Friday, December 2, 1966
Page 2
The Daily Nebraskan
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BULLETS
In the midst of all the talk about
; "total education" many students have
" probably had serious doubts that such a
; concept could ever really apply to them
in their situation here at the University.
It seems to be such an elusive ideal that
' it cannot actually be applied to a situa
; tion, but only discussed as a possibility
for the future.
With these doubts in mind, let us re
view the meaning of total education and
how it applies to this University. Then
we will look at how total education as
an ideal is being applied in specific sit
uations. First then, why the necessity of talk
1 about total education Total education
, seeks the development of each individual
. to his fullest potential, it permits him to
make free decisions in the context of his
' life and to accept the responsibility for
:' these decisions, it frees him from being
fearful in the face of the awful com
plexity of life but allows him rather to
find joy in the mysteries of life. In this
' respect, total education is an educational
ideal that must be sought after by any
. individual, group, or institution that even
pretends to be interested in education or
' in the solution of human problems.
These are idealistic goals, and we
must become aware of how they actually
apply to a human situation. With total
education, we seek a social system in
which people may deal honestly and free
ly with each other out of love and not
self-seeking pretenses, where facades and
dehumanizing walls are broken down in
the face of a society that accepts each
individual honestly for what he is and
requires that he accept the society to the
fullest measure of his responsibility. This
again may sound idealistic, but not only
are these goals that we must work to
ward, but it is only through an honest
commitment to such ideals that they will
in any sense be realized.
It is at this crucial point of honest
Commitment to ideals that a discussion
of total education will shed a harsh light
upon the University. For here we must
force the objective reality to stand and
be measured in terms of the goals, ideal
though they may be.
It is not enough for the University
to speak of "total education" an honest
commitment to total education requires
that the University believe in it and strive
after it in all its decisions, policies, and
practices. Thus the Univeisity must in
ject creativity and discovery into its ed
ucational processes by .'onstant experi
mentation and change. Because total ed
ucation seeks to develop each individual,
the educational program of the univer
sity must arise from the needs of the
students.
There can be no doubt that the edu
cational standards of the University are
determined to a large extent by the re
quirements of business, government, and
industry. Some say this is necessary, es
pecially in such fields as engineering.
Okay, hut let's not play games and call
it "btal education" it is not an educa
tion but a training, for it judges a man
on what he does and not on what he is.
The University Is not here to provide an
isdustrial training program for students
this training can be most efficiently
provided by the industries themselves.
Instead the University must be provid
ing an education relevant to the needs
of the student of today and the man of
tomorrow.
Seeing our goals in terms of total ed
ucation and realizing the shortcomings of
the present educational system, we can
not be content to sit back and complain
about poor education. We must all each
and every student, faculty member, ad
ministratoraccept the responsibility for
trying to realize this spirit of total edu
cation; and positive things are being
done in this direction, especially on the
part of the students.
This year has seen active steps tak
en with the Bill of Rights, College Ad
visory Boards, and the Faculty Evalua
tion, all aimed at aspects of bringing
about total education. Unfortunately the
Pass-Fail system, a very important step
in achieving a broader-interest education,
has suffered a cruel blow at the hands
of departments which have become so
possessive of their own body of know
ledge that they want to keep it in "the
club" and out of the reach of the students
they should be serving (reflected perfect
ly in the idiocy of an art department
that "doesn't want students dabbling in
to the arts").
Yesterday plans were announced for
setting up a free university in Lincoln
next semester, the most profound ap
proach to total education to be tried
here. For the free university draws its
very Iifeblood from the ideals of total ed
ucation, and for this reason it speaks di
rectly to the problems of conventional
educational system that we mentioned
above. It is student-centered, and as such
derives its goals, curriculum, even place
of meeting, from the needs of its indi
vidual students. It is not tied to a more
orthodox institution and therefore not
only is it free from the grading proced
ures, degree requirements, social regu
lations, and departmental rules that of
approaches to educational instruction.
