Professors Kass, Getz, Austen, and Schramm ProfessorsBy David GlocknerA panel of four faculty membersprobed the meaning and malaisesof liberal education at the Univer¬sity of Chicago before a crowd of 40people last Wednesday night in IdaNoyes Hall.For nearly 2 hours, the group dis¬cussed a wide range of topics, in¬cluding the importance of liberaleducation, the adequacy of the Col¬lege’s Common Core and distribu¬tion requirements, concerns aboutPresident Gray’s plans to increasethe size of the College, and theirowm suggestions for strengtheningthe College curriculum.Speaking at the forum were LeonKass, the Henry R. Luce professorin the College, David Schramm, discuss the Collegechairman of the department of as¬tronomy and astrophysics. DrGodfrey Getz, former master ofthe biological sciences collegiatedivision, and Ralph Austen, asso¬ciate professor in the departmentof history and in the College anddirector of the Divisional Master sprogram in the social sciences.The program was sponsored by theDean's Student Task Force on Lib¬eral Education in the college.Kass led off the forum by offeringa description of liberal education.“Liberal education should beginwith an attempt’’ to answer thequestions of “who is it we are, whatis this world in which we find our¬selves, and what is our relation toit,’’ he told the group“Opinion and experience are starting points’’ in the search foranswers to these questions, butwithout the aid of critical thinking,“they are in danger of enslavingus,” Kass said.It is the capacity for criticalthought developed by liberal edu¬cation that enables one to be “inde¬pendent of the slavish rest in opin¬ions . . . that is the condition ofmost men most of the time,” hesaid. Therefore, one of the mostimportant tasks for the creators,the College curriculum is to dis¬cover "how to begin the process ofthought” in a person whose “expe¬rience is limited to high school andtelevision.” Kass said.More so than any of the otherpanelists, Kass was blunt in hisTurn to Page 11Vol. 89, No. 40 The University of Chicago (c) Copyright 1980 The Chicago Maroon Tuesday, March 4, 1980Carter, undecided arePresidential favoritesBy Sherrie NegreaJimmy Carter is the most popu¬lar Presidential candidate amongstudents at the University of Chica¬go, while George Bush and U.S.Rep. John Anderson (R.-Ill.) aretied for a second place rating, aMaroon poll has found.Twenty-two percent of the stu¬dents polled said they would votefor Carter, 12 percent for Bush, 11percent for Anderson, and 9 per¬cent for Sen. Edward Kennedy (D.-Mass.). A full 40 percent of thosepolled were undecided.Ronald Reagan was favored byonly 3 percent of those surveyed,reflecting a significant differencebetween his popularity here andhis support in New Hampshirewhere he won the primary lastweek.The other Presidential candi¬ dates each received a 2 percentrating or less in the poll.The Maroon poll of 200 studentswas conducted the week before theNew Hampshire primary. The pollsample included undergraduatesand graduate students in the Col¬lege, divisions, and the profession¬al schools. The students surveyed,whose ages ranged from 18 to 58,were randomly selected from theUniversity directory and ques¬tioned by telephone interviews.Nearly half the students ques¬tioned said they would vote in theMarch 18 Illinois primary. Four¬teen percent said they planned tovote in primaries or caucuses inother states and 37 percent saidthey would not vote in any pri¬maries.Illinois differenceWhile the majority of students Poll resultsTotal College DiviSionsAnderson 11% 18% 9%Baker 2% 4% -Brown 1% 2%Bush 12% 7% 7%Carter 22% 16% 23%Connatly 2% 1%Kennedy 9% 13% 5%Reagan 3% 2% 5%Undecided 40% 38% 49% Professionalschools Inds. Dem. Reps ThosevotinginIII.6% 12% 11% 8% 15%3% 4% - 5% 2%2% 2% 00C423% 10% - 42% 725% 12% 34% 5% 22%- “ - 2% 1%8% 4% 14% 8%2% 2% - 13% 4%31% 55% 37% 24% 40%voting in the Illinois primary favorCarter, their support for Andersonand Bush indicated important dif¬ferences from the responses of allthe students polled.Anderson’s support increased by4 percent among students planningto vote in Illinois while Bush’s rat¬ing in this group dropped by 5 per¬cent. This change brought Ander¬son to a second place lead overBush by more than 2 to 1. The ratings by Illinois voters forthe other candidates remained thesame as those given by all the stu¬dents polled.There were also major dif¬ferences in the responses of the dif¬ferent types of students polledProfessional school studentsshowed equally strong support forCarter and Bush while graduatestudents in the divisions favoredCarter more than any other candi¬ date. Among undergraduates, thefirst place rating was nearly even¬ly shared by Anderson and Carter,with Kennedy in a close thirdplace.Bush received the greatest sup¬port from professional school stu¬dents who favored him by 23 per¬cent. The other groups supportedBush by only 7 percent.Turn to Page 3Franklin atWoodward Ct.John Hope Franklin. John Math¬ews Manley Distinguished ServiceProfessor of History, will speak on“Looking Backward: Civil Rightsin the 1970s” tonight at 8:30 pm -the 150th Woodward Court lecture.A profile of John Hope Franklin ap¬pears on pp 4-5. PERL admitting again, program changedBy Neal Cohen and DavidGlocknerThe Politics, Economics, Rheto¬ric, and Law (PERL) program re¬sumed accepting applicationsfrom first- and second-year stu¬dents this quarter after a one-yearmoratorium. The moratorium onapplications was lifted this springafter a year long evaluation andrevision of the program by its fac¬ulty.When the program closed to newapplicants last spring, thereseemed little chance that PERLwould survive 1981, when the finalclass was scheduled to graduate.In announcing the moratorium lastyear, Charles Wegener, thenPERL director, cited sagging fac¬ulty support as PERL's majorproblem, and told students that al¬though a decision had not beenmade to end the program perma¬nently, it would be "foolish’’ not toadmit that such a move was an op¬tion.Wendy Olmsted, who becamePERL director when Wegener resigned last spring after 11 years inthat position, recently explained the moratorium as a step that wasnecessary “to give us an opportu¬nity to reevaluate the program.”According to Olmsted. PERL fac¬ulty members decided that “if wecouldn’t present a really top-notchprogram, we would rather closeit.”“The idea of a periodic evalua¬tion of a program is very impor¬tant — I think all programs shouldsometimes stop and take stock.”she said in an interview Friday.The moratorium was imposed togive faculty members “freedom toreevaluate the program w ithout in¬volving students under two sets ofrequirements." This could havebeen a problem if requirementswere changed while students werestill being admitted to the pro¬gram. she added.The evaluation focused on thenature of the law courses. Olmstedsaid. Under the old requirements.PERL concentrators took coursesin common law. which some facul¬ty and students associated w ith theprogram feared were duplicatingcouses offered in the first year oflaw schoolAlthough Olmsted believes that MaroonAn added PERL attractionsuch perceptions were unfounded,their prevalence helped spark thereevaluation of PERL. She went onto say that “there's nothing wrongwith getting acquainted with afield; there is something wrongwith preprofessionalism on the un¬dergraduate level.” The evaluation led to severalchanges in the PERL curriculum,most notably in the law courses.The new curriculum requirementshave replaced the common lawcourses with a three-quarter se¬quence in constitutional law andjurisprudence.The first course in the new se¬quence is “Legislative PowerUnder the Constitution.” to betaught by Philip Kurland Thiscourse will examine the power andfunctions of Congress in the Ameri¬can system of governmentThe second of the law courses,also taught by Kurland, is "The Ju¬dicial Power Under the Constitu¬tion,” which will be concerned w iththe role of the judicial branch ofgovernment.Former U.S. Attorney Generaland University president EdwardLevi is slated to teach “Jurispru¬dence,” the final course in the se¬quence. Levi’s course w ill focus onlegal reasoning Levi teaches the"Elements of Law” course re¬quired of all first-year Law Schoolstudents.The political science portion ofTurn to Page 3PfiRT-TimE JOBSon cnmpusEARN !5PER HOURIf you're looking for an unusual job opportunity for the restI of the school year, The University of Chicago Alumni Tele-i fund needs your help.We are now contacting thousands of Chicago alumni bytelephone for their gifts to the University. The program willrun through the entire school year.| We ll pay you $5 an hour. Phoning hours run from 6:00 p.m. -10:00 p.m. Monday through Thursday and from 9:30 a.m. -1:00 p.m. on Saturday. We require you to work 2 sessions; per week.I You'll be working as an Alumni Telefund Associate. These\ are people who have a mature presentation and can talk> about the University and its needs. We'll teach you the rest.[ Seniors and graduate students are among those mostI eligible.APPLY NOW!Call Gregory Volk at 753-0888 for a prompt interview orstop by Cobb Hall (B23). Saturday, March 8CELEBRATE/NTfkNfVTIoNNLwomen’s MYWORKSHOPS59111 SI.❖& A“L-4 sarah hoagland-male co optation ofth* women smovement Aida noyes hall — 1212child care provided _10— 12 self-help health demo women onlyabortion rights & sterilization abuse S rlesbian talk & origamipornography as violence against women slide she*'12 “ 2 womens legal issueslatina women in amerlcaself-defense for womenwomen and the draft — voslide show- women in china4-6 poetry reading P"batik f 3~5feminist feast 6:00all you can eat - ti /THE BLUE GARGOYLE- 5655 s. umversitfheRuleoffhumbSwansThe Intercollegiate RelationsCommittee is sponsoring theINTERCOLLEGIATECONFERENCETHE CHICAGOALUMNI TELEFUNDJohn Miller Chernoffauthor ofAfrican Rhythm and African SensibilityAesthetics and Social Action inAfrican Musical Idiomswill autograph his bookand play his drumsatThe University of Chicago Bookstore5750 South Ellis Avenuebetween 2 and 4 P.M.onWednesday, March 5th.Sherry will be served.Ther< iversityThi cage ,oflPRESS2—The Chicago Maroon—Tuesday, March 4, 1980 atHARVARD UNIVERSITYAPRIL 11,12,13Some of the topics that will bediscussed at the conference are:TEACHING AND TENUREEDUCATIONAL POLICYSTUDENT SERVICESRACISMSEXISMDeadline extended to March 7thIf you are at all interested, applications areavailable for delegate selections in the StudentGovernment and Student Activities Offices.For further information, cal! Greg Wendt atShoreland: 753-8342, ext. 808.*\ rftockefeller Memorial Chapel5850 South Woodl awn AvenueDURING THE SEASON OF I,ENTThe staff of Rockefeller Memorial ( Impel invites voulo attend the followin'* services of prayer and meditation.Every Wednesday at 8 A.M.A Serviee of Holy CommunionEvery Thursday at 5 P.M.A Serviee of Evening PrayerEditorialGive student fee a yes voteIn the next ten days students in the graduatedivisions and professional schools will have anopportunity to make a much-needed improve¬ment in the quality of campus life. A “yes”vote in the student activities fee referendumwill help keep student organizations operatingand will open the door for more participationin student activities.Ideally, the administration should take aleading role in maintaining these organiza¬tions, which form a crucial part of many stu¬dents’ years at this university. But the folks onEllis Avenue have evidently placed studentactivities far down on their priority list. The$30,000 or so which the administration setsaside annually for student clubs has not beenincreased in years and is grossly inadequateto support the extracurricular interests of anactive and diversified student body.By comparison, funding for student organi¬zations at comparable schools, such as Cornelland Northwestern totals $110,000 and $94,000respectively this year. The disparity between their expenditures and ours only serves topropagate the myth that students at the U of Cdo little but vegetate in small white carrels atRegenstein Library. There are hundreds ofcreative, outgoing people here who need only asmall stipend to enable them to put their ener¬gies and ideas into effect. They should not bedisappointed.Nor should graduate students think that thefive dollar fee will benefit only college stu¬dents. Over half (seventeen) of the thirty-twogroups currently subsidized by the Universityinclude graduate students as members.Among these are groups like Gay and LesbianAlliance (GALA) and the Organization ofLatin American Students (OLAS), groupswhich want to sponsor more events and bringmore speakers to campus but cannot becauseof financial limitations. Moreover, there isgood reason to believe that increased fundswill increase the number and types of organi¬zations which graduate students can join. Theexample of Cornell, where no fewer than one-hundred-twenty student organizations exist, makes this clear: clubs and activities willspring up if they are wanted, but the money tosupport them must be made available first.Another advantage of the fee is that it willenlarge the Major Activities Board’s (MAB)budget to almost $50,000. With that moneyMAB could bring nationally-known enter¬tainers to campus who are currently beyondits reach — and at about half the price youwould pay to see them at downtown clubs likethe Park West.So far the administration has refused to en¬courage student organizers with anythingmore than a smile and an admonition to “Gomake your own fun.” Well, maybe its time todo exactly that. For five dollars you can waithalf an hour to be served miniscule portions ofpizza at the Medici. Or you can see one movieat Water Tower Place and treat yourself tosome popcorn. Or you can contribute to an or¬ganization which may give you something tolook forward to each week, introduce you tonew people, and make the years you spend atthis university a lot more memorable.Woes of women and workBy Nina BermanMore than lorty people gathered in theReynold’s Club lounge last Thursday eve¬ning to listen to women auto and steelworkers discuss the