The Daily Nebraskan
Monday, November 21, 1966
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TO DREAM THE IMPOSSIBLE DREAM)
. . . By Gene Pokorny i
s 3
Page 2
' For quite awhile now this column has
dealt with the student of the University,
both as he is today and as he ought to
be in the future. But it would be unfair
if we stopped here. The student is not
the only one responsible for the University
as we find it today. Nor is it just the
responsibility of the student to make a
better University and world. On the con
trary, the faculty has an equal share in
the responsibility, and, perhaps more than
anyone else, the faculty in the past has
belied this responsibility.
The fa'culty of today fulfill their role
in the classroom to the extent that they
give lectures, hand out exams and grade
' students. This job needs to be done, and few
would deny it. The disturbing fact, how
ever, is that too many faculty mem
bers think their role in an academic com
munity ends there. They think all they
have to do is dispense knowledge, and
be, in a sense, intellectual models for
their students. They ignore the fact that
the world's, as well as this University's
most urgent need is not more impartial,
ivory tower, intellectual models, but rath
er models of people who have the moral
courage to assume the respoi. Ability for
improving the world and University.
The faculty should not be models of
people who run from the world into
academla, pai tly as an escape, but rather
models of people who run into the world
with the added knowledge and insight
that a career in academia has provided
them with. Granted the dangers in the
latter course are larger, but to do less
is to do only part of a job. The faculty
who do this "part-job" are often the
ones who hide under the justification of
impartiality or the "non-directive" ap
proach to education.
THE NON-DIRECTIVE APPROACH
In this approach to education the
faculty member is merely to present
bits of knowledge in his classroom, but
he is not to tell the student what to do
with the knowledge. All the responsibi
lity for pulling together the bits of know
ledge into a meaningful whole around
which one can build a life is left to the
student. Often this non-directive approach
is rationalized by faculty when they say,
"We don't want to be authority figures
all the time," or "We don't want to make
your decisions for you".
This rationalization is simplistic. The
faculty members who use it fail to see
the important distinction between the
weak, authority-seeking students who do
want them to make what should be their
decisions and judgments, and the new
students who ask and want faculty to as
sume their proper share of leadership
on campus and in the world.
The new student realizes the fallibi
lity of the faculty. He knows they are
not speaking words of absolute truth, and
he does not expect this of them. He mere
ly wants them to provide some leader
ship along with their bits of knowledge.
This expectation on the part of students
is not excessive either, especially since
our whole educational system is based
on the belief that increased education is
positive good that makes men better
able to answer the demands of life.
The key distinction, then, is between
a situation where the faculty person is
an authority figure and a situation where
the faculty person provides' leadership.
The attitudes of both the faculty and stu
Our Man Hoppe-
Revolution That Failed
The following press re
lease has been received in
the mail.
ft
"At a time when our
country is struggling side
by side with the freedom
loving people of a small na
tion beset by revolution
aries and invaders ' it is
well to recall the part
played by another nation in
our early history a part
strikingly similar to the role
we play today.
"At the time of the so
called American revolution,
the King of France, al
though at odds with the
English king, had the wis
dom Lo see that England's
struggle with the rebel hot
heads in America was in
truth France's, also.
"Let them win in Con
cord,' The French King told
his ministers, ' and we will
one day fight them in the
boulevards of Paris.'
"Without his whole-,
hearted s u p p o r t, the au
thorities in the Co 1 o ni e s
might not have been able
to pacify the rebellious rab
ble and crush their rene
gade intellectual leaders
Washington, Jefferson, Ad
ams, and other followers of
the dangerous doctrines of
Locke and Rousseau.
"Had these power-mad
traitors seized control
in the Colonies, no duly
constituted govern
ment would have been safe
from their ruthless interna
tional cursade to convert
the world to anarchy and
mob rule.
"Under the Domino
theory, Canada would have
fallen next, then Louisiana,
Texas, Mexico and the
French West Indies.
"Thus France entered the
war in 1775, landing 100,000
"adviseurs militaires" (cl)
in Nova Scotia and Quebec.
Their famous "cherchez et
destroyez" campaign
starting at Lake Champlain
and culminating in the cap
ture of the d e m a g og u e,
Washington, as he at
tempted to cross the Dela
ware River In an open
boat poled by wild Indians,
spelled the turning point in
the conflict.
"And so the war came to
a speedy end. The exiles
and refugees, including the
rightful Colonial Gov
ernment, returned from
Canda to their great planta
tions ' where the ener
getically undertook to re
pair the ravages of Wash
ington's rag-tag army of
undisciplined irregulars.