The free university will be concerned
with the broad scope of student relevant
concerns. It will raise questions not be
ing asked in the conventional schools;
exploration of these questions will be
more meaningful, for in each case they
will be an expression of what is rele
vant to the life of the student. Educa
tion will again assume a position of posi
tive service to an individual, and be
cause the student will be taking a rather
large part in his own education, he will
be meaningfully accepting the responsi
bility for his education and the responsi
bility for total education as expressed in
the free university. And to the extent
that students here make an honest com
mitment to he concep of total education,
the free university will become an em
bodiment of the spirit of total education
in actual practice.
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I BRENDA LYLE'S...
The Other Sheep
EDITOR'S NOTE: This is the sec
ond column in a six-part scries by Brcr.
da Lyle aboui her personal opinion of
the .Negro woman's role on the Univer
sity campus. Miss Lyle was asked to
write this column by the Daily Nebras
kan. Last night I had this dream and you
know, it was really strange. I saw a
group of people congregating in a park
ing lot with guns and they seemed to be
wr iting down things on paper.
Finally, I got closer and found them
to be the people who had harshly con
demned my column they were plotting
and their plan was to assassinate me
but as jet there has been no bullets
fired my way. Needless to say, there
have been many people who have called
me and offered their congratulations. To
them I thank, because I really need a
little inspiration.
And so my pin begins to scribble
again, and to you, I present my second
column which is based mainly on a ques
tion that has beer, often asked of me
, . . "How do I feel as a Negro girl
on this campus"
When I first arrived in September,
1065, I had no idea that college would
be so hard. Coming from a predominate
ly Negro school in Kansas City, adjust
ing to dorm life and classroom situations
was a big step. Being the only Negro
girl in Women's Residence, I was really
put on the spot.
I did not want to put on a front but
I knew that I had to be extra-careful of
the things I said, the way I dressed, and
the wuy I carried myself throughout the
day. I guess I was trying to defeat the
old myth of the Negro who hud just re
ceived his freedom; letting people know
that all Negroes were not alike there
were the good examples und the bad ex
amples as in any race.
After oil the confusion was erased
temporarily, I found that I had gained
true friends and that my color had not
mattered.
At first it bothered me when I walked
into class . . . people would turn around
and stare like i wai a specimen to be
studied. But eventually I took the atti
tude that I was there for the same rea
.' ion they were ... to sit and listen to the
lectures, to take notes and to comment
when I saw the need.
When they looked at me, in a cur
ious manner, I returned a smile and con
tinued writing. I beliee that a part of
their education is to learn to live with
people and other races and to under
stand them ... if they could not accept
me or my comments, it was just a sign
that they were not truly trying to edu
cate themselves.
I wanted to receive grades, bad or
good, because I was a student who de
served them; not because I had been
the only one of my race in the class.
My major depression period came
when I began to have many disappoint
ments as far as my social life was con
cerned. Maybe it was the fact that I
was comparing the social atmosphere at
home and at colleges where my other
friends were attending to the situation
here.
I saw it to be completely different
and I must say I saw the Negro female's
kindness toward the guys being abused
and her outlook on life condemned. May
be it was something that had happened
years ago or maybe something she had
said or done in the pust, but anyway it
was certainly held against her.
How do I feel? Weil for sure, I am
lonely and I can't say the daily walk to
class and back to the dorm is what I
would call an ideal college life but what
can you do. You take what is here and
step by step you try to get people to
gether and you try to change the situa
tion so that the girls that come here a
few years from now will have an easier
road to follow.
I really don't feel unwanted or dis
criminated against if I am, it is by
members of my own race. Well, glory
for them ... if people never talk about
you, you really are not important . . .
am I not correct?
I only ask that I receive a solid edu
cation from this University where in two
or three years, I will be able to go out
in society and know that I am qualified
to cope with It and most of all to know
that I am qualified to teach the teenager
that has so often been classified as a ju
venile delinquent.
When people smile at me, I hope that
some of them will someday have a mean
ing behind that smile. When they be
come my friend, I hope it is because
they have learned the true meaning of
"friend" and the true evaluation of the
many races that make our world.
t 51
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Our Man Hoppe-
Judge Hardy For President
Arthur Hoppe
San Diego
Mr. Ronald Reagan
came down to San Diego to
deliver his first public ad
dress since his landslide
election as Governor of
California. And I think he's
going to make a great Gov
ernor. He certainly made a
great candidate. AH during
the campaign he was boy
ish and charming, lacing
his speeches with little
jokes on himself, which
he'd tell with a toss of his
head, an arched eyebrow
and a wry grin.