problems encounteredby women working in predominantly maleindustries. Both the workers and those whoAnalysisattended the presentation, sponsored by theWomen’s Union, expressed a particularneed for women and minorities to becomeespecially active in unions during this timeof severe inflation and worker lay-offs, say¬ing that it has been women and minoritieswho are the last to be hired and the first tobe fired.The first speaker Mary Jo (speakers gaveonly their first names) a worker from U.S.Steel local 65, said that when women firststarted working in the steel mills, the man¬agement made it clear that women were notwanted there and subsequently women wereoften assigned the worst jobs in an attemptto drive them out. Aside from the generalantagonism directed against women byforemen and other workers, women have tocope with special problems, for example,equipment that is not geared towardswomen’s sizes and is therefore inadequate.As a result of these problems and otherssuch as a lack of child care facilities, MaryJo stressed the need for women to joinunions, voice their grievances and aggres¬sively fight for their demands. She alsopointed out that though there is a need formore worker unitv and activity in the steelindustry, there is an even greater need forunion organization in those job sectors pre¬dominantly neia ny women, such as secre¬tarial work and restaurant employment.Calling waitressing “the ghetto job forwomen,” Mary Jo said there are no unionsand no health insurance for restaurant jobs,and that women are forced to work for wellbelow the minimum wage making the dif¬ference up in tips.Ann, the second speaker, a nurse, furtherstressed the fact that the poorest record inunion organization is in those jobs dominat¬ed by women. She claimed that this is in alarge part due to general lack of concern ofthe national union leadership to recruit newunion members, and she added, with greatapplause from the audience, that with thedeath of George Meany. former president ofthe AFL-CIO, this policy of inactivity couldchange. With respect to the nursing profes¬sion, Ann said that nurses are conditioned tobelieve that as professionals they are above participating in unions. But according toAnn, nurses are particularly abused. Theyare overworked, must mediate problems be¬tween doctors and patients, frequently donot get breaks, must often give up theirlunch and dinner time completely and areforced to continually change their shifts,which not only disrupts their personal lifebut tends to lead to greater fatigue. There¬fore, the need for unionizing within the nurs¬ing profession is of utmost importance notonly because of the problems already men¬tioned, but also because there are extremehealth hazards involved in the nursing pro¬fession, hazards that remain largely unre¬ported and frequently overlooked by healthinspections.A representative from the Chicago AreaCommittee on Occupational Safety andHealth said that nurses are not only con¬stantly being exposed to infectious diseases,but they also run a high risk of radiation ex¬posure from working in X-Ray labs and withradioactivity isotopes. Nurses and doctorscan also suffer from over exposure to anes¬thetic gases that patients exhale in the pre¬paration and operating rooms, and whichsurgical masks do not sufficiently combatagainst. Furthermore, the high level ofstress associated with nursing, causesnurses to be less resistant to illness andmore susceptible to these health hazards.According to the CACOSH representativether are simple solutions to these problems,but hospital administrators are insensitiveto the needs of nurses and will remain insen¬sitive unless nurses organize themselvesinto a strong union and challenge the exist¬ing conditions through their union.The last speaker Lorna, an auto worker,started out by recounting the story of afriend, who is 33 years old, married, and hasfour children. Her husband’s pay check canno longer adequately support the needs ofthe family, therefore she must join the laborforce. However, since few child care facili¬ties exist, she is virtually paralyzed and in¬stead of getting out of the house to earnextra money, she is forced to operate herown child care center, taking care of herchildren and the children of others. ThoughLorna stressed the point that women, andespecially minorities are the least paid andhave the highest unemployment rate, sheemphasized that it is not only a women'sproblem, and that men are not the enemysimply because they are men She said thatall workers suffer from poor conditions, in¬sufficient salaries and a lack of power in thedecision making process. Women and menmust work together with the unions to fightfor their rights, she said.The discussion that followed focused onthe necessity of uniting women’s organiza¬ tions such as NOW (National Organizationof Women), abortion rights movements, andpro ERA groups, with the labor movement.Instances were cited of successful workerprotests that were actively supported byNOW members and also examples whereunions have given their money and supportin the fight for ERA ratification. Most peo¬ple present agreed that the women’s libera¬tion movement and the labor movement areeach struggling for equality, therefore, toseparate the two, could only be detrimentalto both and limit the chances for success.PERL Continued from Page 1The political science portion of the PERLcurriculum has also been changed substan¬tially. Before the reevaluation, students ful¬filled their politics requirements by takingcourses offered by the political science, his¬tory, and sociology departments. Next year,however, PERL will begin offering its ownpolitical science couses: “Framing the Con¬stitution,” taught by Philip Kurland andRalph Lerner. “Political Theory,” taughtby Charles Wegener, and “Political Thoughtand Historical Circumstance.” taught byMark Schwehn.PERL students will now fulfill their eco¬nomics requirements by taking one courseeach in microeconomics and macroecono¬mics (Econ 200 and 202), rather than twocourses in microeconomics (Econ 200 and201), as were previously required. The neweconomics requirements will provide stu¬dents with a more general knowledge of eco¬nomics.Olmsted said that there would be no sig¬nificant changes in the three-quarter practi¬cal discourse sequence. That sequence. which is taught by Wayne Booth, WendyOlmsted. David Smigelkis, and Charles We¬gener, makes up the rhetoric component ofthe curriculum.Despite the reevaluation and subsequentcurriculum changes, the goals of the PERLprogram remain intact, Olmsted said. Theprogram is still “designed to promote the in¬telligent discussion of problems of action,”she said.First and second-year stdents who want toapply for admission to PERL should call753-4125 between 9 am and 2 pm to make anappointment with Olmsted. Although no for¬mal deadline for applications has yet beenestablished. Olmsted said she encouragedstudents to apply as soon as possible. •Olmsted estimated that PERL wouldadmit 12 to 15 first-year students and aslightly smaller number of second-year stu¬dents. This restriction is necessary to keepclass sizes within reasonable limits and tocontinue the close student-faculty relation¬ships necessary for the independent-studyportion of the PERL curriculum, she said.The limited number of spaces available inthe entering PERL classes may make ad¬mission to the program quite selective, ac-cording to Olmsted.Poll Continued from Page 1The poll also revealed that Anderson andKennedy were more popular among under¬graduates than graduate students.Over half the students surveyed identifiedthemselves as Democrats. 19 percent as Re¬publicans. and 26 percent as independents.Among Democrats, 34 percent said theywould vote for Carter. 14 percent for Ken¬nedy, and 11 percent for Anderson The restwere undecided.Forty-two percent of the Republicansfavor Bush. 13 percent prefer Reagan, andAnderson received an 8 percent ratingIndependents indicated nearly equal sup¬port for Carter. Anderson, and Bush.Grads narrowly favor feeBy Greg MizeraA telephone poll conducted last week byStudent Government (SG) indicates that aslight majority of graduate students favorsthe institution of a five-dollar quarterly ac¬tivities fee.The poll takers contacted eightv-ninegraduate students who were chosen at ran¬dom from the student telephone directory.Forty-two students, or 47 percent of thosepolled, said they would support the fee.while 34 students, of 38 percent, said theywould not.Thirteen students, or 15 percent of thosepolled, said they were undecided.The question posed to the students read . “Would you vote for a five-dollar perquarter activities fee which would extend toyou a MAB (Major Activities Board) dis¬count and which would fund student organi¬zations and their activities?”The poll was conducted in anticipation ofthe referendum on the student activities feewhich graduate students will begin votingon this Thursday.SG President Jeff Elton said that he hopesthe measure will be approved He also saidthat “a large turnout will benefit the fee'schances of passing.”If the graduate students approve the fee.College students will vote on a referendumof their own during the Spring Quarter reg¬istration.The Chicago Maroon—Tuesday, March 4, 1980—3John Hope Franklin: educator,John Hope Franklin. John MatthewsManly Distinguished Service Professor ofHistory, will deliver the 150th' WoodwardCourt Lecture tonight, Tuesday. March 4. at8:30 pm. He will speak on “Looking Back¬ward: Civil Rights in the 1970s'’.By Peter EngIn 1832 the Chickasaw Indians, like othersof their race, were being driven from thesoutheastern United States by the federalgovernment. It was a harrowing journeywestward to Indian Territory, and in thatparticular year the Chickasaws draggedalong with them a young black slave oftheirs named David Burney. Those who sur¬vived the trek settled in what is now Oklaho¬ma. Later, however, David Burney ranaway from his masters, changed his nameto Franklin, and joined the Union Army dur¬ing the Civil War. When the war ended,David Franklin worked a ranch deeded tohim by the federal government. He was, byall reports, a successful rancher.And if David Franklin had journeyed fromslavery to freedom, his grandson, JohnHope, was to break his own barriers, to risefrom the strictures of racial segregation inthe Tulsa of the 1920s to national and worldprominence.The fourth of five children, John HopeFranklin was born in Rentiesville, Oklaho¬ma in 1915. His father, Buck Colbert Frank¬lin, was the town’s postmaster, its notarypublic, and only lawyer. His mother, MollieLee, was a schoolteacher. They had met atRoger Williams University in Nashville,Tennessee; they named their second sonafter a much-admired teacher there.The Franklins moved to Tulsa when JohnHope was ten. Tulsa was quite a differentexperience for the young man. Rentiesvillewas, after all, an all-black town, and inTulsa racial strife ran deep and hard. Infact. Buck Franklin had to delay moving hisfamily there for four years because a raceriot had left both his law office and his newhouse burnt to the ground. Still, Buck madedo, set up a temporary law office in the formof a canvas tent, and began to practice lawin Tulsa for what was to be more than fiftyyears. He would become the first Negrojudge to sit on a district court in Oklaho¬ma.Bringing up their son in segregated Tulsa,the Franklins taught him to always hold onfirm to self-respect. Years later, John Hopewould recall: “They made me feel, and in¬sisted I should feel, that I was equal to any¬one else. In their minds, there was nothingabout race that contributed one iota to aman’s superiority or inferiority.’’ Segrega¬tion was an indignity to which the Franklinsrefused to subject themselves. They paid noattention to signs marked “White” or “Col¬ored”, used what public facilities they choseto use and sat where they chose to sit. JohnHope would remember in particular his fa¬ther’s defiance of segregation in the court¬room. “When I would visit him in court he’dignore the huddle of Negroes off in onecorner and sit me down at the lawyers’ tableor in the jury box.” From such episodesJohn Hope acquired “a sense of fear, cer¬tainly no fear based on race.”Equally important, the Franklins instilledin their children a deep respect for learning.“My mother was a high school task-mis¬tress. My father read every night, and notnecessarily law. He read literature, theBible, journals, magazines, history. . .”John Hope graduated as valedictorian ofhis high school class, and decided to contin¬ue his education at Fisk University in Nash¬ville. Fisk was founded in the years immedi¬ately after the Civil War to give ambitiousemancipated blacks a chance to succeed inthe larger society. And this ambitious youngman, having acquired a deep admiration forhis father and his profession, set out to Fiskintent on being a lawyer.But history (pun intended) would not haveit that way. Franklin was advised that heshould take some history courses, and in hissecond year at Fisk he signed up for Ameri¬can history as an elective. There Franklinheard som lectures by Professor TheodoreS. Currier that fascinated him to no end.Here was a man who spoke of history as apuzzle of putting things together from small clues, who sought to understand the presentby looking at the past. Recalls Franklin: “Ihad never had such an intellectual experi¬ence.” Law was soon lorgotten, and theyoung man fell deeply and permanentlyunder the spell of Clio, the muse of history.Franklin graduated from Fisk magnacum laude in 1935. His father’s law businesswas crushed by the Depression, however,and it seemed doubtful that he would be ableto go on to graduate school. But Currier saw'much promise in Franklin, and so one dayborrowed $500 from a Nashville bank tosend his student to Harvard. (“By the way,”says Franklin, “I paid him back later”.)Fisk, with its distinguished interracialfaculty, had prepared him well for Harvard.And where adequate preparation was lack¬ing, Franklin drew’ upon the industry andambition he had acquired from his parents:“I shall never forget,” he says, “when Iwent into a course on medieval English con¬stitutional history. The textbook was in me¬dieval Latin. And there I was resting on twoyears of Latin in high school. I looked at theboy on my right and he was about to get upand leave. He said: I don’t think I can makeit.’ I asked him what was wrong. He said: ‘Ididn't have but four years of Latin in highschool and two in college.’ And I’ve got mytwo years in high school! Well, I said thatmight mean I’ll have to stay up a little laterthan he stays up. But it’s not that I can’tlearn to read this Latin.”Supported by two fellowships and a gooddeal of part-time work, Franklin receivedhis doctorate in history in 1941. The year be¬fore, he had married Aurelia Whittington,whom he had first met when they werefreshmen at Fisk in 1931. (Today, lookingforward to their fortieth wedding anniversa¬ry, Aurelia recalls that she was first attract¬ed to John Hope’s “genuine nice-ness ”.)Franklin’s first teaching jobs took him backto Fisk, and then to St. Augustine’s Collegeand North Carolina College. In 1947, Frank¬lin, at 32. joined the Howard University fac¬ulty as a full professor. In 1956 he acceptedan offer from Brooklyn College to chair itshistory department. He taught there foreight years, until 1964. when the Universityof Chicago, after a major effort, succeededin recruiting him. From 1967-70 Franklinserved as chairman of the history depart¬ment. (Among numerous “firsts”, he wasthe first black to head a department here.)In 1969 he was appointed to his present posi¬tion as John Matthews Manly DistinguishedService Professor of History.Franklin had been very happy at Brook¬lyn College. At a time when universitieswere not hiring black scholars, he was invit¬ed not only to join the faculty, but also tochair the history department. “It took somecourage on their part," says Franklin, ” andI always felt warm toward them for that.”But he did want the opportunity to work withgraduate students, and he was attracted toChicago’s long-distinguished history depart¬ment. If there was some uncertainty aboutthe choice to move to Chicago then, there isnone now. Says Franklin: “The Universityof Chicago is the most intellectually exhi-lirating place I’ve ever been to — and I’vebeen to many places.”P'or at least the last couple of decades,John Hope Franklin has been regarded asthe leading historian of the Negro Americanand one of the top historians of the Ameri¬can South.He established his reputation in bothfields very quickly, with a series of distin¬guished publications. His first book, TheFree Negro in North Carolina, 1790-1860,was published in 1943. A study of the legalstatus and the social and economic life of thefree Negro before the Civil War, it waspraised for its carecful research and origi¬nality. E. Franklin Frazier wrote in The Sat¬urday Review that “quite aside from thevalue of the study itself, this book is an indi¬cation of the growing number of competentNegro scholars who are making worthwhileobjective studies of the Negro in the UnitedStates”. The Militant South, 1800-1861 (1956)(which Franklin considers his most impor¬tant book) enjoyed an even more enthusias¬tic reception. A typical review was that of C.Vann Woodward in The New York Times:“The theme of violence runs deep in the life and legend of the South. . . It has been a fa¬vorite theme of Southern writers for at leasta century. Until the appearance of the pres¬ent work, however, historians have neglect¬ed the subject, or treated it only incidentallyin connection with slavery, romanticism ornationalism. John Hope Franklin’s study istherefore in many ways a pioneering work”.Reconstruction after the Civil War (1961),reviewers said, challenges traditional histo¬ries and “fills a yawning gap”. The Emanci¬pation Proclamation (1963) was considered“concise, straightforward, and definitive”.And Franklin’s latest book, A Southern Od¬yssey: Travellers in the Antebellum North(1976) won the Jules Landry Award from theLouisiana State University Press for thebest book that year in history, biography, orliterature.Only two of Franklin’s books have stirredany criticism at all; interestingly, they arethe two that have had the widest audience.From Slavery to Freedom: A History ofNegro Americans is still the classic in itsfield, but when it first came out in 1947, thereviews were, overall, at most lukewarm.Not since 1922, when Carter G. Woodsoncompleted his The Negro In Our History,had anyone written a complete history of theNegro American. But Franklin’s effort, re¬viewers said, would not suffice. GeorgeStreator, writing in Commonweal, found lit¬tle new in the book. He also thought it unbal¬anced and superficial: “Dr. Franklin hasrecorded mainly those whose names appearmost often in the weeklhy press, who havepress agents, and whose names appeardown the side of letterheads sent out byvarious welfare organizations”. But the har¬shest review came from Roi Ottley, a blackjournalist. To this day, that review, whichappeared in The New York Times, sticks outin Franklin’s mind. Beyond a few pages onthe Negro in Canada, Ottley wrote, “ ‘FromSlavery to Freedom is a buky, unwieldly,conventional history, with the studied schol¬arship of a doctoral thesis. There is toomuch hard going before reaching an occa¬sional nugget. When the author turns report¬er to survey the contemporary period, hislack of equipment is obvious. There is nei¬ther the sharp, crisp, incisive observationsexpected of a first-rate journalist, nor theperspective, balance and interpretation ex¬pected of the historian.”Alain Locke, the educator and philoso¬pher, was one of perhaps a couple of review¬ers who thought the book had a bright fu¬ture. He wrote in The Saturday Review“From Slavery to Freedom has before it apath of constructive public serviceableness;it will be a while until another book in thisfield supercedes it.”Today, From Slavery to Freedom is themost widely-used text in Negro Americanhistory. Sales of the book were at first limit¬ed to students in the black colleges whereblack history courses were taught. In theearly 1960s, however, sales skyrocketed.The book has now gone through five editions(the most recent came out just this Jan¬uary), and each edition has been more andmore favorably received, it has now soldmore than 750,000 copies. Says Franklin: “Ican trace the rise of the civil rights move¬ment and the interest in black history by therapidly increasing number of copies itsold”. There are indications that the bookhas also widened its appeal outside of theclassroom: it became one ofthe most fre¬quently requested books in the public li¬braries after Alex Haley’s Roots came out in1977.A controversy of quite another kind —public and ideological — centered on Landof the Free (1965), a junior high schoolAmerican history textbook Franklin wrotewith John Caughey and Ernest R. May.What the authors set out to do with Land ofthe Free was to offset the effects of tradi¬tional histories by giving extensive recogni¬tion to the role of ethnic minorities in shap¬ing American history. The authors wrotethat they sought to celebrate the quest ofevery American for that “inner light inwhich freedom lives, and in which man candraw the breadth of self-respect.”The book was quickly adopted as a schooltext in six major cities, but in California itgenerated a heated debate among educa¬tors. The California State Superintendent of Public Instruction Max Rafferty had strongreservations about the book, and askedEmery Stoops, a professor of education atthe University of Southern California, toprepare a case against adoption of the book.Stoops’s report was unequivocal: Land ofthe Free was a highly selective history,heavily “slanted” toward civil rights andthe American Civil Liberties Union. Stoopsalso expressed concern that the book’s ref¬erences to American cruelty toward minori¬ties might produce a “guilt complexes” inyoung minds. Still, some educators foundthe Stoops report inaccurate, and others de¬fended the book. And Land of the Free wasunanimously approved for use in the stateschools by the State Board of Education.“If there was one thing that I set out to dowith my life,” says Franklin, “it was to illu¬minate some aspects of American historythat seem not to have been illuminated —the history of Negro Americans and the his¬tory of the South”. For Franklin, these twoareas are in' fact inseparably linked. In TheMilitant South, for example, he showed howthe existence of slavery in the South contri¬buted to that area’s military ethos. And inReconstruction after the Civil War, one ofFranklin’s major challenges of traditionalhistories of that period was his reinterpreta¬tion of the relationship that existed then be¬tween blacks and whites oin the South.And it is precisely this notion of linkage, ofinseparability, that Franklin has been mostessentially concerned with as a historian ofthe Negro American. Very simply, he feltthat the Negro experience had been so muchin the mainstream of American life that ithad to be given serious consideration in thehistory books. If historians are to be true tothe past, he thought, they must no longercelebrate American achievement and ig¬nore American racism, elevate the Found¬ing Fathers to uncriticizable sainthood andmention a George Washington Carver onlybecause he is a freak: “here is a Negro withsome brains.”But it was not the mere inclusion of Ne¬groes in the history books that Franklin wasafter; it was also and more importantly arecognition of how the Negro had shapedAmerica. As Arthur Mann. Preston andSterling Morton Professor of History and aclose friend of Franklin's for many years,explains: “For a long time, historians, andparticularly historians of the South, lookedupon the Negro as merely objects of history.Well there is no question that they were ob¬jects — of slavery, of prejudice, of unfairtreatment. However, they were also actorsin history. This theme inheres in all of JohnHope Franklin’s work. He was one of thefirst to write history this way. . . it was aconceptual breakthrough.”Through the years Franklin has stronglyencouraged young Negro historians to dealwith issues of the Negro in American histo¬ry. But he has just as strongly counseledthem to remain true to objective history.For the black historian, he wrote, “there isalways the temptation to pollute scholarshipwith polemics, diatribes, arguments. This isespecially true if the area of his interesttouches on the great questions in which he ispersonally involved as a Negro. If he yieldsto temptation he can by one act destroy hiseffectiveness and disqualify himself as atrue and worthy scholar”.This conviction of Franklin’s — that theserious incorporation of Negro Americanhistory with American history must not beaccompanied by lower standards in the pro¬fession — led him .to speak out against theblack studies programs that were springingup in the 1960s. It was, first of all, the wrongapproach. “I had been fighting for so long,”Franklin said, “to get better recognition ofthe Negro’s place in the American experi¬ence. I became apprehensive when institu¬tions seemed to be more willing to establishseparate courses than to work materialabout blacks into their regular courses.” Amore immediate problem was that many ofthe programs were established under blackmilitant pressure, and in their desperate at¬tempt to placate the militants, college ad¬ministrators gave in to their demands en¬tirely. Students were allowed to constructtheir own curricula. Ill-qualified teacherswere hired to staff the new departments. Ac-4—The Chicago Maroon—Tuesday, March 4, 1980activist, humanist, speaks tonightDavid Glockner"If there was one thing I set out to do with my life," saysFranklin, "it was to illuminate some aspects of Ameri¬can history that seem not to have been illuminated — thehistory of Negro Americans and the history of theSouth."their own curricula. Ill-qualified teacherswere hired to staff the new departments. Ac¬ademic standards were allowed to be lowerthan in other divisions. In 1969 Harvard de¬cided to set up an Afro-American Studiesprogram — and to give to undergraduatesfull voting powers on the commmitee gov¬erning its academic affairs. Distinguishedblack scholars like Franklin found the planpreposterous and refused to have anythingto do with it. Franklin chaired a committeewhich considered the establishment of ablack studies program at Chicago; he sup¬ported its decision against it.Franklin has received numerous honorsfor his work. His colleagues elected himpresident of the American Studies Associa¬tion <1967-68); the Southern Historical Asso¬ciation (1970-71); the Organization of Amer¬ican Historians (1974-75'; and thediscipline s largest and oldest professionalsocietv, the American Historical Associa¬tion (1978-79). In 1964 he was elected tomembership in the American Academy ofArts and Sciences, in 1973 in the AmericanPhilosophical Society. From 1973-76 he wasnational president of the United Chapters ofPhi Beta Kappa.And then there are the more general dis¬ tinctions. He was appointed by PresidentKennedy in 1962 to the Fulbright Board ofForeign Scholarships; he chaired the Boardfrom 1966 to 1969. He was selected as one offour Lincoln Lecturers for 1972-73 to observethe 25th anniversary of the Board, and helectured in South America, the South Pacif¬ic. and East Asia. In 1974 the NAACP LegalDefense and Educational Fund gave Frank¬lin its highest- award ‘for contributions tothe civil rights and liberties of Americansthrough law”. In 1976 President Ford ap¬pointed him to the National Council on theHumanities, a post Franklin resigned in1979. when President Carter appointed himto the Advisory Commission on Public Di¬plomacy. Franklin's most publicized publichonor was his selection by the National En¬dowment for the Humanities to give the 1976Jefferson Lecture. The Jefferson Lecturehad been established in 1971 to ‘‘create aforum for thinkers of international reputa¬tion so that their insights might reach thepublic”. Franklin's lecture, “Racial Equali¬ty in America”, was published under thesame