” The gradu¬ate schools took over from the old“senior college,” and the thirdand fourth-year programs weremore closely linked to graduateprograms.A College faculty, largely au¬tonomous and divorced from thedivisions, came into being. A staffcame into existence for each Col¬lege course and planned it. Sylla¬bi were introduced to encourageindependent study. Class atten¬dance was made voluntary.The curriculum appliedHutchins’ theory of a universalscheme of education: “Educationimplies teaching. Teaching im¬plies knowledge. Knowledge istruth. Truth is everywhere thesame. Hence education should ev¬erywhere be the same.”Learn To ThinkThe course of study in the Col¬lege consisted of “The greatestbooks of the Western world, andthe arts of reading, thinking, andspeaking, together with mathe¬matics, the best explainer of hu¬man reason,” Hutchins said. Sucha curriculum would “endure theelements of our common humannature.” This course of studycould help “prepare the young forintelligent action. . . They willhave learned what has been donein the past and what the greatestmen have thought. They will havelearned to think for themselves. Ifwe wish to lay a basis for ad¬vanced study, that basis is provid¬ed.” In addition, the Collegewould 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 comps: Englishcomposition, biology, physical sci¬ences, humanities, social sci¬ences, and two elective sequenceswhich represented a second fullyear of work in two of the fourgeneral subject matter areas.Mathematics and a foreign lan¬guage were also required, butthey were submitted by most stu¬ dents as having been completedin high school. Instruction inmathematics was not even of¬fered in the College; studentscould fulfill the requirement onlythrough the home study division.UNDER THIS new plan, a stepwhich was to last in some degreeright up to the present was intro¬duced: uniform comps. Under thenew system, students could pro¬ceed at their own rate and couldtake an exam whenever they feltready for it. All courses werecompulsory except for EnglishComposition, which could beavoided by placement.In 1933, jurisdiction over thelast two years of the UniversityHigh School was transferred tothe College faculty, but it was notuntil 1937 that the new four yearentity was recognized officially as“The College.”Then in 1936. prior to this offi¬cial recognition of the College, afaculty curriculum review recom¬mended further undergraduatechanges. Fifteen comps were re¬quired for graduation:Three in humanities, three insocial sciences, three in reading,writing and criticism, three yearsof a combination of physical andbiological sciences, one year ofphilosophy, and two years of elec¬tives. In addition, students wereexpected to prove competence ina foreign language and in mathe¬matics.“Hutchins B.A."Then came World War II and agreat decline in enrollment. Fac¬ulty members took advantage of apaucity of students, however, toturn once again to the develop¬ment of undergraduate education.The result was another changedCollege in 1942. The two andfour-year programs were com¬bined, and the “Hutchins B.A.”was awarded upon the completionof the general education require¬ments.Several course changes weremade at this lime. Mathematics,History of Western Civilizationand general language studycourses were introduced, and Hu¬manities III was changed so as toaccommodate work in a foreignlanguage.As a result of this, by 1950 thetwo year B.A. program found it¬self in trouble. Other colleges,when considering applications forgraduate schools, could not lookon the two year B.A. as represent¬ing more than two years work.Thus, students who had spentthree or four years at Chicagowere not being given credit fortheir extra time. Enrollmentdropped as a result.In 1951, amid dropping enroll¬ment and a steadily worseningneighborhood situation, LawrenceA. Kimpton was named chancel¬lor. He commented at the timethat the problem with the Collegewas that it was relating to “thetotal American educational pro¬cess.” Furthermore, although hefelt that the Hutchins B.A. “wasthe finest system of general edu¬cation that the U.S. had everseen,” he finally decided to stopcontinuing to award it.KIMPTON'S DECISION tookconcrete shape in 1954, when theFilbey Report, composed by then Vice President, Emery T. Filbey,added one year of specializationto the 14-comp B.A. program. TheB.A., according to Filbey’s re¬port, was to be awarded jointlyby the College and the divisions,thus reducing the College’s auton¬omy. The College immediatelycountered with its still-existing tu¬torial studies and professional op¬tion programs.The Filbey Report met with agreat deal of oppostion. Through¬out 1954 students demonstrated infront of the administration build¬ing, in front of Kimpton’s home,and outside of faculty senatemeetings. Nevertheless, the Re¬port was enacted, and four yearslater the College was modifiedstill further.A committee appointed byKimpton in 1957 took over a yearto come up with its recommenda¬tion, but the final result has greatbearing on the College of today.The c o m m i t t e e’s report es¬tablished the College as a com¬plete four-year institution, devot¬ing two years of work to gen ed,one year to specialization, andone year to “free and guided elec¬tives.” Concentration require¬ments, the report said, could inno case amount to more than twoand a half years of work.College AutonomyPerhaps more important, theCollege faculty was re-empoweredto determine the degree require¬ments for its various programsand to actually award the de¬grees, thus returning to it the au¬tonomy that it has lost in 1954.Alan Simpson was appointed in1959 to administer this “New NewCollege” program as Dean of theCollege. He said at the time that“we have balanced the claims ofspecialized training against thoseof general education. We haveweighed the claims of individualchoice against an earlier faith inuniformity. . . ”Simpson's first move was to re¬duce the number of comps to ten.This left two years for each ofhumanities and social sciences,one year for each of foreign lan¬guage, English composition,mathematics, physical sciences,biological sciences, and two quar¬ters of the history of western civi¬lization.Three years ago, however,Simpson resigned to take up anew post as president of VassarCollege. A successor was notimmediately named, but ProvostEdward Levi took on the addedduty of acting Dean of the Col¬lege.HIS MAIN TASK was to meetwith faculty, students, and otheradministrators, to sound them outon their opinions of the College atChicago.As a result of his deliberations,Levi proposed a reorganization ofthe decision-making machinery ofthe College. The major single re¬vision was breaking up the col¬lege into five “collegiate divi¬sions,” each under its own “mas¬ter.” This change was aimed atproviding a way for students’ pro¬grams in the College to be moreclosely related to graduate pro¬grams.Levi always felt there must beclose integration between generaland specialized education. Hewanted to provide a structure inwhich this integration would beeasy, and in urhich faculty whohad taught only graduate level courses would be attracted t<- un¬dergraduate courses.Levi PlanWith help from a faculty com¬mittee, Levi found a new dean ofthe college—Wayne C. Booth, whohad been professor of Englishsince 1962 and had won somefame with his award-winningbook, The Rhetoric of Fiction.Levi and Booth then appointedmasters of the collegiate divi¬sions, and all set about to designa new curriculum which wouldmeet the goal of greater integra¬tion between gen ed and speciali¬zation.The first task of the curriculumplanners was designing a new gened sequence. The Levi Plan calledfor “a year in common,” to en¬sure that all students sharedsome common core of experi¬ences, but did not specify justwhat should be common.Booth and the masters came upwith a rather radical plan, callingfor all students to take somethingto be called “Liberal Arts I” intheir first year. While the basictypes of learnings that the studentshould acquire in th course wouldbe specified, the instructors wouldhave broad latitude in the mate¬rials to be covered and the teach¬ing methods to be used.This proposal ran into trouble.It was submitted last December,just a few weeks before the Col¬lege Council, the policy-makingbody of the College faculty, wasscheduled to meet and act uponit. It was also too radical formany faculty members. A num¬ber said that the old curriculumwasn’t really all that bad, themore they really thought about it.Eventually, the decision waspostponed until the spring. A Col¬lege-wide conference on liberaleducation in late January inter¬vened, during which students andfaculty got together to discussideas on what a college educationshould be and do. Finally, the Col¬lege Council, in effect, reached acompromise based largely on thestatus quo.FOUR COURSES—SOCIAL sci¬ences, humanities, biological sci¬ences, and physical sciences—arerequired of entering students. Thecollegiate division in charge ofeach of these courses has the taskof deciding what course would beoffered. In most cases, littlechange was made from previouscourses. The physical sciencescourse, for example, remains es¬sentially unchanged. For humani¬ties and social sciences, enteringstudents are given a choice be¬tween courses that very closelyresemble the old Humanities Iand II and Social Sciences I andn.However, a relic of the radicalBooth proposal remains. LiberalArts I is now taught as an experi¬ment, to a group of entering stu¬dents radomly selected from thegeneral population who receivedinvitations to take the course.All is still in flux with regard tothe programs of the Collegiate di¬visions past the first year, howev¬er. Planning will presumably pro¬gress at a furious clip this year,as the second year of study ap¬proaches for the students newlyentered into the brave new' ex¬periment in curriculum designing.Whatever new programs are de¬signed, one thing is certain—theywill be changed again, sooner orlater.February 7, 1967 • MAROON EDUCATION SUPPLEMENT • 7LIKE IT OR LUMP IT:GEN ED TODAY 'Not Facts, but Ideas'"AS I SAID TO HERMAN SINAIKO. . ."-James Redfieldhis Liberal Arts I section.THE NEWCOLLEGIATE DIVISION1 Part of a critical survey of| common core general edu¬cation requirements as theyexist In the College today.“If the truth is that complicat¬ed, then I’m not interested.” builds and encourages general cu¬riosity. For the future academicspecialist — anthropologist, eco¬nomic adviser, or neurochemist— Liberal Arts I affords a uniqueopportunity to gain perspective.He will have a better understand¬ing of exactly what his hugehunks of data are helping himto find.Divergent TopicsThat was the exasperated com¬ment of one Chicago girl after heryears of general education in theCollege. But inquiry into the truthis a very complicated, and not atall stifling procedure, as 61 firstyear students in Liberal Arts Iare finding out.Liberal Arts I is an experimen¬tal double-credit course whichconstitutes the humanities and so¬cial sciences portion of an under¬graduate's first year. It is listedas New Collegiate Division 101-102-103, and satisfies the gen edrequirements (not including thoseof each Division) in hum and socfor students in the College. Thecourse is a new and well plannedone. with a distinct emphasis anda unique, functional format.You don't come to Chicago toget learning crammed down yourthroat. The emphasis in LiberalArts I is on inquiry. The coursetries to nurture intellectual inde¬pendence and self-motivation, andto channel them into a properlysophisticated approach to themethods of searching for andcreating man’s truth about him¬self. his actions, and his world.THE 61 STUDENTS are dividedinto six classes with one professorand one graduate assistant each.Each class meets in seminar dis¬cussions and/or individual confer¬ences every week, with all stu¬dents and faculty attending onelecture-discussion each Thursdayafternoon.The small classes, together withthe fact that the course is gradedon a pass or fail basis only,makes Liberal Arts I a very flexi¬ble course. The intimacy andfreedom possible in Liberal Arts Iare probably the two most impor¬tant features which help thecourse carry out the difficult aimsof liberal education.Liberal Arts I tries to developthe continuity of the diverse worldof intellectual inquiry. “We tellyou to take hum, soc, biol, and werefuse to put it together,” re¬marks George Plave. Dean of Un¬dergraduate students. ‘‘LiberalArts I is a way of putting themtogether.”With its emphasis on methodsof inquiry and the intertwining ofintellectual pursuits, the course The course takes on many top¬ics. During the first quarter so¬ciology, history, literature, poli¬tics, and science were each stud¬ied for two weeks. The readinglist was as divergent as Thucy¬dides and Shakespeare.“Chaotic” is the one wordAssociate Humanities ProfessorHerman Sinaiko uses to describethe subject matter of the course.Rut there is an airtight unity toLiberal Arts I.The unity is that it is concernedwith methods man uses to de¬scribe himself and his environ¬ment. Liberal Arts I has been inthe planning stage for threeyears, and the readings were revised again and again and againin order to best contribute to theconcept of organized inquiry intothe nature of things.THE READING list for firstquarter was by no means coher¬ent. It jumped from William F.Whyte's Street Corner Society tothe histories of Thucydides andHerodotus to Mihail Lermontov’snovel A Hero Of Our Time to arecent debate in Science maga¬zine on “The ESP Controversy.”Yet all these works were con¬cerned with exactly the sameproblem.They were all trying to synthe¬size from the raw data of humanexperience a coherent, meaning¬ful way to look at the life we seegoing on around us. The coursework emphasized method—the as¬sumptions implicit in the author'swork and the validity of the con¬clusions he makes.Even during Liberal Arts I’stwo-week look at politics, the sub¬ject matter consisted of Plato’sCrito and Machiavelli’s Prince.The two belong together about asmuch as Provost Levi and SteveKindred belong in the same politi¬cal party. Yet unity came fromthe apposition of their methods,and Hans Morganthau's New Re¬public essay on “Truth and Pow¬er” was thrown in to give a con-tern imrary ring to the discussion.Abbreviated ReadingsThe reading list for Liberal ArtsI is a very abbreviated one. Fromsome books, only selections areread. But the tendency is to go8 • MAROON EDUCATION SUPPLEMENT • February 7, 1967 really deeply into the works beingstudied, to dig out not only whatis meant, but how it was derived.This second quarter the class isstudying the “Parts of the Soul.’’The psychological systems of Pla¬to, Aristotle, Freud and Kierke-garde are fascinating and relevantin themselves. The direction, how¬ever. of this quarter’s study is toinvestigate systems of thought.Students and faculty are tryingto pinpoint the assumptions andmethods which develop the var¬ious systems. Only then can onesee what the conclusions actuallymean, and what they actuallyagree and disagree about.Freud and Kierkegarde discussthe soul like a Johannesburg min¬er and a queen discuss a dia¬mond. Yet they are discussing thesame thing—our psyches. If one isconsidered in terms of the other,they may even agree.IF LIBERAL Arts I does have amajor fault, it is that its accenton method makes generalitiespredominate. Sometimes studentsfeel a frustration from discussingintellectual generalization. Theywant to get to specifics, to seewhat the theory means when oneis actually working on a problem.One student, frustrated by the“maddening” difficulty of histori¬cal causality which developedfrom the study of the method ofhistory has set out this quarter toactually write a history of lastyear’s Students Against the Ranksit-in. But in most cases LiberalArts I sticks to theory of knowl¬edge, as opposed to knowledgegained.Biologist Joseph Schwab, along-time participant in gen ed inthe College, considers this dilem¬ma in his characteristic to-the-point manner: “In humanitiesand social sciences we worrywhether the disciplines are stay¬ing put too much. In Liberal Artswe worry whether they are toogeneral. . . (Liberal arts educa¬tion) should take three years, andthen it would not succeed in morethan 20 per cent of the cases.”Philosophy, Not FactsThe only answer to this validcriticism can be one student’srealization that “we are not learn¬ing facts, but philosophy—how tohandle ideas.” Hopefully, oncethe philosophy is understood, thefacts will follow much easier andhave much more meaning.