"At a splendid triumphal
ball, the 'deeds' given land
less farmers by the revolu
tionary 'government' were
burned amid cheers of 'God
Save the King.' Soon,
peace, dignity, and just
tice were again secure under
a stable government, sanc
tioned and protected by the
British Crown.
"How we have grown
and prospered in these past
190 years. Thus It is appro
priate that we join with
our neighboring countries
the French Automonous
Republic of Louisiana, the
Crown Colony of Canda,
Spanish Mexicall, and the
Free State of Russian
Indians in saluting that
dents in each case are different. In the
situation where he is an authority figure
the faculty person is falsely built up,
while the student is made less than to
tally "human," less than free. But in the
situation where the faculty person pro
vide! 'eadership he knows his limits, and
Ms possibilities, as does the student. Both
are free men assuming the fluctuating
roles that life demands of them.
And even if many students do seek
the authority figure situation here at the
. University, it is not right for the faculty
merely to say no to that situation with
out saying yes to any other. It seems that
the far better role on the part of the
faculty would be to provide leadership
in all situations. They would, then, be
giving leadership when that is in fact
what was desired, and they would be
educating students about the role of leader
ship when on the contrary the students
wanted an authority figure to give them
the easy answers. In both cases the to
tal University would gain more by this
latter course of action than by the pres
ent course of impartiality and non-direc-tiveness.
THE FACULTY TODAY
If anyone needs examples of the pres
ent leadership void on the part of the
University's faculty today he has only to
look at the Faculty Senate or the local
chapter of the American Association of
University Professors. Through neither of
these groups have the faculty as a whole
really assumed leadership in the Univer
sity community, or assumed leadership
in determining the future quality of the
University. Rather the faculty has been
content to stand on the sidelines and
watch politicians, both in the Univer
sity's Administration and in the state,
use the University as a commodity, or
means, for attaining their own ends
ends which often are not compatible with
the goals of education or with the integ
rity of the University as an institution
of higher education.
Those who do not care are in teach
ing merely as a vocation. Instead of
worrying about whether education is at
taining its goals, they worry about how
soon they will get tenure. Those who do
care quite often in a period of time
get discouraged and either leave the in
stitution or become the department cynic.
Both are wrong. The cynic prides him
self on ridiculing everything and every
body; he thinks he knows all the an
swers, but he is only deceiving himself.
On the other hand, the person who leaves
the institution before trying his best to
change it is further weakening the foun
dation of our future society, for the fu
ture of our society to a large extent lies
in the job our PUBLIC institutions do in
educating the great bulk of students. The
hope of the future is not to be found in
the secluded private college with a re
stricted enrollment, but in how well our
public institutions do their job of educa
tion. In the last few weeks definite signs
have indicated that perhaps at last the
new student is emerging at the Univer
sity. It can only be hoped at this time
that a new faculty will emerge NOW to
join these students in creating a better
University and world. a faculty which
assumes its role of leadership in the
drive toward the realization of the "Im
possible Dream".
Arthur Hoppe
wise French King whose
fateful decision did so much
to preserve our precious
heritage of colonial allegi
ance and to make the world
safe for monarchy."
(Signed) Sir Homer T. Petti
bone Governor
The Dominion of Columbia
Daily Nebraskan
Vol. 90. No. 40
Nov. 21, 1966
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I JOHN SCHREKINGER'S S
EDITOR'S NOTE: John Schrekinger
wrote a column about the problems and
his personal dissatisfactions with the idea
of "brotherhood" in the Greek System
several weeks ago. His column today is
about some of the complimentary aspects
of Greek "brotherhood."
The idea of brotherhood is a worthy
one, one toward which men claim to
strive. Brotherhood practiced among a
relatively small group of people would
also seem a worthy ideal, perhaps an
important step toward a brotherhood of all
men.
Some religious organizations and
Greek houses claim brotherhood as their
ideal. For those who are members, Greek
houses do approach this ideal. Members
live, study and have fun together.
They usually help each other if the need
arises. Although not every member is a
very close friend of every other mem
ber, there is at least a casual friend
ship and a feeling of unity among all
members.
While living in a "house," one learns
to get along with others in the give-and-take
of a close social situation, and to
work together for the collective good.
This form of living, of course, may lead
toward conformity, through direct and in
direct pressure by the brothers or sis
ters. Extremes of conformity don't neces
sarily occur in this type of situation, but
it can't be denied that some pressure to
ward conformity exists in any Greek
house.