title by the University of ChicagoPress in 1977. Everyone seems to have lostcount, but Franklin has been awarded hon-onarv degrees from about sixty colleges and universities, almost certainly more thanever awarded to any other American histo¬rian.To his work for civil rights and the better¬ment of black America, Franklin hasbrought his gifts and concerns as a histori¬an and as an educator.When he moved to Washington to join theHoward University faculty in 1947, Franklinbegan to supplement his academic careerwith more active participation in the civilrights movement. He became an advisor tothe National Association for the Advance¬ment of Colored People (NAACP). In 1965 heparticipated in the historic Selma-to-Mont-gomery March in support of Rev. MartinLuther King's efforts to end the suppressionof black voters. He has tirelessly en¬couraged black scholars in the universitiesand students and teachers in the ghettoschools.Franklin’s greatest single contributiontoward civil rights was his work on a task-force that researched and prepared much ofthe legal and historical evidence that led tothe 1954 Supreme Clourt decision declaringracial segregation in the public schools un¬constitutional. Brown v. the Board of Edu¬cation had been argued in 1952, and theCourt was expected to hand down a decisionthe following year. Instead, the Court thenchose to ask counsel on both sides to answercertain questions as to the intent of theframers of the Fourteenth Amendment andthe legislatures which ratified it. ThurgoodMarshall, chief counsel of the NAACP LegalDefense Fund, asked Franklin to preparehistorical evidence that the FourteenthAmendment — which guarantees legal pro¬tection of the laws for all persons regardlessof race — was intended to abolish racial se¬gregation in the schools. For four months, inthe summer and fall of 1953. Franklin tookthe train into New' York every Thursday andtoiled four full days and nights, writing re¬sponses to the Court’s questions and holdingseminars on the historical background ofthe amendment for the lawyers. The wholetime he was still carrying a full teachingload at Harvard.The Brown decision helped lay thegroundwork for the entire civil rights move¬ment. It spurred the creation in 1956 of theU.S. Civil Rights Commission, which imme¬diately pointed to discrimination in severalother areas of American life. And the enact¬ment by Congress of the Civil Rights Act in1964 and the Voting Rights Act in 1965 mustbe seen against the background of theBrown decision.Franklin's willingness to work on “estab¬lishment” boards and committees and hisstern opposition to the separatist black stu¬dies programs provoked criticism from anumber of young black militant activists inthe late 1960s. They charged him with “in¬sulating” himself in the ivory tower of whiteacademe. Some called him “Uncle TomHope Franklin.” In a June. 1979 ChicagoReader interview with Salim Muwakkil,Franklin reminded them that he was atSelma. That he had sweated for months onthe Brown case: “I worked like a dog. damnnear ruining my health over it to get blackfolks into decent schools ", That he has highrespect for his profession: "I've worked ex¬tremely hard for my accomplishments.Now, you're going to make somebody a fullprofessor in Afro-American history, whowouldn't know history if it came into theroom, and I'm supposed to take that and saythat’s good because a black got a job —that's a bunch of crap!" And in January 1978he told Karen Winkler of the Chronicle ofHigher Education that at the University ofChicago, he is both professor and activist."(At Chicago* I have not excluded myselffrom trying to improve conditions for blackAmericans .1 have black students there,and 1 teach them — and I teach white stu¬dents — about the whole problem of race.The-way in which I teach about that — andmy general posture — all contributes to theimprovement of conditions. Activismdoesn't just mean you go out and picket. Italso means you put blacks where it is impor¬tant for blacks to be — in city hall, and in thetop levels of the academic world”.It has been a long struggle for equalityand social justice that Franklin has spent a lifetime writing about and publicly promot¬ing. We have taken big strides, especiallysince 1954, Franklin says, but he will warn inthe same breath that gains, significant asthey have been, must not lull us into compla¬cency. For, he believes, racial discrimina¬tion is still “glaringly apparent” in educa¬tion, housing, and employment, particularlyat the blue collar level. The problem of un¬employment, unsolved in the 1970s, will par¬ticularly press us hard in the 1980s. Unem¬ployment among black youths is as high as50 percent in many places: what we are wit¬nessing is “the next generation going downthe drain.” Some say that with the inflationrate being what it is. we cannot solve thisproblem in the near future. Franklin sayswe have no choice.In his Jefferson Lecture, delivered duringthe bicentennial of America’s indepen¬dence. Franklin advised us to look back andrecognize the American Revolution for theflawed revolution that it was. The patriotswrote in the Declaration of Independencethat all men had equal rights, but they didnot have all men in mind, “Lesser” mencould be denied equal rights, this notion —that equality is divisible — is. in Franklin’sview, the moral legacy that we have inherit¬ed. Today. Franklin writes elsewhere, whatwe need is “a revolution of the heart andsoul of every American, an unswervingcommitment to the principle of equality.That is what the first revolution did nothave. That is what the new American revo¬lution must have.”And our posture at home will in largemeasure determine our posture in theworld. When we tolerate discrimination andinequality at home and at the same timechampion civil rights abroad, no one cantake us very seriously. We must be consis¬tent with our principles; Franklin has beentelling students that racial discrimination inthe United States “deserves your attentionat least as much as apartheid in South Afri¬ca”. More generally, the principle of equali¬ty must extend to our behavior in the com¬munity of nations. Our abiding faith in thevalidity of our own position and our burningdesire to share our lofty civilization with allmen blind us to the views and the ambitionsof other nations. The world is on the move,and these counries no longer tolerate pater¬nalism of any sort. It remains for us to keeppaceAnyone who has even glimpsed at thenewspaper and magazine profiles of Frank¬lin cannot help but see their commonthread he impresses his interviewers as ahumanist in the great tradition of human¬ists. He is the learned historian with a senseof mission, who makes his scholarship felt incivic affairs and in public policy. He is thetirelss researcher and writer who plays thetrumpet and listens to nineteenth-centuryromantic music. He is a devotee of orchidswho tends with patient care the hundreds ofspecies that he has collected from all overthe world (In 1976, a hybrid orchid whichwas developed by Herman Pigors wasnamed in his honor: Phalaenopsis — GracePalm crosses with Phalaenopsis — Liese Pi-gorseto produce Phalaenopsis — John HopeFranklin.) He is a man who. despite all hishonors and all the pressures on his time,always makes time for students and all whocare to call upon him His greatest gift, hiswife and close friends will tell you. is his“understanding for other people."John Hope Franklin will retire at the endof this year He has taught for 44 years. 16 ofthem at the University of Chicago. He wantsto devote his time to research and writingFirst in order is a biography of the pio¬neering black historian George WashingtonWilliams, materials on whom Franklin hasbeen collecting for the past 33 years. F'rank-lin expects the book will be out in a year orso. after which time he will work on anotherlong-delayed project; editing and publishinghis father's autobiography. And in recentyears, friends have beem pressing Franklinto write his own autobiography.If he does write that autobiography, manyof the pages will have to be filled with theaccomplishments of the man. Theodore Cur¬rier. Franklin's former professor at Fisk,died in 1979. Shortly before his death. Cur¬rier said of the $500 he borrowed to send hisstudent to graudate school . It was a goodinvestment”. It was indeedThe Chicago Maroon—Tuesday, March 4, 1980—5referendum:STUDENTA /^XIl/IXI ECMU I IVI I ICOVOTEVCOW BmW Mam^kmrballots in registration packets4—The Chicago Maroon—Tuesday, March 4, 1980How the ‘other half learnsBy Rebecca LillianWomen in the university . . . need to address them-selves — against the opprobrium and obstruction they doand w ill encounter to changing the center of gravity ofthe institution as much as possible . . . and given the de¬gree to which the university reinforces that training in itsevery aspect the most urgent need at present is forwomen to recognize, and act on, the priority of recreatingourselves and each other, after our centuries of intellectu¬al and spiritual blockading.” — Adrienne Rich. -'Towarda Woman-Centered University”A student angrily shuts an American history text. "Outo the tew women mentioned in our 150-page assignment,only one is named, she says bitterly. "The rest are justcalled ‘Yankee girls’ and ‘charming ladies.’ ”She isn’t alone in her realization that the study ofwomen is a foreign concept in most University courses. Aquick glance at typical course offerings and syallabi con¬firms feminist writer Adrienne Rich’s observation: "In"Out of the few women mentioned inour 150 page assignment, only one isnamed," she says bitterly. "Therest are just called 'Yankee girls'and 'charming ladies.' "terms of the content of her education, there is no disciplinethat does not obscure or devalue the history and experi¬ence of women as a group.” According to most course re¬quired in the College, women have not contributed signifi¬cantly to political philosophy, psychology, or the history ofWestern civilization.But-a number of students and faculty members are de¬termined to integrate the study of women into basic Uni¬versity curricula. “This is not just a women’s issue, it isan intellectual issue,” says Beth Dorris, a fourth-yearpublic affairs-student active in the Committee on theStudy of Women. For almost a year, she has been trying toconvince administrators and department and committeechairmen that the study of women is intellectually validand valuable.A recent College graduate who felt dissatisified withmany of his Common Core and survey courses agrees.“Any education that calls itself ‘liberal' must include asystematic study of civilization — politics, culture, every¬thing. And that means the study of all people who havebeen consistentlv left out. Women, of course. But alsoBlacks, Jews, Native Americans. I hope that the Commit¬tee on the Study of Women is just the beginning.”The Committee is actually divided into separate gradu¬ate and undergraduate groups. Most visable is the Gradu¬ate Committee on the Study of Women <GCSW) whichevolved from a series of meetings held on campus lastspring. Moderated by assistant professors of English Eli¬zabeth Abel and Elizabeth Helsinger. these meetings ofwhat was then called the Ad Hoc Committee on the Studyof Women brought together faculty and students for thefirst organized look at the inclusion of women in the Uni¬versity curricula. Then, during the summer, several grad¬uate students who had attended the larger meetings decid¬ed to form a group aimed at the specific needs of graduatestudents.“We want to be a hard-nosed, pragmatic organization.”says Betsy Hirsh of the GCSW. “We are goal-oriented.”To date, their goals have included two major projects.One, a directory of graduate students and faculty doingresearch on women and/or femaleness, will be ready fordistribution early next quarter. Their other project is ayear-long series of student talks on their research.Each of these seminars — held as informal bag lunches— has been well-attended. According to Hirsh, they areheld as much to give the speakers practice in public pre- TheVfellowWallpaperBooks from "Twentieth Century Women jWriters.”sentation as for the benefit of the listeners. Topics haveranged from Brecki Church's study of mood and the men¬strual cycle to Mary McDonald's research on grand-parenthood to Joan Erdman s discussion of women inIndia. Fall quarter's schedule included a briefing onwomen's resources in the University libraries by RuthMurray, bibliographer for education, behavioral sciencesand sociology: and a panel discussion on feminist literarycriticism. The last presentation for this quarter will be“Women and Politics in Contemporary Japan.” given byJacquelyn Swearingen, this Friday, March 7. in the EastLounge of Ida Noyes Hall at noon.As soon as the GCSW’s directory is completed, thegroup plans to begin another project. Hirsh mentionedthat they are open to new suggestions from prospectivemembers, although several ideas are already under con¬sideration. The most popular of these is a committee tocoordinate various campus groups that are concernedwith the study of women "It is so easy to feel isolated here.” Hirsh remarked."But I think that there are women in all of the divisionswho would be interested.”Such a network would be welcomed by women — andmen — throughout the University. Since last spring, sev¬eral unsuccessful attempts have been made, and interest¬ed students and facuky members continue to feel frustrat¬ed at this lack of consistent communication. "I don't knowexactly why it keeps failing.” muses Elizabeth Abel. "Isuppose everyone is so busy with their own work.”That seems to be the general problem in regard to es¬tablishing new programs. Beth Dorris has arranged areading course for credit in the public affairs or politicalscience programs, but few people have heard about it.Those who have don’t have time to take it. One studentwho may register for it next fall already feels burdenedwith the problems involved in setting up that type ofcourse."It doesn't seem fair that we should have to figure outwhat our