xt7h445hdn01 https://exploreuk.uky.edu/dips/xt7h445hdn01/data/mets.xml University of Kentucky Fayette County, Kentucky The Kentucky Kernel 19640429  newspapers sn89058402 English  Contact the Special Collections Research Center for information regarding rights and use of this collection. The Kentucky Kernel The Kentucky Kernel, April 29, 1964 text The Kentucky Kernel, April 29, 1964 1964 2015 true xt7h445hdn01 section xt7h445hdn01 Today's Weather:
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Editor Discusses
"Total Football";
See Page Four
Vol. LV, No.

111

University of Kentucky
APRIL

LEXINGTON,

KV.. WEDNESDAY.

20,

1

90 f

Eight Page

OHN OS WALD INA UG URA TED
j AS UNIVERSITY'S PRESIDENT
UC Chief,

Dr. Kerr,
Addresses
Assembly
By DILL GRANT
Kernel Daily Editor

Pledging to "bridge two
centuries," John Wieland Os
wald was installed as the University's sixth president in
ceremonies yesterday.

f.

"

Kernel

Got. Edward T. Breathitt (right) presents President John W. Oswald
(left) with the official seal of the University. Dr. Oswald was inaugurated as the sixth president of the University in ceremonies
yesterday In Memorial Coliseum. The presentation of the seal and
the Inaugural proceedings took place yesterday before an audience

I' nolo by Clyde Willi

of 505 delegates from colleges and universities and
eties. After accepting the seal. Dr. Oswald greeted
dignitaries and outlined the challenges faced by the
the coming century. The inauguration was the climax
of Inaugural activities.

learned socithe gathered
I'niversity in
of three days

Only Three Other UK Presidents
Had Formal Inaugural Ceremonies
By HENRY ROSENTHAL
Kernel Staff Writer
Yesterday Dr. John W. Os-

wald joined throe other men
who were formally inaugurated president of the University. The first two presidents
were not inaugurated.
One. Dr. James K. Patterson
was appointed to the presidency
of the Agricultural and Mechanical College on June 9. 1870. He
has often been referred to as the
"father of the University."
Dr. Patterson did, however,
give his opinions on what a university should be. Among his
many speeches was one that was
given at a gathering honoring
him on the 40th anniversary of
his presidency. This took place
on June 1, 1909.
Dr. Patterson said, "A university grows by development, by expansion, by accretion. Its growth
is that of an organism. It does
not come Into existence a finished product."
Referring directly to the University of Kentucky, then known
ai the State University of Kentucky, President Patterson said,
"Above all, whatever others may
do, the State University of Kentucky must keep itself upon a
high moral plane, dominated not

necessarily by a dogmatic but by
a religious sentiment, reflecting
the religious convictions of the
people of our Commonwealth."
He also said, "The Slate
of Kentucky, to which
through me you have given your
need of generous recognition, is
the goungest of American universities, and Is just beginning
the career of usefulness and honor which many of those on this
platform and in this audience
will, I have no doubt, live to see
it again."
The other University president
that did not have a formal inwas Henry Stites
auguration
Barker who assumed the duties
of president on Jan. 9, 1911. In
June of the same year, President Barker delivered a speech
titled "The State University and
Its relation to the Material DeCommonof the
velopment
wealth." This was one of his first
presidential
speeches. Prior to
becoming President of UK, he
was chief Justice of the Kentucky Court of Appeals.
In this speech, President Barker gave his impressions of a university.
"A university bears some resemblance to those ancient monasteries to which men who are
weary of the struggle of material
life rrtirrd to cultivate the spiritual life. It is a sort of retreat

where are congregated men and
women who, having put aside all
ambition to acquire wealth or
fame or worldly honor and distill) tion, devote themselves to the
nobler vocation of acquiring and
imparting knowledge."
During this speech Barker also
said, "It seems to me that there
never was a time in the history
of our country when It was more
necessary to hold up high civic
ideals to the people than now.
The standards of political honesty were never lower than at
the present time."
On one other occasion a president was almost not Inaugurated.
In 1957 prior to his inauguration
as the fifth president of UK,
Dr. Frank O. Dickey had expressed preference against such
a ceremony and said at the time,
"I'm striving to talk everyone
out of It." Dr. Dickey, however,
continued the tradition.
The first formal Inauguration
at the I'niversity occurred on
June 4, 1918, when Dr. Frank L.
McVey assumed the presidency
of the University. A tent that
"had sheltered the dignified e
ercise of the campus of the I'niversity of Kentucky" was the site.
The ceremony was presided over
by then governor of Knit inky,
A. O. Stanley.
Gov. Stanley, In the presenta

