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Jo Stohlman, editor
Page 2
Thursday, April 21, 1966
A Thank-you
Long, long ago, and way back when
last February we asked that organiza
tions, living units and individuals support
the Builders' Students Priofessorship
Award through their contributions.
We noted that it has been one of
the "worthy causes" more or less
passed by when the cup is passed.
This will be the second year for the
$500 award which will be presented at
' next Tuesday's Honor Convocation to
an outstanding professor at the Uni
versity. Since our "pitch" last February for
added student support of the award, many
' groups have made additional contribu
tions. As we said we would, we would
'like to commend these individuals and
groups who gave.
Following are the groups who have
contributed, making the total fund come
to $545 thus far:
Those contributing $2.50: Pound Hall
, 3 and 12, each.
Contributors of $5: Gamma Phi Beta,
Sigma Phi Epsilon, YWCA, Alpha Phi,
Alpha Xi Delta, Alpha Delta Pi, Home
Education Assn.
Groups giving $10: UNICORNS,
Alpha Lambda Delta, Chi Omega, Phi
Delta Theta, Alpha Gamma Sigma,
Delta Delta Delta, Phi Mu, Phi Gam
ma Delta, Cornhusker, Kappa Delta,
Triangle, Farmhouse, Kappa Sigma,
Sigma Alpha Epsilon, Sigma Alpha
Mu, Kappa Kappa Gamma, Abel Hall,
Young Democrats, Pioneer House,
Love Memorial Hall.
Mortar Board and Alpha Omicron Pi
each gave $15.
Those giving $20 were Sigma Kappa,
Alpha Chi Omega, Zeta Tau Alpha, Sig
ma Delta Tau, and Delta Gamma.
Contributors of $25 were Pi Beta Phi,
Tassels and Kosmet Klub.
AWS, Builders and Abel Hall each
gave $50.
The Daily Nebraskan joins Build
ers in expressing appreciation to these
groups for their gifts. Although the
Professorship Award is a Builders'
project, the fact that many groups
have supported it makes it more
meaningful.
pilllllliiilllllillllllllllllllfllllllllllllllllllllllllll Illllllllllllllimilllllllllllllll IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHI IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIIU!
I A Liberal Education I
Editor's Note: Yale's con
cept of a liberal education,
as outlined below, seems to
us to be a good way for a
university to go about liber
ally educating its students.
" Nebraska would do well to
re-evaluate Us liberal arts
, program along these lines.
New Haven, Conn. (LP.)
The Yale College faculty
has adopted a change in the
system whereby undergrad
uates select their courses of
study, Georges May, Dean
of the College, announced
. here recently.
Reaffirming the broad re
quirements of a liberal ed-
ucation, the change is from
.. a system of imposing blan
ket rules under which stu
dents had to take courses in
each of seven specific
areas to a system in which
students will follow a state-
jnent of guidelines in de
; signing programs of s t u d y
- on consultation with their
residential college deans.
I. Formal approval of a stu
; dent's individual program
- will be given by a dean only
- if the principles embodied
"., in the guidelines are ob-
served.
In commenting on the
". change, President Kingman
: Brewster Jr. said that
"without sacrificing the
' breadth which Yale has al
'. ways insisted on as essential
to liberal education, we
. should permit a variety and
achieve a motivation for
- learning which rigid rules
tend to smother "
The statement that will
announce the new change in
the Yale College catalogue
points out: "One of the
distinguishing features of a
liberal education is that it
has no single definition.
Rather than prescribing
which specific courses must
be taken by all students,
Yale College requires that
each student design his
own program of stu
dy, suited to his particular
needs and interests, from
the multitude of courses
available to a college stu
dent w ithin a university."
The statement sets forth
the six general guidelines
for selecting a program of
study for the student seek
ing a liberal education. They
are:
First: An educated man
should be able to express
himself clearly in his own
language, both in speech
and writing.
Second: Besides attaining
skill in English, you should
be able to understand,
speak, read and write a
language other than your
own . . . your knowledge of
a foreign language should
be carried to the level
where you cannot only
speak it freely but also read
its literature fluently."
Third: An educated man
should seek historical per
spective on his own time by
studying the older civiliza
tions from which our own
has developed. You should
not leave college without
having studied the history,
art, music, philosophy, reli
gion, or literature of the
ancient world or the middle
ages .... Ideally you
should study the rt, arti
facts, and ideas both of the
modern and of the ancient
A man should not
consider himself educated
today unless he has an un
derstanding of the m a t h e
matics that underlies many
of the basic fields of r' ' r.
Mathematics is not omy
necessary for an un 'er
standing of most subjects in
the natural and social sci
ences, but it proves a use
ful tool in some of the hu
manities. (Mathematics study at
Yale is not limited to the
mathematics department,
but is also in the depart
ments of statistics, industri
al administration, engineer
ing and applied science,
and even in philosophy, psy
chology, economics, and po
litical science.)