professors should be teaching us,” she com¬plained. "Combined with my major requirements andsome semblance of a social life — plus sleep — I barelyfind time to breathe. That's why I wanted to take Eliza¬beth Abel’s course — at least I wouldn't have to struggle toget women on the reading list!”Abel offers two of the University’s few courses thatfocus on women. This quarter she is teaching "TwentiethCentury Women Writers” for the third time. About onefifth of the students in this year's section are men. andboth teacher and students find that male participation hasbeen substantial and interesting. According to Abel, themen are not afraid to contribute to class discussions, eventhough criticism is often directed at them. Jared Gellert.who took the class last year, describes it as "differentfrom any other class that I've taken here. It was about us.the people in the class. And only once did I feel uncomfort¬able as one of the few men in the class.”In order for the study of women to be integrated into thecurriculum, more male support is crucial. There are al¬ready a few male faculty members teaching courses withwomen heavily represented in the curriculum. As faculty-size dwindles — especially in the English department,where much of the work has been taking place — malefaculty participation will become even more important.And. since the majority of the student body consists ofmen. pressure by male students is also necessary.Janet Mueller, professor of English and chairwoman ofthe Committee on General Studies in the Humanities, hasnoticed that many male students are feminists who en¬courage the right of women's studies courses to exist.The general program is currently the only channel anundergraduate has to concentrate on women's studies.Programs are arranged on an individual basis; so farabout six students have graduated with the study ofwomen as their major field in general studies, and thereare presently two participants in the program Severalstudents have tried to work within the program, but werediscouraged by too many obstacles, little support, and in¬stitutional opposition.Some of these frustrated students have found that theonly solution is to transfer. A few of them turn to women'sschools, like Barnard and Smith, which offer a variety ofspecial courses and programs on women. Others looktoward less conventional schools that have establishedwomen's studies as a bona fide major. Still others chooseto remain in this area, where Northeastern Illinois Uni¬versity. University of Illinois-Chicago Circle and North¬western University each have small but expandingwomen's studies departments."I tried to stick it out at UC.” says a former Collegestudent who is now happily enrolled in women's studies atan Eastern school. "I went to meetings and meetings andmeetings. I met with professors and grad students in whatwas then my field. I even set up a reading course. But itwas like banging my head against an all-male wall. So, Ifinally decided, why bother0”But* other people bother because it is not necessarilywomen's studies they w ish to initiate. They simply w ant tosee books and discussions by and about women added toexisting programs."Women are only half of the population.” a fourth-yearundergraduate says sarcastically. "You'd think we'd getmore than a footnote. If nothing else. I hope that thesecommittees open up some eyes in the University commu¬nity. Maybe somehow, someday, people witt realize thatwomen have contributed enough to society to make us notonly worth reading about, but necessary to studyabout.”Here is the completed crossw ord puzzle from last w eekalong with Jean Jelwege. the w inner of the Maroon's mys¬tery prize. Jean was the first person to turn in a correctpuzzle.The Maroon will resume its series of contests and prizesnext quarter."I tried to stick it out at UC," says a former college student who is now hap¬pily enrolled in the women's studies at an eastern school. "I went tomeetings and meetings and meetings. I met with professors and gradstudents in what was then my field. I even set up a reading course. But itwas like banging my head against an all-male wall. So I finally decided,why bother?"The Chicago Maroon—Tuesday, March 4, 1980—7Gene Gendlin: Nurturing clear thinBy Edward Hamlin“Any professor who is satisfied to watch a classroom ofstudents busily record his or her words,” said RichardKaye in his recent article, “The Mummified Student,” “isa professor who has no notion of how to provoke peopleinto an argument in a classroom.” Exactly. No one needsto be told how often classes go dead. But those who believethat education should be — must be — participatory,sometimes don’t know how to initiate worthwhile discus¬sion in the classroom.There are some exceptions to the trend toward “aca¬demic mummification,” however — among them the phi¬losophy courses taught by behavioral sciences professorEugene Gendlin. “Philosophy opens and restructures thetypes of concepts we use,” says Gendlin. “This needs to bedone in relation to experience, and especially the experi¬ence of thinking.”Whether he is teaching a class or conducting psycho¬therapy, Gendlin’s first concern is helping someone “startout with something unclear and maybe wrong, and thenwork to get it clear.” When clear thinking gets bandiedabout as the ostensible goal of a liberal arts education,and yet is too rarely practiced, it is more than a welcomerelief to encounter teachers who flatly refuse to do all, oreven most, of the talking.Gendlin makes it his task to follow the process of clari¬fying concepts as it progresses with each of his students —the slow drawing-out of each student’s “feeling” for an in¬tellectual problem under discussion, until that feeling caneither be resolved into explicit concepts or else changeswhile one is working with it. As a philosopher whose ownthinking has been informed by the writing of Heideggerand the phenomenologists. Dilthey, Plato, and Aristotle,as well as by teachers like Carl Rogers, RichardMcKeon. and Warner Wick. Gendlin firmly believes that a“feeling” about a problem, however vague and muddled,can almost always germinate into clear conceptual think¬ing, if only it is properly attended to and nurtured. Thereis something electric about teaching which puts theoryinto practice with such consistency. I for one am unable todrop texts that I have studied with Gendlin, just becausethe quarter is over — I return to them again and again.There is a feeling of freshness of the worth of “beginningagain” on a text or an idea, even when it has been ex¬plored for ten weeks.Dan Breslau8—The Chicago Maroon—Tuesday, March 4, 1980 In sitting through a class with Gendlin, one soon be¬comes aware of certain disciplines which underlie it. Nogrades are given; he stays with the Pass/No Pass systemas the less objectionable of two poor alternatives. Oddlythis seems to encourage student effort rather than weakenit. A second discipline lies in Gendlin’s distrust of Greekand Latin cognates in choosing his words; one almostnever hears terms like “transcendental” or “ontological”coming from his mouth (unless he is defining them), evenwhen Kant or Heidegger are being discussed. Gendlinwould much rather use a student’s own word for a con¬cept, a student’s own “handle.” Similarly, his examples oftheoretical points are likely to make use of whatever is athand. To take a favorite example of mine, when I took hisKant class Gendlin used the Polish sausages he kept eatingand spilling all over himself to differentiate Kant’s cate¬gories, analyzing a given sausage with respect to its ex¬tension, flavor, origin, etc. Whenever the categories cameup again, a reference to the Polish sausage would readilybring back the theoretical idea. “I can tell you understanda concept when you can apply it to an ordinary object,” hesays.This insistence on discussing philosophical ideas in ordi¬nary language might seem to limit one’s facility with thetechnical jargon. But Gendlin is careful to balance thispersonal approach to a text with a rigorous respect for thetext as it is written. As he puts it, “McKeon taught me howto love a text for its own sake.” That is precisely why, inone of his classes, you may sometimes be almost rudely-cut off if you wander too far from the text at hand, if youstart to interpret Aristotle through Kant through Nietzschethrough Heidegger. Gendlin is firm about keeping the dis¬cussion centered on a writter’s specific arguments. Thepoint is not that complex interrelations between this textat hand and other texts don’t exist (or aren’t worth think¬ing about); the point is that Aristotle must, above all, beunderstood on his own terms.Gendlin almost always conducts his class by goingaround the room and working on particular “points” of atext — a “point” being, as he defines it, “something thatconfused you and then you got straight, or else somethingthat still confuses you” — until a passage becomes clearfor everyone. Long lectures are as foreign to Gendlin asPolish sausage no doubt was to Kant. Few students seembored in his classes; responsibility for creative thinking isshared equally between professor and class. The student’s“feeling" for the ideas under discussion is always thestarting point: Gendlin’s self-defined role is that of show¬ing the student how- to use this “feeling” to guide and re¬fine concepts.As a student of Carl Rogers (the main catalyst andtheoretician of the client-centered therapy movement inthe 1940s and 1950s), Gendlin became interested in theproblems confronting psychotherapy: most importantly,the problem of its embarrassingly low rate of success inachieving positive changes in the client’s life. Hundreds ofhours spent analyzing taped therapy sessions convincedhim that the success of therapy rested not with the thera¬pist’s particular orientation, but with the client’s innerprocess — successful clients seemed to do something dif¬ferent inside themselves in a therapy session. Gendlinfound that he could predict a particular client’s likelihoodof success after analyzing only a few hours of initial thera¬py. After several years of research, the successful innerprocess became clear to Gendlin, a process he called fo¬cusing.What successful therapy clients focus on is their feltsense of a situation or problem — that is, their “not yetconceptually clear, but directly felt, experiencing.” ForGendlin, experiencing is a process, not a relation of staticand separate entities like “complexes” or “traits.” Thefelt sense is a direct experiencing of a situation whichmanifests itself in the body (for instance, the queasinessthat goes with an unresolved problem). Although one canbecome highly aware of it, the felt sense initially remainsunintelligible. For example, you may have a strong sensethat there is something you’ve forgotten to do, but as yetyou can’t put your finger on just what it is you’ve forgot¬ten. Focusing works directly with this felt sense, lettingthe body “find its own way” in problem-solving. Althoughemotions can be involved in focusing, it is not a techniquewhich emphasizes “facing the emotions” per se; rather,by shifting and easing the felt sense, focusing can alsochange the emotions.This difference of emphasis, combining certain basic el¬ements of Freudian and “existential” techniques, makesfocusing a watershed. The technique has garnered consi¬derable attention for Gendlin in the therapeutic communi¬ty and his book Focusing (Everest House), by explainingfocusing in simple terms, has brought the technique to awider audience. In fact, its simplicity came as a surpriseto academics who know Gendlin’s rigorous philosophicalwork, for example, his 1962 book. Experiencing and theCreation of Meaning. (Gendlin says that after years ofbeing told how difficult his writing was that it’s nice tohear the opposite kind of complaint.) Recently, Gendlinalso began conducting public seminars and training ses¬sions in the hope of reaching a wide public. Though thefocusing technique was developed in the therapy setting. Gendlin claims that it is also useful in everyday living, as and iwell as in theoretical thinking. termEven a scant knowledge of focusing makes Gendlin’s facttteaching more understandable. Though he treats therapy bein^and classrooms as separate domains, he sees them as in- le’s 1volving the same kind of process. His classes are built on Memthe idea that “preconceptual knowledge” — that obscure was ibut concrete sense of a problem — can have an immense Thvalue in guiding creative thinking. This preconceptual classsense can make you sensitive to “what needs to come toprnext” in a developing hypothesis. Though Gendlin does will jnot actually teach focusing in his classes he is adept at it is iteaching his students to tolerate and make good use of diffe:what is ambiguous and unclear in their thinking rather pectthan giving up hope. writiPerhaps the most pleasant aspect of these classes is the feet,opportunity to watch Gendlin think, to watch him as he ableworks through his own felt sense toward clear concepts but aThe Hotline:By Jan BorengasserIt’s after midnight, you’re at a friend’sapartment and hope to catch a mini-busback to your place, but don’t know when thelast run is. Who can you call?Your attempts to phone and apologizeafter a fight with your girlfriend meet withone hang up after another. Frustrated, youjust have to talk to someone, but your roo¬mie isn’t around. Who then?The exam you thought you aced was re¬turned to you with a grade of C-. It hurts. Isthere someone you can talk to about it?The answer to all these questions is “yes,the University Hotline, 753-1777.”Manned by two volunteers each shift from7 pm to 7 am, seven days a week, the Hotlineoperates to answer questions, to give refer¬rals, and generally, to listen. It has beenoperating since the beginning of fallquarter, staffed with approximately 25 vol¬unteers, an advisory board, and two studentco-ordinators, Mark Golberg and CharlieCarpati.The Hotline, conceived by Golberg andCarpati in 1976, was inspired by similar ser¬vices offered at Harvard and M.I.T. Afterconferences, negotiations