xt79p843tx4d https://exploreuk.uky.edu/dips/xt79p843tx4d/data/mets.xml The Kentucky Kernel Kentucky -- Lexington The Kentucky Kernel 1974-09-26 Earlier Titles: Idea of University of Kentucky, The State College Cadet newspapers  English   Contact the Special Collections Research Center for information regarding rights and use of this collection. The Kentucky Kernel  The Kentucky Kernel, September 26, 1974 text The Kentucky Kernel, September 26, 1974 1974 1974-09-26 2020 true xt79p843tx4d section xt79p843tx4d Vol. LXVI No. 36

thiirsday. September 2.6 1974

KENTUCKY

81‘

an independent student newspaper

Kernel stan poor; by 33ml W

Senate ('ouucil chairman I)r. Stanford l..
Smith lupper left i aiul Lewis \\. ('ochran.
\ice-presideut of \cadeinic Affairs tupper
riglill discuss issues .it “eduesday 's
(‘ochrau and

left) of the

(ouncil meeting.
Itoy ster

Senate

“iinherly ( . tlow er

Graduate School ad\ised the ('ouucil on
faculty input in l niyersity institutes

and

legilinii/iug graduate student

membership on the Graduate (ouncil.

21

University of Kentucky
Lexington. Ky. 40506

enate Council votes
to maintain institutes

lty I.\'\ ll.\(‘Kl-Ilt
Kernel S'tal'l “riter

'I‘he l'nmveisity Senate (‘ouncil voted to
maintain laculty involvement in
l niversity institutes and sent its decision
:oal nivei‘sity Senate standing committee
tor lui'ther deliberation and advice
Wednesday

That decision was a result of a tequest
trout l’resident titis .\ Singletary tor the
t'ouncil’s advice on terminatingI the
\\e|tai‘e Social Research Institute
llllx I\S’l'l'l‘l T}: has lullilled its
Iunction and used its government funds
and now awaits decision by' the Board ol
'l'rustees on whether to continue it with
nuiyersity tunds or to mesh its operations
with other appropriate l‘iuvers'ity units.
said In Stanford l. Smith. Senate (‘ouncil
thaU’nian

ltebate continued lor over an hour in the
to dctine institutes as
educational therefore maintaining
taculty input or to define them as
adnnnistrativc units and lose the tacuhy

council on whether
units.

input

"I‘lll~.( til \(‘IL decided It would just as
soon have taculty input.” Smith said

The (‘ouncil also decided to seek
niteipretanii trom the Senate Rules
tommitiee betore recommending that
two graduate students serve as voting

members on the Graduate ('onncil

The Graduate council. composed
primarily of faculty members. decides the
Graduate School.

\(‘('tiltl)l\t. 'I‘f) S‘.\ll'l‘ll. the Senate
Standing Advisory ('ommittce gave
nnplictt appmval of two graduate students
on the Graduate ('ouncil when two
graduate st udents w ereadmitted as \“)llt.,{

policies of the

int-tubers Ill ltttiT

However there is another provision in
he Senate s titles and regulations which
n .ikis no anwance tor graduate student
tz.t titlit't's on the council. only tor lull-time
tactilty

\Vestei‘field. Senate t‘ounctl
said legitimi/ing the provision
tor graduate student input on the Graduate
t'tl'ltllH eiited the established
policy of Student Government «S'G i. which
is to represent the student body

'l‘llI-L Itl‘lltt’l‘I-l LIES on whether slated
nomineestor im-mbership on the (iiaduate
lrom the Graduate
Association tGPSAi

.‘t'atlllafc members

ltebecca
titt'tiilit‘l'.

t‘ouncil

(ouncil come
l’iolessional Student
or troin SG

"It seems like a lot of tire.“ Smith said.
"but it boils down actually to changing a
tew words around in the ul'niversity'
Senate ltules and Regulations.‘

|\ ti'l‘lll-th .\("l'lt)\ the (‘ouncil gave its
approval for a Hi I) program in the
department ol health. physical education
and recreation. established a community
college hason committee and deCided to
look into televised instruction at l'K.

