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Tuesday, Julv 30.1974
University Daily Kansan
Supreme Court Called Example of Racism Von Hoffman Says Prejudices of the Justices Make It the 'Last Plantation'
BY NICHOLAS VON HOFFMAN
King Features Syndicate
While the attention of the nation rests on
the Supreme Court and people enjoy
their rights to express themselves.
robed words about constitutional crises, we might reflect on these numbers:
"The 21 laborers-maintenance and heavy cleaning men—at the court are all wearing masks."
REVENGE
carpenters, painters, electricians, plumbers, stonemasons and the like—are all white. The 22 charwomen are all black. Of the 21 secretaries to the justices, 20 are white. All the justices' messengers are black.
"The next term will see the second black law clerk in the court's history. (You have to go all the way back to the time of Felix Frankurter to find the first one.) The secretarial pool is all white. The telephone operators are are white and all white except for two blue messengers. The three printers are white. The three elevator operators are black."
And on and on roll the depressing statistics that Nina Totenberg has compiled
Error Reported In Clinic Story
To the Editor:
I would like to generally commend the article entitled "All Mentally Ill Sometimes, Psychologist Says" written by Pat Nance and appearing in your Wednesday, July 17, 1974, edition. I enjoyed the interview with Pat Nance that preceded the writing of the article. However there is a glaring error that needs to be pointed out and corrected. I did say that, "Many students prefer to seek help from peer counseling groups," and that the Center was included among the peer counseling groups" as the article states that it is.
The Counseling Center is fully professional. Its staff is considered by us at the Mental Health Clinic in Watkins and as our professional peers. Songgrady
Donald J. Shoulberg, Th.M. Clinical Psychologist
in her article "The Supreme Court: The Last Plantation" (New Times magazine, July 26 issue). Nor is the plantation Totenberg describes a benevolent one on which happy darkies romp and praise their pets and masters. When you work at the court you don't get to take the leftover food home. Sometimes you don't even get to go home.
Cyril Mitchell, Totenberg reports, worked for Mr. "Great Liberal" Justice William Douglas for 18 years, "usually 60 or 70 hours a week. He was fired shortly after he refused to serve at a private party in Justice Douglas' home."
On another occasion, the jurist, who has a reputation in Washington for having the disposition of a bear with a sore nose, "demanded the personnel file of a new elevator operator and almost had the operator fired for not taking Douglas directly to the parking garage—the operator had stopped at another floor first."
Totenberg also learned about the case of the black "laborer who was fired and escorted off the premises by the special Supreme Court police after being warned to stop keeping company with or even saying a white female law clerk of Douglas."
This goes on with the apparent passive acquiescence of a black justice, Thurgood Marshall, who made his name in law as the NAACP's ablest and boldest attorney. Maybe with the passing of years on the court, he's lost his touch.
The injustices of the justices, to Totenberg's excellent reportage makes clear, extend well beyond the harsh eccentricities of the usine Mr. Douglas. Low pay and discriminatory non-merit hiring, firing and promoting seem to be the rule in the institution that knows such fine words of indignation for the rest of us when we do work with them. The cover of the recent employers chastised by the court would fire a black policeman whose doctor told him his blood clots would prevent him from working outside for awhile?
GOP Searches for Winning Team
EDITOR'S NOTE: Kansas Democrats and Republicans will decide next Tuesday their candidates for office in the November general election. They also will vote on five constitutional amendments. In a series of five reports, the Associated Press looks at the prime races.
BY LEW FERGUSON Associated Press Writer
Seeking to become the GOP candidate for the highest state office in the November general election are four men with divergent backgrounds.
They are Robert F. Bennett, 47, Overland Park attorney and president of the state Senate; Robert Clack, 53, Manhattan, assistant professor of nuclear engineering at Kansas State University; Don Concannon, 46, Huguenot attorney and former
TOPEKA—Experience in government, inflation, public trust and tax cuts appear to be the key issues about which Kansas Republicans are being asked to judge when they select a candidate for governor in next Tuesday's primary election.
state GOP chairman; and the Rev. Forrest
obtained state board of mediators with
minister in business, background checks.
For the first time in state history, the candidates for governor will be running as
analysis
teams with lieutenant governor candidates.
Also for the first time, they will be望着 a
governor.
The running mates are State Rep. Shelly Smith of Wichita, with Bennett; Steve Lowe, Topeka church youth worker, with Clark; Dr. Harlan Burns, Kansas City dentist, with Concannon; and Fred Braun Jr.. Parsons manufacturer, with Robinson.
The usual attractions of power and prestige are made even more appealing this year by the new $3,500 salary and the fourureum, especially for Kansas Republicans.