“And you are learning morefacts than you think,” remindsPlaye.The format of Liberal Arts Iaims to create an environmentwhich will make is easier for stu¬dents to learn the art of inquirywhich it is trying to teach. Theplanners of Liberal Arts I madean effort to create an intellectualenvironment which encouragesthe student to focus more precise¬ly on what is being learned, onwhat is bothering him. on whatseems valid or phony in the sub¬ject matter presented.It's only pass or fail in LiberalArts. This is probably the stu¬dent's favorite feature, to no¬body's surprise. The faculty tendsto consider grades unimportantanyway, but thinks its job ismade easier by their elimination.Although grades have beeneliminated, evaluation has not.The increased contact betweenfaculty and students may evenhave heightened the extent of per¬sonal criticism of the student.WHATEVER THE emphasisplaced on grades, their formalelimination means that there is nothing but desire to learn or tosucceed in learning which moti¬vates tiie students. It surprisedone student how “painless” learn¬ing could be.Problems, and bothersomeones, can still engulf the student.But only problems that “comefrom my own personality.” fromwithin and not from outside, con¬front Liberal Arts 1 students, asone of them observes. These arethe kind of problems worth solv¬ing.There is much freedom allowedthe students of Liberal Arts I. Theamount of work ranges from onesection to another, but the re¬quired readings are usually lessthan a hundred pages of heavyreading per week. A paper is dueevery one or two weeks.The faculty are satisfied by theamount of work being done. Col¬lege Dean Booth feels that the av¬erage Liberal Arts I class isworking “a lot harder” than pre¬vious general education classeshe has taught.Work ArbitraryIn a fit of honesty, however, thestudents admit that one can getaway with a very little or indulgein a very lot of work. There arestudents who have chosen bothroads in Liberal Arts I this year.However, one of the faculty re¬minds us that “sheer hours are noindication” of what a course iscontributing to its students. Thisfact is often overlooked in thehigh pressure business of highereducation.But if Liberal Arts I allowsfreedom not to work, it gives free¬dom to faculty and students to doas much extra work as they want.Each section professor and his as¬sistant can plan weekly seminarsand individual meetings as oftenas they want. The teachers cansense the progress of each studentand recommend the proper work.One of the special purposes ofLiberal Arts I is to emphasizewriting and close criticism of thestudent’s papers, now that Eng¬lish Composition is no longer arequired course.THE FREEDOM also gives theorganization of faculty flexibility.During the third quarter, eachwill be a “roving expert” on sev¬eral authors, and will help anystudent interested in one of theseparticular authors.More freedom to students hasmeant more of them have beenreading on their own more. Formany the reading has been asnon-academic as learning abouthobbits in Tolkien’s Lord of theRings trilogy. But lor one student,the free time and freedom to edu¬cate himself have led him to audita philosophy course.He now does no homework—except Chinese philosophy (and alittle Liberal Arts I. he prudentlyadds).A student may also do specialwork on a specific topic that hascaught his interest by writing apaper. Along this line oif studentsgoing out on their own. New Col¬lege Master James Redfield la¬ments the fact that Liberal Arts I“has not taught extensive readingbut intensive. A student should beable to go to a book and pull outthe necessary information.”Sense of ProblemBut Sinaiko, observing that “togo off on your own requires asense of the problem in order towork effectively,” hopes that theintensive study of the nature ofvarious methods used in pursuing knowledge will help the studentswhen they go out on their own.In Uiis vein, the third quarterwill emphasize one major paperby gach individual, along with theextensive readings of various au¬thors.Forget the rest of the course.The most important f. ctor in anyeducation is getting the studentsinto contact with competent andsometimes inspiring faculty. Dueto the six-to one student facultyratio, and the quality of the pres¬ent faculty, this contact has beenachieved.In classes with the professors,subsection meetings with the assistants, individual conferences,and even a few parties, the faculty ami students have gotten toknow each other well.OBSERVING THE highly intel¬lectual, well trained minds of thefaculty members rethinking im¬portant ideas has been one of thehighlights of the course. Each islearning, and also adding his ownspecial emphasis.Redfield admits “half the booksI've never read.” Thus the facultyand students are in the course together.Because the faculty is just asinquisitive as the students, andmuch more articulate, the Thurs¬day afternoon lecture-discussionmeetings have been sometimesinspiring. Guest lecturers or Lib¬eral Arts I professors speak forabout an hour, followed by anoth¬er hour of questions from studentsand faculty—often mostly faculty.The Herodotus-Thucydides de¬bate was a classic. On Twentyminutes’ notice, caused by as|K*aker mix-up, Redfield debatedThucydides’ historical methodagainst Sinaiko defending Herodo¬tus’. The debate was excellent.The two friend's obviously hadgiven years of thought to thequestion. The topic was importantto both.Intellectual CrimesThen Schwab rose to his fullheight to begin the discussion pe¬riod. Consulting his notes on thedebate, he proceeded for ten minutes in an analytical manner (al¬though he seemed ready at anymoment to laugh) to accuse bothRedfield and Sinaiko of the mostdastardly intellectual crimes. Theaccused sheepishly d e f e n d e dthemselves.Veteran Historian ChristianMaekauer was a guest lecturer onThucydides. His lecture was wellreceived. The question period wasan ideal example of polite butpersistent intellectual curiosity.Slowly but precisely the problemof the role of the social sciencesin history was drawn out and exa mined.The varied but poignant ques¬tions and musings of the facultyand guest lecturers at the Thurs¬day afternoon meetings at IdaNoyes symbolize the aims of Lib¬eral Arts I.REDFIELD CALLS it “openpluralism.” “There are a lot ofdifferent things to know,” he ob¬serves, “and we don’t even know’what they are.”A student agreed: “You learn alot that you just can’t put yourfinger on.”After Liberal Arts I a curiousstudent may be in Socrates i>osi-tion—that he is wise because heknows that he knows nothing. Yethe will be even more curious, andhopefully he will understand bet¬ter the meaning of the knowledgefor which he searches.Irl Extein~ '»■'- ' , •>- v -ft??* -„„,i -< . v*New Collegiate Division9 i Special Programs Now Fill a ‘Piece of Space’by Vivian GoodmanThe New Collegiate Division, was once called “a piece ofspace, completely undefined.” Or¬iginally it was to be the responsi¬bility of three men, but the troikaidea was soon given up and, James Redfield found himself theMaster of that piece of undefinedspace. Now the NCD provides aplace for experiments in under¬graduate education, unrestricted» by traditional distinctions amongthe various departments and divi¬sions of knowledge.The NCD’s Governing Commit¬tee busied itself last academicyear with the unlikely task of lo¬cating and defining “coherentareas of study, not necessarilylimited by existing educationalboundaries, which could form thebasis of a rigorous and liberal ed¬ucation.“Each special program is spe¬cialized, each is designed to equipstudents to approach problems inthe field with real competence. Inaddition, the Division intends todevelop each with a breadth andseriousness which will make it akind of liberal education in it¬self.”Originally, the Governing Com¬mittee numbered 15 people, six ofwhom became program chair¬men. “The special programsarose out of these people,” Red-field points out, “although therewas nothing definitive about theset.” The Governing Committeenow has 13 faculty members gath¬ered from all over the College.“The Division is like the RedCross.” he quips. “It’s a matterof voluntary labor. We borrowpeople that have full time jobssomeplace else. College peoplewho have a real commitment tothe College enterprise are likegold around here.”Redfield claims the Divisionstarted from the concept of plur¬alism-most major decisions weremade as a group. He encourageseach program chairman to pic¬ture himself as the center of theDivision. “One must set one’s selfa high standard for developingthe capacities that belong to anintellectual. The heart of the Divi¬sion is an attempt to found unityon arguments, not on agree¬ments.”The Governing Committee doeslittle of what resembles corporateplanning. One man must plan andthen explain his intentions in agood scholarly fashion. “So far”,says Redfield, “the GoverningCommittee has never told anyonethat he shouldn’t try something.V\e’re delighted when people haveideas.”The “special programs” are theundergraduate fields of concen¬tration offered by the NCD. Theyore open to students in any divi¬sion with the consent of their ownand the New Collegiate Division.Civilizational StudiesThe core program in Civiliza¬tional Studies, with Milbon Singeras Chairman, consists of specialexamination of two civilizations—one Western and one nofl-Western— and an introduction tomethods in the comparative studynf civilizations. Introductions to 14 civilizations were already avail¬able at the program’s inception.Last year courses and seminarswere developed to deal with prob¬lems and methods.The sequence 250-251-252 dealswith civilizational studies in rela¬tion to the philosophy and historyof the social sciences, with prob¬lems in culture history and worldhistory and with the methods ofcomparative study in both the hu¬manities and the social sciences.Special attention is given to theproblems of understanding thelanguage, culture, social institu¬tions, and history of one civiliza¬tion from the standpoint of anoth¬er civilization.The full program is equivalentto 12 quarter-long courses, and in¬cludes a senior seminar. A stu¬dent might combine this with anintensive study of one civilization,adding another nine to 12 quartersto the core.It might also be complementedby a concentration in the socialsciences, humanities, physical sci¬ences, or biological sciences.Singer asserts that in these com¬binations “the civilizational stud¬ies program offers the student anopportunity to complement thisdisciplinary concentration with anintroduction to broader culturalstudies.”From Redfield’s notes on themeeting of the Governing Com¬mittee when the special programof civilizational studies was pro¬posed and discussed:“Karl Weintraub asked whythis program should be placed inthe New Division. This questionwas to put it crudely, answeredwith two other questions: Red¬field: why not? Singer: whereelse?”The core program of the Histo¬ry and Philosophy of Sciencecomes in two parts this year. Inthe 217-218-219 sequence, the De¬velopment of Science and Its Phi¬losophy. history is emphasizedwhile philosophical problems arebrought out in different stages.Philosophy is more important inthe 239-240-245 sequence, Founda¬tions of the Sciences. Each stu¬dent also has a senior seminarand a parallel sequence in somescience.“One aspect of the program,”observes Chairman DudleyShapere, “is that you can’t reallyseparate the science of a particu¬lar time from the philosophi¬cal issues at the time of in¬terpretation of what that scienceis doing.”Shapere claims that part of theattempt to understand scienceand its aims consists of trying tounderstand the logic behind itsdevelopment. Historical interpre¬tations raise philosophicalissues—and conversely, whendealing with the philosophical is¬sues one must investigate theirhistory.He defines the goals of thecourse as he thinks students viewthem: “The idea is to have a solidknowledge of a certain body offacts, together w'ith a study ofproblems connected with thatmaterial and an ability to deal with those problems in a criticaland constructive way.”Ideas and MethodsIdeas and Methods, long a grad¬uate committee in the HumanitiesDivision, is now also an under¬graduate program in the NCD un¬der Charles Wegener.Core courses in Ideas and Meth¬ods are the 2U-212-213 sequence,Concepts and Methods: NaturalSciences, Social Sciences, and Hu¬manities; and the 251-252-253 se¬quence, Readings in the Historyof the Intellectual Disciplines;Rhetoric, Logic, Poetic. There isanother experimental set—the151-152-153 sequence, Ambiguityand Meaning in the Disciplines.“This is a real sexy title,” We¬gener quips. “It attracts all sortsof peopie. It’s also the only ob¬viously new thing in this pro¬gram.” Wegener teaches twoquarters. The third quarter is atutorial.“It’s kind of a course in the lib¬eral arts,” Wegener explains,“the kind of thing I’ve beenteaching for years—although thisis a somewhat different way oftackling it. I hope it can bemade available as a gen edcourse. If I were to call it LiberalArts I and spend more time onit, it would be gen ed. Thesethings are defined by the clockthese days.”Every student in the program(this year there are only 15), be¬sides the two Ideas and Methodssequences, chooses a substantivefield in the natural sciences, so¬cial sciences, or humanities andstudies it from the point of viewof esthetics or criticism, logic ormethodology, historiography, andlinguistic analysis. “We go on theassumption that every one hasideas and uses methods. There’sno point to it unless you can per¬ceive it in operation,” Wegenerexplains. “It's ambitious, but it’sjust a beginning.”Every student in the programwrites a bachelor’s essay. It’s of¬ten a great problem just keepingthese students under control be¬cause students tend to carve outvast projects. The paper is ab¬sorbing and gets to be such aproblem so that a student oftendoubts its worth. He works withseveral people in finding his sub¬ject and developing it, but he isleft alone after that. According toWegener, most people go off in acorner and aren’t heard of for awhile.Philosophical PsychologyThe special program' of Philo¬sophical Psychology, chaired byEugene Gendlim offers four kindsof courses: special philosophicalpsychology courses, two staff se¬quential courses in philosophyand psychology, the philosophyand psychology courses offered inthe Humanities and Social Sci¬ence Collegiate Divisions, andelectives outside the two fields.Hie staff sequential coursesconsist of the participations ofmembers of the departments ofphilosophy and psychology. Gend-liu notes he has found that manygraduate department faculty of¬ten feel inclined to teach under¬graduates and regret the existinglittle contact w'ith people in the College—however, they cannot de¬vote a full quarter’s time to thisprivate dream.Invitations for two-week partici¬pation in the philosophical psy¬chology program have been ea¬gerly accepted. The idea is to of¬fer students ffrst-hand experiencewith work in progress, discussion,and contact with scholars and ex¬perts in their field. In manycases different instructors focuson the same philosopher, makingthe student learn directly fromthe primary source, mediating be¬tween the various interpretations. made no attempt to reach specificagreement on the context of acore program.” Sinaiko recalls,.“except to affirm that as a wholeit might span the entire range ofliberal disciplines.”Indeoendent StudyEach NCD student has the guid¬ance of an advisory tutor to helphim determine the best use to bemade of Independent Study time—one course per quarter. Allmembers of the governing boardassist students in IndependentStudy.“This format,” Gendlin says,“also teaches how one can useeven the most dogmatic teacher’sinsights in the context of one’sown explorations. One learns tounderstand him in his own terms—to translate into one’s ownthinking, and then again from itto this teacher’s terms, so thatone can discuss and be under¬stood—even if the given teacher isnot at all interested in seeingwhere what he says is relevant inthe student’s thinking.”There is also a clinical supervi¬sion course that gives students anopportunity to work with people inhospitals and in Woodlawn inmuch the same way that VISAand SWAP have been working in¬formally for years.Gendlin feels it’s a great advan¬tage if the students can draw on awide variety of electives. “Philo¬sophical discussion always gainspower when that can be done.Hence the widest possible leewayin electives, giving the widest va¬riety, is most desirable.”History and Philosophy ofReligionThe aim of the special programof History and Philosophy of Reli¬gion, according to Chairman Her¬man Sinaiko, is to “introduce un¬degraduates both to the range ofreligious phenomena and to theproblems raised by the seriousconsideration of those phenome¬ According to Chairman KarlWeintraub. the general philosophyof Independent Study is cultiva¬tion of intellectual attitudes andhabits of mind. “Somewherealong the line one really has tolearn to work at intellectual prob¬lems of all kinds independentlywithout being able to run to apaid teacher.”On the student’s freedom in hisstudy. Weintraub maintains: “Wetry to work as much as we canwith sound advising. I don’t knowof any cases where a student hasbeen forced to do something.”The idea is to provide an open¬ing in the curriculum of requiredcourses, but it’s hoped that thisopening will not cause arupture—that there will soon besome common seminars, writingsessions, and the like for thewhole Division.The experience of one quarterhas revealed a mixed picture.Some students are capable ofmaking this time meaningful;others are not prepared for suchan art.The problem of inadequatebackground makes a change inthe program likely. Individual tu¬torials on this problem are notimmediately effective and oftenturn out to be a waste of facultytime. “We feel we can do thismore economically by pooling ourresources,” Weintraub explains.na.”There are now elective coursesin this field, but as a special fieldof concentration the program willnot admit students until FallQuarter 1967. Historian MarshallHodgson and Divinity ProfessorCharles Long collaborate in the202-3-4 sequence. World History ofReligion I, II, and III. VisitingProfessor Henry Rago heads athree-quarter sequence entitledReligion in the Intellectual Life,which is open on a non-credit ba¬sis to all students.Sinaiko mentions the back¬ground concepts and seeminglyunderground beginnings of theprogram: “Last quarter a groupof students representing a varietyof faiths discussed at length thepossibility of a course on religion.The list could be extended almostindefinitely, but even as it standsit indicates something of thedepth and diversity of interest inthe subject.”Fall Quarter last year an adhoc committee met several timesto consider the B.A. program.Agreement was reached on sever¬al points—to offer a variety of in¬dividual courses on religion in theNCD and to develop a programparallel to the Civilization and theHistory and Philosophy of Scienceprograms, were two of them. “We A common problem for the stu¬dent is how to formulate exactlywhat his problem is. No teachingstaff tells him this precisely, butthe tutor can help him pare downproblems to make them moremanageable. “In the beginningwe were rather indulgent,” Wein¬traub admits. “If someone want¬ed to read the Bible, we said O.K.It’s very likely that in the futurewe’ll be more rigorous in requir¬ing what the purpose of this thingis, and what is involved in doingit in a disciplined, intellectualway.”When the program began therewas no common conception of thetutor’s role. “One always judgesthis by the seat of one’s pants,feeling out what particular con¬text the student and you yourselfrequires. For us in general thereis something very experimentalabout this.”For an indication of why thepeople Involved are so convincedof the virtue of the initial proposi¬tion, Weintraub points to the factthat Redfield, who got part of histraining at Oxford, always feltthat much of his intellectual de¬velopment came from his experi¬ence of the independent study pro¬gram there. Weintraub assumesthat most of those involved havehad similar experiences.February 7, 1967 • MAROON EDUCATION SUPPLEMENT‘I ¥»: v > > iGeneral Education —Sturdy Tt ee in Winds of Changeby David L. Aiken“It may be time to declare the formalgeneral education movement dead inAmerica, to cease bowing to its corpse,and to pursue the spirit of broad learning:ti fresher ways. Mechanical generaleducation requirements have never reallyworked; why don't we admit it?”