No matter how a "house" might try
to pledge only one "type" of person (and
a Greek house doesn't necessarily do
this), some difference in outlook and
opinion are bound to occur. Everyone has
a somewhat different background. This
diversity offers an opportunity for a valu
able exchange of ideas about all sorts
of things, even though it doesn't assure
such an exchange will occur.
All of us could devote a larger per
centage of our discussion to things of in
terest and perplexity rather than the usual
topics used for discussion.
Insofar as pledge training helps a
pledge to become adjusted to campus
life, in addition to teaching the history
and ideals of the Greek house, it is a good
thing. It is very helpful for a freshman
to have a group of people who care
about him and try to help him.
Unfortunately, pledge training also
tends to make adjustments harder by
added tasks and various sorts of pres
sures (sometimes in opposite directions
to be a good pledge and at the same
time get good grades and be an "acti
vities jock" and a social mover . . .),
on top of the usual problems one faces
upon entering college.
The function of these "extras," (es
pecially those concerned with pledgeship)
in a "house" seems to be much the same'
as that of the tasks required of a novice
in many ancient societies and some con
temporary organizations to make the
person value membership highly, to feel
a personal stake in the organization and
to be sure the person is "ready" to be
a member.
I question the validity and intelli
gence of a. number of the attitudes and
tasks required of pledges in some
"houses." Pledge activities of benefit to
the pledge, the house and, at the same
time, not diverting too much time and
energy from studying and other worth
while activities, are perfectly all right.
w VW wx
One of the more worthwhile activities
of my fraternity Is constructive criticism
of individual members. Each member in
turn stands before the "house" for criti
cism by the other members. The rules
require that criticisms be honest and con
structive, and not an all-out attack on
the man's personality.
Although one doesn't, have to take
these criticisms to heart, they are help
ful in bringing into the open what at least
some other people think of one's actions
and attitudes. Going to a man privately
and criticizing him face to face is also
encouraged in the "house."
A person who wants a relatively
large, close-knit society in which to live,
such as is found in a Greek house, is
unlikely to find it in a dorm or dorm
floor. Residents change too much from
year to year in a dormitory, and the
feeling of belonging generally isn't enough
to produce this sort of society.
For one who isn't particularly out
going, the fearsome impersonality and
loneliness of the University could be felt
more in a dorm than it is in a "house."
In an apartment, on the other hand, a
person may have the advantage of living
with a small group of friends, but his
social contacts on campus possibly would
be less.
What about the person looking for a
brotherhood type of living arrangement,
but doesn't want to be a Greek? Even
for those who would want to be a Greek,
lack of space and exclusiveness (not
only based on race or religion, but also
on personality, grades, looks, etc.) pre
vents a Greek system from accommodat
ing everyone.
A number of arrangements could help
alleviate this problem. Houses, similar to
Greek houses, not requiring 100 vote,
Greek houses independent of a national
organization, social houses with both men
and women members (I'm sure the prob
lems could be worked out), international
houses, more coops, or all or some of
these could be available.
More long-lasting social units could be
maintained in the dorms. Residence could
be arranged so that one lives with people
of very diverse background and interest,
or exclusively with those of one's own
major, or a combination of these two ar
rangements. -For example, the first two
years could be spent in housing with all
sorts of people, and the last two years
with those in one's major field.
Of course, people, both men and wom
en, should also be free to live in an
apartment if they so desire.
A campus should provide opportuni
ties for living in a number of different
social arrangements to meet the indivi
dual's social and educational needs and
his preferences. A growing University
can't just continue to stack students into
high-rise dorms without taking into ac
count the individual student.
Despite traditions which tie Greek
"houses" too firmly to the past and trivia
which at times keeps members from do
ing worthwhile things, "houses" do serve
to break down some of the impersonality
of the University, in addition to other
benefits of brotherhood.
To meet the needs of all students,
however, more diverse types of brother
hoods and other living arrangements
should be available, in addition to a re
juvenated and revitalized Greek system,
free of racial and ethnic discrimination,
legally and in fact.
This week is a short week,
consequently it is only fit
ting that this week's column
be a short column. (Though
tempted to stop here I'll
continue.)
Recently we have ob
served that Scrip magazine
has trouble scraping up
enough do-re-me to come
out. Consequently young
campus poets go unpub
lished. Now in the interests
of fine literature I propose
a solution a poetry con
test. Yes sir, the Agenbite
of Inwit Poetry Contest.
Since its always best to
try to kill two birds with
one poem (whenever possi
ble) here is what I propose.
This University, like every
human institution, has prob
lems. Solutions are always
h3"d to come by.
