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
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TJMP - I'LL 6ET YOU
Daily Nebraskan
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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
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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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