—from a speech by Louis T.{ Benezet, President of the Clare¬mont Graduate School, to the; National Conference of Deansin Los Angeles recently.“General Education, we are told, is ina state of ‘crisis.’ The demands of society,the changes in the secondary school,intellectual and institutional difficultiescombine to undermine the college as wehave known it. (Among the challenges)which have called the liberal arts pro¬gram. . .into question (are). . .the intel¬lectual difficulties encountered in organiz¬ing the general education courses. Rutthese difficulties, though genuine, do notconstitute any reason for eliminating thesecourses, but for revising them.”—from visiting Professor DanielBell's book, The Reforming o»General Education.Both these statements, though theycome to different conclusions, derivefrom similar premises. The times arechanging, and education must preparemen to change with them. Can “gener¬al education” programs as currentlydesigned produce people who havewhat it will take to keep up with thetimes?That is the essential question to beraised in any discussion on “newknowledge” and its consequences forconcrete educational practice.It is not a new question, however.THE IDEA OF gen ed as presentlyused began to develop around the1920s, growing out of dissatisfactionwith the purely elective system thatthen held sway in most colleges acrossthe country.With the strength of industrialismlending support, emphasis on researchand specialization was attractive tomany, especially in the new universi¬ties patterned on the new Germanstyle. No longer was college exclusive¬ly for the ministry, or even for “gen¬tlemen” who wanted to acquire asheen or respectable learning beforeentering business or a profession.For a while, a battle was waged be¬tween the classical academies and thenew upstarts of German-style scholar¬ship and American style “public ser¬vice”. By the end of the century, how¬ever, it was all over. Classicism wasdead.Taking its place in most universitiesand ever-increasing numbers of col¬leges was the elective system, cham¬pioned by the influential Charles W.Eliot, President of Harvard from 1869to 1909.By the time he came to college, Eli¬ot’s theory went, the young personshould be able to embark upon studywhich would lead to a profession. “For the individual, concentration, and thehighest development of his own pecu¬liar faculty, is the only prudence.”This idea was quite popular in thelast half of the 19th century and oninto the 20th, but it was by no meansuniversally accepted.Chicago’s first president, WilliamRainey Harper, pointed out the dangerof patternless skipping from course tocourse:•The division of the work into technicaldepartments is an artificial and mislead¬ing one, but it is so fixed that, like theletter of the sacred Scriptures, it is bymany supposed to be part of the originalcreation itself. This vitiates. . .the value ofthe entire college discipline, for it is therelationships of thought, and of life that aman ought to know, if he is to know any¬thing.While president of Princeton,Woodrow Wilson proposed that all stu¬dents should gain “a wide acquain¬tance with the best books that menhave written jointed with a knowledgeof the institutions men have madetrial of in the past.”While Harvard’s president form1909 to 1933, Abbott Lawrence Lo¬well, was replacing his predecessor’selective system with a pattern of con¬centration and distribution—limitingthe students’ freedom to choose anycourse—others in the ‘20’s and ‘30’swere devising much more enterprisingschemes to avoid the disunity whichcharacterized many students’ curricu-lums.The distributive system, which re¬quires some number of courses fromeach of several fields or groups, is stillwidely used. Often called the “Chinesemenu” plan (“Take one from corumnA, two from corumn B, and everybodyget egg loll”), it is not usually consid¬ered respectable by those who cham¬pion the “true” gen ed pattern.ONE POSSIBLE improvement isthe “survey” course. This typically at¬tempts to sample material from eachof several related disciplines.An ambitious offering of the surveytype was an elective here called “TheNature of the World and of Man.”Never a place to do things small, Chi¬cago in this course sought to summa¬rize basic facts from astronomy, geolo¬gy, physics, chemistry, botany, bacter¬iology, zoology, physical anthropology,human physiology, and psychology. Itwas primarily a lecture course, with asizeable syllabus but not too much dis¬cussion and no laboratory work.Survey courses, though still taughtin many places, have many seriousproblems, not the least of which is su¬perficiality.Alexander Meiklejohn, president ofAmherst until 1924, later the father ofthe University of Wisconsin’s famousExperimental College, commented onthe efforts to achieve some sort of“unity” in survey courses:I have heard teachers of. . .social sci¬ences discuss with much eagerness thequestion, “How can the social sciences beunified?” May I record the opinion that inthemselves these studies have no dominat¬ing unity? Against the survey coursewhich lists, describes and classifies a group of studies, I would suggest the ana¬lytic course which finds a method ofthought and gives a student practice in it.Not all practitioners of gen ed haverecognized the distinction, and clearlychosen one over the other—the “meth¬od” over the “matter,” as Meiklejohnurged.Facts versus ThinkingThus, in a natural science course,students may learn all about the“facts” of the solar system or humancirculatory system, or may even learnabout how Copernicus and Harveywent about “discovering” these“facts,” but this is a very differentsort of thing from thinking inductive¬ly. as scientists do.One possible type of course whichmight give at least a semblance of giv¬ing students some practice in “think¬ing”—or something close to it—is the“problem” course.Here, a variety of “problems” is dis¬cussed, supposedly prodding the stu¬dent to actually engage in consideringthe factual background and policy im¬plications connected with the problem.Thus, at the University of Louis¬ville, for example, a course entitled“Problems in Modern Society” consid¬ers such topics as “War,” “EconomicDiplomacy,” “Democracy,” “Equali¬ty,” and “Prejudice.”There are many problems with thissort of “problem” course, it seems.For one, some things seem just tooproblematic for Louisville students,according to an instructor’s comments.“The former course goal of arousingconcern about discrimination,” hesays, was de-emphasized to avoid rock¬ing the boat when “careful advancepreparation and avoidance of publici¬ty” succeeded in overcoming a statelaw requiring segregation in schoolsand colleges.One can only pity the poor studentswho had their prejudices shaken a bitwhile Louisville was still includingdiscrimination in the list of respect¬able “problems.”A SOMEWHAT MORE promisinguse of the “problem” technique hasbeen made at Colgate, where studentsin a physical science “core course”look into such questions as, “What isthe best explanation for celestial mo¬tions?” and “How did the solar systemoriginate?”A major air of the course is to makestudents wary of “authority,” and getthem to think through for themselvessome of the questions which have beenargued in the past. Thus they areasked to go out and observe the mo¬tions of various heavenly bodies, andtry to explain them.This sort of case system was firstdeveloped by James B. Conant whenhe was at Harvard, and has beenadopted in a number of places withseveral variations on the theme.One important difficulty of “prob¬lem” courses is the tendency to be sat¬isfied with seeming “solutions” intheory which are in reality quite su¬perficial, so that the course can move10 • MAROON EDUCATION SUPPLEMENT • February 7, 1967 RUSSELL 77/4*,"For more than „■ Keoeral edicthern"education in Anierida.f. CH ntno"In 1950 Den, „l uH. ,t mser.sity of Chicago. Iproclaim in prim ih„i h,education is at lad i„ \ogA rhubris was soon avenged / l,reethe darkling plain of the Uni\ersi,v’council, my colleagues and Istruggling to salvage some pari of ,iprogram of genet,on to the next problem. Other limits tcthe usefulness of problem coursesusually arise from problems with tke“problems”—either they’re ephemeraland disappear with time, or they’ve already been solved to most peoplessatisfaction. •"Eternal Problems"A variation on this theme whichusually managed to avoid these difticulties is one which treats “eternaproblems”. For example, a humanitie:course at Princeton looks at “Man ancHis Freedom” as discussed in liter#ture from the Bible to the presentLess historical and more topical, ;course at Wesleyan examines work:concerned with free will and necessityby Greek tragedists, Augustine, Luther, and Shakespeare.In the social sciences, many school:have used courses which examintbroad questions of social policy, ofteron fairly theoretical, abstract levelsDon’t look at specific issues that arjhot today, the idea goes, but try t(grasp the general concepts of law, society. culture, etc. Then you can appl\them to specific cases. ,“Problems” in this sort of coursemay be so broad as, “How are decisions made in the political system?’and, “What holds society together?'Such courses amount to readings irtheories on politics, society, and economy, organized in some sort of moreor-less broad and perhaps loose themeMaterials from several disciplines anbrought together under this framework. The Social Sciences courses aChicago are, of course, models of thi:sort of approach.BY THE TIME the end of the yeairolls around, it is hoped that student:have seen some way in which everything “hangs together” to some extent, and have meanwhile learneesome basic things about each areaThis calls for a good bit of patience otstudents’ parts, but often it pays off.Along the way, students have aleast read and discussed some of th<more important works in severafields, such as Freud, Malinowski, Weber, Lipset and Bendix, etc.Many approaches to designing general education programs are possibleand it is probably possible to find alof them in practice somewhere. Whihuntold numbers of schools still present their patrons with Chinese menus, many are redesigning their bills ofare so that everyone will partake ospecially prepared dishes containingall the nutrition thought necessary.This attempt to work up interdisciplinary courses has not really taken oithe proportions of a fad, but there wa:► *PHi45:quarter of alucalion hasern of higherBk} V WARDCollege of thrash enough Iration, getters*' T his act tyears later, ov’s inter-facultfound ourselvtthe Universityral studies. . .to a rather striking spurt of interest in;es the early 50s, and a sizeable numberke* of new attempts are made each year.ralal¬l’s’• •chiatiesnd!'#• *nt.aksi fy-.u-llsnfenIs.ir8.»toso->lv• *seci-0”inin-■e-lef'*rele-at»uf*arltV*•y-IX-edon A Major ConcernIn his 1962 book, Search for a Com¬mon Learning, Russell Thomas, untilhis recent retirement a professor ofhumanities here, writes:“For more than a quarter of a centurygeneral education has been a major con¬cern of higher education in America. In itsname curriculums have been reorganized,administrative structures of colleges havebeen altered, and countless workshops,conferences, and self-study projects havebeen undertaken. .As the citations from Benezet’sspeech and Bell’s book at the begin¬ning of this article illustrate, this sortof concern has not abated, but has be¬come more urgent as the forces whichpress upon colleges become more se¬vere.What are some of these winds ofchange which threaten to shake thebranches of the tree of gen ed? Willthey uproot what has been growing forso many years?For the perceptive analysis of howsocial and technological change willaffect gen ed programs and structures,the best work available is Daniel Bell’sThe Reforming of General Education.Within universities themselves, Bellsees the graduate schools collectingfunds, people, and power more rapidlythan the undergraduate programs,with the increasing emphasis on re¬search, and new duties for academicsas “consultants”.COMBINED WITH this scarcity ofteaching resources is the increasingdemand put upon them. In 1964, Bellreports, approximately 4.8 million stu¬dents were attending about 2100 insti¬tutions of various sorts, taught bycording to the median of several pro¬jections, there will be 7 million stu¬dents, or about 47 percent of allAmericans between the ages of 18 and21.Iat The roles of universities are them-ie» • selves changing and expanding. Uni-al versities are innovative forces in manye- fields, since from their developmentof new knowledge and new fields,n-*** many changes in society and the econ-e, omy result.ill With the new emphasis on a* collegele or advanced degree, universities aree increasingly also determinants of so-n- cial status. It is not always clear that a>f particular position requires a college)f# « degree, but employers are increasing-g ly demanding a diploma for any posi¬tion.i- If almost half the people of collegen« • age are in fact in some sort of college,s and almost find themselves there by necessity, what happens to the notionof what “a college education” shouldconsist of ? This is particularly acuteas society becomes more differentiat¬ed, and the university is increasinglyasked to take on training in special¬ized activities formerly performed“on-the-job.”Skills Become ObsoleteBecause old skills often become ob¬solete with the rapid pace of techno¬logical change, persons with collegeeducations must often turn to univer¬sities to sharpen some of their rustyskill and acquire brand new ones.The work of the secondary schoolsmust, of course, have some effect onwhat colleges do with students whocome to them. According to Bell, how¬ever, talk that high schools are “tak¬ing over” much of the colleges’ prov¬inces is greatly exaggerated.Some types of learning, the “fac¬tual, exact, abstract” subjects such asforeign languages and physical sci¬ences, can perhaps be learned effec¬tively at earlier ages than has beenusual. Subjects which are more “dis¬cursive and inexact” require some de¬gree of experience and basic informa¬tion. There’s not much point in tryingto dissect a book, or talk about policyproblems, until you’ve read a numberof books of various sorts, or acquiredenough information to be aware ofmost of the consequences of a policy.Yet some high schools try to askstudents to discuss work or policieswithout the backgrounds Bell thinksare necessary. Until high schools pro¬vide the necessary basic background,he says, colleges must continue to pro¬vide it first, before students can moveto abstract, general concepts.IF ONE ACCEPTS Bell’s ideas, onedefines the particular tasks of a col¬lege education as introducing the stu¬dents to the patterns of thinking appli¬cable to each discipline, expressed in arange of subject matters with whicheveryone in the academic “communi¬ty” should be familiar if it is to be asemblance of an actual community inwhich people from several backgroundcan communicate intelligently onsomething more than football orweather. This is the rationale behindsetting requirements in every generalfield.There is an additional factor neededin definition of the type of college ed¬ucation demanded by the times, how¬ever, which arises from a developmentBell does not treat at any great lengthin his book.The development is the rise of anew generation of students who de¬mand that what they do in college beto their concerns with conditions out¬side the ivied cloisters. Reared in mid¬dle-class security, they have no pre¬occupation with achieving security,and can attempt to involve themselvesin efforts to combat the aspects of cur¬rent society which disturb their con¬sciences.Significant GenerationAs more members of the “genera¬tion in power” are beginning to real¬ize, persons of college age with thissort of concern are the most signifi¬cant sector of the younger generation.The pioneers who put themselves on the picket lines are being joined bythose who may be non-demonstrativebut seek practical means of dealingwith the problems they see.This sort of concern must be reflect¬ed in the intellectual atmosphere ofcolleges and universities, or thecharges of irrelevance hurled by theactivists who are ex-students willprove all too true. The programs ofthe colleges themselves must stimu¬late creative thought on the problemsfacing the society, though the coursesmay not necessarily be “problem-oriented.”By the time a student has completeda college education, he should have theabilities to:• Read new materials from severalfields perceptively;• Think clearly and analyze complexsituations acutely, putting to the usethe best methods of reasoning andconceptualization applicable to theproblem; and• Convey the results of this think¬ing lucidlyJust as important, he should pos¬sess some amount of concern for theproblem which confront his own so¬ciety. This is a facet hard to evaluatein a person, but unless he is acutelyaware of such issues, his educationwill be of little consequence.GENERAL COURSES, of course,can simply lay a foundation for fur¬ther progress, but their design can beof great importance in a student’s col¬lege career.If they are to meet the goals wehave outlined before, such coursesmust acquaint the student with the im¬portant works which are most relevantto the disciplines to be dealt with.Only through direct contact with someof the works of Frued, for example,can a student gain a valid idea ofFreud’s thought.Since it is obviously absurd to at¬tempt to cover every corner of thevast fields of knowledge which couldbe included in such courses, this con¬tact with great writers should be or¬ganized around some central issue ortheme which impinges upon severalfields.A further suggestion for designingadequate courses is to emphasize writ¬ing more than is sometimes done. Per¬haps the best evidence of clear thoughton a problem is a clearly written,well-organized paper on the topic.Short paragraphs analyzing a book orarticle should be used extensively.This sort of assignment can be particu¬larly effective in teaching the naturalsciences. Anyone who has taken “Phi¬losophical Aspects of Biology” withJoseph Schwab can testify to this. Apaper on a well-chosen question de¬signed to stimulate the student him¬self to think about evidence presentedin a scientific investigation can beworth more than all the Phy Sci labsput together.Breadth-Depth ConflictFinally, if the air of a gen ed courseis really to develop capacity to thinkin the terms and with the methods ofthe appropriate disciplines, the con¬flict between “breadth” and “depth”is resolved to some extent. As F. Champion Ward, who wasdean of the College at Chicago in theHutchins heyday, relates, a specializedcourse in Greek drama may devote thesame amount of time to Oedipus Rexas a general course in literature. Theimportant aspect is what is done withthe work. “I once discussed this ques¬tion with a dean of Columbia College,”Ward writes. “We agreed to differwhen we realized that Columbia as¬signed many texts because, as theDean pointed out, ‘the studentshaven’t read anything,’ and Chicagoassigned a few texts, because ‘the stu¬dents don’t know how to read.’ ”Even Columbia’s Bell questions thegoal of a wide-ranging course such asthat college’s humanities course,which trots from the Greeks, with Ver¬gil, Lucretius and the Bible thrown in,right up to Dostoyevsky. As Bellpoints out, broad acquaintance withmany important works should be pro¬vided in secondary school—and col¬leges should communicate their expec¬tation that this will be done throughentrance requirements.WHILE COURSES based on theseprinciples should—hopefully—havelasting effects on students’ abilities toread, write, and reason, in the ab¬stract, there needs to be some oppor¬tunity to test ideas and theories in the“real world.”Such opportunities, patterned afterthe programs at Antioch College inOhio and Beloit College in Wisconsin,would, in effect, throw the studentsoff the campus for periods of severalmonths, sometimes quite a bit longerthan the usual three-month summervacation. At Antioch and Beloit, thecolleges help place students in workwhich offers challenges to their abili¬ties and widens their experiences.The benefits to both students andtheir employers can be incalculable.Students who might have been vague¬ly considering the possibility of teach¬ing, for example, might find work in acommunity development project work¬ing with Appalachian or inner-city kids’and gain a new perspective on whateducation can do for people.An extension of this concept wouldbe to allow any student the opportuni¬ty to take off from school for awhile,perhaps up to a year, for work or studyon his own, and still be consideredto be making “normal progress towarda degree,” as the Selective ServiceSystem requires.There is no particular reason, manyeducators agree, why college shouldnecessarily take everybody the sameamount of time. If those who felt theneed were allowed to test themselvesoutside the campus, then return, theirfurther education might be more trulyliberal, with the leaven of broader ex¬perience, and the conceptual abilitiesthey acquired in their general educa¬tion would be tested in practice.“General education” is a hardy con¬cept, able to weather the winds ofchange—but only if closely examinedperiodically to test the relevance ofprograms to reailty. With the type ofre appraisal that has been attemptedin recent years—at Chicago and else¬where—the future of general educa¬tion seems hopeful.February 7, 1967 • MAROON EDUCATION SUPPLEMENT • 11'What's Good forNon-Majors IsGood for Majors'I. > - - s '.v' " ' ;«rTHE BIOLOGYCOLLEGIATE DIVISION• • •Part of a critical survey ofcommon core general edu¬cation requirements as theyexist in the College today.“The problems of biology arereal—that is, staying alive, et cet¬era—they have a direct bearingon the life of the individual stu¬dent.”As stated by Biologist Ray Kop-pelman, this is the almost unargu¬able basis of the gen ed coursesin biology. They are, says Koppel-man, Master of the Biology Col¬legiate Division, “a completelyappropriate component” for thecommon core. “We share the ba¬sic gen ed goals—such as a desirefor the student to read and inter¬pret critically, and to report in aclear way. In addition, we wantour students to develop a higherdegree of observation than theycame in with.”To meet these goals, the Collegerequires three quarters of biolo¬gy. Two. Bio 111 and 112 (“Princi¬ples of Biology”), must be takenby everyone who cannot place outof them—including Bio majors—on the theory that “what is goodfor non-majors is good for ma¬jors” and because, according toKoppelman, “it is obvious thatone year of high school biology isnot sufficient for a college gradu¬ate.” The third quarter require¬ment can be filled by any . of tenbiology electives. Students nor¬mally meet the requirements dur¬ing their sophomore year.Though somewhat the same asin the Hutchins era, gen ed Biohas made continual improve¬ments through the years, in partsimply to keep up with develop¬ments in biology. One change isan attempt at grouping non-majors and majors together inthe courses. Another revision ofHutchins’ plan is the addition oflabs. “There is a difference,”Chicago MaroonSupplement Editor.. . .Jeffrey KutaAssociate Editor. . . David L AikenContributors Roger Black,Wayne C. Booth, Trl Extern, VivianGoodman, Larry Hendel, Seth Ma-sia. Kenji Oda. Harold Sheridan. Koppelman explains, “just interms of what sticks with the stu¬dent—when he looks at slides inthe classroom from when he seesa live paramecium under the mi¬croscope.Biology 111-112For 111 and 112 there are threevariants (another change that hascome about since Hutchins),which were established to keep upinterest among faculty and to pre¬vent a ponderous staff. All threestudy morphology, physiology,biochemistry, and ecologythrough lectures, discussions, andlaboratories. Stress is placed onthe problems faced by living or¬ganisms and the adaptations theyhave developed to solve theirproblems.The choice of variant is up tothe student, and though biologymajors and non-majors are sup¬posed to be in each, most non¬majors wind up in the third var-ient, C. As one student puts it,“The students in C heard that itis the easy variant and tried toget in.” Assistant ProfessorThomas Uzzeli regrets the factthat students sort themselves outthis way, saying it is bad for boththe majors and the non-majors.He complains, “I wish that stu¬dents would quit trying to set thetone of the variants.” But untilsomething other than chance de¬termines who gets into what var¬iant, the students who are less in¬terested in biology are likely todrift into the easier variants.(Gresham’s law?)The running theme of variant Ais to look at biology as seenthrough its methods as well as itsconclusions. Problems are firstlooked at on the molecular level,then related to the tissue and or¬gan level of organization, and fi¬nally to the capacities of the in¬teracting groups of organisms—that is, populations. Continuity isprovided by a series of lectures.Integration is attempted usingreadings, discussions, and labora¬tories.In the Winter Quarter the basicframework still holds— as in allthe variants—with an emphasison the development of currenttheories of evolution and heredity.Readings include both classicaland modern papers, and the stu¬dent is introduced to the analysisof scientific literature.12 • MAROON EDUCATION SUPPLEMENTnon .i i • February 7, 1967t r .(> [ i I V * i »Grades are determined aboutthe same in all the variants.Course grades are left up to theinstructor, but lab work, tests,and a final are all considered.Half of the final is common to allvariants.As for the staff, only a quarterof the 25 or so faculty membersteaching Bio 111 and 112 havebeen teaching the course for lessthan three years. What is taughtis normally determined by thestaff of each variant.In variant B the student learnsto take a system—for example,the heart and circulatorysystem—and follow it through itsvarious biological forms, from theorganismic level to the phyiologi-cal, and so on. Readings, labs,and discussions are used here aswell.Variant C uses a comparativeapproach. Unity is provided byanalyzing both the economy anddiversity of the organizations andmechanism which organisms em¬ploy to solve their problems. Thecourse is taught like the others,through labs, lecture-demonstrations, discussions, andreading.While variants A and B seemgenerally to be well-receivedamong students, and their goals,according to Associate ProfessorGerson Rosenthal, are being fair¬ly well met, there is some ques¬tion about C. As Uzzeli puts it,“One of the difficulties of thecourses is that the staff sees thegoals one way, and the studentsanother. They don’t see eye to eyeon what the goals are or whatthey should be.”Students are apt to be some¬what more blunt. Says one, “Igenerally think it’s a poor course.In the first place because it’s acourse where, in order to do wellin it, you have to do a lot of mem¬orization instead of trying tocome to grips with some con¬cepts.” Another student talked inthe same vein. “The thing that Ifind most irritating about the waythis course is taught is that thelabs seem to have no structure ororganization ... A student, first,has no idea of what he’s going todo before he goes into a lab. Andwhen he’s done, he doesn’t knowwhat he’s done. And then he hasto write a write-up.” "FRUIT FLIES ARE NO USE TO ANYBODY ANYWAY"—A persevering biology student checks his data on the phenotype*of drosophila.V ^ ,jp«tPerhaps much of the reason forthe discontent in the C variant isthat it is largely made up ofnon-science-oriented students. Astudent with more interest in sci¬ence explains: “I think biology,considering the amount and typeof information it has to give tothe student, is doing a fairlyadequate job. The problem I findis that most of the students whoare taking the course—at least inthe variant I’m in—are not reallyinterested in biology to the pointthat they will voluntarily spendthe time assimilating all the infor¬mation which the biology staff ex¬pects them to assimilate.” Uzzeliagrees: “I think 111-C is doing itsbest.”Third Quarter ElectivesBiology 113, “Population Biolo¬gy,” taught by Harold Gall andJanice Spofford, uses lectures,readings, and discussions to ex¬amine the interrelation of ecolog¬ical, genetic, evolutionary, andbiogeographical principles for anunderstanding of population biolo¬gy.Bio 114, a seminar on the “Biol¬ogy of Development,” emphasizesthe role of hormones and otherchemical substances in an at¬tempt to understand the dynamicsof developmental processes. Thecourse is taught by Jane Overton.Bio 115 is a survey course head¬ed by Lila Abrahamson on the“physical and chemical Aspectsof Biology,” and studies these fac¬tors in the organization of a livingcell. It is not designed to be anexhaustive survey, but rather tocover selected topics.Bio 116 is taught by BensonGinsburg and a rotating staff oftwo or three professors. The goalof the course is to sample differ¬ent ideas toward behavior relatedto biology as opposed to psycholo¬gy. There is a set of readingspicked to represent all the differ¬ent approaches to the “Biology ofBehavior.” A general examina¬tion of several topics is supple¬mented by research papers, witha general emphasis on evaluatingscientific knowledge.Bie 117, “Philosophical Aspectsof Biology,” uses readings, dis¬cussions and lectures concerningmajor and different patterns ofinquiry pursued in the biologicalsciences. Taught by Joseph Schwab, the course offers an unusual and generally fascinating approach to biology.Bio 118, “Field Biology,” givesan introduction to biological com¬munities, with field trips to areasin the Chicago region. The goal ofthe course is to define the interre¬lationships of plants and animals.Gerson Rosenthal heads thecourse.Bio 119, “Biology of Plant De¬velopment,” also a seminarcourse, deals with hormonal anderivironmental factors in plantgrowth and development.Bio 120 is a course in the “De¬velopment of Behavior.” Thecourse stresses evolutionary ap¬proaches in the examination ofbehavior. It includes discussion ofgenetics and environmental inter¬action of critical developments inbehavior. Human material is usedwhenever possible.Bio 150, “Vertebrate Biology,”is required of all students whowish to major in the biologicalsciences, but is open to non¬majors also. The course dealswith the development and func¬tion of vertebrate organisms andincludes some aspects of its evo¬lution.The effectiveness of all thesecourses is something that can boquestioned now, but it probablycannot be answered until the stu¬dents in the courses find them¬selves using (or not using) theknowledge they are supposed tohave learned.There is certainly room for im¬provement. particularly in the Cvariant, if it is going to interestnon-biology majors more, and thestaff is the first to admit it. Kop¬pelman has said that “we havenever been nearly as successfulas we would like to be.”And if there is room for improvement, there have been manvsuccesses. Several of the third-quarter electives are among thebest courses in the College, nevermind gen ed. The other courseshave been continually revised.They will be improved again. Theonly answer that is needed (andagreed upon) is that to the ques¬tion, “Where do we go fromhere?”Harold SheridanRoger BlackGEN ED TODAY(Continued)Plato Loves Aristotle"WELL, WE ALL KNOW ABOUT PLATO AND HIS GANG"—AHum II section at the round table of knowledge.aJ'J'1.'THE HUMANITIESCOLLEGIATE DIVISION# * IPart of a critical survey ofcommon core general edu¬cation requirements as theyexist in the College today.“We are now at a pointwhere only one-fourth of astudent’s education is neces-sarilv general education. andif ] had to make a guessabout the future T thmk thetrend would continue in thisdirection.” This is how Mas-ter Stuart Tave describes thestate of general education inthe College today.Things have changed muchsince the Hutchins hevdav.Then, the student was re¬quired to take three humani¬ties sequences, although hetheoretically could place outof all of them. These pro¬grams were constructed to betaken in order and had defi¬nite relationships to each oth¬er.Hum I dealt, according toformer Humanities ChairmanRussell Thomas, with “en¬larging the student’s experi¬ence with music and the vis¬ual arts, as well as the devel¬opment of the simplest ana¬lytical skills in literature.”Hum II was a continuation ofthe literature aspect of HumI and was “an attempt to de¬velop a recognition of distinc¬tion with respect to the pri¬mary ends of works which de¬termine their formal organi¬zation and permit the applica¬tion of definite terms such ashistory, tragedy and come¬dy.” Hum III was a sequencein criticism which still existsin the College but is no long¬er required.Humanities 101-102-103In Hum I the most obviousdeparture from the old se¬quence is that the program isnow taught in a system of“troikas.” Instead of one pro¬fessor teaching all three dis¬ciplines, each section has anart, a music, and a literatureprofessor. This change wasmade, according to ChairmanMarvin Mirskv, because, “al¬most any instructor could becounted on to not be expertin all three fields.”Another structural differ¬ence is that in the past, thethree disciplines were taughtmie at a time throughout thequarter. Now they are taughtsimultaneously through a ser¬ies of lecture-demonstrations;md discussion classes. Thissystem was introduced as avariant of last year’s se¬quence and was consideredmore successful by the facul¬ty because it provided for agreater continuity of subjectmatter.•he first quarter of thecourse is primarily concerned"hh introducing the basic•'•oinents of the arts. It tendslo he primary and almost ru-‘hmentary at least initially, but gets more advanced asthe quarter goes on. Sincemost students have had moreexperience in literature, theliterature part of the coursesends to be a little more so¬phisticated than the art andthe music. 