Law students handle real cases while in college

assigned. And maybe he'll find a

liy ltltl't'E SINGLHTUN
Kernel Staff “riter

Several t'K students have been
pl'ncltcmg law while still in law
school. A 1970 State (‘ourt of
Appeals ruling allows third-year
law students to work in
misdemeanor cases without a
supervising lawyer in the court-
room and may assist another
lawyer in more serious cases.

punished by a fine of not more
than $500 or a prison term of not
more than 12 months.

.\.\' ADVANCED STUDENT
can handle this kind of case
alone. He is assigned to the case.
does all the research. and then
presents it to his mentor lawyer
for suggestions. More often than
not. this lawyer will be with the
student in court.

interviewing of defendants and
the case preparation. The
attorney and student work as a
team during the trial. but the
final decisions are up to the
practicing lawyer.

“The students get only one or
two cases to prepare at a time."
according to Pete Lambert. one
of the five students who
participated in the program this
summer This way they can do :1

And. in general. they have a lot of
time to devote to the individual
cases]'

.\l. Ilf)l.l.()x. who will be
working in Circuit (‘ourt with
Assistant (‘ounty Attorney Jack
Miller this semester. echoed that
idea

"The first thing one of the
student lawyers is going to do
when he is assigned a case is go

case nobody else has noticed. The
practicing attorneys. with their
case loads so much heavier just
can't do that much work on each
case."

The legal interns have made a
good showing in court. Quraterly
(‘ourt Trial Commissioner Cecil
Dunn says. “The competence of
the participants is very high
considering the experience the

A misdemeanor case is one in
which the defendant may be

in felony cases.
lawyer may

student
the

the,

get in on

lot of research. They talk over the
whole thing with their attorney.

out and read every

$6 continues note-taking proiect

By HUN .\|l'l‘('lll‘2l.l.
Managing l‘lditor

S‘tudent Government tSGi will continue
distribution of BIG zoo notes despite the
objections of the course instructor

"We are going to continue to print and
distribute the notes. We sought legal
advice and he told us it wasokay' as long as
the material is not copyrighted." SG
l’residenl liavid Mucci said Monday

"Illa S‘ \II) he tthe lawyer) thought that
material such as this Is the property of the
he atldcd

momentarily

tmversity
S'G had cancelled
publication of the HI” 2W notes 'l‘uesday

when ltr. Gerald Roscnthal. the course
instructor. ohiected. Rosenthal objected
because he thought that his control over
theclassis lost w hen “an unknown student
takes notes and distributes them "

llea lso opposed the tact that SG charges
the notes. \\lll(‘h
students in

live cents per sheet for
are made available tor

large lectuie classes

live

to comment on
\\ ednesday‘

lttiS‘l-IVI'II \l. relused

the ISSllt‘ when contacted
night
.\lucci said SG IS losing money on the
lil‘ft_|(‘('l as the anticipated income has not
As a result of the lack of

note takers have

been reali/ed

protit on the proiect.

l.\ ”it“

been paid only up to last Friday. and work
voluntary basis until
payment. .\lucci

done on a
itnoney is a\talablc loi‘
Sitltl
liltt
halted until SG could seek legal advice.

\Iucct said

Jtttt note taking was momentarily

\ti'l‘l-.S‘ l\ the live classes are taken by
|i\e dilteicnt students. tour of whom are
enrolled in the respectiveclasses they take
notes Ill. according to lion
tooi'dinatoi ol the note proiect

t iross‘.

said
note

The other tour class instructors
“edix-sday they support the SG
taking proiect and have no complaints
“till the note takers

('outiuued on Page 7

Kentucky
case like the one he has been

interns have."

Tlll-Z PROGRAM is demand-
ing. A student in this program.
who gets two hours of pass-fail
credit and no pay. will usually
end up spending more time on his
cases than he would normally
devote to a two hour class.

