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About The daily Nebraskan. ([Lincoln, Neb.) 1901-current | View Entire Issue (Dec. 13, 1965)
Campus Opinion Don't Starve Us I at A sr- ?. M Marilyn Hoegemeyer, editor Mike Jeffrey, business manager Page 2 Monday, Dec. 13, 1965 Plans Disappoint It was disappointing to hear that there are no plans for student-professor, conference-discussion rooms in the classroom buildings to be constructed in the near future at the University. A. C. Breckenridge, vice chancellor and dean of facul ties, explained that the school just could not afford the space or the money to include the Student Senate proposed conference roms. STILL, THE UNIVERSITY has plans for increasing the housing for on-oarmpus students. Breckenridge proposed several multi-level dormitories that are certain to be con structed in the near future. While we realize that many parents would not send "our boy Johnny" or 17-year-old Mary to the University if they were not assured their college kid would be properly looked after in a campus dorm, we also believe it is ridiculous to expect that the University can continue to provide enough on-campus housing for its growing enrollment. We question the urgency of University oficials to at tempt to build an Abel every year to provide campus hous ing for even a majority of students. IT WOULD SEEM MORE PLAUSIBLE and indeed more important to provide adequate classroom space first and then to add the conference areas which would provide a chance for a personal professor-student relationship which is Important and so neglected at our university. Off-campus housing has it drawbacks. But, In most cases it is less expensive than a dorm or house bill. And more and more students will discover the freedom and con venience of apartment living. More and more students will be willing to live off -campus. But, more and more students will also expect, perhaps even demand, that they have an opportunity to meet with a professor after lecture in a room with an informal atmos pherewhere ideas, arguments, philosophies can be dis cussed and where some real learnig can occur. Future building plans for the University might be practi calfor the pr-xtioners. For those who wish for the de velopment of a truly intellectual, simulating, UNIVERSITY atmosphere the "no plans" for the conference-discussion rooms is discouraging a blow below the belt. MARILYN HOEGEMEYER LITTLE MAN ON CAMPUS fW'-W I HS'LU NEVER MieS US ) v jfVggj VoNce HE causpou give am exam cm th Rfzsr uidrVuTSS r T- . . rv .. i'j iiffu h. '; i - r ' TJMP - I'LL 6ET YOU Daily Nebraskan TELEPHONE: 477-8711, Extensions 2588, 2589 and 2590. Member Associated Collegiate Press, National Ad vertising Service, Incorporated. Published at Room 51, Nebraska Union, Lincoln, Nebraska. Cater Mean clan matin ai ibt aoal afflca In Llncala. Nebraska, Oder (be act at Auul 4. 1912 Tbo O.lls Naftraskaa la wblUhaa Mandar. Wednndar. rburtdaa and Friday durlai ha arbaal rear, eirept anrtni vacation! and aiam periods, aladenli at Iba Ualversttr al Nebraska ander ibe turlsdii nan at tke Faculty Subeammittar aa gtudeot Pualieatloas Publications shall ae frea from eeasorsbla by tba Subcommittee or any parson outside tbe University. Blambara al tba Nebraaaan ara resoonslbla far ahat tbay cause to ba printed EDITORIAL STAFF Editor, MARILYN HdrOKMKVKEl maoartna editor, CAROLE RENO I pews adltar JOANNE STIIHI MANi sports editor, JIM HWARTZ; niehl newt editor. BOB WETHEREIXl senior stall writers, WAYNE KKHStHKHi Junior alaff writers, JULIE MORRIS, HTEVE JORDAN, JAN I1K1N, BltlK E GILES, RUTH HAdKDORN, BETH ROBHINMi East Campus reporter. JANE PALMER; sports assistant. DICK HOLM AN: eapy editors, POLLY RHYNOLDS, JACK TODD, JON KERkHOFF. BUSINESS STAFF Business msnarer, MIKE EFFERYi buslaess assistants, CONNIE RAS MIOSES, MIKE KIRKMANl clrculalioa manster, LYNN RATHJENl aubscrlp ilea ntaaaerrs, JIM BI'NTZ. JOHN RASMLfKN. BI'SIM-X OKH HOI Rd: 14 a as. Monday tbrouib Friday. atiksrriptiaa rales ara par semester ar M lar Iba aeademla year. THE SLIL1 l3i COUTIHEIITflLS LT"- WITH SLEEK coiicounsE STYLiflO V jr fjUAslArl I Bin I j J Sllieveit NEEDS IKONINO J 00(11 j A; . -f.. . . .'iiS. a u 'isry?ff tjrs Dear Editor: This school has closed some pretty important things. at some pretty ri diculous hours. I wasn't too terribly pleased when I found the library shutdown on week ends. I shrugged it off as bureaucracy that the whole administration building closed down at lunch time when many students have their only free time. BUT the final bit of Idio cy was that at 10:15 on a Sunday night one cannot buy even a coke in the Crib Fine. Deny us of learning, time to fill out forms, but starving us is too much. I object. Sweet Young Tiling Appreciate Stand OVERPASS STRUCTURE ... Is the solution to a llh Street problem at the State University of Iowa, Iowa City, The