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About The daily Nebraskan. ([Lincoln, Neb.) 1901-current | View Entire Issue (Feb. 8, 1967)
WEDNESDAY, FEBRUARY 8, 1967
The Dally Nebraskan
Prove Them Wrong
The Student Conduct Committee of
the ASUN, delegated last fall the com
plex job of drafting a student bill of
rights, has conscientiously been doing its
It hat interviewed administrators,
faculty members and student leaders to
find out what the specific policies con
cernlng student life outside the classroom
are and where tension between students
or student groups and the administration
It has filed through volumes of mag
azines, journals and articles in an effort to
comprehend what the concept of stu
dent rights means on other college cam
puses and how the problems and student
sentiments on this campus apply to that
concept. It has researched the legal im
plications of a student bill of rights in
connection with the power of "in loco pa
rentis" delegated by the state to the
Board of Regents.
The committee has compiled the in
formation, philosophically interpreted the
needs and desires of the students, and
coma. up with a commendable, though
not perfect, rough draft of the Student
Bill of Rights.
This much was done by November.
The committee then began to set the
groundwork for passage of the docu
ment It held a series of discussions with
University administrators and professors
in order to explain the student point of
view and negotiate for the desired
This phase of the work has ended. The
administration, though cordial in tone,
was unwilling to admit to any significant
changes. It kept the students on the Con
duct Committee entangled with small and
somewhat technical points, refusing to
take them off the defensive and look at
the philosophical foundation for the Stu
dent Bill of Rights.
What is more important, the adminis
tration seemed to believe that the stu
dents were only airing personal gripes
and not voicing an urgently felt need of
the majority of the student body.
The Daily Nebraskan now wonders if
the administration is right in this respect.
Do the students at Nebraska care if their
position as inferiors in the University
community is examined and hopefully al
tered? Do they want a strong bill of rights
which will show the administration that
students are serious in their desire to be
treated as responsible adults in this acad
If students do care, the place to show
concern or express an opinion on the is
sue is the Bill of Rights Assembly being
held by the Student Conduct Committee on
Feb. 19. In this session and those which
follow, the final draft of the Student Bill
of Rights will be completed.
The Daily Nebraskan urges all living
units to carefully select their delegates
to this assembly. However, as it is im
portant for all students to understand the
basis for the bill and the specific points in
it, the Daily Nebraskan hopes that there
will be a large attendance from the en
tire student body.
The term "bill of rights" has been
tossed around the campus for months. It
is now necessary for the Student Conduct
Committee to clearly explain to the stu
dent body what it is. It is the responsi
bility of the Student senators to study it,
discuss it, and bring it to a vote on the
Senate floor. Most of all, it is vital that all
students understand and take a stand.
i Bob Samuelson's
Student Power: How and when should
it be used?
Lately we have heard many defini
tions and distinctions of the term "Pow
er," when it is used In conjunction with
some sort of group that has a special
vested interest. I am speaking, of
course, of "Black Power," "White Pow
er," and many other interest groups that
have since adopted the phrase.
For our purposes, we shall assume
there is a conflict between an existing con
dition, and a condition which university
students would consider more desirable.
It is a statistical fact that among the
largest interest groups in the nation, and
one that has been receiving much politi
cal interest and speculation recently is the
group of people who are presently attend
ing colleges and universities around the
When they have been adequately or
ganized, student pressure groups have
been among the most dedicated, intelli
gent and successful of all the interest
The word "Student Power" is a dan
gerous and voluble one, however, es
pecially in a traditionally conservative
stateUke Nebraska, and as such explo
sivejjerm, it should be used prudently.
But even as the term should be used
prudently, the administration of the pow
er must be precise and intelligent. A ma
jor pjraise of President Kennedy's hand
ling -of. the Cuban missile crisis was his
precise definition and handling of power.
Conversely, a criticism of President John
son'ftreatment of the uprising in the Do
minican Republic was that he used power
', Teddy Roosevelt is suppose to have
admonished the United States to "walk
softly and carry a big stick" and at the
University of Nebraska students would do
well to take the Rough Rider's suggestion
; There are many levels or types of
"Student Power." Indeed, there is be
ing formed on this campus an undefined
and & some cases untested hierarchy of
stepsof student power toward an estab
lished goal. If "Student Power" is to be
come an effective reality on this campus,
thesCsteps must be well defined, and well
understood by all persons involved.