But those in the program say it
has its benefits. Lambert said the
benefits are twofold.

“First." he said. “it gives you
more confidence in preparation
and crossiexamination techni-
ques. And second. it gives you a
chance to work under people 7
usually different people. You'll
be able to see what techniques
and idiosyncrasies work for
them Then. you‘ll be able to see
which ones you can incorporate
into your own methods."

(‘ontinued on Page 6

 

   
  
   
    
  
    
  
  
  
  
    
  
  
     
   
  
  
 
 
  
   
  
  
  
  
   
     
  
    
   
  
  
  
     
  

Editor-inchtet. Linda Carnes
Managing editor, Ron Mitchell
Assoc-ate editor, Tom Moore
Editorial page editor. Steve Swdt

 

Features editor, Larry Mead

Arts editor, Greg Hotelicn

Sports editor, Jim Manoni

Photography editor, Ed Gerald
1

 

editorials

Editorials represent the opinions of the editors, nottne University

 

Time to end 'Victorian' visitation policy

l)r. ltobert (t. '/.umwinkle‘s recent
disapproval of two i‘ecomiiiendations
involving expansion of visitation
hours in residence halls is a clear
Illustration of the administration's
willingness to remain with its policy
of in loco ]t(lt‘(’ltll.\‘. .»\ position tltat long
ago sltould have been abandoned.

'l‘he recommendations iii question.
fostered by the committee on
evaluation of coeducational housing
and visitation. would have permitted
w t‘t‘lx'vltlglll externa.l visitation in the
coed domt tltlanding It and would
have allowed .‘ttt hours of external
'isitatioii per week in freshman
dorms . lt‘reshmenarc now permitted
only 13 hours of external visitation per

week,I

\\tiile it was disheartening to learn
that Zumwiiikle. vice president for
.sttideiit affairs. does not favor an
extension of houis for persons in the
coed dorm. it is his reasoning for
disapproving of the freshman hours
reeommendation that brings forth our
objections.

the committee recommended that
“as soon as possible. but not later
than tall. 1973. the hours available for
\isitatioii piivileges for residents of
the freshman residence ltalls be
e\tended to be commensurate with
those ot the upperclass. single sex
halls "

In his brief response Zuniwiiikle

'wwxr IF WE GAVE AN macaw AND mecca/CAME ?‘

til:l lltlllll,‘

tittt
702%?

i
s

 

VI!

' ".“IIL

said. "It seems reasonable that there
wottld be a difference between tlte
\isitation lioursol freshmen. many of
whom are living away from home for
the first time. and those of the
upix-rclass students " ltasically.
Zuniw inkle is saying that the
administration
semester ti‘eshmeii too imiiiatni'e to
handle \isitors Ill their rooms
Seemingly. the adiitinistratioii's

considers lirst

restriction ol freshmen visitation
hours is the last hurdle blocking a
more liberal review of residence hall
regulations

ltatlier than continue with this
“\ ictoi'iaii” regulation until another
housing committee report is released
two years lt‘ttltt now. it would serve
the adiiitiiistratioii w ell to reverse Its
.teeisioii on the liitiited amount of
lt’t'.\lllttt‘lt hours

Swafling of flies

ltr (.crald ,\ ltoseiithal. assistant
biology outraged
becatises'tudeiit (toveriiment st; is

iiiass-pmduciiig his classes iii the

professor. is

form of lecture notes. a\ai|able to all
who want them tor only a nickel

llis opposition is based on three
premises. First. he claims the notes
may be inaccurate. second. they may
induce students to miss classes. and
third. they isolate students from the
learning process

ltosenthal is swatting at thes by
attacking the St; lecture
protect

their is no doubt that all of these
are realistic objections Some
students can and do use lecture notes
as their only exposure to classroom
material. tust as some students rely
on ('llll'lttthS as their sole literary
orientation