road passing under the overpass is four-lane U.S. 6. Woot Abeyt 14th itreet? It happens every day. Students take 20 dangerous steps across a main north-south city street. Cars honk. And some charge their way through the crowds. The street-14th. The drivers-irate. The University students nonchalant. The car-pedestrim problem has been discussed at length for several years. Proposals have been made. Noth ing has been done. Recently we were informed that Mayor Dean II. Pe tersen was held up while the light changed from red, to green three times as students formed a continuous flesh and bone wall which is difficult for even the massive American cars to penetrate Perhaps after Mayor Petersen's individual experience with the problem at 14th a plan will be formed and some thing WILL BE DONE. A LINCOLN RESIDENT provided us with the pic ture of the State University of Iowa's solution to a sim ilar problem. U.S. 6, a four-lane highway, is overpassed by a pedestrian walk located on the east edge of the campus. He included the following remarks: "It seems to me that some thought should be given to this solution for our problems here. It certainly makes better sense than to close three major north-south streets." Reference to closing "three major north-south streets" results from one proposal made which would be favored by most University students, faculty members and ad ministrators alike-that of closing 14th, 16th and 17th From most Lincoln tax-paying residents' point of view this solution would be inconvenient as well as very costly- BUT THE OVERPASS PROPOSAL, if implemented, might not be adequate. Fourteenth Street is not a U.S. Highway. It is simply a city street. And only 20 steps from curb to curb. An overpass would add an uphill, downhill climb and a distance which students accustomed to the curb to curb route might follow even if it were there looming in their path. Such is the case at Minnesota University where stu dents fail to use to overpass provided even though the avenue which passes through their University will soon become a four lane. A SOLUTION should be found for the 14th Street di lemma. An overpass might be less costly but perhaps not practical. We are encouraged that many are aware of the problem and are offering solutions. Meanwhile this morning students crossed 14th, Driv ers were agitated by the slowdown. Neither was partic ularly concerned with the other's point of view. It happens every day. MARILYN HOEGEMEYER Another Vievpoint . . . ersooa! Dear Editor: With all this talk about AWS and women's hours, I am happy to see that you have the guts to take a strong editorial position on a situation that badly war -rants the attention of the whole campus. I sincerely hope that Miss Whitney and her board members realize that the letters appearing in the Ne braskan voice the unhappi ness of the vast majority of University women, and that they will, soon, take some definite constructive action. Maybe Miss Whitney could tell the campus newspaper what, if any, changes are under consideration. Or does she feel that this might raise the hopes of Univer sity women, only to have a big disappointment follow? In any case, let me repeat that I, as well as most Uni versity women, appreciate your editorial stand on AWS and hours. Another Coed On Time... If time be of all things the most precious, wasting time must be the greatest prodigality, since lost time is never found again; and what we call time enough is always little enough. Let us then be up and doing, and doing to the pur pose; so by diligence shall we do more with less perplexity. Franklin romps in tell erience' Theory ectual Atmosphere Cheating Exposed (ACP) Should . cheaters be exposed and expelled? An education professor at North Texas State Univer sity, Denton recently ac cused one of his students of cheating, reports the CAM PUS CHAT. John M. Jones told his class he had evidence that one of them had cheated on a test. "I have had quite a bit of experience with this sort of thing and after sev eral years have come to the conslusion that it is best for all concerned if the teacher exposes the cheater before his classmates," he said. "IT'S A TERRIBLE THING TO DO," he con tinued, "but it makes the person involved think twice before doing such a thing again and should illustrate to the rest of the class the futility of trying to get away with cheating." Looking directly at a coed in the front row, he accused her and asked, "Well, what do you have to say for yourself?" "Mr. Jones .... I didn't do it," the coed replied ex citedly. "How can you ac cuse me of such a thing?" The professor insisted that she leave the room, report to the registrar's office, and drop the course. He opened the door and said "Good riddance" to her as she hur ried out. RETURNING TO T II E CLASS, he asked if he had done the wrong thing. Every hand was raised. Then he went