Image provided by: University of Nebraska-Lincoln Libraries, Lincoln, NE
About The daily Nebraskan. ([Lincoln, Neb.) 1901-current | View Entire Issue (April 20, 1956)
.i V 3 - I V' i "iJ Poqe 1 THE NEBRASKAN Fridoy, April 70. 1956 Ncbraskan Editorials: IITUI MAN ON CAMPUS by Dick Bibler Oof Vanishing Chairmen The resignation of Dr. William F. Swindler, (director of the School of Journalism, is the sec ond instance of a department-level professor leaving his post this week. The first, that of the replacement of'C. Clyde, Mitchell as head of the Ag Economics Depart ment, came because the College of Agriculture believed the research activities of the depart ment could be expanded under another chair man. Dr. Swindler's resignation, which had been formulating for some months, came because of "incompatible differences of opinion." Appar ently, Dr. Swindler and those to whom he ad dressed his suggestions for the administration of the school did not agree. Thus, both the replacement of Dr. Mitchell and the resignation of Dr. Swindler occurred because the University believed their particular functions could be rendered better by other men unnamed and apparently not yet chosen. The Ag Economics Department under Dr. Mitchell seems not to have done the things the University would have liked it to do. Dr. Swindler's idea of how the school of journalism should be run did not agree with the idea's of his peers. The important question is, however, whether or not these disagreements came from the Univer sity, or from pressures and influences outside of what is regularly considered the University community. If this is the case, the resignation of one man nd the replacement of another step beyond the plane of regular administrative functions. Dr. Swindler, in his "Upper Chamber" column in today's Nebraskan, pointed out five develop ments he wanted integrated into the school of journalism. Two of them were employed in the school, although one was used only temporarily. Of Dr. Swindler's ideas, the development of radio - journalism and television journalism through the Department of Speech were achieved. A plan for using The Nebraskan as a lab device for journalism students was put into operation for a few years, then abandoned. These ideas may or may not have worked, but in essence they would have broadened the scope of the school, perhaps drawing in more in terest in journalism. Whatever their worth, they were rejected, and Dr. Swindler could not run his school the way he wanted it to be run. He was prevented from this by edicts from above. Just where this "above" lies is not clear. Were the recent replacement and resignation based on the University's attempt to improve its academic functions in these two areas? If that is so, then the replacement of these two men is purely a matter of finding two others seemingly better qualified. Or, as Dr. Swindler's resignation and his Upper Chamber suggest, is it a case of pressures outside the University? Is it another instance where the Administra tion has been unable to resist such pressure? The strength of academic freedom at this University lies in the answer to these two ques tions. F.T.D. Y0U HAVE USED TH' FIRST 10 MINUTES -40TOG0 Russian Threat U.S. Should Em Trade, Not Do ohasize lar Aid By JOHN HEECKT With recent overtures of Rus sian assistance to West Europe still ringing in their ears, per haps the statesmen of this great nation will put aside public pres sures for a bit of conscientious reappraisal of our own policy con cerning aid to this area. Certainly, with the wolves knock ing at the very door of the citadel of Western power, there could be no more propitious time for this appraisal. The Russians have struck at the heart of the difficulties encountered in putting Western Europe on a sound economic footing; that is the lack of dollars with which to but the necessary materials re quired to build industry and car ry out trade. They recognizing this tremen dous deficiency, have offered trade and assistance to these nations, but only on a ruble basis. If Western businessment take the Russian offer, it should come government; and it is probably as no surprise to the American W . . . 'Preserved By Nothing Less' This is true liberty, when free-born men, Having to advise the public, may speak free, Which he who can, and will, de serves high praise; Who neither can, nor will, may hold his peace; What can be justcr in a state than this? Euripedes, Suppliants A amusing bit of nonsense were it not so seri oushas come to the attention of The Nebraskan. The Thursday World Herald, in a lead editor ial, allied what they call "the pink flag" of the American Association of University Profes sors to the fact that the association lost four thousand members in the past year. The reason, the Herald continues, is that "... at least four thousand faculty men and women cannot stomach the position taken by those whs speak for the association." The Nebraskan doubts that the Herald talked with anyone who attended the convention in St. Louis or even read the wire dispatches con cerning the convention. First of all, in talking with the local AAUP delegate, the Nebraskan learned that the drop in membership lists was not due to any lack of interest in the organization. It was simply be cause the national executive secretary died and in transferring the membership lists the rolls were somehow not kept up to date. Secondly, Nebraska's delegate