\te agree that this is not the best
way to learn

notes

't'oget totlie heart of the iiiatterone
has to look at the individual

it oinatioiis oi students ,\i‘e they
tft‘t ie ted ta ii-ai'iiiiii: per se or are
itii-\ interested iit grades“ 'l'here is no
iiecessaiy correlation between the
t'.‘.ti
\‘iltat lt.t\t‘\ttl\1‘(l .‘tl lltts l ltl\t‘t'stty
and nearly eyery other ttttiyersity is a
system student is

iewardetl iiot toi‘liow lieltu‘it‘ttsbut tot

.‘ ltct't‘lty lltt‘

.i, tiat he learns 'l he grading system is

'he l‘.ttsl ‘.t\|ltlt‘ and commonly
.ill.tt‘l\t'tl
emphasis on quantifying knowledge
st; lt‘i'tttt‘t' notes are merely an
outgrowth of this system They
complement the

lti.tlt|lt'\lttlltlll of this

ietiitoi'ce and
iiiultiversity.
students are ottered the
team. but are not
ieipttt‘ed to ll'tll'll

learning process of a
_. llt'l't'

opportunity to

It is the tespoiisibtlity of students
ill a ii ass education ittstittltioii. to
t lioosi- tllt'tl own paths to knowledge
the facility and administration
should facilitate this quest. but by no
t! eaiis should they attempt to hunt

the alternati\es

Stopping inflation at the dollar bill level

   
     
  
 
 
   
  
 
  
   
   
 
 
 
  
  
 
 
 
  
 
    
  
  
  
 
 
  
 
 
 
 
 
  
  
 
  
  
 
  
  
 
  
  
  
 
  
  
 
   
   
  
 
  
  
   
  
 
  
  
     
  
  
  

’iy \l('ll()l.\.\'\'l)\HUFFMAN

\\.\Slll.\'(i'l‘t).\' —— The call has
gone out from the White House
for a bipartisan attack on
inflation. Politics as usual is to
stop not only at the waters‘ edge
but also at the dollar bill. To urge
us on in the fight against the
dragon of inflation and to
encourage us to achieve national
unity iii the face of the crisis.
even the new First Lady has
asked us to tighten our belts and
to sacrifice.

The bipartisan approach does
have the advantage of making
any debate over economic policy
faintly uiipatriotic. while
galvanizing us to form in line and
march forward somewhere
behind our (‘ommander-in-Chief.
'l‘his spirit. as we should know by
now alter the vicissuudes of the
last to years. is hard enough to
achieve llt wartime. but in peace
our society is. as the American
Marxist economist l’aul Sweezy
says. "incapable of a self-
denying sclfcontrol “

You can‘t rwsonably hope to
tell a tree-market businessman
that the laws of commerce are
suspended. and that he should
ignore the bottom line to tight
inflation Mr. lt‘ord may strain
himself to petsoiialize inflation

by calling it Public Enemy No. I.
but that isn't going to convince
many people to treat it as Adolf
Hitler.

.s‘weezy. one of the more
interesting thinkers not invited to
the “bite llousc economic
conference. views inflation not as
a criminal personification but as
a consequence: “Whenever you
have a class society. where
people are trying to improve
their positions vis a vis others.
inflation is a lttttJOI‘ mechanism
for doing ‘iust that," Hence. he
argues. eroding money is built
into all capitalist countries as
weU a s most (‘ommunist ones like
ltussia. where both class
distinction and inflation manifest
themselves under somewhat
different somalist forms.

These calls for some of us to
sacrifice give the Marxist's
wottds a certain sting. but you
don't have to share all of
Sweezy's views to side with the
notion that inflation may be less
an enemy than it is a necessary
consequence of a systemic
disorder. ltight- and Left-wing
thinkers d isa gree on the nature of
the disorder. but interviews with
them reveal a concurrence that
the causes ot our troubles aren't
iiieiely unbalanced budgets but
t'tttl lie tound in the structure of

our economic and

arrangements.