'There is a basic tendencyfor student with more back¬ground in the three areas tobe more dissatisfied with thecourse and for student withless background to be muchmore favorably impressed.Another complaint is the lackof depth during the firstouarter. Some people feelthat in art and music thematerial was treated on amuch too elementary level,and that in literature, thematerial was brushed overtoo fast.The second quarter is es¬sentially a development ofthe first, but in general thepurpose is to move on tomore complex elements andmore complex forms. In mu¬sic this takes the form orlarger works and larger con-structural consideration. Invisual arts it takes the formof focusing on a particularmajor artistic personality(this year Michelangelo)whose work is studied stillwith some concern for theanalytical elements, but atthe same time with a concernwith peripheral elementssuch as biography, writing,the context of the times andso on. In literature the shitfis from poetry to drama andnarrative fiction.Students have been, forthe most part, more contentwith the second quarter thanthey were with the first.Those who found the se¬quence to be too simple inthe beginning do not find thisto be as much of a problemnow.The third quarter, howev¬er. is quite different from thefirst two in that history is theprimary concern. The basicfocus of the work is a particu¬lar period. 1860-1914. duringwhich major social, political,artistic, and aesthetic devel¬opments took place.There is a standard examand standard papers for allsections of the course. How¬ever, the instructor is free tointerpret all texts in the man¬ner he sees most applicable,and the staff rarely has for¬mal meetings.Because of the more basic-nature of gen ed courses,most of the faculty on themare young. Tave says thatmost veteran faculty havedifficulty teaching gen edcourses when they do w;antto, because there is such a de¬gree of pressure for them toteach more specializedcourses on the graduate andupper undergraduate levels.The junior faculty memberswho do teach gen ed coursesare usually new to the Uni¬ versity, and for the most partthey are not very well ac¬quainted with the concept ofgen ed. But instructors whoteach courses of this sortusually choose to do so and,therefore, tend to be favor¬ably inclined towards them.Humanities 104-105*106One of the major differ¬ences between the develop¬ment of Hum I and that ofHum II is that all thechanges in the former havebeen instituted with relative¬ly little) disagreement. TheHum II faculty, however,have been much less unifiedin their idea of what Hum IIshould be. The result hasbeen a division of the pro¬gram into two first-year var¬iants, Hum 104-5-6 and Hum107-8-9.Hum 104-5-6 is an experi¬mental sequence which al¬most half the entering classis taking. It has basically thesame aims as Hum 107-8-9,but there are some importantdistinctions between the two.First, Hum 104-5-6 does notteach rhetoric. According toAssistant English ProfessorMichael Murrin, one of thesequence’s three chairmen,“The course keeps the Aristo¬telian format of history, fic¬tion, and philosophy: the par¬ticular, the universal in theparticular, and then the uni¬versal as abstract.”Second, in Hum 104-5-6,philosphy is taught as a unitcompletely separate from his¬tory and fiction. The first twoquarters of the sequence dealw'ith history and fiction andare taught by members of theEnglish Department. Thethird quarter, philosophy, istreated as a separate courseand is taught by members ofPhilosophy Department. Dueto a shortage of philosophyprofessors in the course,though, the philosophy quar¬ter is being offered twice thisvear—in the Fall and in the Spring Quarters.Student reaction this se¬quence has been much moreunified than in Hum I. Mostfeel the sequence is worth¬while and well constructed.They find the material diffi¬cult but stimulating. One ofthe sequence’s strongestpoints, they feel, is the use ofthe tutorial system.According to Murrin, in¬structors are left on theirown to interpret how theywish the distinctions betweenthe various types of texts thatthey are teaching. Each alsomakes up and marks his ownexams. Although the facultyhave meetings, they are in¬formal and no attempt ismade to tell the individual in¬structors how to teach.“I don’t think discussion ofthis sort is particularly fruit¬ful because what works forone person will not necessari¬ly work for another,” Murrinclaims. “Often a particularapproach does not corre¬spond to the individual in¬structor's background or tohis character.”Since this is the first yearof Hum 104-5-6. Murrin saysit is too early to say howr thefaculty has reacted to it. Buthe notes that in this sequencealso, most of the instructorsare young. “Practically allthe faculty are from the Eng¬lish Department, and it hasalways been true of that de¬partment’s contribution tothe gen ed program to pro¬vide junior faculty.”Humanities 107-108-109Hum 107-8-9 correspondsmuch more to the traditionalstaff-taught course and. infact, the continuation of thistradition was one of the mainreasons for forming the se¬quence. The exam is thesame for all students, andthere is much discussionabout how to approach partic¬ular works. It is almost precisely thesame course as the B variantof Hum 207-8-9, a sequencebeing offered for second-yearstudents who haven’t satis¬fied their hum gen ed re¬quirement. The same booksare read, but cuts are madein the Hum 107-8-9 readinglist since the course is forfirst year students. Accord¬ing to course co chairmanDaniel Meerson. both coursesstarted as a reaction to themovement in lact year’s HumII that would have each in¬structor give his own exam.Several professors on theHum TT faculty felt this wascontrary to the philosophy ofthe course and developedthese two new variants, bothof which have standard ex¬ams.However, this is not theonly point on which Hum104-5-6 and Hum 107-8-9 dif¬fer—there are major disa¬greements on pedagogicalFirst of all, Hum 107-8-9 istechniques and attitudes,a much smaller course. Thereare only two sections, with 20students in each. Accordingto Meerson, the sequence isbasically a return to an ear¬lier version. It treats basical¬ly the same subject matter asHum 104-5-6—literature, his¬tory, and philosophy—butalso teaches rhetoric.The course is similar instructure to the Hum II ofthe Hutchins college. Thereis a definite agreement amongthe instructors in Hum 207-8-9 and 107-8-9 as to how theprogram should be taught,and there is relatively littleindividual autonomy amongthe various faculty members,as was true in gen ed coursesin the past.Hum 107-8 9 and Hum207-8-9 are different in thatvery few of the latter’s facul¬ty are from the English De¬partment and few of themare junior faculty. It’s onlynatural, though, that a coursewhich seeks to return to anolder way of doing things iscomposed of instructors whohave been around for a while.Despite Hum 107-8-9’sreactionary characteristics, ithas two features which havenever been in any course inthe College. The first fourweeks of the first quarter thestudents study an event inhistory (this year it was thebeginning of World War II)from four different pointsof view: historv. n^ilosophy,rhetoric and literature. Ac¬cording to Meerson. “wewanted to give the students,in capsule form, at the verybeginning, a notion of whatthe whole year was unme tohe about.”And at the verv end of theyear. Meerson «avc “we’regoine to take som« dialoguesby Plato and read thoni as(Continued on Pa<-e 16)February 7, 1967 • MAROON EDUCATION SUPPLEMENT • 13sss f*-< ■■ .. '* fTHC PHYSICALSCIENCESCOLLEGIATE DIVISION• • •Part of a critical survey ofcommon core general edu¬cation requirements as theyexist in the College today.For out of aide feldes. as menseyth,Cometh al this newe corn fro yerto yere:And out of olde hokes. in goodfey tli,\ Cometh al this ttewe science thati men lere.—CHAUCERThe non-scientist's opinion ofscience has not changed a wholelot in the last five hundred years.Ttie student of humanities or so¬cial sciences is. perhaps, quite asinclined to leer at physics andchemistry as in the 15th century.After a meager or discouragingintroduction in high school, he* may convince himself that sci¬ence is not for him, and nevergive it much more thought.But the fact is, it is almost im¬possible to ignore the physical sci¬ences any more. As master Rob¬ert Platzman says, “They domi-v nate life today.” “We are accus¬tomed, he adds, “to have thecountry run by people who knownothing about the physical sci¬ences. . . The educational systemreflects them as they were at theend of the 19th century.”The general education coursesin the physical sciences are de¬signed to correct this. Thie goalis, simply, to acquaint non¬science students with physics andchemistry—if not actually in orderto win them over to the PhysicalSciences Collegiate Division(since the course load nearly ex¬cludes students who don’t startrequired courses their first year),then at least to make up for someof the inadequacy of their highschool education.Phy Sci is three-pronged. Firstis the traditional, all-embracingPhy Sci 105-106-107-Phvsical Sci¬ence. This year, for the first time,there are two other variants: PhySci 108-109-110—Geophysical andAstronomical Science, and PhySci 115-116-117—Concepts of Phys¬ics and Chemistry. Any of thethree satisfies the requirementfor entering students who fail toplace out.Physical Sciences 105-106-107This is the original and largestsequence. It can be traced back,through continual revisions, to thebeginning of gen ed at Chicago. Ithas 317 students—twice as many«- --?>s there are in both the othervariants put together. All are non¬science majors (though there are.as in the variants, a handful ofmath majors). The approach isgeneral and historical. The physi¬cal sciences are taught together,with little separation between dis¬ciplines. So far this year, the se¬quence has covered classical me¬chanics and some astronomy,leading to a specific study ofchemistry next quarter.As the original Phy Sci, it is theone that has been around longenough to build up a certain cool¬ness among its students, if notoutright animosity. Part of thismay simply be due to the normaland expected distrust of scienceby non-science students. Per¬haps—as some teachers of thecourse have complained—itsreputation has outgrown its faults,and students come into it ex¬pecting to be discontented.But the fact is, many studentsare uninterested and remain un¬sympathetic. A general complaintis that in attempting to establisha background for scientific princi-‘ pies and teach scientific method,the course loses itself in boringdetails. As one student puts it, GEN ED TODAY(Continued)'It DependsOn theStudents'“Compared to most of the gen edcourses, which somehow broadlytie themselves together. Phy Sciis all divided into pieces.”The usual approach the coursetakes is to study first the develop¬ment of scientific theory. Then, asimportant principles are dis¬cussed (say. for example. New¬ton’s three laws of motion) theyare brought up to date. Weekly,one-hour lecture-demonstrationsare normally conducted by Chair¬man Melba Phillips. The remain¬der of the work is split betweenlabs and discussions—there aretwo hours of each per week. Forthese, the course breaks intotwelve smaller groups, about 25students each, taught by ten in¬structors, all but one holders ofPh.D.’s. Students do some individ¬ual work outside of the confines oflabs and tests. This quarter stu¬dents are required to submit an“abstract”—a ten minute talk—on an unspecified, but relatedtopic.The most frequently-askedquestion of both faculty and stu¬dents in the sequence seems tobe, “How well the goals beingmet?” Melba Phillips answers,“The extent to which you achievethe goals depends on the stu¬dents.”If the goals are to acquaint stu¬dents with the physical sciences,then they are being met. Theproblem is that evidently they arenot being acquainted very favor¬ably with them. The institutionthis year of the two new variantsindicates at least that not every¬one in the Division, or the Col¬lege, is entirely satisfied withthe original sequence.Physical Sciences 108-109-110Phy Sci 108-109-110 began as anexperiment and has had at leastenough success to insure that itwill be continued. It was designedfor non-science majors (as in airPhy Sci), but specifically thosewho had had three years of math¬ematics and both physics andchemistry in high school, andwere ready for something differ¬ent.As an experiment limited by itsown requirements, it started witha limited number of students—60last quarter. At the same time itis about the most heavily staffedgen ed sequence at Chicago. Un¬der the general direction of Chair¬man John Jamieson, seven otherfull professors, an associate, andan assistant by turns conduct thetwo weekly lectures.The difference between thisvariant and the others is that itapproaches physics and chemis¬try through both the i nmediateworld and space. Newton’s lawsof motion are not just stated andexplained—they are first demon¬strated by the action of planets.As the approach has been differ¬ent, it has also been varied—lecturers deal with their ownfields and, at some loss of conti¬nuity, the direction may changeradically with a new lecturer.Lectures have been given byGeophysicists Tetsuya Fujita andPlatzman on meteorology, RobertMiller on marine geophysics,Robert Clayton on geophysics ingeneral, and James Whitting onstellar astronomy. No generaltext was used the first quarter.Now Astronomer Peter Vander-yoort is lecturing on astrophys¬ics—he will be followed by Jamie¬son. And rounding out the coursewill be Geophysicist Peter Wyllieon geology, Geophysics Depart¬ment Chairman Julian Goldsmithon geochemistry, and Geophysi¬cist Everett Olson on vertebraepaleontology.In addition to the two, weeklyone-and-a-half-hour lectures, eachweek these professors have aone-hour discussion and a two-hour lab. The lab is not entirelyrelated to what is going on in thelectures and is meant mainly toteach “lab techniques.” In the Spring Quarter there will be threeall-day field trips, one to YerkesObservatory.Students in Phy Sci 108-109-110,compared to those in parent vari¬ant are absolutely delighted withthe physical sciences. Perhapssince they have had physics andchemistry in high school, they areinclined to be more open-mindedabout the subjects. And since it isa more advanced variant, theyare less likely to be bogged downin the detailed procedure thatbores the beginner.Some complain that the se¬quence. with its series of profes¬sors, is disjointed. “Some of thematerial ‘overlaps,’ ” a studentexplains, “but for the most part,there is no consistency.” Otherspoint out the advantages of a se¬ries of professors. One studentsays this is the best aspect of thecourse—she’s impressed that theprofessors “have all, so far atleast, seemed so competent intheir fields and so satisfied withtheir work.”A Phy Sci 100 student sum¬ming up his reaction to the se¬quence, comments: “A goodphysical science course for non¬scientists. Much more relevantthan purely theoretical study forthose who will not pursue thestudy of science to a more ad¬vanced level.” Though there areproblems that have to be worked out, Phy Sci 108-109 110, doesprovide some answers to theobjectons to the parent variant.Unfortunately, its answers aregood only for a limited number of qualified students.Physical Sciences 115-116-117This variant is new this year aswell, but is more traditional thanPhy Sci 108 109-110 and has noneof its requirements. (Its 82 students were placed randomly bytheir advisors.) It is differentfrom the parent variant in that itclearly separates physics andchemistry. It’s also a lot harder.Like the other new variant. PhySci 115-116-117 is well-staffed. Dur¬ing Autumn Quarter, physics wastaught by Nuclear Physicist Rog¬er Hildebrand, who directs theFermi Research Institute. Usinga mammoth text, intensive three-hour laboratories run by PhysicsDepartment Chairman Mark In-grahm, witty lectures full ofimpressive demonstrations (in or¬der to show interaction betweenparticles Hildebrand brought in alarge, black mu meson tracer),and difficult weekly quizzes com¬piled by Ph.D. candidates whoserve as teaching assistants, thesequence dazzled and alarmedmany students the first week. Ahigh drop-out rate marked its be¬ginning—as Hildebrand quips,“There was a great deal of weep¬ing and pulling of hair.”But after the initial shakedown,and when students realized thatthere was going to be a generouscurve, things settled down. Classi-cial mechanics (together withsome new physics) was quicklyand comprehensively covered. Asin Phy Sci 108-109-110, there aretwo one-and-a-half hour lectureseach week. Weekly one-hour dis¬ cussions are conducted by teach¬ing assistants. There are about 23students in a lab, 15 in a discus¬sion group.This quarter the course hasswitched to chemistry underChemistry Professor Robert Gomer. So far the work has beeneven more difficult than in thefall, though Gomer’s pace wasconsiderably slackened when herealized his first lectures onatomic theory were sailing quitebeyond the understanding ofmany of his students, particularlythose who had never had physicsor chemistry. The labs, run bythe Chemistry Department underthe direction of Chairman Norman Nachtrieb, are much thesame as in Chemistry 105116-117—with the exception thatthe Phy Sci students are tryingto do in two hours each weekthat the Chem students do infour.Students realiy liked thecourse—the first quarter. Evenwhen sophisticated theories oflight were discussed and the ma¬jority of students didn’t partieularly understand what was goingon, it was still fascinating. Butnow, students are starting offwithout much understanding o(chemistry and interest is fallingoff, along with attendance andgrades.The major fault of the sequence. it seems, is the gap between its teachers—high level research professors—and its students—people who haven’t hadmuch training in the physical sci¬ences and who probably won’t getany more when the sequence isover. “There’s a kind of split inthe course,” one student explains. “The professors would liketo talk about philosophy, but mostof us are so stupid that they haveto devote their time to going overfacts. The emphasis is on problem-solving. The theme of thecourse seems to be: ‘Get the kid'out of here without flunkingthem.’ ”Several students say the teaching assistants who lead the dis¬cussions are more apt to understand their difficulties and therefore have more luck alleviatinthem.In the Spring Quarter, tincourse will bring chemistry andphysics together and up to datefirst under Gomer and Nachtreibthen under Hildebrand and Nachtreib. Early rumors that a lot oftime would be given over to quanturn mechanics have been di-pelled, but modern scientifictheory will still be discussed andexplained as well as it can bePlatzman.Admittedly, Phy Sci 115-1 Hi 117is an experiment, and an ainbitious one. It was quite successfulFall Quarter. And perhaps thisquarter cannot be assessed accu¬rately until its end. If nothingelse, the sequence has given huinanities and social science .students some respect for science.“It has increased my interest inscience,” one student claims,“but is has discouraged my ideasfor a career in it.” Or as anotherputs it, “I’ve learned not to scornscientists.”Mathematics 101-102-103In addition to the physical sei-ences courses there is Math Hd102-103 — Fundamental Mathem¬atics—more or less as relic hang¬ing on from the old gen ed require¬ments. A handful of students—-those who entered under the oldrequirements and haven’t yetfulfilled this one—meet threetimes a week to review highschool algebra, then go into ana¬lytic geometry, approaching cj<cuius as a limit. ,Roger Black14 • MAROON EDUCATION SUPPLEMENT • February 7, 1967"I DON'T CARE WHAT MAX WEBER SAID"-Donald Levina,master of Hie Soc Collegiate Division, leads a Soc II discussion.GEN ED TODAY(Continued)‘A KindOf Rest¬lessness’- - - t-v „ mmug— »the social sciencesCOLLEGIATE OIVISION• • •Part of a critical survey of Ccommon core general edu¬cation requirements as theyexist In the College today. IChange is the keyword to thisyear's organization of the SocialSciences Collegiate Division. Asmany faculty members point out,the advent of the common yearprogram gave the Division an op¬portunity to experiment and inno¬vate.Changes in readings were ex¬tensive but unsurprising—as As¬sistant Professor Marc Galanterpoints out, course materials arerevised constantly. “This is akind of restlessness,” he says.• The staff gets tired of readingthe same works year after yearand we’ve got to change—thismakes the course viable for thestudents.”‘ Don’t forget that one of thegoals is continuing education forthe staff,” adds Soc I ChairmanRoger Weiss. “Our staff meetingsare of two sorts: business sess¬ions and teaching sessions. Busi¬ness meetings are devoted to se¬lection of curricula, with attend¬ant discussion of course aims, andselection of test questions. Teach¬ing is done informally, after lec¬tures or over coffee.”All of the regular programs inthe Division—Soc I, Soc II, andWestern Civ—meet for an hour oflecture and three of discussioneach week. Western Civ is entire¬ly independent of the other two,but Soc I and Soc II are bound bya common third quarter. Soc Ideals with politics, economics,and to some extent, history; theemphasis is on social structures.Soc II goes into psychology, an¬thropology, and sociology; the ap¬proach is behavioral. All threeprograms aim at developing skillsof critical analysis and integra¬tion of bodies of theory andknowledge.Social SciencesWeiss gives this account of thegoals of Soc I: “We’re interestedin social organizations, and pri¬marily in the conscious socialorder: political life; and we’reinterested in theories of politicallife and the use of principle inchoosing political theory. So wef ad works on principles of gov¬ernment and society, from Aris-'otlc to the Federalists."And we’re interested in princi-pa s of economic organization,'tud we include in our readingseeriain historical materials thatillustrate the relationship of thesePrinciples to social life. Freedom,equality, representation and au-1 mntv are examined in the light’,| 'he conflict over the Federal1 m^iitution, in the Civil War, andln la^“r civil rights cases. “The sequence is aimed at de¬veloping the ability to read criti¬cally, the ability to relate ab¬stract principles, and the abilityto think critically in areas ofpublic policy. Beyond this, we de¬velop through a set of interrelatedreadings an introduction to thetradition of Western political andsocial philosophy.”As to change—the Fall Quarterreading list this year emphasizedtheories of social organization,where in the past it stressed “theAmerican experience” as an ex¬ample. “We’re now reading Aris¬totle and Hobbes,” Weiss says,“and the quarter is more theoreti¬cal. We all felt that it was alsomore interesting.”Student impressions of thethemes and goals of the sequenceare more simplified and general.Many have gripes, about integra¬tion—in particular, they feel thatlittle or no relationship exists be¬tween the first and second quar¬ter. Apart from that their state¬ments of theme vary widely:• “The first quarter hung to¬gether around the general studyof human and property rights asseen by various old philosophersand political scientists. The sec¬ond quarter hung around classicaleconomics. The whole is tingedwith the staff’s and the teacher’s18th century liberalism.”• “The course hangs together ina noose, ill was a history of polit¬ical theory. 112 is a study of histo¬ry and the present situation ineconomics. Ill was unfortunatelydull.”• “First quarter was well or¬ganized, and we saw differentideas of which government wasbest for which group of people.”• “The course is simply an or¬derly presentation of materialwith no particular ‘theme.’ ”“I think the Autumn Quartertried to present a justification forgovernment, and the WinterQuarter an examination of theway governments work. But theAutumn Quarter did not fulfill itspurpose. The Winter Quarter isdoing so.”Everyone seems to do the read¬ings conscientiously, and many,not content with reading unas¬signed sections of texts as well,go so far as to do “historical andhiographical background read¬ing,” “scholarly comparison anddiscussion of the authors,” and soon. The rest “haven’t had timeyet” or simply can’t be bothered.Most students participate in dis-c u s s i o ns rarely oroccasionally—only a minority par¬ticipate regularly. Reaction todiscussions is mixed—about halffeel they are quite helpful, andthe rest feel that the value of thediscussion section is in the sectioninstructor:• “We have no class discus¬sions. The teacher lectures everyday; the class is almost alwaysvery dull.”• “There are no discussions.The instructor does most of the talking, the students nod and oc¬casionally ask questions so thatthey don’t appear stupid. Lessfrequently they answer his ques¬tions.”• “I find that the instructor isvery important in conducting thediscussion so it is interesting andhelpful.”Generally, students seem tothink the Autumn Quarter discus¬sions were more or less worth¬less, but that there is an improve¬ment this quarter.Soc I is the only comp courseleft in the College, aside fromFrench. The quarterly paper af¬fects only the advisory grade.This may account for the compla¬cency with which students accept¬ed their Autumn Quartergrades—everyone criticizes theexam, but almost everyone feelsthe grade adequately reflectedthe work he did.This year the course enrollsabout 500, of which 400 are first-year students. Sixteen sectionsare taught by 14 instructors, withan average section size of 30.Next year section size should bedown to 25, as it was last year.(The extra five students in eachsection are second-year studentsobliged to take Soc I because oftheir different requirements.There is a low turnover rateamong the instructors in compari¬son to other gen ed courses, andWeiss expects it to remain low.Social Sciences 111, 112Donald Levine, saw more radicalchanges. “In introducing studentsto behavioral sciences the empha¬sis this year is more developmen¬tal than comparative. This is de¬velopment of the science, not ofthe individual.“All the major readings—Freud, Durkheim, Weber—arecontinued, but the old course de-veloped comparisons betweenthem. Now we try to solve suchproblems as: what are the keydevelopments in understandingsocial disorganization and inte¬gration since Durkheim?”Integration is the key in textselection—readings must illus¬trate more than one narrow area.There is great emphasis on met-thodology, and section discussionsoften compare “systems.”Nearly 250 first-years studentsare enrolled in Soc II, as compar¬ed with 400 in Soc I and 60 inLiberal Arts I. In addition, thereare more than 400 second andthird-year students in the se¬quence. The 21 sections are sup¬posed to have an average enroll¬ment of 32, but students from onesection often attend other sec¬tions—one section packs morethan 60 students into a smallroom twice a week.Many classes have a holiday at¬mosphere, and those students whocome, come regularly. Discussionis often dominated by a few ac¬tive individuals of varying task-ability, while a mob of underac¬tive deviants sits around scrib¬bling in notebooks. Many students say they would prefer theinstructor to lecture more often,or at least to take a strongerlead in the discussion.Readings go lickety-split. Stu¬dents ground through well overtwo thousand pages of materiallast quarter, and there were com¬plaints that things didn’t quite fittogether. The essay test at theend of the quarter (countingthree-fourths of the grade, theother fourth based on a paper),was designed to test “integrationof concepts.”According to Chairman RichardFlacks, students were generallyunsuccessful in achieving thegoals of the exam, and thecurve—such as there is on an es¬say—was set low. The format ofthis quarter’s final is still up inthe air, though it will count lesstoward the grade than did lastquarter’s.Students had been presented be¬fore the exam with a list of whatthey called incredibly difficult re¬view questions, and most agreedthat if things fell into place at allit was upon trying to answerthose questions. Reactions to theexam itself were mixed:• “It was clearly an attempt atobjectivity.”• “Not a bad exam, thoughrather obvious. Too little onFreud.”• “It covered the material fair¬ly; the trick was purely one ofchoosing the proper questions toanswer.”The readings usually get done,eventually. A few students rarelygo to class, a few rarely go tolecture, and most find the discus¬sions helpful, depending on the in¬structor.Staff turnover is high. Of 18 in¬structors teaching the course thisyear, seven are new. Next year 14staff members are expected to re¬turn, and there will be a smallstaff to suit the smaller enroll¬ment when the upperclassmenleave.Social Sciences 123 and 113This is the first year that bothSoc sequences are being given asvariants of one program—so thatthe common third quarter is anentirely new course. Soc I stu¬dents will enter Soc 125 with abackground in political scienceand economics, and an orientationtoward social structures; Soc IIstudents will have accumulatedsome knowledge of psychologyand sociology, and some conceptsof individual and group behavior.Soc 125 will attempt to integratethe two systems in examiningreal situations.The curriculum isn’t final, andGalanter, who will head thecourse, describes the choosing ofmaterials as “a juggling pro¬cess.” The problem is to “juggle”themes and concepts. A possiblecourse reading is read by a cur¬riculum committee for relevence,for intrinsic and literary quality,and—most important—for relationto other readings.“We might choose a particularbook because it conveniently sum¬marizes a body of literature, or atheory,” Galanter explains, “orbecause it has great individualmerit. But when you choose abook, someone may say, ‘Alright,now we don’t need this other one,because there’s some overlaphere.’“We’ll have a section on stratifi¬cation of modern American so¬ciety, and then a section on poli¬tics. For this we’ll probably usethe book Who Governs? by Dahl.Then for about four weeks we’lllook at American race relations inthe context of politics and stratifi¬cation. The end of the course willdeal with the relationship of so¬cial sciences to social policy.What is the relevence of one tothe other, and what is the im¬pact?”The idea, he says, is to inte¬grate the methodologies of Soc Iand Soc II. The student should un¬derstand how concepts can relateto practical problems and how different starting points can leadto different approaches to prol>-lems.The curriculum committeehasn’t yet decided on a gradi'igsystem. The primary problem isadministrative—Soc 125 will havean enrollment of about a thou¬sand, in over 30 sections, taughtby a staff of 15 or 20. Odds likethis make a final essay exam un¬likely, but there is strong senti¬ment against the IBM test. Thepossibility of papers and other in¬dependent work is also uncertain.Galanter expects that Soc 125might be split into variants incoming years. “Several variantsmight be focused on different is¬sues—race, for instance, and ur¬ban problems, and so on. This isan interdisciplinary enterprise.There’s no notion that there’s oneset of ideas that has to be dis¬cussed, though there is a set ofbasic concepts to be covered.”Some members of the Soc Istaff, however, preferred to con¬tinue on the line developed in Soc111-112, and Soc 113 is their proj¬ect. Entitled “Democracy in Nine¬teenth Century America,” thevariant will begin with Tocque-ville.History 131132-133According to the catalogue,Western Civ “seeks both continui¬ty and depth at selected points inthe history of the Western cultur¬al heritage.” It is essentially aninterpretation of the intellectualproducts of historical trends.Neither Chairman Karl Wein-traub nor Historian ChristianMackauer would talk with theMaroon about the program.Western Civ classes are inva¬riably dominated by third andfourth-year students. This is thefirst year the program has beenavailable to all students, andhardly any first-year students areregistered.Staff members are independentto the extent that each of the 13instructors makes up his own testat the end of each quarter. The 15sections have registrations in theneighborhood of 20 and 25, read¬ings are about evenly split be¬tween primary and secondarysources, and most of the grade isdetermined by a comp exam atthe end of the year. The FallQuarter test contributes 20 percent of the grade, and the WinterQuarter paper another 25 percent.Only a few students are willingto venture a definition ef themefor the program. They run fromthe ambiguous (“development ofintellectual thought in Westerncivilization”) to the general(“traces the change in values, re¬lates this to social, economic andpolitical changes in Western civi¬lization”). Most feel the coursematerial is well integrated.So late in the educational game,interest in the sequence has littleeffect on plans for major or ca¬reer. Most third and fourth-yearstudents have answers somethinglike that of the third-year mathmajor who says the only effect ofthe program was “possibly someinterest in later Greek philoso¬phy.”Most students rarely participatein class discussion—the phenome¬non seems to be typical of socialscience programs. Nearly every¬one does the readings, and stu¬dents find the discussions interest¬ing and helpful—but only thosewith negative comments expandon the point: “They are helpful inunderstanding the material, butnot especially interesting or stim¬ulating.”The Autumn Quarter exam waswell-received—in general, stu¬dents feel that it was comprehen¬sive, fair, and well-graded. But asone put it, “the grade did not ade¬quately reflect the work in thecourse, but it adequately reflectedmy work on the final exam.”Seth MasiaFebruary 7, 1967 • MAROON EDUCATION SUPPLEMENT • 15A Fresh Voice from Balmy honu- -How New College Makes Seminars Seem ‘FunEvery now and then, a new,nodical approach to higher educa¬tion it offered at one of the mul¬titude of colleges and universitiesthat comprise the nation’s academ¬ic market. At Sarah Lawrence, itwas a focus on the individual dif¬ferences of students; at Antioch,the college's service to society:at St. John's, the heritage ofM'isdom in the great hooks.New College in Sarasota, Flori¬da, a private, co-educational insti¬tution with a student body of about200, is the most recent example.Like Chicago and its namesakecollegiate division, New Collegeemphasizes the need for a generaleducation—much of its approachis reminiscent of the Hutchins eraat Chicago when gen ed was first inthe making. But New Collegealso stresses the importance of aspecialized education. And under¬lying this interplay is the commit¬ment to the free choice of thestudent in academic as well associal matters.A look at New College’s cur¬riculum might be interesting, inview of this year’s Liberal ArtsConference theme on the relationof new knowledge, or specializa¬tion, to gen ed.by Kenji OdaNew College, which has begunto acquire notoriety as a sort ofeducational “home of the brave,land of the free,” came up with astock conclusion about an age-oldquestion recently:“Although breadth (is) desir¬able and necessary to a liberalarts education, depth as well (is)essential.”This was one of a number ofobservations reported by a stu¬dent-faculty grou-p that studiedGeneral Studies and Specializa¬tion at a one-day All College Edu¬cational Planning Conference lastmonth. Insuring the two-dimensionalnature of the student’s educationis one of the strictest and mostregulated aspects of the “system”at New College, an experimentalinstitution committed to givingthe student as much responsibilityfor the details of his education aspossible.Each of the student’s threeyears here is well mapped out aseither a year of general studies ora year of specialization, in whatmight be termed the hourglassapproach to education—that is,the first year is aimed at a famil¬iarization with broad areas ofknowledge, the second year at in¬tense specialization, and the finalyear at a balance between thetwo.In this way, or so the theorygoes, the student is both liberallyeducated and exposed to the disci¬pline of having to master a singlefield.DURING