Thus the rules of the poe
try contest are: (1) to write
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Campus I
Opinion 1
Vivariam Concept Overdue
Dear Editor:
A new concept to release people from their small
aims and purposes that have divided and held humanity
back, is long overdue.
The present drama of life on the world stage has
in it two-dimension-oriented men seeking to solve three
dimensional problems.
Too long have nihilism, cynicism and hypocrisy
dampened the noble dreams of this nation.
Let us consider the Vivariam concept.
The Vivarian is a new breed of social thinker.
Vivarians consider themselves a replacement of the
romantic Utopian: too long a social speculator.
Vivarians believe in social designing that is un
cluttered by the ideological accumulations of the past
and appropriating an "intellectual technology."
Vivarians engage in ferreting out non-things mas
querading as things and they will expose the myths that
operate under the name: Ideology.
Vivarians believe in becoming heroically involved in
the pressing social issues of the day rather than seek
the soft comforts of splendid isolation.
Paul Armln Ronay
RAM Also Has Controversy
Dear Editor:
There has been a large controversy about an IDC for
the past several weeks, which the whole University is aware
of. But, there is a similar controversy in Selleck Quad
rangle concerning the RAM constitution and its implied
provisions which I wish to make the University aware of.
The article in question is Article 5, section 4-c, of the
RAM Constitution,pertainng to House Cabinets "House
committees shall consist of a House Student Conduct Board
and a House Nominating Committee."
Recently the RAM Student Conduct Board (SCB) Com
mittee has set up by-laws for the future RAM SCB (now
in the process of being ratified), which states "this board
shall be the only board that shall have juridiction over
the above regulation." Article II, sec A, of By-laws of
RAM SCB.
This is a contradiction of their own constitution. I ask,
how is it possible to have a RAM SCB operating under
unconstitutional by-laws. Why should RAM deny individual
houses the right, implied in their own constitution, to have
individual House Conduct Boards.
A Mad Swede
From Gus III
Impressions Of Experience . . .
Dear Editor:
Recently, while sitting in one of Lincoln's finest, I
overheard or thought I do, er did, a staggering, no, I was
staggering, conversation.
Revolving, that is the conversation not me, on past
experiences and what it would be like . . . sorry, fell
in my mug and nearly drowned. Recovering, I managed
to inch over the rim and said, "Wascha talkin' 'bout," and
they did.
At any rate the conversation rolled around, so did I
come to think of it, to resolving things, and being dis
solved at the moment, I was rip ready to resolve any
thing. Then I got to thinking, why I did that I'll never know.
Like a flash it all came to me in a "Grove" of ideas
about what they were talking about and such . ..oh
heavens, enougn.
Some of our more illustrious celebrities might have re
solved these impressions of experience In a fit of Freu
dian nonsense ...
. . . Rocky: I will do my best to convince the people
of New York that water is fattening(1964) . . .
. . . M. Farrow: If I get married the one thing my
husband will have to be is frank ...
. . . J. E. H.: Almost 200,000,000 people and we only
have dossiers on 175,000,000 . . I must close the gap . . .
. . . LB J: We are not about to send American boys nine
or ten thousand miles away to fight what Asian boys ought
to be doing . . .
. . . And sip on, or so on. But, I guess everyone is
going home now, so guess I'll heave, er leave too.
... The crowd is gone, the door is locked but here
I sit, that's cause I'm crocked ...
... But the best one yet, "What do you mean, three
date rule. Yes, I know the pledge policy but we've been
engaged for six month ...
. . . Overheard. "Shay, da sesada size of that tur
key in the window?"
"No, son but that fly In the bottom of your glass,
is gonna drown unless you sip faster."
... May the bird of Miles Standish jump up and
fly away from your T.G. feast, and may Nebraska do
something devastating "Sooner" this week.
j . . . Have a sappy hanks living, er somptin like
dat . . .
No Nane
0 tteo
about a University problem
and offer a solution; (2) to
keep poems 14 lines or less;
(3 to enclose name and
phone with every entry (pen
names can be used if real
name is Included).
Finally for the prizes. (I
would like to be like the
Queen in "Alice in Wonder
land" and say: "Everyone
shall win and everyone shall
have prizes," but . . .). The
prize will be an Agenbite of
Inwit party thrown in t h e
winners honor.
Submit entries to Agen
bite Of Inwit in care of the
Daily Nebraskan office.
Deadline for submission is
Dec. 3.
Local Uteri, weep no
more. Salvation is near at
hand. Poets of Nebraska
arise; you have nothing to
lose but your sense of dig-nity.
I