This is certainly politically
possible. The trick is to split
labor. through buying off certain
powerful unions with
economically unjustifiable wages
and their top officers with good
iobs. The presence in Washington
of Nelson thicketeller's protege.
Peter J Brennatras Secretary of
Labor illustrates how that works.
The rest of the labor force the
members of politically weaker
unions and the unorganized who
constitute the lllithl‘ll)‘ ~ is
invited to participate in patriotic
belt tightening

That may keep a Rockefeller in
office. but as an economic
strategy it is open to question.
()ur past experience with this
tactic shows that the results of
making companies pay higher
than market wage rates are low
profitability and lalling employ-
ment. 'l‘hese consequences can be
tempoiarily ameliorated by inun~
dations of cheap money. but as
we're finding out there is a limit
to that.

thus. even with high
unemployment and the weaker
and larger part of the labor force
cowed into accepting a slipping
standard of living. our problems

social \‘.lll not go away

l‘Iiiiployiiieiit
for women. minority group
members and youth. all those
secoiid tolls in the family that
have helped lxt‘t‘l) purchasing
power up will have been lost tot
no gain

the next approach alter that
will haye to be a return to
toiitrols \obody believes in
them anymore. not even the
\thtte llouse's court economists.
so the tall-back position will be
more and closer controls. not inst
crtide wage and
icgttlattoiis

price

tine loriii that can take is
special tax ('ttltSlthl‘illlttttS. those
famous economic incentives to
invest. to get the wheels of
industry revolving aitd the money
circulating agaut. 'l‘he built in
contradiction here is that no
businessman needs a tax
incentive to put his money into a
profitable proposition 'l‘ax
incentives are for losers

llul what if. as is so often the
case. the losers keep losing Wllh
the tax incentives'.’ The logical
step is to attempt to save them by
more regulation. by dividing
markets by setting prices and
production quotas that ugly
conspiracy against the free

market which is so often

.etebrated as a partnership of
i: ai:ai:eiiieiit. labor and
.‘tt\t‘l‘tlltlt'ltl leading us into a
planned and prosperous

ttttion‘tiw

l’ci'liaps this ainalgaiti of Left
litilltt aiialy sis is wioiig .lei‘t’y
loid may t oiitouitd us wise guys
and make ll t‘otttc out hunky
iloiy. oi inflation may reach
'ripte digit levels by March with
the umei'iimeiit overthrown by
packs of starving
stockbi‘okers .'\everthelcss. the
tttttt‘t' likdy event is another ice
age of \\;i.shington interveii
tioiiisni \et another attetttpt tit
regulation of the sort which was
declared unconstitutional when
Itoosevelt last tried it In

peacetime dining the 1930s

io\mg

The courts have become more
tolerant of intrusive regulation
since then. but new measures
that w ill permaiwntly change our
country ought not be enacted
over our heads in a rush of
pretmstertms patriotic unity that
supposes a Nelson Rockefeller. it
factory worker. a farmer and a
salaried whitecollar employt‘t‘
have any significant common
lltlt‘l‘t‘Sl to basic them upon.

\icholas \on Hoffman is H
columnist for King Features
Syndicate.

   

     

It

'l‘h
m uc
Wa It
prob
time
sentt‘
tweii

Wt
all It
categ

'l‘l‘j
survt
studc
loglct
the
pt'l'lo
have
a mo

Is It
that I
last lt
Surely
to fit
lio‘w'ei
about

Whi
cliche
angtn:
conve
ptilttt‘
tensit
desti‘u

SIX
in exp
poverl
adven
k ids.
tee h n
revolu
from
llelayt
nation.
securi
.-\bsolu
locked
"We"
abroad
highly
mood.