tion speech described Dr. McVey
as "A man who is Godly, without fanaticism, learned but not
pedant, a leader without stubbornness, courteous without being weak; a man who can fash-Io- n
his own stalwart image the
youth of the state when they are
as clay in the hands of the
potter."
In his acceptance speech, Dr.
McVey felt the pressure of critical times brought on by the
first of the world wars. He said,
"Out of the conflict the conviction grows that the struggle
is one of Intelligence and brains."
Dr. McVey commented
that
many definitions had been made
of a university, then presented
one of his own: "A university Is
a place where the youth of the
land may be trained In the higher arts and sciences and taught
the ideals of national life."
Continued on Page

"The challenge," President Oswald said in his inaugural address, "Is that we mae sure the
foundations for a strong University laid in its fiist century will
be adequately built upon and
added to in its second."
The president said "we must
have an organized vision of the
future." Of this "overall plan"
for the growth of the I'niversity,
Dr. Oswald said, "It is not enough,
fur us to strive toward such a
generalized goal; we must probe
and dissect it; analyze and pon-d- ir
it."
Citing a university as a "community of scholars," President
Oswald said "we must create
the environment which will enable us to retain and attract the
necessary scholars to do the Job
ahead."
Dr. Oswald noted that in June
he will submit his academic blueprint for the "first decade of the
second century" to the Board of
Trustees.
The president said there are
in the bluefive "imperatives"
print that will receive special
emphasis:
1. The University is Its faculty
when pared to the core.
2. The University mu:-- t open
the door to quantity and recognize that within the next 10
may
years student enrollment
double.
of
3. A careful examination
courses and curundergraduate
in light .of the changing
ricula
needs of our time is needed.
4. The University must accept
in a positive way additional and
expanded roles.
5. A declaration of confidence
In our students and a recognition of their importance in the
whole educational structure, in
imperative.
Dr. Oswald said that the students represent "a great reservoir
of thought and energy that will
Continued on Page 6

Concert Canceled
band and
The symphonic
chorus concert scheduled for
in the Guignol
Wednesday
Theatre has been canceled.

S

Inside Today's Kernel
Page two
Page four
Page five
Page six

Dr. Oswald's,

addres

Editorials

Piiiuic
News from the inauguration

* 2

- THE KENTUCKY

KERNEL, Wednesday, April 29,

19G4

Oswald Accepts Challenge And Responsibility
Tlie following are excerpts
from tlie text of President
Oswald's inaugural address:

vcstigatlon, the lecture, the laboratory, the seminar, and the
graduate school are but a few of
the more Important features of
American universities stemming
from this European heritage.
From colonial times, moreover,
residents of North America placed
a premium on schools and books.
The first college in the British
Colonies was established only six
years after the Wlnthrops and
the Saltonstalls reached Boston.
Interest In education at all levels, and especially in higher education, was a fundamental part
of the theory and practice exemplified by thoughtful leaders
such as Benjamin Franklin and
Thomas Jefferson.