reported that (1) the convention some weeks ago was nearly twice as big as it has ever been; (2) the people attending were almost twice the number expect ed; (3) almost everyone stayed at the convention and "attended to business;" (4) the interest and vigor of the delegates was at an all-time high, ' and (5) a sizable increase in AAUP membership is expected in the coming year. But far more serious than grossly misrepre senting the facts of the AAUP convention, the Herald has badly challenged the principles of academic freedom upon which the AAUP and every university stands. It encourages, by direct implication, the valid ity of witch hunts, the elastic inference, the doctrine of guilt by association, the innuendo, the trial by press, radio and special interest groups. And in so doing the Herald editorial has ne glected the dignity of the individual, his right to speak freely and his protection in the philos ophy of academic freedom. A faith in academic freedom is the abiding faith that democracy and the principles which sustain it have the necessary momentum to perpetuate themselves. It is the simple realization that a great uni versity and a free society thrive on creative diversity and wither on coerced conformity. Implicit is the necessity to explore all possi bilities, consider all objectives, apply all pos sible tests, search through error for truth and express postulates which do not have common acceptance. Today, when it is all too evident that the Uni versity of Nebraska is weakening to pressures outstate, when it is all too apparent that the University is unduly sympathizing with Nebraska political factions, when it is all to obvious that the University is not only discouraging the more liberal approach of its faculty members but even more seriously failing to support those pro fessors who have the guts to express their opin ions freely, it becomes imperative that students and faculty alike understand and appreciate the principles of academic freedom which protect our University. The principles of democracy, the standards of academic freedom, the fundaments of a uni versity and the University of Nebraska were established by resourceful men of courage. They will be preserved by nothing less. B. B. The Upper Chamber uinifiioini Of SshoOi To Chai Worthwhile Entertainment University students and Lincoln citizens will find a delightful evening of entertainment by attending the Kosmet Klub's Spring Show, "Kiss Me Kate." This year's Kosmet Klub show is an outstand ing production. The show looks good and the members of the cast have spent many hours practicing to give this campus a musical pro duction to rival the original show on Broadway. This show is truly an all-University production s the entire cast, actors, dancers and chorus members are associated with this campus. Un dergraduates, graduates and faculty members re involved in the production, the purpose of which is to provide University students with some good entertainment at a reasonable price. In spite of fraternity and sorority formals and a production sponsored by outside interests dur ing the KK show's run, ticket sales are going well. Many students realize tha. University pro ductions are often superior to outside enter tainment. It is also quite amazing many times to consider the wealth of talent on this campui that is exhibited only at shows of this type, It must also be emphasized that this spring show is not a "money-making scheme." Actual ly the spring show in itself is a financial loss. "Kiss Me Kate" will be financed largely by the receipts from last fall's KK show. In other words, Kosmet Klub feels that this University needs such a show as they are pre senting and their sole purpbse is to provide an evening of outstanding entertainment. Every person who attends "Kiss Me Kate" will be do ing himself a favor. B. S. An Educational Experience April 26 and 27 has been scheduled for the 44th annual Engineers Week, a series of events only vaguely familiar to the average University student. Perhaps the 'most interesting phase df the events to the non-scientific student will be the exhibits on display during the college's open house. Displays usually include such interesting items as color television, electronic-eye devices and other contrivances of the science world for the benefit of the average citizen. In this increasingly scientific world, it is im possible to disregard science as a factor in everyone's life. Or to regard it as something which makes school uncomfortable and will go ' a wsy in time. E-Week is designed to let the average citizen set what science at large is accomplishing in 'some areas and what the University School of Engineering and Architecture is accomplishing in particular. It is wise of the E-Week planners to arrange a public showing of what is going on in these mysterious laboratories in Ferguson, Brace and Avery which are so often filled with smoke, rancid odors snd myriad strange-looking wires. Such things as E-Week are excellent public relations opportunities for the University. It shows that students are being trained for voca tions in the University and do not exist in a Heidelbergian haze. E-Week is also an educational experience for students interested enough to attend some of tjbe events. The average student will not under stand all the exhibits' construction or uses, but they will probably gain a glimmering of under standing. If enough students attend, science might not seem so divorced from the reality of every-day life. J.B. Tho No hraskan FIFTY-FIVE YEARS OLD Etr im mu m mm i wfm in Umber: 'AeaocUteiCoflerfatt Press sbk' "n" ,M rt " latercoliegiate Press EDITORIAL STAFF mmfegrn Kattoiwl Adrcrtlafnf Service, wn .... , . W ts , , ., , Mttn, Editor Sun 4rfn XVL&e4 ts Eom 20, Student Union Mmn K((r II(,y ,, iith ft R oort f.AHtn Mm Kiwittmt ... .. , ., . , nt Kfllo .. Ron Cook, Hrnk, Barh Mbrp, i r.; vttK.iy f Nebraska Mrttn Hvin. Lturofs, Nebraska t mh wiirr im K.