So you couldn't help lik
ing him the way you
couldn't help liking Mickey
Rooney when he played
Andy Hardy.
Of course, some Califor
nians worried about this.
"He's certainly likable,"
they'd say, "but who wants
to be governed by Andy
Hardy?"
Well, I'm glad to report
there's no cause for con
cern on this score. T h e i e
doubters of little faith
clearly underestimated Mr.
Reagan's ability. Mr. Rea
gan, the candidate, and Mr.
Reagan, the Governor, are
two different things. You
could see the change already.
Tasty Tidbits
By T. F. J.
POTPOURRI
The time between Thanksgiving and Christmas is usu
ally slow as far as activities are concerned so this is
a good time to launch a big project or two. You can
get miles of publicity and if it falls through, no one will
notice in the Christmas-end of semester rush.
Kuiu tr has it that AWS is afraid of electing incom
petent officers next year. To avoid this catastrophe they
are not going to let present board members run for
office. All Women Students do have the vote maybe
someday they can nominate their own candidates.
A certain member of the City Recreation and Parks
board is being watched closely by the mystics. He's go
ing on a buffalo hunt this Christmas and will probably
be trading the head for a red bathrobe.
All of you who voted in the Arts and Sciences refer
endum this week are to be commended. Both of you.
Buy Bernard's Builder's Buzz Book. Her number Is
up we're not listed!
Aren't elections wonderful Only four football Jocks
managed to exert enough energy to vote for Homecom
ing Queen. Yes, it's true!
The sleeping beauty of the Senate sleeps no more.
A note from T.F.J, was silent and effective. Heart at
tacks give the same results.
If you're New Orleans bound, wall a few dayi be
fore you sign up for the Union trip. If enough people
wait they may lower the "student rate" to the point that
parents can afford to send them.
In case you're looking for a faculty-adviser for gome
obscure reason remember if any controversy surrounds
your organization chances are that no faculty member
will accept the post as adviser until he has his tenure
and a full professsorship.
Is it true that ASUN Associates have managed to
out-organize the Senate? Maybe nepotism does have its
advantages.
Coming soon our next column Christmas Shopper's
Guide.
Oh, the way Mr. Reagan,
the Governor, strode pur
posefully to the micro
phone in his conservative
blue, suit, incorruptible
white shirt and solid dark
tie.
And, oh, how sternly he
lectured us all on the re
sponsibilities of a citizen,
the dignity of individual
initiative, the propriety of
morality and the virtues of
virtue.
How he frowned as he
talked of "little groups of
bureaucrats" who had long
tried to "lay down the rules
for thousands of people in
thousands of communities"
sapping their self reli
ance. How grave his voice as
he pledged to "return to
the cities and counties the
legitimate regulatory pow
ers stripped from them by
the courts" so that the
poeple might better govern
themselves.
It was a great speech.
And it's most reassuring to
discover that California is
definitely not going to be
governed by Andy Hardy.
No, it's going to be gov
erned by a stern, incorrupt
ible, dignified gentleman of
the old school. You know,
like Andy's father, Judge
Hardy.
Well, we all play roles in
life and I'm glad Mr. Rea
gan has now chosen this
one. As I say, I think
Judge Hardy will make a
great Governor. You can't
help admiring Judge Har
dy. Indeed, the only thing
odd about Mr. Reagan's
first public address since
h 1 1 landslide election as
Governor was the audience
he chose to deliver it to:
The Associated Press man
aging Editors Convention
5M influential newspaper
editors from all over t h e
nation.
But after Mr. Reagan,
the Governor, made h i s
dignified speech, the first
thing he did was to say he
hoped there wouldn't be
any questions asked about
his national political ambi
tions. "I am no longer a candi
date for anything," he
said.
And, oh, the way he said
it so boyish and charm
ing, with a toss of his head,
an arched eyebrow and a
wry grin.
t iiiiiiiiiiiiiiii iniiiiiiinmmiiiiiiiiiiiHH. 1111111 11,111,1 ,IHIIT
I Campus 1
I Opinion i
Remove The Unreasonable Barrier!