Oov. Breathitt, I accept the
responsibility the Commonwealth
has entrusted to me. In so doing
I would Indeed be remiss If at
the very outset I did not ac- -.
knowledge both a deep sense of
gratitude for such an opportunity
and my dedication to the challenge and responsibility Involved.
The challenge Is bridging the
gap between the University's first
and second centuries. I share this
challenge with the faculty, the
students, and the people of the
Commonwealth. The responsibility ie that we, participating in
When the Morrill Land-Grathis period of transition, make
sure that the foundations for a College Act became law in 1862,
laid during Its a new dimension was added to
strong University
educational concepts a peculiarfirst century will be adequately
built upon and added to in Its ly American Ingredient. Scores of
Impressive twentieth century unisecond, so that an even stronger
versities, blossoming from that
University develops. This is our
fertile soil, bear witness to the
responsibility as we are about
men who
wisdom of
to enter the University's second
believed in higher education for
century.
all the people and who
I assumed the position of presceived of the state university as
ident recognizing that the
both servant and leader of soof Kentucky had a proud
ciety. The University of Kenhistory and that iU present contucky, as we cannot fail to refiguration has been shaped by mind ourselves,
began as the
many traditions. First and foreKentucky Agricultural and Memost, it is an institution of highchanical College and its history
er education with roots reaching
Is indelibly identified with
far into the past. Second, it has Morrill education milestone. the
developed a distinctive characIt was within this framework
ter resulting from the unique
that the past presidents of this
combination of faculty and students who have been part of it University injected their own energies and hopes. The more careand from the educational leadfully I examine the contributions
ership exerted by its highly reof these men, the more complete
spected past presidents.
is my appreciation of the skillful
Furthermore, the University of and
courageous way !n which
Kentucky Is a part of the land-grathey met the challenges of their
college system, an Ameriincan idea which looked not to office. James K. Patterson's
cumbency between 1879 and 1910
the past but to the future. Each
represents the moral fortitude
atof these traditions deserves
of an academic pioneer. It was
tention.
President Patterson who, often
Our basic Inheritance is anat substantial personal sacrifice,
cient and identified with
labored long to develop the A.
ideas. The culture of the
and M. College from small beGreek and Roman, of the Chrisginnings and hard conditions that
tian and Jew, and of the Eng- - would have discouraged a less
lishman. Frenchman ,and Gerresolute leader.
man are among the influences
Our present name the Unlver- -'
which helped develop modern
sity of Kentucky evolved in 1916
universities. Respect for learning,
during the administration of the
freedom of Inquiry, the quest for
academic excellence, scientific in- - University's respected second
president, Henry S. Barker. We

shall always revere the memory
of Frank L. McVey, an outstanding mentor of Kentucky education and our president from 1917
to 1940. Personifying integrity,
dignity, and resourcefulness, Dr.
McVey was Insistent that the
University should be a substantial scholarly institution, and under this man the University made
giant strides toward creating an
Intellectual atmosphere.
The presidency of. Herman L.
Donovan, covering the years 1941
to 1956, was characterized above
all by the word "courageous." It
was Dr. Donovan who among
his accomplishments
grappled
successfully with the pressing
the Secproblems presented by
ond World War, and with the
comparable tasks of the war's
aftermath. Likewise, the name
of Frank G. Dickey, who served
between 1956 and 1963, symbolizes the grace, benevolence, and
seeming ease with which he enabled the University to approach
and enter a new and tremendously significant phase of academic
maturity. It was part of Dr.
Dickey's contribution to find solutions for unprecedented situations
created by surging enrollments.
However, it is not enough to
praise the past. The edifice of the
future must be built solidly upon
it.
Most of my concerns as president of the University of Kentucky must be with the future,
for the business of a university
is the future. Tomorrow's leaders and the knowledge and tools
these leaders will use are being
developed in today's universities.
Furthermore, an enlightened citto America's
izenry, essential
future, is the responsibility of toeducation.
day's higher
reThis country's
greatest
source is the minds of its people;
of these, the minds of the youth,
the uncommitted minds, the
trained minds, are the responsibility of the universities
and colleges of this land. You
and I shall be subjet to the
-B-

If we
charge of gross neglect
allow this great asset to go unclaimed and become underdeveloped territory.
The almost unbelievable advances in the last half century,
particularly in science, have been
in great part the result of higher
education. For example, technology' has progressed to the
point where scientists no longer
speculate "if" a man can be
placed on the moon, but rather
on the timetable 1968, 1969, or
1970. Just as remarkable as our
venture into space has been the
advance In our knowledge and
control of man's physical ills.
How many of us have discussed
such problems as prejudice or
population control and glibly
concluded that "education Is the
only answer" and then promptly
dismissed them? Those of us in
education cannot dismiss them.
We must realize that these are
problems of the future and that
our young people must be educated so as to meet and understand them. It is essential that
we realize now as never before,
that the responsibility for leadership In our incrrasicgly complex society is settling slowly but
firmly upon the shoulders of
higher education.
Our approach to the future
must not be passive or ad hoc;
rather we must have an organized vision of the future, an overall plan for the way In which the
University is to proceed. In the
recent past we have heard much
concerning excellence in education. But it is not enough for us
to strive toward such a generalized goal; we must probe and dissect it, analyze and ponder it.
In short, we must understand the
substance of excellence as it re