Stu

B;

t
.

l‘iiiver:
for hi
l'niver:
several
to liti
adminis

(‘omii
lecture
iiiechaii
thetlissi
iiietnbet
resposi
structur
iiis'ructt
return It
to rely t
be iiio
consider
tiaiiscr;
lecture i

l‘lVl‘T.‘
t‘t'lltlt'l'l

lu't‘plll‘f‘

   
 
 
  
  
  
 
  
 
 
 
 
  
 
 
 
   
 
 
   
   
  
 
   
 
 
 
  
 
    
 
 
    
   
   
 
  
  
   
      
     
      
  
   
   
   
    
  
   
   
   
  
  
 
  
  
 
  
  
 
  
   
   
   
   
 
   
   
     
  
   
  
  
    
    
    
   
      
      

'itton
iig a
half

this
illiei‘
ased
erve
‘e its
l of

llie_\
die
l\ [to

lllt'

'stty
Is .‘i
l I\
lie!
til I\
only
lltt.\
ifge

.iiti
‘lie_\
lllt'
sll_\.
the
not

‘ltls
. ltt
tltli'
liott
\ lttt
llltll

p of
it litl
In .t

l‘tlll‘

lwtf?
err}
'iiys
nky
~aclt
\titlt
t lt_\
lllL'.

the
‘ ice
\‘cn
)l at
\\.l.\
lien
in

   
  
  
   
 
   
   
 

iorc
tion
ii‘es
our
'ted

of
bat
r. a
d a
yee
ion

 

comment

A preview of 1994's primary history text

By ('.-\Rl. J. POST

The last two years have been something
much more thaii merely confusing.
Watergate. and its aftermath. will
probably confound historians for a long
time to come. We ought to pity the student
sentenced to studying this period some
twenty years from now.

What will the formal textbook account of
all this look like" How can you neatly
categorize and delineate I972-1974',’

’I‘ICS'I‘ ttl‘fiS‘l‘lttNS used in a freshman
stint-y cilirse of 1994 might well ask the
student to try and ferret out a modicum of
logical continuity from tfie vast chaos of
ilte Watergate and post-Watergate
periods. Il’ninary school students might
have the paui of memorizing the names in
a most complex parade.)

Is there any neat precedent or causation
that can be conveniently assigned to the
last few _\t'.’tf.\ of our national experience"
Surely, the contemporary observer ought
tit be tfitl'oughly perplexed. There is,
however. something that seems coherent
about the events of the last six years.

Who uses ‘(‘omes the Revolution' as a
cliche in 1974" Who bemoans the deep
anguish of ‘alientated youth‘ in their daily
conversation" What has become of a
polarized society wherein the inner
promised the immediate
destruction of us all"

lt'llSlflllS

SIX YEARS Mitt. flower children. clad
in expensive rags calculated to simulate
poverty, went about proclaiming the
advent of something new. Poor little rich
kids. suffused by ambivalent guilt
teelings. came to manifest their
revolutionary elan by waving banners
from the front seat of their Jaguars.
Delayed adolescence was something of a
national obsession. We all had a certain
security born of political certitude.
Absolute good and absolute evil were
locked in a continuous confrontation.
“We" fought “They" both at home and
abroad Antagonistic camps created a
highly charged and very tense national
mood

 

'l‘hen. rising from obscurity. there came
a man seeking to bring us all together. His

enemies wondered how .. to borrow some
rather subjective Jargon then current _, a
‘lascist' proponent of domestic
depersonalization and immoral foreign
adventures could hope to unite America.

It seems now, some six amazing years
later. that his enemies underestimated the
prowessof the man. What does ‘New Left’
mean today? The media. alientation and
even radicalism have all been recently
sanctified. Political ideals seem somehow
htase The noble . Just ask one — idealists
of 1968 are now very hard to distinguish
from the rest of us.

Wt: \ttW combine to celebrate the
happy times devoid of polio — of a

Student receives minimal return

Sale of class lecture notes stirs controversy

By GERALD A. ROSENTIIAI.

Student (iovernment of the
t‘niveisity of Kentucky sells lecture notes
for high-enrollment courses at our
lmversity. 'l‘his sales program creates
several pmblenis of fundamental concern
to both students. faculty. and
administrators.