with U of C ad¬ministrators, and visits to hotlines at M.I.T.,Princeton, Northwestern, and other schools,the U of C Hotline was born in January of1979.Last fall, information concerning the Hot¬line was included in student orientationpackets, which so far has been the Hotline’smajor source of advertisement. Thenumber of calls diminished duringthis quarter as the service dependsmainly upon handbills and Maroonclassifieds for publicity. BecauseHotline advertising reaches mostlyundergraduates, graduate use hasbeen limited. Student co-ordinatorCarpati explains: “The Hotline isnot just for undergraduates. Wewant graduate students to think ofus, too.” MoreBecause it is manned by non¬professional volunteers, the Hot¬line is not set up as an alternativeto clinical help, e g., Student Men¬tal Health. Carpati wishes to stressthe two-fold function of the serviceas an information source as well asa sympathetic ear. Some studentshave expressed reluctance to callthe Hotline for any reason less JUSsympeikingid understanding. One never leaves the classroom mut-ring, “Dogmatic! So damned dogmatic!” Thinking is inct the topic of discussion, regardless of whether the bookiing discussed is Kant’s Critique of Pure Reason, Aristot-’s De Anima, Heidegger’s Being and Time, or Plato’sieno. For me, the moment of “thinking about thinking”as exuberant.There is probably no panacea for the passivity of theassroom student. Most professors will no doubt continue1 prefer the lectern to the round table: and most studentsill probably prefer taking notes to asking questions. Butis important that a few professors conduct their classesfferently, if only to keep the oral tradition alive. I sus-?ct that “life after graduation” does not depend on one’sriting; what does count is talking and thinking on one’set. As far as I can see, Gene Gendlin’s classes are valu->le in that they represent a direction: not an ideal one,it a real one. Dan Breslauthanest amthetic3ar than dire, although Hotline volunteers arehappy to answer all questions that they havethe resources to answer: where some activi¬ty may be happening on campus; where tobe tested for VD or pregnancy; where to gofor professional help of various kinds. Mis¬cellaneous reference materials and files(posters, schedules, a drug identificationmanual),adorn the Hotline room in the base¬ment of a University building. The co-ordin-ators hope that if students get in the habit ofcalling the Hotline about informationalquestions, they will be more likely to callwhen they have more pressing personalproblems.Most of the training received by volun¬teers “listening skills,” how to be an outletand sounding board for frustrations andproblems. Volunteers can also attend sup¬port group meetings held every two weekswhich continue training and help them tocope with verbal abuse they may hve re¬ceived on the phone.; Some listeners have had previous experi¬ence with similar services. Hotline listenerBecky Senseman worked with a youth emer¬gency service at her high school in St. Louisbefore coming to the University. “I foundout about the Hotline from an article in TheMaroon last spring. I was glad to see such aservice start here,” she said.What kinds of calls do volunteers likeBecky receive during their night-long vigilson the phone? Academic and relationshipproblems head the list along with problemsof general loneliness. They receive a few’calls from students who have recently beenraped and also students with family difficul¬ties, drug problems or thoughts of suicide.Often students will call after some new,overwhelming problem arises which hasbeen added to a bundle of existing prob-*emS- Usually the Hotline receivesthree of four calls a night. Whatev¬er the problem, calls are confiden¬tial and Hotline volunteers arecareful not to make judgmental re¬actions. Caller and listener alikeremain anonymous, though the lis¬tener may introduce himself on afirst-name basis to establish amore personal link.The U of C Hotline is presentlyrecruiting new volunteers for theremainder of this year and for theupcoming year. Golberg and Car-pati would like to bolster thenumber of volunteers to 35, thenumber they had at the beginningof fall quarter, which they feel isthe ideal staff size. An introductorymeeting will be held tonight at 7:00pm in the East Lounge of IdaNoyes Hall. New student co-ordin-ators are also being sought and in¬terviewed. By Philip MaherLexington Hall is the shabbiest building on campus yetit houses one of the University’s greatest treasures: TheUniversity Orchestra. A passer by on a late Wednesdaynight would be surprised to hear strains of Debussy eman¬ating from the squat little hut behind Rockefeller Chap¬el.Listening more carefully, one hears a voice over themusic, “Space! Space! Watch the tempo, strings! Don’trush the quarter notes! 3 - 4 and ! Oboes too early!”Barbara Schubert, the conductor, is a bundle of nervousenergy for this is the next to last week of rehearsal. Herears are perked and her eyes dart from instrument to in¬strument, cueing them, scolding or smiling. Abruptly herbaton comes down and the music stops. “A little messy,isn’t it? Let's go back to the beginning”.The piece they’re struggling with is Debussy’s Noc¬turnes. To an untrained ear the music sounds perfectlybeautiful, but to the conductor its not quite right. Theystart again and this time get it. With a collective sigh theplayers take a five minute break.Even during their time out. most of the musicians stayat their seats, retuning and practicing difficult passages.Still, a few have time to talk.Dan McDonald has played viola in the orchestra for fiveand a half years. He recently received his doctorate inchemistry and is now a research associate at the Universi¬ty but still finds time to play. I asked him if he everthought about playing professionally. “Only when thechemistry was going bad,” he laughed, “I’d rather playfor recreation.”Joe Locker, violist with the symphony for twelve years,played semi-professionally with local ensembles as hewent through school, but was dissatisfied with the merce¬nary life. “They pay you for one rehearsal and one perfor¬mance,” he shrugged, “Whoever can pay you is who youwork for”. He now teaches pathology at the Universityand plays for enjoyment with the symphony.The break is quickly over. The music begins and Sibe¬lius goes very smoothly. Barbara Schubert is nodding,urging them on, inspiring, but “don’t rush.” she says. Atrombne player takes a breather after his brief part to tellme that the trombone is one of the world’s oldest un¬changed instruments, being the first horn that/could playa range of notes. He says that the first known mention ofone is a civil complaint from the 1300s. It seems that some¬one was having so much fun with this new horn that theneighbors couldn’t sleep.Meanwhile Sibelius flows along without a hitch and onceagain the music seems to transcend this drafty old room.The tympanis roll and the horns sound and the stringsform an ocean of cries. One forgets the backpacks andbooks on the floor, the bluejeans and sneakers, and sud¬denly the musicians are in black tie; the concert halllights up around them. Barbara Schubet is smiling, herbaton keeps the time. She looks to the back for the drum¬beat — boom — right on time. “Thank you! ” she cries andthe music plays onThe University Symphony Orchestra will be playing thisFriday. March 7, at 8:30 p.m. in Rockefeller Chapel. Theprogram includes: Poulenc, Organ Concerto in G Minor,with Edward Monriello as soloist; Debussy. Three Noc¬tures: and Sibelius. Symphony No. 2 in D Major. Opus 43.Admision is free, but donation to help cover the increasedcost of performing at Rockefeller Chapel w ill be gladly ac¬cepted at the door. Dart BreslauSchubert’s Symphony(H)The Chicago Maroon—Tuesday, March 4, 1980—9Student Activities Office Wed. March 5f GBttJTGSWEDNESDAY NOONTimE CONCERT1 2:00 noon CHRISTIE AND DAVE FOLK mUSIC FREE in Reynolds Club L ounceThe University of ChicagoMusic Department presentsThe University of Chicago Choruswith orchestraG-F-HANPEL'S MASQUEACIS & GALATEA-Eric Weimer.^uest conductorCarol Lovcrde CjalutcaRobert HeinriUson AcisAlonzo Crook Vamontames Mack TolyphemeJvenneth Dorsch.harpsichordSaturday & Sunday, Alarchtf & l960-d:00pm'Pond Chapel,1025 E.56th StlTree and open totfiepubfic— Glenmary MissionersRoom lb Box 46404Cincinnati, Ohio 45246NameAddressCity StateZip AgeYou have something toshare with the people of therural South and Appalachia— yourself. Find out howyou can help, as a CatholicBrother, Sister, or Priest.Your request will be treatedconfidentially.■ I’d like information aboutopportunities with theGlenmary Missioners andthe free poster.■ I’d like a free copy of theposter only.m t14[ejWhy do you need a $5 perquarter activities fee?Because...*The Major Activities Board (MAB) faces rapidlyrising artists’ fees and production costs. The proposedfee would greatly enhance the quality & variety ofconcerts and shows. In addition, the proposed fee,to be paid by graduates and undergraduates alike,would extend to ail students the MAB DISCOUNTTICKET PRICES!*The student government finance committee hasexperienced a dramatic rise in both graduate student organizations requesting money to sponsor campusactivities and in the amount of money requested byall student organizations. Over $80,000 in requestswere received this year and last year. The committeeonly receives $30,000 annually to distribute. As aresult campus activities suffer, as do students whocould have enjoyed such activities. The fee would pro¬vide approximately $75,000 for all student organiza¬tions, allowing campus activities to expand and secur¬ing money for future demand.YOU DO NEED AN ACTIVITIES FEE. VOTE "YES" IN THE REFERENDUM.BALLOTS WILL BE PLACED IN YOUR REGISTRATION PACKETS.THESE ARE JUST A FEW OF THE SUPPORTERS OF THE FEESSA .DIVINITY SCHOOLMarcia Me Cabe Susan TurkSOCIAL SCIENCE DIVISIONPaul BartoneBarry RhoadesMatt RueterTed SnyderBIOLOGICAL SCIENCES DIVISIONJeffrey Gutterman BUSINESS SCHOOLAnn V. BenenatiBruce Della HorneBob GrayDave PriestlyLarry Schilmeister LAW SCHOOLAnn BushmillerJoe GriffinDavid JaffeCarol SwansonJoe Paul HUMANITIES DIVISIONAlmerindo OjedoMaria SvolosMEDICAL SCHOOLJack OhringerAnne Peters10—The Chicago Maroon—Tuesday, March 4, 19801 98lb.98lb.49lb.USDA CHOICE WHOLEROUND STEAKRUMP ROASTUSDA CHOICESHORT RIBSOF BEEFGRADE A FRESHPORKSHOULDERSCHICKEN OF THE SEATUNA E 79RED LABELOLEO 391189 clb.Clb.HILLS BROS. TOoz.INSTANT 29lb.COFFEE 4SWEET, JUICY ZIPPER SKINTANGERINES 07CELLO 3-LB. BAGJONATHAN mAPPLES 79SALE RUNS MARCH 5-8trueFINER FOODSSERVING53rd PRAIRIE SHORESKIMBARK PLAZA 2911 VERNONWhere You Are A Stranger But Once! CELEBRATE(the return of the)SNOW!Intramural XCSKI RACEtomorrow, Wednesday,the 5th. in JacksonPark Start at thewooded Isle Bridgebehind the Museum ofScience and Industry at4 OOP MIndependents WelcomeOpen 24 hoursAttendant ParkingHeated GarageAnnualMonthly ParkingS57°°mo.AnnualDaily parkingOR00OO mo.Hand Car Wash500Do-it-yourself375 hr.Soon To Come!FAST OIL CHANGEUSED CAR RENTALmsmmCHINESE-AMERICANRESTAURANTSpecializing inCANTONESE ANDAMERICAN DISHESOpen Daily11 AM to 8:30 PMClosed Monday1318 EAST 63rdMU 4-1062UNIVERSITY-PoufeiifOrijan ConctrtD m Cj MinorEiwarcC jWjsnMtc. soloistDebussyTkrrc A/octurnzsSi Be fiusSymphony Afo. Iin D Major, Opus 43y\c6tussion frtf Tndnij, March i,s'30 pm.'Rockefeller ./Memorial LMopei59rfi Sr. i$c\Vo<xtUwn Ave.CHETRABarBara SchuBcrt:Y _ conductor N.B.Bells Are Ringing (Vincente Minnelli,1960): A colorful but second rale musicalcomedy; an odd choice to conclude Doc'sMinnelli tribute. Judy Hplliday plays ananswering service operator besmitten bythe voice of a writer's blocked client (DeanMartin). Her love is doomed ("He can'tsee me, I can't see him") ... or is it? Weare compelled only by the Betty Comden-Adolph Green lyrics and Holliday's per¬sonality to await the answer to this ques¬tion. Only a certain few (who probablyknow already who they are) will find thisfilm appealing. Tonight at 8 in Quantrell.Doc; $1.50. — KHThe Cat People (Jacques Tourneur, 1942):Urana believes if she kisses her new hus¬band she will become a panther and killhim; supposedly, any intense passion willtransform her. Hubby Oliver eventuallyconcerns himself enough to send her to apsychiatrist. From then on a Peyton Placeplot develops. Alice, the girl-in the-office,pounces at Oliver. The megalomaniacshrink jumps on Urana (and vice versa,later on). Lust, jealousy, and abandonment abound. Tourneur mixes the neurot¬ic's fantasy world with the "real" one. Al-tough Urana's belief is unsubstantiated,her actions seem more natural, her reasons more accessible, than those of thenormal characters. Urana's paranoiaforces an adult's responsibility on Oliver,which he is unwilling to accept. Alicewants to trap Oliver; she confesses herlove for him when he is down on his mar¬riage, not before be was married. And theanalyst is a pervert. Don't kid yourselfabout the bad acting; these people are thisway. Good stuff, eerie too. Wednesday at 7:15 in Quantrell. Doc. $1.00. — GBBedlam (Mark Robson, 1946) : Despite itsstrong story, appealing characterizations,and rich compositions, this movie remainspretty trite. It portrays the downfall of thehead of the 18th century insane asylum,played by Boris Karloff. This is brought onby the increasing compassion of a depraved lord's protegee, Anna Lee. And herchange was instituted by an onlookingQuaker. Unfortunately, Robson lets himstate all of the film's major themes andleaves his character two-dimensional. Thefilm, therefore, moralizes and catechizeswithout much subtlety if you can ignorethat, which isn't too hard, you can enjoyyourself following the intriguing narra¬tive. Wednesday at 8:45 in Quantrell. Doc.