The GOP has not held the statehouse since
former Gov. William Avery was succeeded by the present governor, Democrat Robert Roberts.
Docking is not seeking reelection, but his retirement from candidate politics has given Republicans only slightly more hope for reclaiming the governor's chair.
The only candidate for the Democratic nomination is Atty. Gern. Venn Miller, the first Democrat to have been elected attorney general in Kansas in 80 years when she won. She drew nearly 32,000 more votes than Docking did when he was re-elected two years ago.
Woever wins the GOP nomination faces in November one of the state's all-time top vote getters, and that prospect has led to a trend of regard as a ho-hum Republican primary.
A massive undecided vote is almost certain to determine the outcome Tuesday. Some political observers are wondering if Republicans will vote at all.
Bennett and Smith have stressed their 28 years in public life as experience that Republicans should consider in casting their ballots. They say they know the problems of state government better than the other teams of candidates because they
have worked closely with those problems in recent years.
Clack has conducted a low-wisdom campaign because of lack of finances and still is not well known. He has conceded his underdog role by preaching a return to basic enterprise principles in the field of community engagement. He has bid for the conservative vote.
Concannon has vowed to help taxpayers fight inflation, if elected, by proposing an increase from $600 to $1,000 in the state's personal income tax exemption, resulting in a $72 million tax cut by his calculations, and a reduction in the burden through an efficiency-in-government program.
Robinson and Braun got a wealth of publicity out of a nearby 800-mile bicycle tour of Kansas earlier this month. They have promoted themselves as non-politicians who can bring integrity and business sense to state government.
Neither Clack nor Concannon has used his neither governor running mate much in the race.
A week before election day, the race appears a tossup, with the undecided vote sure to name the winner—if those who don't know or don't care will bother to vote.
Strange that we should learn these things on the 20th anniversary of the school decision and shortly after the death of the former head, a teacher of the press so busy defending a liberal
comment
court all these that it failed to look at what it was defending? The why didn't the man say so? The why didn't the man say so? The why didn't the man say so?
Part of the answer is that while the arrogance of judges is great, the arrogance of Supreme Court judges is greater. Their authority to review cases, interviews, no examination of any kind, unless it is by the tamenet of pussycats. Tottenberg says that she received "a total lack of cooperation on this story." She had not been questioned by a lawyer, administrator, many of which, she says, were not answered. Nevertheless, she got the story, which suggests that many of the journalists who cover the court regularly get gotten into bed with the "Nine Innocents."
It will be so helpful to the national morale
to learn that the court feels no obligation to obey the law it lays down, now just when it has been asked to decide if the President must. Maybe James St. Clair should call up Mr. Injusice" Warren Burger and say, "Listen. I will client ill obey the law when you guys do."
The law aside, our highest magistrates have a duty to instruct us by their example. The example set here is the abuse of the weaker by the stronger. The Supreme Court's employees are reacting by trying to form a union.
There shouldn't be a Supreme Court union, there shouldn't be a Baltimore police union or a San Francisco nurses' strike, or a Republican union. When you token, there shouldn't be any need for one. When the American upper classes complain about rudeness, sloppiness and irresponsibility to duty, they should ask themselves how many work people to be that way?
Totenberg says that even after the treatment accorded them, many Supreme Court employees still revere the place as the Temple of Justice, but one of these days one of them will steal a big anti-trust decision off a desk and sell it for a quarter of a million dollars to set himself up for life so he can get out of there.
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Student and Faculty Rights, Responsibilities Explored
By PHIL McKNIGHT assistant Professor of Education
**Assistant Professor or Examinator**
As a summer session draws to a close, I would like to offer a few ideas for us to ponder between our own and the beginning of the fall semester. I am hopeful that the suggestions will stimulate further discussion and action. First, a discussion of the rationale for the suggestions may be useful.
A primary responsibility of the University is the advancement of knowledge. This is accomplished in two ways. First, advancement occurs through research, whether done in a laboratory, in a forest or in the library.
It may involve study of slime molds in cancer research or of the aerodynamic potential of an airplane wing configuration. In addition, it is possible to children or on the development of Elizabethan poetry; the history of philosophy or the philosophy of history; on the lives of the Mennonites in early day Memnonite schools; and Mennonites following national disasters.
Secondly, universities help to advance individual students' understanding of the social sciences and contribute to society as professionals and will continue to contribute to their own work.
This is accomplished in the classroom with individuals of pre-baccalaureate experience and in post-baccalaureate experience of continuing professional growth.
There is a great deal of overlap in the two activities. For example, students often enroll in laboratory sections that involve research, enable them to help each other.
When a professor prepares his lesson, his research should be an integral part. It is impossible for his work not to be included; he the professor has stopped learning himself.