(‘ominercial dispersal of unauthorized
lecture notes fails to provide any
mechanism for verifying the accuracy of
thedisseminated information. The faculty
member loses a measure of control of his
icsposibility for determining course
structure and content to a surrogate
instructor The student obtains minimal
ietiim tor his investment. for he is forced
to rely upon an individual who may well
lit‘ more motivated by financial
coir-ideratioiis than by his ability to
'l.llt\t‘l‘fltt‘ accurately thi- presented
lecture material

l‘LVlflV ll“ \ reasonably correct
rendeiing of the lecture material ts
prepared so much can be lost by the

different decade. The nostalgia craze
drives us even further away from our past.
There has been a revolution since 1968.
‘Heyt Hey! LBJ. How many kids did you
kill today‘.’ ' hasgiven way to ‘Hike the ball.
(ferryt'The triumph of the liberal. and his
rhetoric. has resulted in his absorption and
progressive a~dumhration.

It would be wrong to neglect the role of
the man who went to Peking in this
transfiguration of our nation. We are a
largely united people. We lack isolated and
righteous intellectuals. Dissent. formerly
associated with paranoid feelings, is now

' prosaic.

Think about it! He was the ‘one.’ He did
bring us much closer together. The
apotheosis of his opponents has rendered
them sterile.

 

 

.Yet, there are those who wish to promulgate

a plan which can only amplify the further

dehumanization of the teaching process

 

1

inability of lecture notes to accurately
relay audiovisual presentations.

The availability of easily obtainable.
packaged lecture notes may function as a
significant deterrent to actual
participation in the learning process.
.\ssiiiedl_\. the availability of commercial
lecture notes \\ ill not bea positive factor in
eiicoiti'.’igiiig student attendance at
lecture.

Students iiistifiably deplore the
iinpersonalization of today‘s learning
process Bulging classroom enrollment.
pt‘olessoix more conierned with 'licir
research productivity than thiir teaching

‘~l\'lll. increased ieliaiicc on iiiadiiate

stiidenl instructors without professorial

involvement. and professors too busy to
see students are but a few of the
complaints of today‘s students.

YET. THERE ARE those who wish to
promulgate a plan which can only amplify
the further dehumanization of the teaching
process.

I know the impoi tance of the presence of
the student at my lectures I appreciate
Hill) the value of question and discussion
and :liegive and take between lecturer and
student these are ‘~. ital elements in
sticiesstul teaching and learning Sale of
lecture i-oics may occasionally benefit a
par'u'iilar \lllflt‘lll \\lti‘. is tin.i\oid.ihl_\
absent from class, ltlll this factor tittist be

IS THERE a logic to this historical
episode? Should one be defeated by his
critics in order to silence them? Does it
really matter?

Let's hop on down to our respective hot
rods and perhaps even take out the hula
hoops. Let us also consign one shipment of
plastic manna for our once adroit social
critics. Pnsterity will probably record that
these individuals had some real use for
such nutriment.

.Somc twenty years from now. they
tnight discover that plastic manna was the
only known antidote for the residual guilt
feeling that came when attenuated hippies
ripped the radical insignia off the windows
of their respective X.K.E.‘s.

*

(art .I. Post is all instructor in the
department of history.

weighed against the inherent evils of the
program.

I remind the reader that an adroitly
executed lecture is a truly creative
phenomenon. Many hours of original
thought and effort must be expended in its
development and fruition. The lecturer
has the fundamental right to have his
creative efforts protected from
iinaiitliori/ed infringement.

FINALLY. I ASK the reader to recall the
recent availability of commercially-
prepared term papers. reports. even
doctoral dissertations if the price was
right. i ask if the continued sale of any
lecture notes in our l'niversity is in
keeping with the high ideals .ind
intellectual pursuits of an institution of
higher learning

 

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llosetithal is .iii

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