$1.00 - GBThe Man Who Shot Liberty Valance (JohnFord (1962): This elegiac Western has,long ago, assumed the dimensions of myth.It documents and mourns the passing of anera in which guns dominate to one in whichlaws prevail. And it does so with infinitepoetry and economy. From the first shot ofa train pulling into Shinbone to the finalimage of the same train leaving it, there isnot one wasted frame. Every scene has po¬etic resonance; and every object symbolicsignificance. No words can describe ade¬quately the beauty and the emotionalpower of this film. It's a visual poem. BothJohn Wayne, as a man of an earlier Westand Jimmy Stewart, as a founding fatherof a more civilized one, are superb icons.And Lee Marvin plays the very mean Lib¬erty Valance. A work of art of the highestorder and possibly the greatest Westernever made. Thursday at 8:30 in Law SchoolAuditorium. LSF; $1.50 - TSProfs. Continued from Page 1criticism of the state of liberal arts educa¬tion in the College. ‘‘The College is not atpresent an institution of liberal learning,”he said. Although the opportunity exists forstudents to obtain a liberal education, ‘‘theinitiative is now left to the student.”Kass also questioned the value of main¬taining separate collegite divisions in thesocial sciences, biological sciences physi¬cal sciences, and humanities. The existenceof the four Divisions in the College "reallyrefers to certain divisions of the Universityas a whole — divisions which might notmake sense as a starting point for liberaleducation.” he said.According to Kass, the University is fac¬ing two serious problems. The first is thedifficulty posed by the expected decline ingraduate student population during comingyears. For a growing number of students,the B.A. degree will be the ^nd of their yearsof study, and as a result, “the attention toundergraduate education must increase,”he said.The second problem has been created bythe rapid development of scientific knowl¬edge. "The world that science describes tous is not the world of our everyday experi¬ence.” "Science seeks to understand theworld in terms of value-neutral laws of na¬ture,” Kass said later; "in our ordinary ex¬perience. we are always governed by judge¬ments of better and worse. The urgent needto relate these two perspectives is thwartedby curricular divisions that are themselvesthe fruit of the scientific understanding ofthe world.”But "these times of crisis are really op¬portunities,” Kass continued. He suggestedthat the University take three steps tostrengthen the quality of its undergraduateeducation. The College should encouragecourses which deal with problems of inte¬grating disciplines; it should “continue toencourage courses that ask real questions”about the world; and it should considercreating a “College of Liberal Studies”within the New Collegiate Division.Although Austen, unlike Kass, made nospecific criticisms of the Collegiate curricu¬lum. he did express concern about problemsresulting from tension between the researchand undergraduate teaching committmentsof University faculty. The College had hadtrouble finding faculty members willing toteach in the Common Core, Austen said, andas a result ‘“a good deal of the Core Courseteaching is done by people outside the regu¬lar faculty” such as the Harper Fellows. While many such Core staff members maybe good teachers, they are seldom engagedin research. Austen worries that the separa¬tion of research faculty and teaching facul¬ty will weaken the quality of undergraduateeducation.Scholars can only keep abreast of devel¬opments in their fields by doing research.Austen said, and informed teachers are es¬sential to high-quality undergraduate edu¬cation, Austen believes. But facultymembers must be convinced that teachingis not necessarily detrimental to their re¬search projects, he said.In their presentations, Getz and Schrammboth emphasized the need for the College tocombine liberal and practical education. "Ibelieve the majority of students here areprimarily concerned with how they’re goingto develop their life’s work.” Getz said."We do not want to have a College whichis preoccupied” with DreDaring its studentsfor a career. Getz said, but ‘‘we should re¬cognize the concerns which students have.”Getz believes that liberal education pro¬vides students with the opportunity to samp¬le a wide variety of disciplines and broadentheir knowledge of the world before settlingdown in a field they like.While Schramm described himself as a"convert” to the idea of liberal educationafter attending the Massachusetts Instituteof Technology and Caltech, he reminded thegroup that “if you get too much breadth,you don't get enough depth in your field ofconcentration.” Schramm described liberaleducation as a tool which can aid in at¬tempts to solve many of the ethical ques¬tions posed by modern technology, such asthe development of nuclear power, the ex¬tent of our committment to environmentalprotection, secrecy in government, and theuse of nuclear weapons.None of the panelists was enthusiasticabout proposals to increase the size of theCollege. Kass voiced concern that by ex¬panding the College, the University waschoosing* the path of least resistance”,rather than the most responsible path, inseeking a solution to its problems. Getz andSchramm both emphasized the need forcapital expenditures accompanying an ex¬pansion. A prerequisite for expansion is theUniversity’s committment to a one-timecapital expenditure increase to ease theburden on already overcrowded and inade¬quate laboratory facilities, and to expandthe capacity of other facilities serving stu¬dents. Getz said.The Dean s Student Task Force on Liber¬al Education meets Monday nights at 6; 30 todiscuss liberal education Their meetings,held on the first floor of the Woodward Courtcafeteria building, are open to everyone.The Chicago Maroon—Tuesday, March 4, 1980—1120% OFF 20% OFFOFF 20% OFF 20%20%OFF20%OFF20%OFF A TERRIFIC BOOK SALE20% OFF ON ANY PURCHASEDear Students, Faculty Membersand Friends:For a long time, we have wanted tofind some way of expressing our appre¬ciation to you whose year-roundpatronage is the core of our businessand whose friendship makes it allworthwhile.So here’s our way to say thank you.For five days only, March 4, 5, 6, 7, 8you will receive 20% off on any bookpurchase from the General Book De¬partment. Call it a private sale or whatyou will. We hope you will find this aworthwhile occasion.The University ofChicago BookstoreGeneral Book Dept.(1st Floor Only) OFF20%OFF20%OFF20%20% OFF 20% OFFOFF 20% OFF 20%20% OFF 20% OFF12—The Chicago Maroon—Tuesday, March 4, 1980,rThe Department of Music presents TheCONTEMPORARYCHAMBER PLAYERSof The University of ChicagoRALPH SHAPEY, Music Director NewsbriefsELSA CHARLSTON, SopranoSHULAMIT RAN, PianoSCHOENBERG • Suite, Op. 29RAN • Double VisionSHAPEY • Song of Songs No. 1 (Library of Congress Commission)MONDAY MARCH 10, 1980 • 8:30 P.M.THORNE HALL, 740 N. Lake Shore DriveFree and open to the publicNORTHROP FRYE *ON CULTURE Andliteraturf * pa Per JACQUES DONZELOT-POLICING OF FAMILIESSEMINARY -CO-OP-BOOKS TORE ROBERT MIS-BET HISTORYOf THE IDEAOF PROGRESSJORGE LARRAIN • THECONCEPT OF IDEOLOGYALVIN GOADNK-THE TMMRYlflVB rttfSVMWworn ■ m-MOW AY- TWJRSWw-staim/am Saturday • Godspell auditionsBlackfriars will be holding auditions fortheir Spring Quarter show Godspell thisweek on Tuesday. Wednesday, and Thurs¬day night, from 7:30 to 9:30 on the third floorof Ida Noyes. Everyone is invited to try out,regardless of previous experience. Rehears¬als will not start until next Quarter, so yourexams need not suffer if you make it.Alderman’s reportAlderman Lawrence Bloom has mailedout his annual information packet to FifthWard residents. Those who have not re¬ceived the packet, which includes the alder¬man’s annual report and a telephone guidefor city and local services, should callBloom’s office at 667-0900.ERA mailathonThe Equal Rights Amendment has notbeen ratified in Illinois. Put pressure onSpringfield to ratify ERA by the midsum¬mer deadline by writing and writing andwriting letters. Action ERA is holding a let¬ter writing campaign this Thursday, March6 at 7:30 at the First Unitarian Church, 57thand Woodlawn. Stamps provided.Gay rights hearingThe Illinois State Legislature will hold apublic hearing on proposed legislation toprevent discrimination on the basis of sex¬ual preference, this Thursday, March 6. Thegay rights hearing will begin at 7:30 pm at615 W. Wellington.Banjos and politicsLocal candidates for the March primaryand Presidential contenders will appear during a League of Women Voters of Chica¬go beer and banjo party March 6 in the Play¬boy Mansion.Open to the public and sponsored by theChicago League, the benefit party will beheld from 5:30 to 8 pm on Thursday, March6, in the Mansion, 1340 N. State Parkway,Chicago. Major Presidential contenders andcandidates for U.S. Senate, Congress, StateLegislture, and county offices have been in¬vited, and many have already agreed to ap¬pear.Tickets may be purchased by sending $7for each ticket to the League of WomenVoters of Chicago, 67 E. Madison St., Chica¬go, 60603, or by visiting the League office,14th floor, during business hours.Bloom on RouseauAllan Bloom will be the final speaker inthis quarter’s Collegiate Lecture Series onthe Liberal Arts. Bloom, known to many stu¬dents in the College for his translations ofPlato’s Republic and Rousseau’s Emile, willspeak on 'Rousseau.” Bloom is professor ofSocial Thought and in the College. The lec¬ture will take place this Thursday at 8 pm inHarper 130. Refreshments and discussionwill follow.Model UNHow' would you like to be the United Na¬tions representative to Djibouti, Belgium.Iceland, Nepal, or Mongolia?If that sounds like fun, and you’d like toparticipate in a national model U.N. confer¬ence to be held at the United Nations build¬ing in New York this April l - 6 ( the Tuesdaythrough Sunday of first week), you can jointhe University of Chicago group planning toattend the conference.The costs for those attending will be planefare (estimated at about $135) and about $45in delegate fees. For further information onthe conference, call Jeff Osanka at Wood¬ward Court, 753-2249.The Visiting Fellows Committeepresentsmmi tsiMMin a public*>!*,*> J l>t\FRIDAY, MARCH 14,1:30 P.M.HARPER 130All Students and Faculty in the College, the Divisions andthe Professional Schools are invitted to attend and to participateThe Chicago Maroon—Tuesday, March 4, 1980—13CalendarTUESDAYWomen’s Exercise class: Meets 10:00 am, IdaNoyes.Rockefeller Chapel: University organist EdwardMondello will give a recital-demonstration at 12:15pm.UC Gvrr.nastics Club: Instruction available 5:30-8:00pm, Bartlett, free.Physical Education: Adult swimming instructions7:30-8:30 pm, free.Hillel: Israeli folk dancing, 8:00 pm, Ida Noyestheatre.Doc Films: “Bells are Ringing" 8:00 pm, Cobb.WEDNESDAYPerspectives: “Reprocessing of Nuclear Fuel andProliferation Safeguards” guests Robert Sachs,David Rossin, and Charles Till, 6:09 am, channel 7.Rockefeller Chapel: Service of Holy Communion.8:00 am.Italian Table: Meets at 12 noon in the Blue Gar¬goyle to speak Italian.Commuter Co-op: Get-together in CommuterLounge 12:30 pm. G.B.l.Crossroads: English classes for foreign women 2:00pm. Cog Com Colloquium: “Aspects of Right-Hemi¬sphere Specialization" speaker Susan Leehey, 4:00pm, B-102.UC Gymnastics Club: Instruction available 5:30-8:00pm, Bartlett, free.Doc Films: “Cdt People" 7:15 pm, “Bedlam” 8:45 pm,Cobb.Women’s Rap Group: Mets 7:30.pm. in the Women'sCenter in the Blue Gargoyle.Badminton Club: Meets 7:30 pm, Ida Noyes gymna¬sium.Tai Chi Ch'uan: Meets 7:30 pm, Blue Gargoyle.Country Dancers: Traditional dances taught 8:00pm. Ida Noyes Cloister Club.Science Fiction Club: Meets 8:00 pm. Ida Noyes. Ev¬eryone welcome.Chicago Ensemble: Music of the 20th Century, 8:00pm, I-House.THURSDAYPerspectives: Topic - “Helping People: The SocialWelfare System and Personal Volunteerism”guests Laura Epstein, Thomas Young and RonaldRooney, 6:09 am, channel 7.Women's Exercise: Meets 10:00 am. Ida Noyes.Hillel: Faculty Lunch: Prof. Richard Stern speaking, 12:00 noon.Lunchtime Concert: Piano pieces for four hands byFaure and Schumann, 12:15 pm, Reynolds ClubLounge.Modern China Project: Lecture - "Mao Tse-Tung:Triumph and Tragedy” speaker Dick Wilson, 4:00pm, SS 302.Kundalini Yoga: Meets 5:00-6:30 pm. Ida Noyes EastLounge.Rockefeller Chapel: Evening prayer, 5:00 pm.Christian Science Organization: Meets 5:00-6:00pm, Gates-Blake 117.NOMOR: Committee meeting 7:00 pm. Ida Noyesfirst floor lounge.Table Tennis Club: Practices 7:30 pm, Ida Noyes 3rdfloor.UC Political Union: Alumni-Student forum Re¬solved: The University of Chicago is funnier thanyou think 7:30 pm, Ida Noyes East Lounge.Stamp Club: Meets 8:00 pm, Ida Noyes 3rd floor. Ev¬eryone welcome.Collegiate Lectures in the Liberal Arts: "Rousseau"speaker Allan Bloom 8:00 pm, Harper 130.Law School Films: “The Man Who Shot Liberty Va¬lance” 8:30 pm, Law School Auditorium.★★★★★★★★★★★★★★★★★★★★★ STANLEY H. KAPLANFor Over 41 Years The Standard ofExcetence In lest Preparationmcatgmatlsat]ME • ME PSYCH • ME BIO • DAT |PCAT • 0CAT • VAT • MAT • SIT • SAT ACHVS • INATIONAL MEDICAL BOARDS*VQE•ECFMO !FLEX • NATL DENTAL BOANDS • TOEFLP00UTVY BOARDS • NURSING BOARDSPlaiiM* Program* •**» Hour*M0d J-ll *■» U<S*,F*' 1Ttwulf WkT Wi MU< n» BHtaftM* |wIclIuiTt•* ITS C.lai Farit jIM SlMF *«• Trot It Caaatt I l*4M SriUt'IM BKT MMilar MOM |CHICAGO CINTfR5215 N CLARKCHICAGO ILLINOIS 80W01)111 7644151l m SUtUMAN19 s LA GRANGE ROADSUITE J01LAGRANGE. ILLINOIS 50625013) *2 SPRING, SUMMERFALL INTENSIVESCOURSES STARTINGTHIS MONTH:NfST MONTH:MGAT SAT.I Couraat Constantly Updata4 -Licensing Ciama In Cantar Salt-StudyMW ttarl otr Ctattra » an Toot M wr J*OUTWDC MV. IT ATI CAU. TOLL PMC 7 iI C'iMt « awttt B•00-233-1 mlTHURSDAYMARCH 68-10 P.M.WEDNESDAYMARCH 268-10 P.M.