, Perhaps the first step toward true
"Student, Power" is informal discussion
with the body which the conflict involves.
This step is often the last, because through
such informal discussion and definition of
the conflict a workable solution is often
A second step Is la the realm of mu
tual discussion on a more formal level
such as a sponsored que&Uon-and-answer
period or a panel discussion.
A third step is a formal list of griev
ances presented from one side to another.
A fourth step in action is a formal
resolution or statement recommending an
action by another group, and a fifth step
is demanding that action.
A sixth step requires mass involve
ment, often In the form of petition or oth
er quiet form of mass support.
A seventh step is representational
meetings in which a relatively small num
ber of representational students meet to
discuss what steps should be promul
gated for the best interests of the students.
(This is not merely a student government
action, but an action drawing from un
uniform representation of a purely elec
An eighth step is a mass meeting
where students gather for a specific pur
pose of airing disagreements with exist
ing situation, and for discussing means to
alleviate them. (This is a true democra
cy, and not a republican form of student
A ninth step is organized protest of
an intolerable situation that takes the
form of marches or picketing.
A tenth step is rioting, with no regard
for solution of the problem, but only for
demonstration of abhorrance at it.
It should be specifically pointed out
that steps should not be by-passed with
out great and careful consideration, for
possibilities of achievement are greater
at the lower levels, and diminish at the
higher levels whose use becomes justi
fied only by the negation of the lower lev
els. I think it is quite obvious that the
higher one goes on the levels of "Student
Power," the more ill-will is generated on
both sides. If the goals are kept clear,
and it is possible to ascertain when they
are achieved, there is nothing any true
believer in democracy can say to dis
parage this hierarchy of involvement.
Conversely, students must be willing to
submit to the retribution of society if they
are foiled at all steps.
In the 'fifties, campus involvement on
a mass-student level took the form of
adolescent forms of frustration-removal
as panty-raids. Now, in the late 'sixties
student involvement has taken a mature
turn. Whether students are involved
enough to commit themselves to a hier
archy of "Student Power" such as out
lined above only remains to be seen.
Two areas which may require such
dedication this spring are the University
budget appropriations, and the student bill
of rights. Now are the times that try
W vvvvvvvvvv V
Ahd IP It Was Bit Eou6V4 Toft (Ae...
Our Man Hoppe-
Turn On And Pass Out
e JConely (People
SCENE: The Grey Sub
marine, a noted hangout
for members of what has
come to be known as "The
New Middle Agers." In the
dim, smoky light, men and
women, most of them in
their forties, can be seen
lounging about in chairs
and sofas. A sign on the
wall says, "Never Trust
Anybody Over 60."
The group's leader, Dr.
Timothy Leering, peers"
into an ordinary 1 o o k i n g
brown paper bag somewhat
furtively and speaks.
DR. LEERING: We've
got the real, genuine stuff
tonight, gang. There's
enough here for everybody
to turn on.
BOB BABBITT (hopeful
ly) : Marijuana? I've always
wanted to smoke soma mari
juana. DR. LEERING (tesla:
Smoking marijuana is kid
stuff. You've got to face up
I Opinion I
Reconsideration Is In Order
I read with interest your editorial on "Student Atten
dance." I agree that every individual should take advan
tage of the experience provided by seeing the legislators
in action. I agree that anything resembling a "student
march, rally, etc." might trigger some sort of adverse re
action on the part of the Legislature or the people of Ne
braska. The torchlight rallies of Bryan's era, the sit-ins in
the Legislature in Roosevelt's time, these are all a part
of Nebraska's past. We cannot, at the present time, risk
any kind of Legislative paranoia.
We can ask whether a governing body that reacts to
outside pressure in such a manner is truly stable.
I wonder if it is as much a good idea to encourage
students to attend the Legislative hearings today. I have
heard that galleries sometimes groan or laugh at inane
statements made by legislators. What if this happens?