Fifth: While studying
mathematics or even mas
tering the initial mathema
tical skills, you should be
come acquainted with at
least one of the natural sci
ences ... As you should
couple the study of language
with the study of literature,
so you should couple mathe
matics with the sciences.
Sixth: Finally, to under
stand the duties and prob
lems facing you as a human
being among other human
beings, you should become
familiar with at least one of
the social sciences.
Mike Kirkman, business manager
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fen dtKiire
Sorry About That!
Being a compendium of farce, humor and
comment, selected arbitrarily by the Edi
tor .. .
I am voting this year! You bet. No
more apathetic Cribbing as miriads of
voters go to the polls bright-eyed, enthu
siastic, and well-informed. Yes, this year
my vote shall make or break many an
optimistic hopeful.
But how to do it? How do I become
a fully-informed, opinionated, campus
conscious Senate elector? Simple! 1 will
sample the opinions of all the well-informed,
election-ready, hardened and hear
ty voters on campus, and . . . VOILA!
The STOHLMAX SENATE SIMPLE
SAMPLER, or How To Succeed in Elect
ing Student Leaders To Offices Of Politi
cal Responsibility Without Really Know
ing What Their Platforms Are.
Now, after several hectic minutes of
sampling the minds of student voters, I
have discovered those sure-fire methods
of choosing the right candidate for the
job which will allow me to vote respon
sibly. For the benefit of those of you
who would like to do the same, I have
taken the liberty of printing them here.
1) Count Each Candidate's Posters
this may take time but it proves two
things: a. the candidate has enough in
terest in the job to get his picture in
front of prospective constituents, and b.
his friends have kept other candidates
from tearing them down. If a guy has
this many friends, he will probably get
elected. Tip: Go with a winner; vote for
the candidate with the most posters.
2) Watch For Incumbents if the guy
has been elected once, chances are that
somebody voted for him (and, barring
graduation and the draft,) the same vot
ers will go for him again. Tip: if there
is an incumbent, don't rock the boat . . .
vote him in again.
3) See Who The Parties Are Support
ing (this is especially important if there
is no incumbent say for executive posi
tions). A vigorous party machine should
indicate vigorous candidates. Tip: Vote
for the party that demonstrates activity
(or actively demonstrates). Don't be con
fused by issues.
4) Look For Facial Expressions if
you never see candidates in person, at
least check their poster pictures. A good
voter will look for a face that bespeaks
intelligence, sincerity, and cool calcula
tion. Tip: Vote for a Frown (a smile may
be your umbrella, but many a grinning
idiot has wilted in the Senatorial spot
light). If we voters, after studying each can
didate in relation to the four points of
the Stohlman Simple Sampler fail to elect
the finest ASUN ever, I'm Sorry About
That!
FODX'S FACTS
By GALE POKORN'Y
Z Eeing what I consider, or
at least hope, a typical Uni
"versity student, I find rny--eelf
once again a victim of
rtbat o 1 d college axiom,
1; "Never do today what
Cisn't due til tomorrow."
Z If you are able to ration
alize putting off that term
; paper for yet another hour,
-then you can surely figure
tout a way to put it off for
. another day. If you can put
At aside for another day,
2then you can ignore it for
another week, especially if
that week happens to con
stitute Easter vacation.
- I checked out and packed
tup at least half the books in
; Love library before vacation
I started and took every one
home with me with only the
most admirable and honest
intentions, namely that I
Mould read the majority of
them and utilize them in the
writing of the one hundred
and three term papers that
all happened to be due last
Monday morning.
On the way home, I hap
pened to stop at a red light
in one of the towns I had to
pati through and while I
was sitting there waiting the
half hour that it required
for the light to turn green,
a little, old, bespectacled
grandmother opened the
rear door of my car and
started thumbing through
my collection of borrowed
books.
I just sat there awhile
watching her and finally
asked her what she was
doing. She gave me a per
turbed, "don't bother me
sonny" look, and replied
that she was looking for a
copy of the latest Betty
Crocker thriller on cooking.
As it turned out, she had
mistaken me for driving a
mobile lending library car.
As I think back now, I
had other problems with all
those books- When I was
carrying them out to my car
by the armloads and stow
ing them for the homeward
journey, I noticed that sev
eral people looked at me
rather strangely and shook
their heads.
Some even crossed the
street so they could avoid
having to meet me with my
pile of smelly pooks. They
must have taken me for
the Mad Reader or some
body. Once I got home, I moved
the whole assortment of
books up to my room and
carefully sorted them ac
cording to subject. I figured
it was probably the least I
could do. As it turned out,
it WAS the least I did do.