-.j.i,, t Tut,, nlnri1 a nit Mr HI v r.mtor DHriu llrbrk . Wl .r, '" srnu,m Hlaff Wrltrr. ... .(Unify y,-ha. WH Wow, . i. ol hr l..trlt Nrbn..fc n. Ir, ,, .,.lt. M.ri.m., Tfint-.iMI. (J.r. ... ..1 in. I on.ii.ui on '; ,, B.. Mir,,. I.I.I, rtr,mr, Ji ,,n. . .v . , rrs -im nt .lMin, PllMli-wtlmi. ltrtr ..in IIm s.ittcimjmHrw on Mndnt rul.ll- rtctTr'a tTirv . .ii i irrr rmm rdUonal rcrtiiii t! nuMidls: Blnrr , , , . ,,r .,t!'. m f ttM. jmrt of n nvmhrr ..u uanKr vt. , ,.lvrr.i Ih nwrnnrr. nf llu t B'itnr. Mnrr, Mirk Hrtt. Hill Krdwrll, , .. nnwwiii fr h.t 'hr, ;nnio Hrt, linn HnU ft - ttt tm (.nnUMl. I (,rnjr , lnft, .... ClrruiHtMn Man ................. Blrhur MrdH - Courtesy Lincoln Star By DR. WILLIAM F. SWINDLER (Eds. Note.) Today's Chal lenge was written by Dr. Wil liam F. Swindler, Director of the School of Journalism. Dr. Swind ler's resignation as Director was released Thursday. This spring will complete my ten-year record as director of the School of Journalism, and since this period covers the development of the school since the second World War it represents a rather logical frame of reference for the following remarks. The chronic shorthandedness of our staff only four years out of the decade have seen us at full strength and the steady turnover in personnel due to budget inade quacies has handicapped this en terprise, but by the spring of 1955 we felt that we had worked out a concept of professional education which is sound and forward-looking. If competnent educators and practitioners find it so, I person ally shall feel that the decade has been well spent. This program deals what I con sider to be the two fundamental contradictions of most liberal edu cation as it now operates. First, there is the theory that certain elements are essential to a broad humanitarian learning (language and literature; natural and physical science; symbolic rea soning represented in mathemat ics and logic; the arts, music and the theater; the economic, social and political activities of society, in both their historical and con temporary setting). This is contradicted by the prac tice of permitting students to by pass much of this presumably es sential subject-matter by the elec tive system. It is a contradiction because, If these Ingredients are needed for a complete liberal education and I am convinced that they are a system which permits by-pas sing any of them operates to pre vent the education from being com plete. Second is the assumption that, by taking specific courses in these areas, a liberal education will re sult. That is, from the study of mathematics, say, an understand ing of the processes of recognizing abstract relationships will be ac quired. The contradiction lies in the gen erally recognized fact that the first course in any of these sub jects almost never does that in stead it aims at preparing the student for the second course in the subject, and presumably for a major in the subject. We are aware of the argument that it is necessary to begin on a small scale and let the student's understanding grow with the ad dition courses; our extensive reading and discussion with many educators in many fields, how ever, convinced us that in all too many instances the subject be gins with a limited view which be comes progressively narrower and more specialized in succeed ing courses. To d(vise a curriculum which would attempt to resolve those two dilemmas thus became our major problem. We agreed at the outset that the solution did not lie In the substitution of so-called "survey" courses even assum ing that such courses could be got ten Into the University curricu lum. What was manifestly needed was not to try to do away with still more of a core of requirements which had already been relnxed excessively, but to add to the mini mum requirements of the college granting the degree (journalism majors may be taken through Ag riculture, Arts and Science, or Business Administration) new re quirements tied to the Professional Certificate over which the school itself had jurisdiction. This is the rather lengthy ex planation of how we arrived ot the reorganized certificate program last spring Without going into further detail, It is enough to say that the re vised curriculum seeks to cover, through a program of directed readings, basic materials in the subject-matter fields which may have been by-passed by the elec tive system, and also to supply the broader view of the subject which is presumed, but not real ized, in many specific courses ac tually taken in these fields. Another way In which the school has tried to effectuate a genuinely broad education for its journalists has b e en through the "senior seminar," which seeks to tie to gether many fields of activity scientific, philosophical, artistic, literary, political, economic in the United States of the twentieth century as background to the news of the present. This, then, is what we have been