lates to our needs and the goals
of our University. Only then can
we hope to attain it.
Technically, our second century
does not begin until February
22, 1965. Actually, yesterday and
last week and for some time past,
the faculty and I have been engaged In planning and launchirf
a positive program for the ne
Kerr, if I
century. President
learned no other lesson well during the time I was privileged to
work with you, I did come to appreciate the vital necessity of
planning the thorough planning
essential for a university to meet
Its responsibilities. In June of this
year, I Intend to submit to the
Board of Trustees an academic
blueprint for the first decade of
the University's second century,
emphasizing the goals we must
work toward in several key areas.
Parts of this blue print can be
put into effect immediately; other
portions such as needed currlcu-la- r
changes will require serious
consideration
by the faculty,
whose task it will be to shape
the details of Implementation. It
Is my hope that faculty, students,
alumni, and friends of the
will actively engage in
serious discussions during tbe
coming year on the needs and
goals outlined in this blueprint.
Only through this kind of dialogue can we be ready to meet
the changes and pressures in the
years ahead.
There are certain imperatives
in this academic blueprint which
I would like to emphasize. First,
we must realize that, when pared
to its core, the University is its
faculty. Long before the concept
and the
of the "multiversity"
great service roles of the
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* THE KENTUCKY KERNEL, Wednesday, April

29, VMl

Pledges Recognition Of Centennial Opportunity

Continued from Page 2
a university
was recognized as a community
cf scholars. Let us accept this
principle as the matrix of our
institution and build a faculty
accordingly. The University's role
Is to teach, to do research, and
to provide service; the quality
of each of these depends upon
the quality of the faculty.
We must create the environ
ment which will enable us to re
tain and attract the necessary
scholars to do the Job ahead.
The surge in intellectual vigor,
which we are confident Is with
us now, can become even more
exciting with each new year
provided that we constantly guard
and Improve the Important role
that the faculty plays In the institution.
The second Imperative of our
academic blueprint: The University must open the door to quantity and recognize that within
the next 10 years student enrollment may double. In this regard,
we must realize the potential
value of the University of Kentucky community colleges. They
must be developed so as to be
responsive to the needs both of
the state and of their communities. Further, these colleges must
have the necessary latitude to
perform a comprehensive function liberal arts, technical, and
adult education alike. I look to
the community college system
ultimately to be the undergird-in- g
of higher education In Kentucky.
The third Imperative: A careful examination of undergraduate
courses and curricula In the light
cf changing needs of our time.
In many university curricula here
and elsewhere, It is my opinion
are being
that undergraduates
and undereducated.
overtrained
We must respond to pressure
brought on by the needs for more
broadly educated citizens. A moment ago, I referred to some of
the major problems of our time,
including man's relation to his
fellow man.
Certainly no student should
university or
graduate from
college without an appreciation
of the social sciences and humanities, which are basic to our
of
thinking and understanding
these areas. Yet no student can
to function effectively as a
hope
citizen unless he has an understanding of science, which will
Impinge so directly on his life.
This currirular examination
must Include the possibilities of
changing lower division programs
and structure, in order to provide a broad education, not only
for the arts and sciences student
but for the professional student
as well. We need engineers who
not only can contribute to the
technology of the future but can
make these contributions within
the framework of humane and
social understandenlightened
ing.
We need teachers who know
rot only how to impart the lessons of their classroom but who
understand the significance of the
role that will be played by their
students as they become citizens.
In short, we have an obligation to provide a strong liberal
base for all students so that they
will be able to make knowledgeable decisions not only in their
professions but as parents, as
citizens, and as Individuals. If
our examination calls for minor
curricular change, this must be
likewise, if it
accomplished;
points to a major revision in the
structure of the University, we
must not shirk this duty.
A fourth imperative of the academic blueprint: The University of Kentucky must accept in
a positive way additional and expanded roles. In the past century the University of Kentucky
has been principally an undergraduate institution, and thousands of Kentuckians and
have been its graduates. The fact that many of
the University alumni in this
state and around the nation are
in positions of leadership and
responsibility attests to the quality of the undergraduate instruction that the Univeisity has provided.
This role mual continue and,

grant college Idea,

o

as I have Just noted, be strengthened, but we must recognize that
the University will necessarily
have additional roles which will
make it more national and even
international
in character. The
University must help to meet
national needs for professionally
trained people; and in Its totality
it must become more active as a
research center.
The Albert B. Chandler Medical Center, which this year graduates its first class of medical
doctors, is already developing into
an Internationally known center
for teaching and research. Furthermore, it has lifted the sights
and aspirations elsewhere in the
University.
The Vniversity over the year
has had a strong agricultural research program, which must continue. The character of the nais
tion's
agriculture
rapidly
changing with fewer and fewer
to feed an expeople having
ploding population on less and
less land. This calls for an Improvement in the training of
future agriculturists and a higher level of research activity.
The fifth Imperative in the
academic blueprint relates to the
student as a partner In the