(Each session will be a complete workshop andwill cover The History and Traditions of Pass-over, The Structure and The Content of theHaggadah, and the actual making of a Seder -The Table Setting, Rituals and Foods).HILLEL FOUNDATION - 5715 WOODLAWNSCHOOL Of PUBLIC HEALTH - UNIVERSITY OF ILLINOIS ATTHE MEDICAL CENTER. CHICAGO. Invites Applications for Degree ProgramsMASTER OF PUBLIC HEALTH (M P H )VASTER OF SCIENCE IN PUBLIC HEALTH (M S )DOCTOR OF PUBLIC HEALTH (Dr P H.)DOCTOR OF PHILOSOPHY IN PUBLIC HEALTH (Ph D.)Concentrations are offered in Biometry. Epidemiology. Environmental andOccupational Health Sciences Industrial Hygiene and Safety Health Sciencesand Community Health Sciences Administration and Health Law Health Edu¬cation. Population Sciences and International HealthFinancial assistance is available through Public Health Traineeships and Research Positions Deadline to apply for M P.H Program is February 15 1980Deadline for M S.. Dr P H and Ph D Programs is six weeks prior to the quarter in which the applicant wishes to enterFor further information write or telephoneJames W WagnerAssistant Dean for Student AffairsUniversity of Illinois at the Medical CenterP 0 Box 6998Chicago. Illinois 60680(312) 996 6625The School encourages applications from qualified minority students.NEW 2-drawer files $59.00NEW 6-ft. folding tables $49.00EQUIPMENT& SUPPLY CO.8600 COMMERCIAL AVENUEOPEN MON.-FRl'.8:30-5:00SATURDAYSRE 4-21 1 1 / 9:00-3:00 BANKof AMERICAAn Equal Opportunity Employ**HOW AN MBACAN START AT THE TOP.Where your career goes in the future has a lotto do with where it begins right now. So if youstart out at the world's leading bank, you’re alreadyway ahead of the game.It isn't a game at all, of course. It s your future,and we take it as seriously as you do. That’s whyBank of America invests substantial time andmoney in recruiting MBA's with something specialto offer. Because we have something special tooffer in return.Like a whole world of opportunities in ourWorld Banking division. The chance to have a realimpact on our California operation. Or a host ofother possibilities in our more specializeddepartments.Whatever vour position, you'll be learning fron) the be# in the business. And making the mostof what you already know.So consider a career with Bank of America.Because when you start at the top. there’s nostopping you.Send resume, in confidence, to:Jun Kishi. Management RecruitmentDept. #3616, Bank of America World Headquarters.RO. Box 37000. San Francisco. CA 94137Or Gloria Myklebust. Management RecruitmentDept. #h616. Box A.. So.California Headquarters.RO. Box 3609,Terminal Annex. Los Anyeles.C A 90051.Or Connie Colladav. Management RecruitmentDept., Bank of America. 299 Bark Av enue, New York,NY 10017.The Chicago Maroon—Tuesday, March 4, 1980CLASSIFIED ADSAD RATESMaroon classifieds are effective andcheap. Place them in person at theMaroon business office in Ida NoyesHall by mail to the Maroon, Ida NoyesHall room 304, 1212 E. 59th St.,Chicago, 60637. All ads must be paid inadvance. Rates: 60' per line (30spaces) for U of C people, 75' per lineotherwise. $1 for special headline.Deadlines: For Tuesday paper, 12noon Friday; for Friday, 12 noonWednesday.Display advertising rates areavailable upon request. 753-3263.SPACESeeking for 1 bedroom, preferably fur¬nished, to sublet for Spring quarter:mid-March to mid-June. Call 753-0236.Reward $50 cash for signing a lease onor before March 7, large studio apt.$216 incl. utilities. Call 324-5592 or963-4600. Ask for David Cholst or callElen Acailes 753-2209 apt. at 51st andKenwood.Mature female grad student lookingfor clean, quiet, warm, reasonablerent apt. to rent, sublet or share. Willconsider room or quarters in exchangefor housekeeping or childcare.667-6323.Room available in modern 2 bedrm.apt. Starting Spring qtr. or interim.$160/month. Near campus bus, 1C,prefer woman. Call 288-7496evenings.$25 Reward for lease of apt. between55th and 59th and Harper and Ellis.Any size, starting Summer or nextFall. Call 753-2249 ext. 1203, can leavea message.Mar 15 - Jun 15. Large room in largeapartment near campus. $130/mo.Dates flexible. Call 947-0070,ROOMMATE WANTED , one bedroomin three bedroom apt. Fine view oflake from highrise. Your share of rent$143. 4850 Lake Park 548 4911.Room available in 2 bedroom apt. $100.Call Karen. 268-1053.Straight resporlsible male to share 2br. condo on 56th Dorchester $165.00month and Vj elec. Call 947-9262 bet¬ween 7pm and 10 pm.PEOPLE WANTEDThe Department of BehavioralSciences needs people who want toparticipate as paid subjects inpsycholinguistic and cognitivepsychology experiments. For furtherinformation call 753-4718SECRETARY/RECEPTIONIST. Pro¬fessional School Computing Servicesdepartment seeks reliable and punc¬tual Secretary with excellent typingand communication skills. Duties in¬clude answering phones, greeting anddirecting visitors, typing letters andreports, and performing generalsecretarial tasks. Call 753-4442 LeslieEvans, The University of Chicago.AA/EOE.Babysitting wanted: my home near IHouse for five year old boy 3 after -noonsper week. 493-1066 and the sea-nymphs of the UniversityChorus will assist. Admission is free,but free-will donations will be ac¬cepted at the doorResolved. The U of C is funnier thanyou think. Come to debate the alumniat the Political Union. Thursday 7:30Ida Noyes.SERVICESPsychotherapy and counseling.Students, faculty, staff welcome. Feeson a sliding scale, insurance accepted.Joan Rothchild Hardin, PhD.Registered Psychologist in HydePark. 493-8766 days ana eves, for appt.Adult experienced babysitteravailable full time. Mon.-Fri. Call955-4197, Hyde Pk.ROSE/PLITTTIXDie. movie theatre tickets at ReynoldsClub Box Office.SAVE ON MOVIESRose and Plitt theatre discount ticketat Reynolds Club Box Office.DELUXE APTS.2 and 3 bedrooms, new security buzzersystem, laundry facilities. Janitor onpremises some apts. available. Na-tional Mortgage. Call 430-2300. Marion.PERSONALSWRITER'S WORKSHOP PLaza2-8377.Kittens free to good home. 363-5756after 4 p.m.NUMBER FOUR:GOD DAMN YOU, don't accuse me ofbad, awful, worst behavior. If certainpeople had kept their mouths shut,none of this would have happened inthe first place. Blame yourselves for achange.OK Folks, here it is: by popular de¬mand, my very first Maroon personal.Is the Maroon ready to give us a fullpage? Qwerty.I wonder how many Maroon personalsare actually written by staff membersand their good personal friends? Whatcould their motives possibly be?To the unsigned pencil man: I amready to swear that not one of the per¬sonals in today's column were writtenby Maroon people, except for this one.If you don’t believe me, 1 will be happyto kick you in the knee. Leslie. P S. Iimagine that a full-page could be givento the personals if Qwerty wasn't theonly one putting personals in. I prefervariety. LAW.40 more days till the Celebration of theGreat Vowel shift. Do you know whereyour jelly-bean is?Roger: I'd rather listen to the Avant-Garde Hour than shack up with BurtReynolds, let alone a nerd like you!Boy, do you have some nerve!Dorothy.ANYONE WITH TALENT: musi¬cians, comedians, mimes, clowns,magicians, etc. for forthcoming SGGuide to Entertaining. SG office753-3273.Wanted: Improverished law studentwho knows some company law, to helpme set up a computer consulting co. Where are all the Pink Floyd fans?Taking shelter from pigs on the wing?Izak.MOM—The baby disconnecticus is stilllooking for you!! Where are you?? Imissed you in Guyana! B D,Disco is dead, but it still sucks. Longlive Rock-Disco Ducky.PEOPLE FOR SALE What's new? Listen to the Avant-Garde hour every Thurs., 6pm onWHPK-FM 88.3 and find out.Excellent accurate typist w/legal ex¬perience will type papers and dissertations or IBM. Reasonable rates.684-7414. Cathy, it's wierd but it's original. HiLiz. It's disgusting but more funMary bunny, They can't do it But wecan. Carrots galore. Love Doc.ARTWORK - posters, illustration,calligraphy, invitations, etc NoelYovovich 5441 S. Kenwood 493 2399. WANTED TO BUYTyping done on IBM by college grad;pica type. Term papers, theses, lawbriefs, letters, resumes, manuscripts.New Town lakeview area. Fast, ac¬curate, reliable, reasonable. 248-1478.TUNE UPS and other work. Cheap.Call 753 8342 X2607, keep trying.TYPIST • Dissertation quality, helpwith grammar, language, as needed.Fee depending on manuscript. IBMSelectric. Judith. 955 4417. WANTED-U of C 1931 plates withbldg pictures Goodman 753-8342.SILVER DISH“Borrowed" from party at Ida NoyesHall last Saturday. Was someone'spersonal property. Please return. Noquestions asked.YEARBOOKS $10Advance order your 1980 yearbooknow. Only $10. Color, seniors, 200beautiful pages. For sale at StudentActivities Office 2nd fl. Ida Noyes. Askfor Gunta.Computerized Word Processing toMeet all of Your typing needs. Perfectfor: Manuscripts that will need revi¬sion/dictation/repetitive typ¬ing/forms/tables/statistical work.Reasonable rates! Nancy Cohen378-5774.Math Student, experienced program¬mer, looking for freelance jobs. (Notime for a full time job). Name thesystem and the language, and I'll doit or let me do the deciding. Ratesreasonable Call 752-7635 MICHIGANNEW BUFFALO-Beautiful 100'Lakefront lot $60,000.MlCHIANA-LAKE FRONT-Lovely 3bedroom home with full view of Lakefrom the large living room withcathedral ceiling, cedar beams andSCENESGilbert and Sullivan's RUDDYGOREpresented in Kenwood AcademyAuditorium, 5015 S. Blackstone, Feb^29, March 1, March 8 at 8 pm March 2at 2 pm. Tickets at Mandel Hall BoxOffice. balcony. A must see! $139,000.GRAND BEACH PERSONALITYPLUS! With Lake Michigan view fromthis lovely 2-level furnished home withbeautiful Sun and Fun pool enclosure,whirlpool bath, sauna, tennis courts orHear music of Poulenc, Debussy, anoSibelius performed by the UniversitySymphony Orchestra on Friday,March 7 in Rockefeller Chapel. 8.30pm Organ soloist Edward Mondelto *295,000.THREE OAKS TWP. 485' on Picturesque Galien River-beautiful two levelcedar home on wooded two acres gent¬ly sloping to the River—3-4 br. with many amenities. Call for details!$119,500 RITTER AND HEINZ. NewBuffalo 616/469-3950SENIOR PORTRAITSChoose and order your own 5 x 7 or 8 x10 copies of your senior portraits. Proofs on display from 6-10 pm Mon andTues March 3 and 4, at the Yearbookoffice Ida Noyes 218. Get pictures ofyour friends, too. Only $1.50 (5x7) and$3.00 (8x10), Ph 3-3562,,GILBERT ANDSULLIVANRUDDYGORE at Kenwood AcademyAuditorium, 5015 S. Blackstone, Fri¬day, Feb. 29, Saturday, March 1, Saturday March 8 at 8 pm, $4.50 and$6; Sunday March 2 at 2 pm, $3.Tickets at Mandel hall Box Office."ARE YOUATURTLE?"You bet your firstborn child I am! I'mthe U of C, and I'm funnier than youthink. Meet me cheek to jowl at 7:30Thursday, Ida Noyes or I'll erase yourentire computer file Ho-Ho. The UCPolitical Union. floor, Ida NoyesSTAMPCOLLECTORSStamp Club Meeting All are welcomeB eg ihners-Ad va need-Special istsThursday, March 6, 8:00 pm. ThirdPHtno ScerTT CORKY SIEGELCONCERTThis Friday March 7 8 00 pm at theBlue Gargoyle. Tickets at Spin-ltRecords and BG lunch.CIVIL LIBERTYENDANGERED?R. HAVIGHURST VS.E. KENNEDY'SS1722Quaker Forum on S 1722 (formerlyomnibus Federal crime bill SIGuestProf. Robert Haviahurst (Nat'l Chairof Comm. Against Repressive Legislation), speaking on E. Kennedy's &Strom Thurmond's bill now before USSenate Soon after Meeting for Wor¬ship (10:30-11:30) Sunday March 9Refreshments. Everyone welcomeQuacker House. 5615 Woodlawn.PEOPLE....Who need people. We need you at U.C.Hotline. Find out more about workingwith us at our introductory meeting onlues., March 4 at 7:00 in the EastLounge of Ida Noyes. For more in-formation call 493-3111,US HOTLINE753-1777Are you Partied Out? Studied Out?Tired Out? Down and Out?Call Usand Talk it OutThe UC Hotline-QuestionsReferrals, and someone to Talk to.7PM-7AMPROGRAMMERFOR HIREProgrammer service availableFluent in COBOL. FORTRAN, SPSS,etc Call 288-1676 HANDEL IN BONDU of C Chorus and orch. presentsHandel's ACIS AND GALATEA Sat.and Sun. March 8 and 9, 8:00,. BondChapel. FREEPOETRY READINGOpen Poetry Reading on Sat. March 8at 4 p.m. at 1212 E. 59th St. Want toread’ Call 752-5655. Sponsored byPrimaveraLOST AND FOUNDFOUND in Reg 2/11. Valuablejewelry. Call Pam with discretion.536 6036.UNIVERSITYSYNPHONYORCHESTRAWinter Concert, Friday March 7, at8.30 pm in Rockerfeller Chapel. Underconductor Barbara Schubert the Or¬chestra will perform Poulenc's OrganConcerto, Debussy's Three Nocturnes,and Sibelius's Symphony no. 2 Admis¬sion is free, but free will donations willbe accepted at the doorVERSAILLES5254 S. DorchesterWELL M AINTAINEDAttractive 1V2 and2lh Room StudiosFurnished or Unfurnished$218to$320Based on AvailabilityAt Campus Bus Stop324-0200 Mrs. Groak"MY KCY5.V" "AU. OuHICELAXDAIR TO EUROPEbig BirdAND ALOW EURE*499*533Roundtrip fromNew Yorkto Luxembourg Roundtripfrom Chicagoto Luxembourg\o restrictionsConfirmed reservations • free wine with dinner, cognac after •no restrictions on stays to 1 yr. or advance purchase Prices validfrom l .S. from March 10 thru May 14. 1980 All schedules andprices subject to change and government approval. Purchasetickets in the I S.See your travel agent or write Dept. #( NIcelandair P.O. Box 105,West Hempstead, NY 11552.Call in NYC', 757-8585; elsewhere, call 800-555-1212 for thetoll-free number in your area.Please send me: □ An Icelandair flight timetable□ Your European Vacations brochure. 1NameAddressCitvI State Zip_1 ICELANDAIRStill vour best value to Europe .-J iiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiimiiiiimnninniSPECIAL DISCOUNT PRICESfor all STUDENTS andFACULTY MEMBERSJust present your University of Chicago IdentificationCard As Students or Faculty Members you are entitledto special money-saving DISCOUNTS on ChevroletParts, Accessories and any new or used Chevrolet youbuy from Ruby Chevrolet.PI, GM QUAJJTYSBMCt MATS DGXNEBAJ. MOTORS BAHTS DIVISION"keep Thai Great GM Feeling With GFMLL\t GM Paris "72nd A Stony Island 684-0400Open Evenings and Sunday Parts Open Sat. 'til noonillllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllillllllSPECIAL DISCOUNT PRICESfor all STUDENTS andFACULTY MEMBERSJust present your University of Chicago IdentificationCard. As Students or Faculty Members you are entitledto special money-saving DISCOUNTS on VolkswagenPorts, Accessories ond any new or used Volkswagenyou buy from Ruby Volkswagen72nd & Stony Island 684-0400= Open Evenings ond Sundays Parti Open Sot. 'til noonThe Chicago Maroon—Tuesday, March 4, 1980—15Thursday, March 64:00 P.M.QUANTRELL AUDITORIUM