about, in the main, during the post war decade. Lest it sound unduly esoteric, may I add that we have simultaneously devoted ourselves to the practical problems of apply ing this general educational back ground to the everyday process of journalism. Inasmuch as it was recognized at the outset that a full-scale lab oratory approach to journalism teaching such as the Univer sity of Missouri has so successful ly accomplished, for example was an economic impossibility at the University of Nebraska; we had to see that our students got their practical experience outside of the school. This led to our practice of sys tematically steering students into jobs on local newspapers, rad io stations, advertising depart ments, etc. while they were in school, or arranging whenever pos sible for them to take summer work out in the state. This obviously has its limita tions not everyone can be guar anteed a job, for example, nor can everyone be compelled to take one for the experience. Most im portant, it is not possible to cor relate this work with classroom study.. But It is decidedly better than nothing and nothing is what H will be if we wait for the $250,000 original capital out lay and the $100,000 annual bud get which would be needed to duplicate the Missouri system. There have been some specific opportunities for further develop ment of the practical training of the school, however, which our faculty recognized at the outset. For the record, I should like to submit these for the attention of any whom it may concern, viz.: 1. In 1948 and again in 1954 our faculty prepared a plan for more effective utilization of The Nebras-" kan as a laboratory device for journalism and advertising-management students. 2. In 1948 and again in 1955 it was formally recommended that the University's offerings in ad vertising be incorporated more definitely into the curriculum of the School of Journalism. 3. In 1948, in close and friendly cooperation with the Department of Speech, the work in radio-journalism was reorganized; and in 1954 when the University went into television, this working arrange ment was extended to that new medium of journalism. Tp thcue three items of prac tical Journalistic training, two others should be mentioned be cause our faculty has consiKtent ly advocated that action be taken upon them. 4. In 1947 and again in 1952 the school requested that it be given permission to develop a program of field work with the newspapers of the state. It has always been our position as a faculty that this is important and has been neglect ed to the detriment of the school because no encouragement or fi nancial support for the idea was forthcoming. 5. In 1948 and on two subsequent occasions during the decade our faculty made formal request for permission to develop a graduate program partly because a sig nificant number of students from our own campus and from other 1 institutions seemed to want it, and more importantly because we be- i lieve that in a university commun ity a graduate program offers in dividual faculty members an im portant intellectual stimulus and research opportunities. I suppose that my reason for intruding upon Nebraskan readers with these five items of agenda which have not been acted upon except in the case of radio and television journalism " is that these are the obvious areas which need development in this school, and it is human nature not to want to be charged with failure to recog nize that these need development when in fact we did recognize them, recommended action and proposed specific plans, and got no authorization to proceed. Finally, in the present temper of the community, I feel im pelled to make this summary statement of the guiding princi ple of journalism education dur ing my tenure as director: The essential purpose of an in stitution of higher learning, and necessarily of a curriculum in journalism, is to hold out to its students the challenge of new ideas. This means getting students to look critically at orthodox con cepts and practices not from the premise that they are bad be cause they are long-accepted, but that they are good only if they can stand continual reexamination. Since journalism education, like journalism practice, depends upon a continual rotation of emphasis upon the news media themselves, the news and the background of news, the prevalence of orthodoxy and the opportunity for challenge is everywhere manifest. I liave been perfectly aware that such a philosophy will stir things up. That, I take it, is the function of education, in the final analysis. I am also convinced that it is the soundest way to whet the in tellectual powers of the educated journalist and prepare him for a useful career. If this philosophy is correct, there can be no compromising with something less, whether it is urged by one interest or another among the many which continual ly press upon t h e independent thinker. expected by the leading American economists. This group of economists has claimed since the beginnings of American aid that the only real solution for the recovery of these countries is in the trade they ask for, not in the aid we give them. For in order for these countries to rise to what we consider a de cent living standard, they must be able to specialize; in order to spe cialize they must be able to sell their products abroad, enabling them to buy the things they do not produce and in turn supply West Europe with buying power and