It may be said that teaching and research are not simply complementary—they are synergic.
My second assumption is that the key element in both teaching and research is
Someone once told me that all we really have in life is time. From this viewpoint, time is the essence of life. The concept is of particular importance in education because there are often too many demands on one's time to meet with the limited time available to us.
The constant, often agonizing, quandry is how to meet the needs of students while involved in classes, university service, research, community service, society activities, community service, etc.
Students have the right to expect faculty members to provide sufficient out-of-class time with them.
we can better reach our goals if we consider them in light of our interrelated responsibilities. In the pursuit of knowledge and skills, faculty members should faculty responsibilities, and vice versa.
This brings me to my suggestions, which I will offer while discuss several faculty and student rights and responsibilities:
First, students and teachers are responsible for being prepared for class. For the teacher, this means he should spend a sufficient amount of time in preparation for his time with the students, whether it be through his reading or experimentation. Also means he must keep up with his discipline through his reading and experimentation. "Read or Perish" and
"Research or Perish" should be as important as "Publish or Perish."
The student should also be responsible. Reading assignments are seldom made capriciously. They are made so the student will be able to integrate classroom learning with outside work. The two kinds of learning are complementary and both are crucial.
Student participation also includes the responsibility for attending classes and participating in activities, redundant or dysfunctional, they should indicate this to their teachers and offer suggestions on how to revise the teacher's presentations. Staying away is of no value
This is not to say that learning is directly related to time. Although to learn something one must become involved in it, the skill can be attained or can be attained in less time than others.
If a student has read in preparation for a class and finds the teacher's presentation is of equal or greater value, this should be pointed out. Such student help would be indicative of the way students and teachers should work together.
This may mean making greater efforts to stay longer during the day or to come in earlier. Perhaps we should even consider holding some advising perioa on Saturday night. It certainly means that we should make every effort to be at our appointments on time.
Second, students have the right to expect faculty members to provide sufficient out-of-class time with them. Faculty members may need to be in their offices more of the time so that students have sufficient opportunities to obtain advice and assistance.
I feel that we as faculty members are not nifflishing this obligation adequately. If we believe that it would be clear to all—faculty members and staff—that we are too few of us for the task. We might be in
a better position to argue for smaller faculty-to-student ratios.
Given the traditional and pervasive problem of not being able to point to our
numbers of books, but the assistance for helping students find and use books.
It means that students have a right to expect the reserve room of the library to
Faculty members have a right to expect students' work to be their best and for it to be their own work. It is a waste of everyone's time for teachers to critique shoddy work or work that does not represent the student's own effort.
--successes, such commonly agreed upon evidence of commitment would be welcome. I think we would be pleasantly surprised to hear that we could be about our requests for more help.
For the student's part, his responsibilities involve keeping his appointments, being prepared for them and not taking longer than necessary.
These comments and suggestions apply to our commitment to students both before and during the semester, because advising is a continuing process. After enrollment, conferences are useful for assessing students' satisfaction with and achievement of course goals, and are important for helping students plan and prepare for their subsequent courses.
Unfortunately, advising seems to be overlooked, perhaps because it is assumed to be something that happens only at enrollment or an activity limited to interpretation of program requirements for majors and minors. If there is one academic requirement for a student, it is a commitment on the part of faculty and students, it may well be this one.
Third, with regard to books, the responsibilities extend beyond students and teachers. The need to provide sufficient breadth and depth of its resources. This not only includes
have more than one copy of a much-used book and for the reserve room to remain open as much as possible. As a community of students and scholars, we should help our colleagues in the library whenever possible in their efforts to make more books and service available to us. The libraries are absolutely essential to all of us.
For the student's part, they are also responsible for returning books after a certain length of time. They must also return them in good condition. It is disappointing to find a book underlain (or worse) when your students will use a book after they do. Fourth, students and faculty members have the right to expect honest efforts from each other. Teachers who never update or revise their lessons are cheating their students. Similarly, faculty members have a right to expect students' work to be their
With regard to faculty members, it seems to me that we are responsible for helping the library keep informed of the books that would be the most useful acquisitions. This is particularly true now in a time of spiraling book costs.
We should also return books within a reasonable amount of time and immediately when a recall notice is sent. Students have a right of easy access to
best and for it to be their own work. It is a waste of everyone's time for teachers to critique shoddy work or work that does not represent the student's own effort.
There are many other student and faculty rights and responsibilities, and I hope to, perhaps with your help, identify more of them.
I would be interested to know your feelings about such things as holding office hours occasionally on Saturday morning. Anticipating some of the reaction, let me repeat my intent—to provide more time for you. I will hold all classes between 7:30 a.m. and 2:30 p.m., and designate the remainder of the day for advising.
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