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About The daily Nebraskan. ([Lincoln, Neb.) 1901-current | View Entire Issue (Feb. 9, 1967)
THURSDAY, FEBRUARY 9, 1967 Sage 2 The Daily Nebraskan ;i S i: Child Or Adult? i 1 a k I IS r1 I: - I. t; t EDITOR'S NOTE! The following ar tide was written by Dick Schultz, chair man of the ASUN Student Conduct Com mittee. The committee has drafted a pre liminary Student Bill of Rights which will soon be discussed by representatives of all the students at the Bill of Rights As sembly beginning Feb. 19. Are students at the University treat ed like children? Do students have "loco" parents living somewhere in the halls of the Administration building . Students at NU are asking these and other pertinent questions concerning their status in the academic community. These students realize that active participation in education increases its value. A student must be more than a robot with uncontroversial, conditioned respons es. The student must be constantly de termining and evaluating his role in both curricular and extracurricular activities. This article will endeavor to examine the latter area. Because college years are a t i m e when students assume greater responsi bility for their behavior, some measure of maturity Is used to determine the ex tent of student freedoms. There are about 17,000 students at the NU. How is the maturity of 17,000 students determined? In my opinion, there is only one work able measure of maturity; and that is the age of the person and the responsibilities and privileges accorded that person by our entire society. How mature are the students at the University? All but a few students are 18 years of age or older. In fact, over 40 per cent of the student body of the University is 21 years of age or older. Almost all stu dents are legally old enough to marry and raise a family. Almost all male stu dents have been legally recognized o 1 d enough to bear the responsibilities of cit izenship by fighting our country's wars. In some states people of college age are voting in state and federal elections. Some slates have given people of college age the privilege and responsibility of al coholic consumption. Many college stu dents between the ages of 18 and 20 are considered legally adult because their parents have relinquished the rights of care, custody and earnings. Regardless of the opinion of the Re gents, administrators and faculty, students at the University are not children and have come to accept and demand great er responsibility for their behavior. The Student Bill of Rights is a mani festation of students' concern for unwar ranted control and direction over their be havior outside the classroom. It is impor tant to note that student freedom is as old as universities and higher education. Students in European universities about seven centuries ago insisted on the right to have a decisive voice in choosing professors, arranging courses ond lectures, controlling all their household affairs and they even secured certain political rights in the community. The concept of stringent control and direction of students in communities of higher learning is mostly confined to English-speaking countries. This concept was developed at a time when our Institutions of higher learning exhibited these two, now archaic characteristics: 1) the in stitutions, both public and private, were dominated by religious orthodoxies and dedicated to ecclesiatic indoctrination and instruction; and (2) the students entered college at the age of 13 or 14. Unless the goal of the University is either to indoctrinate or to educate junior high school children, the notion that NU should act "in loco parentis" (or as substitute parents) is certainly outdated. The young people in college our "education elite" representing the ma ture, independent-thinking leaders of to morrow are subjected to greater restric tion than most other persons of compar able age, except those in penal institu tions. Enrollment in college requires a par tial surrender of the freedoms of speech, press and assembly, and often the free dom of privacy. Many extracurricular ac tivities exemplify the paternal attitude of the University toward students. The present philosophy of administra tors toward student activities at many universities is the "preparation theory". In general terms it states that college is a period of "preparation" in which the student through incubation acquires those skills he will need to live life. (Or is college a gathering of young and old for the acquisition of knowledge and the search for truth?) The students participate in a make believe world of activities where they can safely practice being a citizen of an ar tificial society. The essence of many stu dent activities simply stated "let's pre tend". Can this be a serious philosophy of learning? Can a person learn to swim without ever getting into the water? Can a person learn to drive a car without ever leaving the garage. Admittedly, the "let's pretend',' ap