From that hour on, t p un
til last Sunday (when I re
packed them for the Lin
coln exodus), I never
touched them. In fact, I
seldom even saw them, al
ways being careful to avert
my eyes whenever I was at
home and in my room (sel
dom). I must confess, however,
that toward the end of vaca
tion, I was frightened sev
eral times in the middle of
the night and I flicked on
the light on more than one
occasion and just looked at
the piles of books around
the room to make sure that
they were still just stand
ing there motionless.
I had been having night
mares about them all sneak
ing up around my bed and
falling on me and burying
me alive. But they didn't.
They were perfectly in
tact and well-behaved to
last Monday moming when
I backed up my car to the
north entrance to the library
and turned them all in while
the lady behind the desk
just stood there beaming
and commenting about
what a joy it was to see an
industrious student so dedi
cated to learning that he
would read all those books
over his vacation.
I just smiled and said,
"Yeah." Why ruin it for everybody?
By Doug Hirsch
The Daily lowan
Does the nut behind the
wheel or the wheel behind
the nut need adjusting?
Auto manufacturers and
senators debated the ques
tion in last week's Senate
safety sub-committee hear
ings and the result was
possible government control
of auto safety standards.
Auto manufacturers
wanted to scratch the sec
tion of President Lyndon B.
Johnson's new highway and
traffic safety bill that would
give the new Transporta
tion Department "discre
tionary" powers to set car
safety standards.
The manufacturers want
ed to create a joint com
mittee of manufacturers to
solve the problems. They
said the government could
step in after six months if
"they didn't succeed."
Senators then a.sked why
such a committee has not
been set up before. When
the manufacturers replied
they feared a violation of
federal antitrust laws, the
attorney general's office
quickly replied that such a
committee would be kgal.
Senators then struck
back, uggesting that an
amendment should be In
cluded in the highway and
traffic bill that would give
the secretary of commerce
"mandatory" powers to fix
auto safety standards.
The senators' urgency to
get something done about
the mounting toll of high
way deaths reflects a na
tionwide anxiety to do some
thing about auto safety.
Unfortunately, the public
Is too quick to blame one
source of the problem the
manufacturers.
However, if traffic death
are to be throttled, there
needs to be a tough govern
mental policy plus a safety
education program for the
public. Governmental de
crees must be slapped on
manufacturers to reverse
the manufacturer's idea
that safety doesn't sell.
Safety will sell if only the
public is made aware of the
advantages of safety de
vices. Perhaps manufacturers
could have their joint com
mittee and use it to edu
cate the public about the
merits of car safety. Cars
can be both beautiful
and safe. The Italians
proved that when they
brought a car to Washington
that combined beauty and
safety.
State and local traffic de
partments could also inform
the public about the merits
of auto safety devices.
But the nut is perhaps the
hardest to cure. Seat belts
can be ordered for all cars,
but the number of people
who wear them is another
matter. We hope that a by
product of the education
campaign would be an in
creased responsibility to
use the safety features.
Better use should also be
made of court classes for
persons convicted of traf
fic offenses.
There is no single villian.
But a great effort by the
manufacturers could cer
tainly help citizens realize
that they should join in to
cure the nut behind the
wheel.
(Just Slightly Korrcct)
It looks as if some conces
sion has been made to t h e
Chi Phi's by IFC in the ZBT
case. Isn't it really necessary
for any student group to plan
ahead . . . ?
Radio Attack in Error
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Another Viewpoint
I The Nut and the Wheel 1
Dear Editor,
During spring vacation a local radio station, KLIN
broadcast an editorial wherein Carl Davidson was del
nounced as the University leader of an unkempt band of
radical youth. More pertinently, they proclaimed it to be
an outrage that he is allowed to teach at the University,
to misguide the youth of the state.
I might suggest first of all that it is an untenable
promise which intimates that cleanlinesss and intellect br
morality are parts of the same pod. It is an equally neat
bit of nonsense that unruly hair or beards becloud reason,
ing In the sudsed up society in which we dwell a rough
exterior may detract from persuasiveness, but it shotfli
not prejudice the facit of utterance.
Even considering the KLIN conclusion to be based
solely on Mr. Davidson's political stance, it wallows deep,
ly in grievous error, a lowly monument to the radical lack
of thought it professes to denounce.
Mr. Davidson may be quitie wrong. I think he is and
offered my opinion in this column last fall. But to deny
him his teaching position because of his thoughts is to
deny him the right to those views.
I hold my own beliefs rather dearly and -am not pre
pared to deny him his. Nor, I feel, should KLIN have its
license withdrawn because Mr. Davidson disagrees with
it.
As Voltaire more eloquently put it in an earlier forum,
I cannot in good conscience agree with his statements,
but I will defend to the death his right to make them.