DeaLa3stItar when the University announced that stu
dents would be allowed to take courses on a pass-fail
basis I had high hopes that finally those in power were
concerning themselves with the advancement of the ed
ucational process.
This seemed to be a step towards helping rather
than hindering students in achieving a good education.
Students now could take useful and interesting courses
without worrying about the necessity of requiring a good
grade. (A necessary worry since many of us hope to
keep scholarships and be able to enter graduate school).
The difference between obtaining a "C" over an
"A" is tremendous while very little additional learned.
The real value of a pass-fail seemed to be that students
could take extra courses above what he would usually
take. Courses which are worthwhile, but ones which he
will probably not take because of the effort necessary
to get a good grade.
At least that was what I thought. So foolishly, (at
least according to a high authority in the A&S College).
I decided I would like to take an extra three-hour course
over my regular 17-hour schedule. The extra three-hours
I wanted to take on the pass-fail system.
It Is an extremely interesting and worthwhile course
(an introduction to the theater) but one which I will prob
ably never take because of the nature of our education,
al system which demands that one concentrate on his
majors and minors.
This was my plan, until I came before a dean of
the Arts and Sciences College who told me that no one
was allowed to take more than 18-hours unless it was
an emergency and necessary for graduation. No argu
ment would make him change his mind.
Now, it seems to me that a student who is doing
well in his courses and who wants to take extra courses
should be allowed to do so. I see no reasonable basis
for any rule limiting the number of hours a student can
take.
A student should be allowed to take as many hours
as he wants and can carry. I hate to inform those al
mighty deacons in power; many students are quite cap
able of carrying more than 18-hours. If someone wants
to then why not let him, if he fails then that's bis re
sponsibility and he will know better next time.
Besides, most of the students who wish to carry such
a heavy load are also capable of making the grades.
This, too, is where the pass-fail system works admirably.
It allows the student to take interesting courses without
worrying about getting an "A" or "B."
These courses are ones which provide much of what
we mean by a liberal education but which are not in his
major or minor and as such grades serve little function.
If students are required to take less than 18-hours no
matter what then the value of the pass-fail system will
be severely limited.
I think if the University is truly concerned with the
total education of the students it will be well to remove
this unreasonable barrier.
Doyle Niemann
IDCC Steps Forward
Dear Editor:
Wednesday's IDCC meeting marked a major step
forward in forging acceptable compromises on the issues
concerning the defeated IDC Constitution. A new name
was adopted, one which implies many of the ideas pre
sented by those, including myself, who opposed the origi
was altered so that it more nearly conforms with the
standards set by the opponents of the IDC.
One amendment, aimed at eliminating the problem
of exactly how the ballot on approval should read was
defeated. However, this is to be expected due to the
nature of the democratic process.
Finance was discussed at some length, but nothing
was decided. On the basis of the discussion and other
amendments, I foresee a positive solution to this impor
tant problem.
Nevertheless, I cannot help but feel that two more
compromises are needed before the revised constitution
can fully meet the demands of those who voted against
the original measure.
The first of these compromises concerns the selec
tion of the president and vice-president.
I propose that these officers be selected by a ma
jority vote of the residents of all member dormitories
Since the legislative body of the Inter-Dormitory Asso
ciation is to be chosen by dormitory, this method of ex
ecutive selection would provide a needed contrast.
This proposal would serve two purposes. First the
residents would have a very clearly defined voice in the
management of the IDA. Secondly, it would increase the
prestige and influence of the two offices. They would
be true executives, rather than merely spokesmen for
the council.
The second compromise concerns the matter of con
stitutional amendment and referendum. The constitution,
in order to meet the definitions provided for by ASUN
and common political practice, should be able to be
amended by those who approved It, the dormitories. The
t'JJ, t hld,.l0r, rcferenln. A referred mcas
ure should be submitted to the dormitories, not the
council which enacted It in the first place
on f!tlhef tW0 comromIses and a suitable decision
ffl,S,wli!?.SSSt that the IDA Constitution
- Tom Brlggs
Daily Nebraskan
Vol, 9(1, No. 43
Dec. 2, WA
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bt printed. neoraeKan art, re.pon.iblt for what they chum to
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