process of learning and research.
the student must
Increasingly
be brought into the core of the
into discussions inUniversity
volving its future mission and in
the ways this mission should be
accomplished. Nothing has afforded me keener pleasure as
president than my association
with many individual members
of the student body. In numerous informal conferences with
students, I have become convinced that what we need now is
a declaration of confidence in
our students and a recognition
of their importance in the whole
educational structure. They repa
resent
of
reservoir
great
thought and energy that will be
sorely needed as we enter our
second century.
The five imperatives w'lich I
have outlined are integral parts
of our academic blueprint (in
reference to the faculty, to enrollments, to curricula, to additional roles, and to students).
Even so, they are not unique or
startling, for they might fit any
American university in a similar
stage of development. But there
is a unique role which the University of Kentucky can and must
assume. Kentucky has many re

BAYNHAM'S

gions which are flourishing, but
one section of our state we all
know is far from prosperous.
Our fellow citizens of that area
face difficulties regarding which
each of us must feel and bear a
portion of responsibility. It is a
matter of urgency that Kentucky's' best thought and action
be devoted to the solution of
these problems. Let it not be said
of the University that it failed
to contribute its full share to
this compelling cause.

Likewise, it behooves us to consider in what other spheres of
endeavor the Vniversity Is capable of making unique .contributions. There may be unusual
opportunities to serve Kcntu.ki-an- s
and other Americans in ways
we have not hitherto discerned.
About 70 percent of our country's population Is within less
drive of Lexthan a two-da- y
ington.
Let us repeatedly ask ourselves
what is the logical relationship
of the University of Kentucky to
every corner of our Commonwealth and to the nation as a
whole. Does our very location in
a border state provide us with
special qualifications?

wishes you a

and
the
Five
Imperatives
search for our unique contribution to the state and the nation1
is it possible to attain such goals?
At the very start, I undertook
my position with sinccie enthusiasm that there was a real
possibility of achievement. The
past eitilit months have gien
me an opportunity
to review
closely the University and its personnel and to meet many
from all over the Commonwealth. As a result, my initial enthusiasm
has gradually
turned to confidence.
This confidence is based on the
realization that the Vniversity
has the personal resources essential for the task, and tli.it the
people of the ( ominonnealth arc
behind us in this mission. I recognize that to achieve our ends
will mean the dedication, energy,
and persistence of us all. Therefore, as one man in this vast assembly and as the new president
of the Vniversity of Kentucky, I
give you my solemn pledge that
I shall keep the faith with you
as we face our challenges and
and I know in
responsibilities
turn that I may expect and receive your support as together we
share this undertaking.

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* The Kentucky Kernel
The South's Outstanding College Daily
UxivKnsiTY of Kentucky

Eoterrd
thr port office at Luinglnn, KrntuiVy m mrnnd clam mutter nnrlrr thr Act of Miirrh 8, 1879.
Pubh&brd tour tnnm n week riming thr rrenl.ir R' hool year except during holiclava and eiama.
Subscription rates: (7 a achool year; 10 cents a copy from iiica
Sue Enmcott, Editor in Chief

Carl

Davtb Hawpe, Managing Editor

Modecki. Camrmt Editor

Reflections Upon
Total Football'

Art Gucpc, former football coach
St the University of Virginia and
University, was long one of the

most respected coaches in America. He
was respected not because lie built
great teams Vandy rarely awed SEC
Opponents but because he maintained
that football is a game, and is supposed to be fun.
Now commissioner to the Ohio
Valley Conference, he still thinks football is a game. Guepe says colleges
Should do away with spring football
practice. He believes lacrosse, played
in the spring, would keep the team in
thape and take some of the drudgery
out of football practice.
"The fun has disappeared from
football for the boys," says Gucpe.
'By the time the players are seniors,
they're led up with the game. Actually, I don't think it would hurt one
Lit to abolish spring training and play
Jaciosse instead.
"If all schools quit spring practice, or some of the conditioning and
cither drills, teams might not be as
polished, but who'd know the

Many coac hes think they know the
difference, and, in striving for perfection, most of them have made football drudgery. They teach a game
called knock and demand total dedication from their players. Those players who irnnot accept the rigor clear
out. For those who stay, football demands conditioning drills in winter,
spring practice in March and April,
individual conditioning during the
summer, more practice before the
football season begins, and, finally,
the football season itself.
Extra conditioning chills for the
Big Blue are what caused the NCAA
suspension. These drills were instituted under the assumption that the
only way to win is a practice all year.
And probably that is a correct assumption, since fooaball is a yearlong
sport at other major colleges and
universities.
Perhaps the obvious reasoning is
that we should eliminate the absurdity of "Total Football" (which is
something akin to Total War). As
Mr. Guepe says, "Who'd know the
diflerence?"