THE first year, allstudents are required to enroll in“core course” sequences in eachof the academic divisions—humanities, natural sciences, andsocial sciences.Class attendance is not re¬quired, but at the end of the year,which encompasses three classterms and two independent studyperiods over a period of elevenmonths students are required topass “comprehensive examina¬tions” in the three divisions. Tothe chagrin of many students, thetests are inevitably course orient¬ed and not so comprehensive thatclass attendance will not greatlybenefit the test-taker.The nature of the core coursesis left up to the divisions. Thefirst year natural sciences pro¬gram, for example, consists ofone-term survey courses in math,chemistry, biology, and physicsVoila! Une BonneIdee pour LanguesA new, more flexible system for the study of foreignlanguages here is now in operation. Directed by Ruth Web¬ber, Associate Professor of Romance Languages, a newlanguage center enables students to progress as quickly asthey can and to attempt to passcomprehensive examinations wen-ever they are ready.According to Mrs. Webber, thenew system represents a change inorganization, but not in the essen¬tial aims, of language study in theCollege. As before, study first em¬phasizes reading, especially textsof literary value, and then seeks tosuperimpose writing and speakingskills.On the basis of placement testsadministered upon entrance, a stu¬dent is assigned to one of five lev¬els of competence. After every ma¬jor exam the placement is reeval¬uated. Quarter divisions are de-emphasized. -LEVEL I IS roughly equivalentto the result of a three-quarterstudy of a language and is usuallysufficient for the Ph.D. reading ex¬ams. Levels II and III are normal¬ly reached after about three morequarters of study. It is at Level IIIthat students may begin to takecourses which form part of a pro¬gram for majors in the foreign lan¬guage.Study at the initial level beginswith basic grammar and uses textswith high frequency vocabulary. Nomore simplified materials are usedafter the first quarter.The idea is to expose students to a variety of literary styles, fictionand non-fiction, prose and poetry.The laboratory facilities are usedmore as speaking becomes moreimportant.The Romance Languages makemost use of the center, says Mrs.Webber. The other languages don’tgo as far.Projections for the future, ifsome foundation money can befound, include the creation of com¬mon language facilities with books,records, tapes and magazines.There even is a hope for the crea¬tion of dormitories equipped withspecial language rooms.IT'S TOO EARLY for a statisti¬cal evaluation of the program’ssuccess, but Mrs. Webber believesthat it will enable “more people toget more language training moreefficiently.” Organizationally, thelanguage center is bogged downdue to the large number of sectionswhich have been created.All elementary classes meet at8:30, 9:30 and 10:30 a m. There arefive French sections meeting ateach of these times, fewer sectionsof Spanish and Italian. There issome opportunity for individualwork for students who might bene¬fit from it.16 • MAROON EDUCATION SUPPLEMENT • February 7, 1967 (math and chemistry are given inthe same term).Little IntegrationThere is little attempt at “inte¬grating” these courses over andabove where, say, chemistry andbiology naturally overlap, but thecourse sequence has been de¬signed so that what a studentlearns one term may be appliedthe next in discrete but relatedscientific disciplines.The courses include weekly lec¬tures and bi-weekly labs. There isstill debate among the natural sci¬ences faculty over whether satis¬factory lab work should be re¬quired of students in addition tothe comprehensive exams.Science majors and those withextensive high school science ex¬perience may enroll in advancedcourses (e.g., calculus in place ofnumber theory).OF COURSE, the nature of thecore courses is still tentative, andthey hive undergone extensivechanges in the three years NewCollege has been operating. ThenaturaPs<!iences basic course, forinstance, was originally historicalin approach, is now very pre- spe¬cialist oriented, and is under pres¬sure for further modification backto a more historical approach.This kind of dialectical evolu¬tion has taken place in the otherdivisions as well.It is interesting to note that thereading list for the first term’swork in the social sciences corecourse sounds like something outof an introductory philosophycourse. One first-year student re¬marked, “The social sciencecourse made me consider philoso¬phy as a major.”Among the required texts wereCamus, "The Myth of Sisyphus,Niebuhr’s Beyond Tragedy, Mar¬cuse’s Eros and Civilization,Platt’s New Views on the Natureof Man, and Otto’s The Idea ofthe Holy.(Continued from Page 13)oric and literature (that is,as dialogues). Our intentionin this is to show that the cat¬egories we’re using are notfixed, but that very often youcan read a book profitably ina number of different ways.”A lot of students feel thesequence’s rebellious spiritgives a special excitementto the work, but that often itis disorganized. An interest¬ing difference between facul¬ty and students reaction isthat while Meerson thinksthe final exam wasn’t verysuccessful, many studentspriase it. Students agree withMeerson that the course wasdifficult, but that the funda¬mental concepts damethrough.Committee on WritingOne of the most importantdevelopments in this year’sgen ed program in the hu¬manities has been the elimi¬nation of a required first-year sequence in EnglishComposition. This sequencehas been replaced by a Com¬mittee on Writing, made upof seven junior faculty mem- THE HUMANITIES core courseis probably the most popular ofthe three basic courses, both be¬cause most New College studentsare oriented to the humanities(the great majority of upperclass¬men are majoring in either litera¬ture or philosophy) and becausethe humanities program is thebest organized one.The first term in the humanitiesbasic course is devoted to a studyof esthetics: the following twoterms are devoted to applying theprinciples of esthetics to litera¬ture. music, and painting fromthe Renaissance to the present.The integrative nature of the so¬cial science and humanities corecourses makes stimulating andthoughtful teaching difficult. Stu¬dents and faculty agree that thetype of professor assigned toteach a core course is as signifi¬cant as the type of material pre¬sented. In addition to lectures, thesocial sciences and humanitiescourses offer extensive seminardiscussions.In general, the core programthis year appears to have beenquite successful. The major criti¬cism among students of the coreprogram has been that it is notflexible enough, that there oughtto be more courses available fromwhich to choose.The chief goal of the basiccourses—to familiarize and inter¬est the student in various fields ofknowledge—has apparently beenwell served. One student whospent her first independent studyperiod reading about non-Euclidean geometry noted, “Iprobably never would have pickedup a book on math if it weren’tfor the basic course . . . The mathcourse was aimed at teachingnon-math students the beauty ofmath, and it did.”THIRD-YEAR students are en¬couraged to continue work inbers in the English Depart¬ment. The old course wasdropped, according to Com¬mittee Chairman WilliamFarrell, Assistant Professorof English, “because neitherstudents nor teachers likedit. It probably did a halfwaydecent job of teaching writ¬ing, but in general the stu¬dents and the instructorswere very bored.”By the end of his secondyear every student must passa writing exam. He may takethis exam whenever it is of¬fered, but if he has notpassed it by the end of hissecond year he must take aspecial one-quarter course incomposition. The exam willbe given for the first timeSpring Quarter, but only afew transfer students willhave to take it.A student is usually refer¬red to the Committee by in¬structors who feel he has awriting problem. A social sci¬ence preference essay writ¬ten by each entering studentis also used to judge his writ¬ing ability. Farrell says when their major fields, and are required to do a senior thesis, butthey are also required to eithermaster a second foreign Ianguage, take two course sequencesoutside the division of the major,or participate in what is calledthe Senior Seminar.The Senior Seminar, which hasbeen called a “glorified bull session,” is a group of about 20 sen¬iors and three faculty members—one from each division—whomeet once a week at a professor’shome and discuss books whichhave been previously selectedby members of the seminar.The idea is to have a small, in¬formal group of students proficient in various disciplines cometogether and exchange viewpointsand ideas on the popular and significant literature of the day.Since members of the seminarthemselves choose the books the\will read, interest is understandably high. One senior said the Senior Seminar was the only class forwhich she had prepared all herassignments on time last term.This term’s reading list ineludes Summerhill, Walden II, AClockwork Orange, Understand legMedia, and Autobiography of Maicolm X.Some seniors are disillusionedwith the Senior Seminar, claim in .;it has no direction, or that peopleusually talk right past each othernever changing anyone’s mindand so forth.But it is precisely for those re;isons that other seniors like theSeminar. “It’s the most pressureless course I’ve got,” one suchstudent admitted. “It’s just a lotof fun.”Maybe that’s what general education is all about, anyway.Oda, a native of Chicago, is asecond-year student majoring inphilosophy at New College. He oAssociate Editor of The Catalyst, theschool's student newspaper.English Compstudent are referred to theCommittee, a good percentage of them go, although thisis not mandatory.However, many of the stu-dents do not stay with theCommittee as long as theyshould. According to Farrell.“The student’s intentions aregood, and usually he reallywants to do something abouthis writing. But he’s carryinga full load and as the quartergoes on, he’s going to drop allkinds of extra curricular ac¬tivities, especially one as demanding as this.”LanguageAnother change in the gened curriculum has been theelimination of a foreign lan¬guage requirement. The en¬tering student who does notplace out of a language nowmay choose to either take alanguage or fulfill his requirement in mathematics.However, neither subject isrequired in itself. In the pastthe student had to fulfill botha language and a mathemat¬ics requirement.Larry Hende'Humanities: Few Mourn End ofDecornoy Predicts Long War(Continued from Page One)Decornoy went on, since the partyukJ government, having no giantbureaucracy, cannot organize allthat is being done.for INSTANCE, “for everybridge that stands, the Vietnamesehave three in reserve. Detour roadsare prepared in advance of allraids. The economy has been de¬centralized.” The Vietnamese, De-cornoy said, have succeeded inbreaking their country into piecesand remaining cohesive. “The airraids could last years and yearsbefore breaking North Vietnam,”he observed.To End the WarDecornoy also explained theNorth's attitude toward ending thewar. First, he said, they want us tostop the bombing. 'Hie four NorthVietnamese conditions for endingthe fighting are that all U.S. troopswithdraw, that the National Libera¬tion Front (NLF) be regarded asrepresentative of South Vietnam,and that Hanoi and Saigon decidelater how to reunite Vietnam. Thefourth point was that the abovethree to be taken as a basis forbeginning negotiations.Concerning the war in the South,Decornoy said he had not met oneVietnamese who took the defense ofthe Ky government. He did meetmany high school and universitystudents, members of the old south¬ern bourgeoisie, who told him, “Wedo not want to live in a communistcountry. We know the Front repre¬sents the masses. We have nochoice but exile.”FURTHER, THE idea of findinga third force in South Vietnamesepolitics is “only theoretical.” Them m * wmmmmmm mtm. &Careers> • .Recruiting representatives of the fol¬lowing organizations will visit the Officeof Career Counseling and Placementthis week. Interview appointments forlfH>6-67 graduates may be arrangedthrough Mr. L. S. Calvin, Room 200.Rf*ynolds Club, Extension 3284.Tuesday, February 7K’ vironmental Science Services Admin-•itration: Washington. DC. and nation¬wide S B. in Chemistry; all degree lev-els in Mathematics. Statistics. Geophy-i<m1 Science, and Physics (Cosmic ra¬diation. solid state, atmospheric)U S Internal Revenue Service: Chica¬go. Ill. and nationwide. Men and womenm any discipline for training as TaxTechnicians and Revenue Officers.Wednesday, February 8Connecticut General Life Insurance Co.:Hartford. Conn. Actuarial, program¬ming. claims, sales, and underwriting.Thursday, February 91 S Bureau of the Census: Suitland,Md (Washington suburb) StatisticalTrainees, economists, programmers,mathematical statisticians, and budgetanalysts.National Security Agency: Fort GeorgeG Meade,' Md. Interviewing studentswho passed the Agency’s ProfessionalQualifications Test administered at theUniversity on December 10.Friday, February 10National Security Agency: Fort GeorgeG Meade, Md. Mathematicians and sta¬tisticians at all degree levels.Saturday, February 11Canadian Civil Service: Ottawa andthroughout Canada. A11 degree levels inall fields in Physical and Biologoeal Sci¬ence, Will interview both Canadian andU. S. nationals.Equitable Life Assurance Society: NewYork, N. Y. Management trainees, actu¬arial, programming, systems, opera¬tions research, and underwriting.Classified Buddhists, ne asserted, do not rep¬resent an important force anymore and the Catholics are stilllost in dreams of recoriquest of theNorth.Ky Has No Support“If the Ky government had thewill of the people, the NLF couldnot last long,” said Decornoy."Look at the Mekong Delta. Thereyou find a peaceful coexistence be¬tween the Front and the Kyarmy.” The U.S. bombing of theNorth is unpopular even in South Vietnam, because many peoplehave relatives in the North, he not¬ed.“In 1960, when the NLF was con¬stituted,” he said, “there werevery few U.S. advisors in the coun¬try. The front was simply fightingto overthrow a government backedby a foreign government,” Decor¬noy recounted. “Now, with the U.S.troop committment, they don’t careabout Ky. The NLF just says theyare fighting to liberate the countryfrom the U.S.”Most Completeon the South SideMODEL CAMERA1342 E. 55 HY J-Y25*— NSA DiscountsMl 3-31135424 S. Kimbarkwe sell the b#*t,and fix the re*tr —v foreign cor hoipittl We'vebeen at it120 years-But it still takasever tear monthsto brew Carlsberg—the mellow,flavorful beerof Copenhagen.(arlsberfcjDrink Carlsberg—the mellow, flavorful beer of Copenhagen.Brewe# a*4 bottle* by the Ce>>»***• &»•«*»*». Copenhagen, Denmerk • Certeberg Agency. let.. 104 £. 40th St.. N Y.OFFICE SUITES AVAILABLEfrom $110SH0RELAND HOTEL55th at the lake on South Shore DrivePRIVATE ENTRANCECall Mr. N. T. Norbert - PI 2-1000Can beerbe too cold?Maybe we shouldn’t care howcold people drink beer . .. justso they drink ours. (After all,l we’re in business!)But we do care. We go tosuch fuss and expense brewing all thattaste into Budweiser, we want our cus¬tomers to get it all out. And this is afact: chilling beer to near-freezing tem¬peratures hides both taste and aroma.40° is just right.To make it easy for you, we’ve askedall the bartenders to serve Bud® at 40°.Also, every refrigerator is designed tocool Bud at 40°.Of course, if you’re on a picnic orsomething and the Bud’s on ice andnobody brought a thermometer ... oh,well. Things can’t always be perfect.Budweiser.king or HEN • ANHEUSER-BUSCH, W»C. • BT. LOUISNfWARX • LOS ANGELES • TAHfA • HOUSTON On Campus Max'§hulman{By the author of “Rally Round the Flag, Boys!",“Dobie GiUis » ete.)STAMP OUT YOUNG LOVEIt happens every day. A young man goes off to college,,leaving his home town sweetheart with vows of eternallove^and then he finds that he has outgrown her. What, insuch cases, is the honorable thing to do?Well sir, you can do what Crunch Sigafoos did.When Crunch left his home in Cut and Shoot, Pa., to gooff to a prominent midwestem university < Florida State)he said to his sweetheart, a wholesome country lass namedMildred Bovine, “My dear, though I am far away in col¬lege, I will love you always. I take a mighty oath I willnever look at another girl. If I do, may my eyeballs parchand wither, may my viscera writhe like adders, may myever-press slacks go baggy!”Then he clutched Mildred to his bosom, flicked somehayseed from her hair, planted a final kiss upon her fra¬grant young skull, and went away, meaning with all hisheart to be faithful.But on the very first day of college he met a coed namedIrmgard Champerty who was studded with culture like aham with cloves. She knew verbatim the complete worksof Franz Kafka, she sang solos in stereo, she wore a blackleather jacket with an original Goya on the back.WTell sir, Crunch took one look and his jaw dropped andhis nostrils pulsed like a bellows and his kneecaps turnedto sorghum. Never had he beheld such sophistication, suchintellect, such savoir faire. Not, mind you, that Crunchwas a dolt. He was, to be sure, a country boy, but he had ahead on his shoulders, believe you me! Take, for instance,his choice of razor blades. Crunch always shaved withPersonna Super Stainless Steel Blades, and if that doesn’tshow good sense, I am Rex the Wonder Horse. No otherblade shaves you so comfortably so often. No other bladebrings you such facial felicity, such epidermal elan.Personna Super Stainless Steel Blades take the travail outof shaving, scrap the scrape, negate the nick, peel the pull,oust the ouch. Furthermore, Personnas are available bothin double-edge style and in injector style. If you’re smart—and I’m sure you are, or how’d you get out of high school—you’ll get a pack of Personnas before another sun has set.But I digress. Crunch, as we have seen, was instantlysmitten with Irmgard Champerty. All day he followed heraround campus and listened to her talk about Franz Kafkaand like that, and then be went back to his dormitory andfound this letter from his home town sweetheart Mildred :Dear Crunch:Us kids had a keen time yesterday. We went down tothe pond and caught some frogs. I caught the most ofanybody. Then we hitched rides on trucks and did lotsof nutsy stuff like that. Well, I must close now because Igot to whitewash the fence.Your friend,MildredP.S—I know how to ride backwards on my skateboard.Well sir, Crunch thought about Mildred and then hethought about Irmgard and then a great sadness fell uponhim. Suddenly he knew he had outgrown young, innocentMildred; his heart now belonged to smart, sophisticatedIrmgard.Being above all things honorable, he returned forth¬with to Cut and Shoot, Pa., and looked Mildred straight inthe eye and said manlily, “I do not love you any more. Ilove another. You can hit me in the stomach all your mightif you want to!’