proach sterilizes the content of debate and controversy, preserves the university status quo, and maintains harmony with legislators, rich alumni and worried par ents. But the Important question, does a student learn by making decisions that have no certain results, that are posed and controlled and subject to veto by a dean of student affairs acting "in loco parentis" I do not think so! For students to benefit from the decision-making process their decisions should have results; and the students should be responsible for those results. Furthermore, students should have the opportunity to alter the status quo of their college environment through autonomous, responsible, decision making processes, if such experiences are to be distinguished from those of a serf. llllll!l!lllllim"UIIIIIIIIIIM Whistle While TJou Walk I Why do so many people describe the University as a culturally arid waste land? Is it because these critics have overlooked our richly polished University which is a product of the high cultural level of our facilities and student body? It seems to me that these soap-box orators need a little enlightenment, and so I am going to devote the next few paragraphs to an evaluation of the cul tural climate manifest In our school. We do experience a sophisticated cul ture at the University which is reflected both in its institutions and the student body. For example, the school has been instrumental in popularizing operas and plays, art exhibitions and music recitals, quiz bowl and foreign films, guest speak ers and convocations. The Greek system has contributed Kos met Klub and Coed Follies, dances and parties, games and athletics. Student or ganizations have added talent shows and beauty contests, student rights and the Free University (its overwhelming suc cess will be due to the abundant enthu siasm generated by the students). The prosperity of these cultural events Is illustrated by the spirit of activity con nected with each In that the majority of students attend every cultural function as an integral part of their education. The demand for cultural entertainment Is ex hausting this Is why, for instance, each foreign film Is shown on a number of successive nights Instead of just one. Culture is not something to be left In the classroom, on the stage, or at the art gallery: this is apparent in our ex terior attitudes of dress and conversation. The more I observe people in a variety of ordinary activities the more I see our cultural climate influencing their behav- . . . Alan Barton I lor. By drawing on various sources of in formation they demonstrate their cultur al depth whenever and wherever the sit uation arises. In the Union an average discussion embraces a multitude of interests rang ing from Renaissance art to a Fellini movie, from Truman Capote to Albert Camus. It makes no difference what the topic is everyone usually knows something about it. I feel that this is typical of al most any conversation eminating from a dorm to a coffee shop. The attire of these young culturalists, our student body, Is no less impressive. We observe and adhere to a strict middle class mode of dress which is not only pleasing to the eye but mature to the in tellect. In fact our whole social structure at the University is derived from a mid dle class philosophical base which accel erates a thorough inculcation of the arts. The fact that we have a middle class background is enough argument to sup port the idea that the students at Ne braska find and embrace culture, but an increasing enrollment which demands more and more culture confirms it. We have so much cultural enthusiam on campus that it is easy to see why the dormitories are filling up so rapidly. But the limited number of living units is clearly becoming a problem how can we meet the demands of our increasing enrollment? One solution is the OU-NU merger. Another more plausible possibility would be to build more dormitories in our Lin coln campus. This creates another prob lem; where will we find space to put the new living units? One student suggested moving Sheldon Art Gallery to the peri phery of the campus. ft Thc New flfLofcM-iTY At Un lv"CR"STY Of VJ Our Man Hoppe- Ronald Meets The Budget I I I 1 -7 Arthur Hoppe All right, children, climb up on daddy's knee and he'll tell you another fairy tale about Sir Ronald of Holyrood. Let's see. How about Sir Ronald's awesome battle with the fruminous Budget. Ooo, it's scary! Try not to shriek in daddy's ear. ft ft Well, as you remember, Sir Ronald had vanquished the Evil Governor, freed the Golden State, and ban ished the Wicked Wizard from the Castle of Cal. And so it was that he buckled on his famed Swinging Sword, mounted his white charger and set off on the most dan gerous qu e s t of all to penetrate The Thorny Thicket of Legislature, in whose tangled depths dwelled The Unruh, feared by one and by all. . "I know you will follow me, Sancho," said Sir Ron- fiiitiijs:iit';iiiisifiiJiii!iiisfitiiiiifftififtitifitiirtiiisiiiMStiisiti'iij.4iii)iiiifiitiiJtifsiiiiiiitiii:iiiiiiiii