V
"Though I speak with the tongues of men and of angels, and have not
iharity, I become as sounding brass. . . ." First Corinthians, 13:1.

Readers Discuss Poem, Letters, Congress
Wants Poem Published
fl o The Editor:
l'lcase publish the following poem
ps soon as possible. T he poem is unusual in that the censors have been
tutting it lor over two years I recommend the poem for your reading
it tells a lot about the modern
and ourselves.
World, our society,
(Quoted from The Splinter, a USNA
publication).
Frank Shannon
College of Commerce
Senior
J'm tired of pupjets instead of people,
Of crew cuts and tweed coats,
Of pipes, and Picasso buttons,
j
Of seeing people used because it's
only a game,
Of people who turn "making out"
into social grace and a woman
into a piece of beef.
J'm tired of cynics who call themselves
realists,
Of minds rotting with indilference,
Of people bond because they're
ail aid to care,
Ol intellectual games of ling- a lound-thi-oy.
I'm tired of people who have

Asks For Kennedy Letters
To The Editor:
Our generation

has experienced

few shocks, and none have we shared

I'M TIRED

'

I'm tired of people who scream they
hate it but won't leave it because
they're lay,
Ol people with nothing better to
do than to glue their clays together with alcohol.
I'm tired of people embarrassed at
honesty, at love, at knowledge;
I'm tired . . . yes . . . very tired.
(By a senior at one of the "Big Ten")

i

to be

l mil tallied,

Ol giik pioud of knowing the scoie
and suit kei in.; about it,
Ol ;;ii!s intent on learning ilie smie.
I'm tiled ol people who play the
dating game like touts at a lace
Hat k.

I'm tiled of sophisticated

slobs,
Ol people who tinker with sex until

it's smut,
Of people whose understanding
goes as deep us "neat."

more intensely and none has moved
us as deeply as the death of President Kennedy. All Americans were
stunned and grieved by his untimely
passing, but perhaps youth felt the
blow more than all the rest.
We believe that the personal letters college students wrote to friends,
sweethearts, parents and others who
weie close to them during those clays
in November would indicate their
true feelings and vividly describe the
el lei t of John F. Kennedy's death upg
on our generation. In addition to
a tiibute to President Kennedy, these letters would seive not
only as a valuable asset to histoiians,
but would i leai ly depict for the
inline the emotional and psychological impact of the tiagedy upon the
thoughts of Anieiica's voting people.
Because we feel that these lettcis
aie impoitant, we as individuals aie
ii in lor deposit in the
collecting
Jl K Memoiial I .ihiary and have been
iissiued by ollicials at the National
Ale hives that the letieis will be stoied
in Washington until the libiaiy is
loinpleled.
As we are college students with a

limited budget, our only appeal is to
students through college newspapers,
and we need your support and cooperation to make this project a success. If you have saved and of the
letters you received which commented
upon the effects of the events in
Dallas, and if you are interested in
donating them to the library, please
send them to:
Letters
Box 756
Blaiksburg, Virignia
If possible we would like to have
the original envelope showing the
postmark and date. Upm receipt of
the letters, we will assemble them and
forward them in a body to the National Archives in Washington, D. C.
It should be remembered that
these lettcis will be made available
for examination by competent and interested persons at the libraiy, and
thus, any personal matter may be deleted or the letter may be recopied
omitting these parts. We will attempt
to acknowledge all letters which are
ret ei veil.
We leel that if we are able to
obtain an adetjuaie number of these
letters it piesenting a fair
ol the I'. S. college population, then
our gc nciation will be enabled to
in. ike a ie.il ami tiniipie conn ibution
to histoiy, helping to plant a iliaiir
piituie ol our times.
Sine eiely yours,

Thomas 1 1. M vm r
Yiiginia Polv let hnic Institute
Blacksbiug, Ya.

Kaiuryn Ki i i sm r
Western Reserve U.
Cleveland, Ohio

Honored By

Write-i- n

To The Editor:
It was with a gieat dial of surpri. e
that I read in the