“That’s okay, hey,” said Mildred amiably. “I don’t loveyou neither. I found a new boy.”“What is his name?” asked Crunch."Franz Kafka” said Mildred.“I hope you will be very happy” said Crunch and shookMildred’s hand and they have remained good friends tothis day. In fact, Crunch and Irmgard often double-datewith Franz and Mildred and have barrels of fun. Franzknows how to ride backwards on his skateboard one-legged.* * *_ SfaulmanSo you tee, all’s well that ends well—including a shavewith Personna Super Stainless Steel Blades andPersonna’s partner in luxury shaving— Burma-Shave. Itcomes in menthol or regular; it soaks rings around anyother lather.February 7, 1947 • CHICAGO MAROON • 17Morgenthau, Sachs Debate Vietnam(Continued from Page Two)stead of realizing that the Chinesethreat is radically different. TheChinese tradition of caution isbeing entirely ignored, said Mor¬genthau.Hereditary Enmity IgnoredIt is a mistake to identify theViet Cong. Hanoi, and Peking asone, said Morgenthau. Americanpolicy is ignoring the hereditaryenmity between China and Viet¬nam. To destroy Vietnamese na¬tionalism, Morgenthau declared, is counter-productive, for it does notallow Vietnam to stand as a natu¬ral- buffer between China and therest of Asia.Morgenthau asserted that theonly viable political force in SouthVietnam is the Viet Cong. Theclose relationship between the VietCong and Hanoi exists only becauseVietnam is one country, he said. Itis useless for the American govern¬ment to go to Hanoi to negotiatewhile ignoring the Viet Cong.While also rejecting the idea of asingle monolithic Communist state,NEW CONTEMPORARY WRITINGMIRACLE OF THE ROSEBY JEAN GENETSHEPHERD OF THE NIGHTBY JORGE AMADOAMONG THE QUIET FOLKSBY JOHN MOORE $7 50$5 95$4 50GENERAL BOOK DEPT.The University of Chicago Bookstore580? Ellis Ave.Chicago, III. Sachs, on the other hand statedthat he nevertheless believed thatall communists support nationalliberation wars as the only methodby which they can transform theworld The American dilemma, ac¬cording to Sachs, is that we have asingularly inappropriate mecha¬nism for combatting this type ofnoneonventional w-arfare. For in¬stance. pacification has consistent¬ly failed because we are trying toduplicate what the communists aredoing without a communist ideolo¬gy-Strategically. Sachs said, the warhas improved. The Vietcong areno longer predicting victory andthey are unable to establish them¬selves anywhere as a legal govern¬ment. But, Sachs pointed out, ittook twelve years and Britishtroops to put down 5000 Com¬munists in MalavasiaMORGENTHAU and Sachs bit¬terly disagreed about the charact¬er of the National Liberation Front.Morgenthau characterized it as be¬ing essentially nationalist whileSachs maintained it was no dif¬ferent from any other Communistfront group. -ClassifiedsThe buffet alone is worth vour ticket h,the Wash Prom!PERSONALSLIBERATE IMPULSES on Feb 11!NON-PARANOID HEADS: donate yourtrips to humanity through anonymousand confidential interview with psycho!-og.v student interested in the use of I,SDon campus. Slade Lander. 5447 Wood-lawn. 324-3034ART EXHIBIT: ISRAEL TODAY ANDOTHER PAINTINGS - A collection of joils and w atercolors by BACIA GOR- !DON. Most items for sale. Now through !February 28. Hillel House. 5715 Wood-lawn.Kameiot Restaurant; 2160 E. 7ist St10r; discount for UC students.Let loose at IMPULS"E—African drumensemble-Sat., Feb 11. !M SSA, 60thand Ellis Ave. Drinks 3 $1; tiks at door$1The green ones sail backwards!“The Quiet One "-Free-2''9 9 pm B JCinema, Jurlson Dining RoomVentilate at IMPUSE! Sat.. Feb. 11:SSA. 60th and Ellis Live music, drinks3. St. tickets $1Have you asked your wife yet to theWASH PROM?Braised octopus is tn.If you wish to learn the fine art of fluteplaying, please contact Howard Gut-nick. 643-ROOO, rm. 135. B-J Call MUPSCO-1917X PierceWould all persons interested in doingreading/research on ESP-PSI. and reporting/discusssing same please contactBert Varga. 3*4-4230, 5326 Greenw-oodOrganizational meeting for club to studv ESP-PSI is tentatively set for 8 pmTues.. Feb. 14 at the above addressFirst meeting UC Concert Band Thurs4:30: Be’field, U-HighWill trade Pennsylvania Avenue forPark Place.NEW YORK LONDON via TWA. Roundtrip fare S255: leave Sept. 1, returnSept 27 Call 363-6451.Ride wanted to New York this weekendCall 1125 WallaceSki Trip — Wisconsin — Friday. Needdrivers — John Culp HY 3-9832.TO RENTCoop apts. hi-rise 6-7 rms. 2-3 bth-rmslg walk-in closets, exc. view. Wellmanaged bldg. Reas, asses. IdeaL f<>>-fac. Call MI 3-1212 for appt.2 Male grad students need 3rd startingj Feb. Spacious 7 rm apt 1635 E. 53rdj St BU 8-5554FOUNDTwo girls' sweaters at party Sat It:'.E 56th 752-6628SOUND...where there has beenSILENCE!STEREOWhy DidLenny BruceDie?WHAT WAS LENNY BRUCE?"MAN WITH A CAUSE""SOCIAL CRITIC""BRILLIANT & PROPHETIC""ADMIRED""LOVED" "PURVEYOR OF FILTH""SICK COMEDIAN""DULL & OBSCENE""PERSECUTED""HATED"Personal interviews & commentarywith those who knew him best.WHY DID LENNY BRUCE DIE?available on totIMtl eXperi6nf^^part-time* for 2 25 P©r hour*!Wards Management Training Program is the answer IYou’ll receive formal training for a variety 0f careergoals. Hours of work are tailored to class schedule*and full-time summer employment is assured.SEE YOUR PLACEMENT OFFICER FOR FULL DETAILS OR CALLJ. A. KOLDEN J. s. LAMBERT619 W. Chicago Ave. State & Adams Sts.Chicago, Illinois Of Chicago, Illinois467-2556 467-3867 FOR SALEBOOKS! Stiper bargain price!.. StudeiwCoopJOBS OFFEREDMoney? 200 part time jobs on file Student Coop Reynolds ClubI Secretary wanted—full or part time forDr's, office. Call 723-1009 or 465-2518evenings.! Waitress or waiter 5 pm-9 pm. 3 orj more evenings/wk. Exp. pref good inI come. Gordon's Restaurant. 1381 F.. 57thSt. PL 2-9251.f*Vw■The Physical Sciences Col¬legiate Division will sponsora dinner for third-and fourth-year students in the divisionSunday, February 19. Her¬bert L. Anderson Professorof Physics, will speak onEnrico Fermi, the late UCphysics professor who direct¬ed the wartime atom crea¬tion project.Any third or fourth yearstudent in the division whohas not received an invita¬tion should call the division'ssecretary, Mrs. Berger, atext. 2828.EUROPE59 Student Tours21 to 73 daysBy jet, ship, studentflight &Bicycle, Hobo,Workcamp andStudy Tours.from $330.Call campus rep eves, or weekends at 262-3765.BOB NELSON MOTORSImport CentroM. 0,HondaTriumphComplete RepofwAnd ServiceHop AS Popular Import*Midway 1-45016052 So Cottaoe Grov®18 • CHICAGO MAROON February 7, 1967I> t ,r> " »*Calendar of Events«,„' ^'V'-'^lf * * J***,* •* '.V'-* V i '? *&g ,Tuesday, February 7MOVIE: The Navigator. DocumentaryFilms. Social Science 12*. 7:15 and 9:15.EXHIBIT: "Israel Today’’ and OtherPaintings by Cacia Gordon. Hiliel Foun¬dation.I.ECTl'RE: "Rhythms in Man andMolds”. Alfred S. Suss man, Professorof Botany. University oi Michigan.Wednesday, February tMOVIE: The Devil Is a Woman. Docu¬mentary Films. Social Science 122, 7:15and 9:15. mm wm MmmmEXHIBIT:datlon. “Israel Today.” Hiliel Foun-LECTUHE: "Resisting the War From■Within the Armed Forces.” Barry S.Lairg, Marine Corporal, who has re¬fused all orders. Sponsored by WeWon’t Go. Reynolds Club South Lounge.3:30 pm.Thursday, February fj LECTURE: Society of the Iron Horse:I Slides on Railways of Mexico, Colorado,Chicago, 7:30 pm, Ida Noyes Library. MEETING: UC Concert Band, firstmeeting. 4:30 pm. Beifield, U-High.MOVIE: The Quiet One .and ThirdAvenue El. B-J, Judson Dining Room. 9pm.TRACK MEET: “B” Team vs. JuniorCollege. Field House, 4 pm.LECTURE: "Medical Education andthe Community of the Future.” Saul D.Alinsky, Executive Director. IndustrialAreas Foundation. BiHings, PI 17, 4 pm.EXHIBIT: "Israel Today.” Hiliel Foun¬dation.majors Hughes, ons of Southern California’* leadingelectronics firms. Is currently selecting candi¬dates for Its Finance and Administrative Devel¬opment-Graduate Program.We would Hk« to discuss the Program with youH you will receive your MBA degree during thenext year and your undergraduate training is inone or more of the following areas:Engineering General Business EconomicsBusiness Statistics Accounting FinanceIndustrial RelationsThe Program Is completely oriented and opera¬tional. It has been developed to fill the everIncreasing financial and administrative require¬ments of our company. The two-year Programprovides valuable experience in many areasthrough responsible assignments tailored toindividual need.CAMPUS INTERVIEWSFebruary 16 & 17,1967by Mr. John D. RogersStiff AssistantFor further information and to arrange a campusinterview appointment, please contact yourPlacement Director or write: Mr. Carey W. Baker,Hughes Aircraft Company, Culver City, Calif. 90230Creating a new world with electronicsiL HUGHES iHUGHES AIRCRAFT COMPANYAn Muttl opportunity employer. Theater ReviewA Revealing ShowUniversity Theatre’s mounting of Lysistrata last weekendproduced an uneven, faulty, but nevertheless pleasant evening.This production of the Aristophanese comedy, in which thewomen of Greece take into their own hands the problem ofwar and peace, suffered from sev¬eral poorly-bandied minor pointsand one large misconception. Itwas the ptay itself and not this pro¬duction that made the evening en¬joyable.Joan Mankin forcefully and believ¬ably portrayed Lysistrata, theAthenian woman who devises theplan to end Greek wars hy com¬plete sexual withdrawal of allGreek women until the men agreeon peace. Others performing wellwere Joan Peters, Eugenie RossMichael Milgrom, and Tom Busch.Richard Rubin’s part in the playleft something to be desired. Direc¬tor James O’Reilly unfortunatelycast Rubin as Myrrhina, one of theimportant female characters, ap¬parently for the purpose of burles¬que. Rubin, although performingadequately, came off as a distrac¬tion in the seduction-hang up scenethat otherwise could have been thecomic high-point of the evening.This is not aM that went wrong,however. When chorus membersspoke together, things were dandy.But too often their timing was off,destroying whatever good choruswork had come before. The oldmen and old women rarely seemedold, especially in chorus, which re¬sulted in the loss of what couldhave been an important effect ofvaried voice qualities and manner¬isms. Also, the Friday night pro¬duction saw some clumsy handlingof lighting.These flaws seemed worse whencompared with the good work of aThe Blown Mind: THE DEVIL IS A WOMANMarlene Dielfich M fit# apotheosis of woman in Josef von Sternberg's masterpiece. Wednesday night at Doc Films. Soc Sci 122, Sfth and University. 7:15 and 9:15.StiB only 40 cent*.Buster Keaton’s THE NAVIGATORKoaton's funniest movie. Tonight of Doc Films. Soc Sci 122, 59th and University. 7:15 and 9:15. Still only 40 tents.• TUNE INDROP OUT • BEY CAP & GOWNExperience the U of C Yearbook Only $5.00pre-publication. You can buy it at the C A V displayin Jlfandel Corridor, Tuesday through Thursday. Or atthe Bursor’s office.LOVE LOVE LOVE LOVELOVE LOVE REV EOVE few leads and with the excellenceof Virgil Burnett’s sets, BarbaraSiegels’ costumes and Debbie Can¬tor’s choreography. The uneven¬ness of the various aspects of pro¬duction and the nature of the flawsgave Lysistrata a sloppy and rath¬er amateurish tone.Nancy Packes, playing the partof Harmony, must be mentionedfor her revealing performance. Asa sort of classical Miss February,Miss Packes all but displayed herthree unities, and did a lovely jobof it at that.BARRY SAUNSover¬caseYou get one with everybottle of Lensine, aremovable contact lenscarrying case. Lensine,by Murine is the new.all-purpose solutionfor completecontact lens care.It ends the needfor separatesolutions forwetting, soakingand cleaning yourlenses. It’s theone solution forall your contact■: lens problems.for contactsMeetNick Dozoryst, 22He's a Chicago law studentHe rebuilds carsHe can read 2,000 words aminuteWatching Nick's hand *fly over the pages (his hand acts as apacer), you're certain he must be skimming. But he's not. NickDozoryst learned to read the average novel in an hour, andthe toughest technical material at 1,000 words per minute withgood understanding and recall.Nick wasn't always a fast reader. Until he completed the Evelyn Wood Reading Dynamics course, Nick read only about 300w.p.m. His improvement isn't unusual. In fact, most of the nearly300,000 Reading Dynamics graduates average at least a 4.7 in¬crease over their beginning rates. They also obtain between 5and 6 percent increases in comprehension.DEVELOPED BY PROMINENT EDUCATORReading Dynamics was developed by Evelyn Wood, a promi¬nent educator. She became interested in rapid reading whilea graduate student at the University of Utah when one ofher professors read her master's thesis at 6,000 words aminute with excellent comprehension. "If he can do it,why can't I?" she thought. And the research began.Mrs. Wood spent the next 12 years studying the readinghabits of 50 rapid readers and from her studies, developeda method by which she could teach others to read morerapidly. In 1959, the first Reading Dynamics Institute openedin Washington, D.C. Now there are some 60 institutesthroughout the United States and Canada.Reading Dynamics differs from other rapid reading methodsby concentrating on improving comprehension and recallas well as speed. This is not a skimming technique. Speedis tripled by reading three words at once, not by readingevery third word. WHY YOU SHOULD READ FASTERA recent survey proved there s a direct relationship betweenhow successful you are and how fast you read. Thus, im¬proving your reading rate has an important bearing onyour career. In addition, reading dynamically saves youtime to devote to other pursuits. To be specific, this iswhat Reading Dynamics has done for several graduates.Arth Egbert, a university instructor, says: " I wish I hadtaken the course 15 years earlier. I am averaging threebooks a day."Vera Young, a graduate student, states that Reading Dy¬namics is "undoubtedly one of the most, if not the most,meaningful experiences of my life. I would not hesitateto recommend the course to any individual who desires tolearn."ATTEND A FREE ORIENTATIONA full explanation of the Reading Dynamics method will be covered at thefree one hour orientations being held this week. A movie will also beshown. No reservations are needed, and you are under no obligation.Save one hour this week to attend one of these orientations. Learn how tosave hours of reading time—and enjoy reading more. Check the orienta¬tion schedule below: Thomas E. Suchor, a computer programar, says: "This coursehas definitely increased my reading rate four to five timeson ficton and three times faster on technical data, with nodecrease in comprhension."NEW CLASSES BEGIN FEBRUARY 15-21Reading Dynamics consists of eight weekly 2-’/2 hour ses¬sions. Next classes begin February 15 through 21 in Chi¬cago, Evanston, and Oak Park. Write or call- for thecomplete schedule.GUARANTEED RESULTSReading Dynamics will refund the entire tuitionof any student who does not at least triple hisreading efficiency (measured by the beginningand ending tests and with equal or better com¬prehension). To validate the guarantee, a studentmust attend all eight class sessions. (It is possi¬ble to make up a class at another time shouldbusiness or academic conflicts arise). He alsomust practice the required number of hours.READING DYNAMICS OF ILLINOISChicago Institute — 180 N . Michigan Ave., ChicagoNorth Shore Institute — 636 Church St., EvanstonWest Suburban Institute — 6525 W North Ave., Oak ParkAurora Institute — Holiday Inn, North AuroraRockford Institute — 206 W. State St., Rockford: Phone 965-9532IN CHICAGOIN EVANSTONIN OAK PARK Reading Dynamics Institute, 180 N. MichiganMon. Feb. 6 - 12:15, 5:30 and 8 p.m.Tues. Feb. 7 - 12:15, 5:30 and 8 p.m.Wed. Feb. 8 - 12:15, 5:30 and 8 p.m.Thurs. Feb. 9 - 12:15, 5:30 and 8 p.m.Fri. Feb 10 - 12:15, 5:30 and 8 p.m.Mon. Feb. 13 - 12:15, 5:30 and 8 p.m.Tues. Feb. 14 - 12:15, 5:30 and 8 p.m.Wed. Feb. 15 - 12:15, 5:30 and 8 p.m.North Shore Hotel, 1611 Chicago Ave.Wed. " Feb. 8-8 p.m.Sat. Feb 11 - 10:30 a m.Mon. Feb. 13 — 8 p.m.Oak Park ArmsThurs.Sat.Wed. Hotel, 408 S. Oak Park Ave.Feb. 9 — 8 p.m.Feb.ll - 10 30 a m.Feb. 15 — 8 p.m. for more information,mail coupon or callcoupons answered same day received ALL PHONES782-97871y.v,v.\v.v//.svAv.v.\vv.v%v.,.,.v.v.v.,.v.v.,.v.v.v.,.v.,r;EVELYN WOODREADING DYNAMICS INSTITUTE \T80 N. Michigan Ave., Chicago, III. 60601Please send information kit containing reprints of newspaper articles,a descriptive booklet and class schedule. I understand I am under noobligation and no salesman will call.(name)(address)(city, state & zip code) 1 CM—2-7 ^V.V.WW/AW^//I//AV,WAW/A,J,AWAVA,.W«V.,.V.20 • CHICAGO M A R O O N * February 7, 1967