I RON PFEIFER'S A Handful Of Rami You walk in the swinging door (only by invitation) and there he sits: The Fat Man. Lights are too soft and you can't focus on anything, for a very long time. You can, however, guess at what some objects are and what some are not. His royal friends are seated near him on satin pillows and they look content. Like a king and his court admiring their jesters. Hollow glassy eyes seem to illuminate things and faces around them. A million cigarettes going at once. The Fat Man has his legs crossed. , Dizzy people all around him are shaking hands in a maze of twisted wrists and ringed fingers. Someone calls for your credentials and you hope that they'll be accepted. What more proof do I need? Your legs begin to burn at the knee as you check the time on your watch. People are swinging from one side of the room to the other on purple chandeliers. The Fat Man signals an end to all this with one glorious ges ture of one hand. He talks like a cousin of Mr. Clean. But he isn't nearly as big or as strong and he is cer tainly no follower of the Ajax Knight. The Fat Man is serving some kind of colored bever age to his favored friends and you become very thirsty for a little bit of it. But would you dare ask the Man for anything Drums roll and outside you suddenly hear your old friends yelling for you to return and go home. They look like they are enduring some pain in front of you. But you know this is the place you must stay until the whole thing is over. In one flash of light you detect the distinct absence of an usher to guide you out of here. After all, maybe you'll go to another church after this service. Campus Opinion . . . No 'Educational Kick' Dear Editor: Spending money for educational facilities to accommo date a rapidly increasing student populous is not spending money on an "educational kick" as "A Proud Conserva tive" suggested in a recent letter to the editor. Appropriated money would not be used to erect glazed marbel pillars, but instead would be used fcr construction of much-needed classroom buildings, research equipment and labs, and increases in salaries so we can keep our professors here. This should be apparent not only to us, as teaching assistants, but also to every student on our campus, re gardless of how proud or conservative he may be. Dave von Minden Ilorton P. Peet aid confidently to his faith ful squire, Sancho Nofziger. "For you have purity, de cency and righteousness in your heart." "And," muttered Sancho with a sigh as he clambered aboard his donkey, "rocks in my head." Hardly had the two com panions rounded the f i r s t bend in The Thorny Thicket than a huge, indescribable shape loomed up in t h e gloom. "Quick, Sire, flee!" cried Sancho in alarm. "We are face to f a c e with a Budg et!" "What, Sancho," said Sir Ronald, bravely standing his ground, "is a Budget?" "Oh, Sire," said Sancho, falling to his knees, "t h e Budget is a vast, incompre hensible thing that thrives in this turgid murk. Your predecessor, the Evil Gov ernor, for who knows what diabolical purposes fat tened it up year after year so that it now threatens to topple over and crush the simple p e o p 1 e of our be loved Golden State." "Hola, Budget, yield!" cried Sir Ronald. "For to save my people from being squashed by your loathe some bulk, I shall lop off a tenth of your flabby fat and trim you down to size." But a strange thing hap pened. No sooner had Sir Ronald drawn his Swing ing Sword than the air was filled with piteous cries and heart-rendering groans. "What manner of strange creature is this?" asked Sir Ronald as Sancho cov ered his ears and cowered. "I have not struck a blow, . yet already we are knee deep In blood and tears. Do people love the Budget so?" "Oh, no, Sire," said San cho. "A 1 1 abhor it. But everyone loves some part of it. And each fears you will wound the one he loves." "Courage, Sancho, to save our people we must strike boldly. Take that, you swinish Budget, and that and that!" And Sir Ronald sliced and hacked and hacked and sliced and. . . ft ft ft Now what are you crying for, children? The Budget? For goodness sakes, don't worry about the Budget. It's a very magical beast. And the more Sir Ronald slices at it, the bigger it will grow. So that after the aw ful battle it will be bigger and fatter than ever. Honest. What do you mean you don't believe daddy? The trouble with you kids is you don't have any faith in fairy tales. AWS Replies EDITOR'S NOTE: The following is the full text of the AWS statement in answer to the request from the ASUN executive that the AWS Board justify their "sole legislative power" in the area of women's regulations. Dear Members of the ASUN executive, Much more is involved in answering this request, as has since been clarified through private conversations between AWS and ASUN representatives. It would seem that at this point, ASUN is interested in establishing a strong and unified student voice. This objective is con sistent with the aims of both ASUN and AWS. The Issues and questions raised by the ASUN letter and by other interested persons in the past week have been issues and questions previously considered by the AWS Board. To answer these questions satisfactorily, the AWS Board has proposed a Constitutional Convention for next year. As we see it, these are the major issues for next year's Convention: 1. From what source does AWS derive its authority? Presently, AWS derives its authority through the Dean of Student Affairs Office. As questions raised indicate, this may not be the most satisfactory situation. For this very reason, AWS has proposed a Convention independ ent of the present AWS Board. This Convention will re ceive its authority from the women students. 