All in all, I think Carl Davidson has been good for
the University. Winds of dissent force one to more se
curely anchor one's own beliefs, or to become aware of
the range of the problem and re-evaluate it.
Finally, it must never be forgotten that a first pre
mise of democracy is fuE exposure to all ideas. It rests
on the belief that all propositions should be accepted or
rejected in the marketplace of the societal mind, rather
than by any arbitrary authority.
This conviction has served the nation well in the past,
and should not be lightly regarded today.
Larry L. Greenwald
Student Tribunal's Purpose
Dear Editor,
Student disciplinary problems at the University are
the primary concern of the Student Tribunal.
Since 1958, the Tribunal has served as a peer group
intermediary between the student body and the adminis
tration in its disciplinary capacity.
The majority of Nebraska students are unfamiliar
with the work of the Tribunal. The purpose of this letter
is to briefly define its need, its role, and its accomplish
mentsthereby, hopefully, encouraging interested, quali
fied students to interview for the six positions to be filled
this Saturday.
The variety of disciplinary problems in an institution
of this size is unlimited. They concern not only violations
of the code of conduct set down by the Board of Regents,
but extend to student violation of municipal and state laws.
The Tribunal is confronted with the difficult task of
dealing with each individual problem on its own merits,
taking into consideration the extent the violation reflects
on the University community as a whole and whether "the
individual is ready and willing to accept his responsibili
ties as a member of this community.
Cases of fraud, theft, forgery, assault and battery,
breeches in the academic code, negligence and irrespon
sibility are heard with a minimum of reference to dispo
sition of similar cases in the past.
Cases such as minor in posssession, hit-and-run, bad
checks and destruction of University property, as they fit
into the categories above, are referred to the Tribunal by
the Dean of Student Affairs.
Because of the volume of disciplinary situations, only
cases involving repeat offenders, serious first offenses, or
cases where suspension is a possible recommendation are
referred to the Tribunal.
Our role as peer judges is more than one of recom
mendation. Perhaps more significant is the role of creat
ing or rousing an awareness in the individual offender
of his responsibilities as a studnet, a citizen, and an adult.
The Administration values the Tribunal's analysis and
subsequent recommendation in cases, because its mem
bers are a part of the student community and as such
atuned to current values and ideas relative to student life.
It is hoped that summary disposition or possible harsh
treatment of breeches of conduct are prevented through
this impartial, objective, and careful board of students.
So that students can be assured that this vital forum
for student problems continues, it is the currrent Tribunal's
hope that capable, interested students, desiring to serve
theii University in a unique and meaningful way, will
apply.
The Student Tribunal
Karen Johnson, Chairman
Hal Daub, Law Advisor
Support for Nazi Film
Dear Editor,
Monday afternoon and evening saw the Shelton audi-
niui aiuueius ana iacuiry ooserving me ivaa
propaganda film "Triumph of the Will." In addition, some
had to be turned away.
Interest such as that shown here is highly gratifying
to those who endeavored to bring the film to the Sheldon
Gallery. Without the support of the director of Sheldon,
Mr. Geske, and his fine staff, it would have been im
possible to bring the film here.
Moreover, the excellent attendance at the afternoon
showing of the film necessitated an evening showing. This
fine attendance can be attributed to the general campus
support and especially to the fine support shown by the
Department of History and the Department of German.
On behalf of all those concerned with the film, we
would like to thank everyone who showed an interest in
this film.
Ron Watson
Dave Cake
Dr. Hall 'Great'
Dear Editor,
As a journalism student, I would like to add a few
comments to Wednesday's editorial about Dr. Hall. :
f I dont have a whole lot to say except that
uJ F i au frcsnma". " was very hard for me to
understand how he could be so interested in me (he even
knew my name) when he is so terrifically busy. ''
Miic ?CT 1 hauve felt dis"raged In my work in Jour
?ii aIwai8 have known that 1 could go to Dr. Hall
and tell him the truth about how I felt. And he always
tarv'.eZ e'n.spite of Phone interruptions, secre-
J I meH1iC!i' etc- - to deal squarely with my problems
and give me some straight-foreward advice. Or a sympa
thetic ear, if that's what I needed
Statl Th;Wanl m Wish him the best of luck at Ohi0
lit him , ly won 1 realize how lucky they are to
?wna S 8 f7 years from now. when their school
h JZZl 1 m kcVome 01 the gains that Nebraska
has made in the past ten years under Hall.
TknnwfhM DrIIa11 as a" adviser and a friend. And
outs de the School of Journalism have for Dr. Hall is
?auseyh,WrranntedvJle.i8 a reaI Jnalism educator, be
Mnerti J m thc ir"Prtan of not only professional
expertise, but also academic excellence.
I wi.,h him well.
A journalism student
.T -
r 1 V.