What if the Legislature misconstrues and crawls into its
shell and we are "accused" of a rally, or even worse
Perhaps a reconsideration of Monday's editorial is in
T. J. Riley
Man Dead, Not God
According to his letter, Mike Thompson cannot under
stand why religion is such a hotly-debated subject.
Perhaps the "hotness" of the issue stems from the fact
that Christianity is a subjective experience of a relation
ship with a person which affects every aspect of an in
It is true that God created the universe and man.
Man turned against Him, and (yes, Mr. Thompson) God
died. He died in Jesus Christ so that you and I could know
what it means to live. With God, man is very much alive
without Him, man is dead. (Mr. Thompson admits this
"We come from nothing and we go to nothing." "There is
No, modern man has not "created the theory of God
out of his fear of the unknown," but the existence of God
is undeniable from modern man's experience of the known.
I can only say to those who insist God is dead, that
I know He's alive because I experience Him daily. God
is not dead man is.
No 'Educational Kick' Here
We're not all anti-Nebraska liberals I personally agree
with Sen. Batchelder who has said that Nebraska doesn't
spend more money on education because we are not on
the "educational kick" that is sweeping the country. We
should be proud of Nebraska for not spending more money.
A Proud Conservative
to the fact that you're too
old to be a hippie.
BOB BABBITT (defen
sively): I just wanted to
see what it was like. I
mean it's not habit-forming.
And it doesn't cause em
physema, heart disease or
DR. LEERING: Exactly.
It has no permanent effect
cti you whatsoever. You
merely achieve a tempor
ary state of euphoria which
goes away, leaving you the
same middle-aged slob you
BOB BABBITT (hanging
his head): I guess I wasn't
DR. LEERLN'G (offering
a filter-tip cigarette): If
you want to smoke, smoke
these. Remember our mot
to: "I'd Rather Die than
DAPHNE DARLING (ex
citedly): But tell us about
the stuff in the bag, Doc
tor. Will we really turn
DR. LEERING: At the
very least, I think I can
guarantee you a genuine
(frowning) Of course, I
should warn you that some
of you may have a bad
BOB BABBITT (nervous
ly): A bad trip? What's
DR. LEERING: Well, it
affects people differently.
There's a chance it may
just make you nauseated.
Or it may strike the cen
tral nervous system, caus
ing tremors, syncope, par
alysis and even death.
(with a delicious shudder):
Oooo! And will we become
DR. LEERING: Some of
you will. In that case, you
will develop a physiologi
cal tolerance, experience
acute withdrawal symp
toms and hallucinations and
suffer permanent brain
BOB BABBITT (dubious
ly): Golly, I don't know
if . . .
DR. LEERING (with fer
vor): Have courage. Babb
itt! Remember that it's a
symbol to us Middle Agers
of our rebellion against the
oppressions and frustra
tions of these crass times
in which we live.
BOB BABBITT: I don't
see why marijuana . . .
DR. LEERING (angrily):
Act your age, Babbitt. Mar
(trembling): Oh, please
Doctor. Please give it to
DR. LEERING (molli
fied): All right. But it's
most important that it he
prepared with extreme
care, (removing two bottles
from the bag) Now, let's
see eight parts gin. one
part vermouth, a twist of
lemon . . .
By Doyle Niemann
The other day as I was digging through a huge pile
of old papers in my attic, lo and behold what should I
find but an old yellowed manuscript with the following es
say upon it. Although I can't say that I entirely agree with
all the sentiments expressed in it, it does raise some rather
persistent questions which each person has to answer
There was no signature only a scrawled initial which looked
A specter haunts the world-the specter of enslave
ment The history of mankind hitherto has been a history
of class struggle. In this struggle it is not the proletariet
which has suffered the most.
There has been one class which has suffered a much
more odious oppression than that of the proletariet. This
class is composed of those Intelligent men, relatively rare
in society; the intellectuals, thinkers and sages; in short,
those men who have made active use of their native in
telligence. These men, ironically referred to as "enlightened
ones," have, in actuality, been the greatest dupes in his
tory. They, whom one would suppose the most free and
independent of men, have, in fact, been the most abject
of slaves. They have been duped and tricked by that col
lective mass of mediocrity which has composed the major
part of mankind throughout the various ages.