cap ital to pay debts; these two coun tries are the United States and Rus sia. We have consistently refused, through our tariff legislation, to trade with these countries on an anywhere near reasonable basis. We have instead granted them huge sums of money which gen erally was of no permanent value to their overall gain in the living standards, served merely to an tagonize them and cost the in dividuals of this nation billions of dollars that need not have been spent. We are at present preparing to devote another five billion of thess dollars to the same futile cause. Why not save the tax payers of the country about $4,000,000,000 of this amount and give that much trade to the Western European countries? Perhaps the one big reason is that American business interests have long coerced the government from following this logical policy. It appears that the day of tha shrewd Yankee Trader has pas sed and now our business depends not on men who know how to meet competition, but men who actual ly fear it. The Portfolio It seems surprising that even though the Randall Commission and many private surveys hava indicated the only real harm from foreign trade would be the stifling of industries in this country that have never been a profitable part of its economy, and that only ex isted because of the lack of compe tition the United States will not allow foreign trade of any degree, but has actually hampered it mora through the Republican amend ments of the Reciprocal Trade Agreements Act which was out one contributing to the ending of inter national trade barriers. U. S. foreign policy has long been a subject of scathing attacks, not only by foreign observers with hundreds of years experience in making foreign policy, but also by the most renowned political sci entists in this country and a good many of the permanent members of the foreign service. This type of illogical, wasteful and inaffective policies, such as the one concerning foreign aid, may indicate the reason why. it happened at nu A young University coed was skillfully applying her knowledge of botany in a lab project. Her particular work involved the growing of certain plants, watch ing their development and record ing their growth. Her professor helped her get the plants started, and watched her keep careful records. She seemed to be getting along well, and pro- fessed a keen interest in her work. When the project was completed. the professor asked the coed a few questions involving the struc ture of the plant, and the use of the various Darts. Finallv. h asked her where the seeds came from that made the plant grow. "From a bottle," she answered. Nebraskan Letterip Blow To Liberal Views on the part of To the Editors: November 21, 1953, was the day which seemed to close the con troversy between Regent J. Leroy Welsh and our colleague C. Clyde Mitchell. At that date the principles of academic freedom had been en dorsed by the Board of Regents in a splendid statement which was submitted to them by Dean W. V. Lambert: "The men and women se lected by this university, as a part of the structure of high er education, are chosen for their proficiency, their expert nrss, In various fields. "By virtue of their training and scholarly endowments they must be assured of and are expected to understand both the rights and responsi bilities of their positions, In cluding these: "1. The full right to speak as citizen. "2. The responsibilities of ci tizenship. "3. The right, as a profes sional person, to freedom in research and to publication of the results thereof, limited only by the precepts of scholarship and faithful performance of other academic responsibil ities. "4. The right as a profes sional person, to free and thorough expression In the rlaiwrooni. "The right to uphold, to dl-c-iiks and dissent are the moral fiber of America's greutneit. They are likewise the strength of a great university. If we want to understand the working of a true democracy, we have to read the history of this excellent move the University. We have to realize that a candid discussion of the economic aspects of the controversy, and of the prin ciples of academic freedom in. volved in the controversy, by everyone concerned and in par ticular by the student body with Ken Rystrom and Ruth Raymond as Nebraskan editors led to such a constructive and positive solution. Indeed it would be somewhat dif ficult to suggest that the 195B move of the University, relieving him as chairman of the agricul ture department, should have nothing to do with the issue of academic freedom in 1953. And anyone who has participat ed in seminars in the department of agricultural economics will realize that the demotion of Clyde Mitchell will be a great blow to the University and the state of Ne braska. The University of Nebraska has suffered a severe blow as the dis cussion of liberal views may be looked upon as a possible CBuse for recrimination. There remains the distinct pos sibility that such kinds of con- ' formity may tend to pattern it self into other departments and col leges. We have great faith in our col leagues, in our student body and in Bruce Brugmann as editor of The Nebraskan. They have can didly discussed the issues involved. It is our genuine hope that Clyde Mitchell will return to Nebraska and help us with his advice, lead ership and concern with the vital issue! of our state and University. DR. HERBERT JKHLE Profewior of Phynics t t. 1 ,t.