outside and brought the accused student in. He told the students they had just witnessed an in cident prepared to illustrate how a class can be made to feel shock, surprise, embar rassment, and astonishment. The students were asked to write a paragraph on their reactions. In the par agraphs they wrote, most students said they felt the method was cruel and rude. They also agreed that open exposure would eliminate or reduce cheating. By Ed Schwartz New York University One of the major obstacles to the development of a spirit of intellectual community on college campuses is the widespread belief that education should be primarily a "personal experience: By this theory, the scholastic ideal is the ivory-tower intellectual the fellow you never see who becomes the valedictorian. We are urged to "find ourselves" through a process which evokes Images of the caterpillar emerging from his cocoon, ready to face the arduous tasks of the butterfly. And as we all know, co coons rarelv pet together to discuss common problems. ONCE THE THEORY is accepted, it becomes almost impossible to develop a program of extracurricular activities wedded to educational goals. The campus intel lectual withdrawn within himself, maintains social rela tions with only his professors and a few intelligent friends, and views with detached cynicism the frivolity of the undergraduate masses. The student government, the cam pus paper, the fraternities, and other institutions are all generally left to the devices of those for whom college is an uncomfortable intermission between high school and a job those who limit the scope of these activities to par ties, athletics, and an occasional skirmish with the ad ministrations over parental rules. THE INTELLECTUAL SAYS that activities are "Mick ey Mouse," which they are; the campus leader says that intellectuals are "apathetic," which they are. Each judges the other by the standards he expects of himself and of the school, and the two rarely get together. I am not a relativist on this question: on most cam puses, I would side with the intellectuals. I do believe that a student who enters a university should develop funde mental questions about himself, about his society and cul ture, and about his relationship to them, if he wants to derive greatest benefit from his education. I DISAGREE with the scholars, however, that such questions can be answered best in isolation either in the isolaton of a dorm room, pondering the eternal ver ities; or in the isolation of a large lecture hall, scrib bling pearls of wisdom from the man at the front. If learning by "experience" is a valid concept, the experience of community debate, through which a stu dent tests his ideas against those of the rest, should be as valuable as testing them against the marking system. The university which I would envision is one in which the sphere of curricular and extra-curricular activities would be the same one in which the intellectuals be come the community leaders of the school. How is such a transformation to be achieved? On some campuses, present student leaders those tired of the pro vincial attitudes and trivial programs which characterize most extra-curricular activities might sieze the inia tive. A student government representative might rise to suggest running a referendum on the Vietnam question; a campus editor might institute a book review column; a fraternity brother might invite a professor to the house for an afternoon of discussion and coffee these would be a few steps. BETTER STILL, leaders from various organizations might meet to coordinate educational programs in which all groups could participate. That would be a major step. At many schools, however, such initiative from pre sent student leadership cannot be expected. Those in pow er are too attuned to a tradition of extracurricular Bab bitry to change, They would fear proposals such as these, since they demand imagination of a kind which breeds discomfort in those who lack it. Their opposition to change would be assured. ON THESE CAMPUSES, the disfranchised intellectu als must organize. They should run candidates for elec tive office, while infiltrating the staff of the campus jour nals. If there are dormitory organizations, they should trv to control those, too. No extra-curricular organization of the school should be beyond transformation, The know nothings should be voted out; the creative should come in. IN ORDER FOR such a transformation to take place, however, campus intellectuals throughout the country must decide that the Utopian "community of scholars" is a goal worth attaining. Individual development at base may be a "personal experience," but it will proceed best oniy in a university which honors thought in every institution. Otherwise, we might as well be watching educational television. 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