If you look at the history of mankind it is easily seen
that every advancement, every particle of progress no
matter how infintessimally small, has been the result of
these men. Every invention, every advancement in gov
ernment, every discovery in science, every rise in the
world's living conditions has sprung, at one time or an
other, from the minds of these men.
They have been the scientists, doctors, philosophers,
and guiders of mankind. It is to them that any credit
for humanity's advancement must be given. Without these
superior men mankind would still be swinging from the
But. I ask you, what have these men ever gained in
return for their labors? Sure, you may answer that the
world has bestowed wealth and fame upon them. But are
these things really of such great value when compared
with what they are forced to go through?
From the time a child first shows any spark of in
telligence, any characteristic which distinguishes him from
the mediocre mass, he is indoctrinated with a set of ideas
which determine his future condition of slavery. He is taught
that he must use his talents to advance humanity. He must
do something useful with himself. Moreover, he is given the
materials to do so, he is taught to question, to wonder, lo
see out answers, to think for himself. He is taught to look
critically at society and, then, most importantly, to strive
to change and improve it.
What is the effect of this educational process (only the
least part of which is received in the schools) upon the
child and the man he becomes. He is taught to look criti
cally at his society and the world in general. What he sees
usually does not satisfy him.
The world is like a stupid, irrational beast stumbling
in the dark refusing to accept any proffered assistance.
The intellectual sees much that is wrong with the world,
and, because of his indoctrination he seeks to change and
enlighten it. However, he rapidly discovers that the world
does not want any help and that it rejects both him and
But he fights on since that is all he knows how to do.
Perhaps, eventually he may succeed in effecting some
changes, perhaps not. But what happens to the intellectual
in the process, is he satisfied and content even if he does
The answer is a resounding NO! He may haye money,
fame, material comfort, but he lacks the one ingredient to
true happiness peace of mind. Because of his conditioning
he can never stop seeking, never stop questioning, never
be completely satisfied with anything. So long as he ac
cepts the premise that he has a higher duty to so
ciety he will continually strive for a better state of af
fairs and he will continually be rewarded by frustration,
despair, depression and unhappiness. He can never free
himself of the worries and problems of the world.
Compare this to the non-intellectual. He just sits back
and reaps the fruits which the intellectual secures for him.
If he does anything at all, it is to hinder and destroy what
the intellectual is trying to do.
His only concerns are those things which beset every
man (even the intellectual) involved in the daily processes
of life. Unlike the intellectual he does not bother himself
with abstract ideas and questions. He does not worry about
right and wrong, good and evil, truth and justice except
in so far as they immediately affect him. He is easily satis
fied and quite content with things as they are. He has no
real desire to change the world. In fact, he rarely even
concerns himself with it, unless it directly affects his ex
istence. He is quite happy to let other people correct its
This, then, is the state of affairs in which the intelli
gent man finds himself. He is the pawn and slave of the
masses. And, what is worse, he has been so conditioned that
he fails to see his own bondage and, instead, actively de
sires it. He has been duped into doing the work of the ad
vancement of the world while receiving for bis trouble only
frustration and bitterness.
The time has arrived when the intellectuals and think
ers of the world must throw off the bonds which have
held them for so long. They must come to realize their
enslavement and then they must act upon that realization,
why should the intelligent man be expected to carry the
full load of the world upon his shoulder? Why should
he be expected to work for the ignorant masses who, at
their best, merely tolerate him and yet, still live off the
fruits of his labors?
What is this tremendous lie that an intelligent man
has a duty to advance the cause of humanity? Why? Of
what benefit is it to him? Revolution is the only answer.
The intellectual must revolt, not by seizing power (that
would be to fall into the world's trap) but, by rejecting this
imposed role of leadership.
He has no obligation to mankind. There is no higher
law which says that he must sacrifice himself for that
mass of fools which composes the bulk of humanity. The
intelligent man, then, must turn from society and con
centrate upon bettering himself. He must seek peace with
in himself for that is where his salvation lies. He must
advance and improve his own mind and senses. He must
work for himself and not for society.
Intellectuals of the world unite, cast off the chains which
T, heid Vt0 a 'WkdoM society, instead, seek thy
self for that is the good. ' '
Vol. 80, No. 56
Feb. i, 1967
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