2. Is AWS a "student organization"? This raises the constitutional question of whether AWS ranks as most other student organizations and is there-by subject to con trol from ASUN, or whether AWS, by. virtue of its au thority delegated from administration, is beyond the con trol of ASUN. This, too, must be clarified by the Con vention. Presently, AWS is a "student organization" by virtue of its membership, but because its authority is delegated by an outside body, it is more than the or dinary student activity. Thus, AWS's relation to ASUN is unclear and at present, unresolved. 3. Who is a member of AWS, and who is affected by AWS rules and regulations? Every undergraduate woman enrolled in the University is a member of AWS. In actuality, only those living in organized housing unit3 on campus are subject to its rules. At present, AWS has no voice on the issue of off-campus housing. It seems only fair that AWS should have such a voice, as should ASUN. Hopefully, next year's Constitutional Convention will be in a position to take a stand on off-campus hous ing for women. Off-campus housing concerns both men and women, and is presently being considered as a stu dent right in the Student Bill of Rights. Since this issue involves both men and women, it would seem most logi cal if direction in this case would be provided by the ASUN, with the support and advice of AWS. 4. The final and main issue raised by the ASUN ex ecutive letter is thsi of "sole legislative authority" in the area of women's regulations. It Is the purpose of the Constitutional Convention of next fall to determine the source of AWS's authority. The present AWS Board feels that whether AWS receives its authority from the Administration, or whether It receives its authority directly from the women students, or wheth er its authority is delegated from a body such as ASUN, it is Imperative that AWS be guaranteed the sole jurisdiction in legislating in the area of women's regula-v . tions. "Women's regulations" should be clarified as meaning those rules and regulations that pertain solely to women. At present, certain restrictions are placed upon University women. It is the feeling of AWS Board mem bers that as long as these restrictions exist, the women living under such conditions are the best qualified to rep resent, judge and direct the making of such restric tions. These same women are also the best qualified to judge when there is no longer a need for such restric tions. "Women's regulations" are only a small facet of stu dent government, but that facet can receive the atten tion deemed necessary by University women under the auspices of a women's organization such as AWS. AWS Board members have the time and opportunity to study women s regulations and women's needs would be lost if the present functions of AWS were to be incorporated uit?,larger and broader governmental responsibilities of ASUN. The AWS organization ts be established next year must have sole legislative authority in the area of wom en s regulations to be effective. If it were robbed of le gislative authority, AWS would then become only an en forcement agency. Even the effectiveness of its ability to enforce regulations under such conditions would be questionable. A successful women's governmental organ ization, be it named AWS or something else, must have power to be effective, and power comes from legislative prerogative. iinpefiaVef ?2m$. t0 clarify our Positln and out-rnnvM- objectives for next year's Constitutional S?Sen2e CnVentl0n h3S b6en propoSed t0 sdv8 T!?eAWS Board is concemed with presenting a uni Aldn?UflrinLV0Cen We tnat the ogives of AWS and ZT UaU? in,clusive. rather than antithetical. We We Ire K,aPf,!ng uf.PWe" r Conflict of terest' enu- Z i g,i Work together t0 achieve common SS ihi. hw Propose exploratory talks with ASUN with this objective in mind; of formulating the best stu- sftyXbSa PSSible fOT the StUdents at the Univer- Yours truly, Pam Hedgecock President, AWS Board Daily Nebraskan Vol. 90, No. 97 Fei). 9, 1967 TELEPHONE: 477-8711, Extensions 2588, 2589 and 259C Member Associated Collegiate Press, National Ad verUIng Service, Incorporated. Published at Room 51, Nebraska Union, Lincoln, Nebraska. 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