VISITORS—Abraham Ribicoff, left, secretary of health, education and welfare, and Frank Carlson, U.S. Senator from Kansas were on campus yesterday to participate in the annual Law and Society Institute conducted by the School of Law.
Fund Drive Gets $65, $100 Pledge
The first day of the Campus Chest drive ended with $65 turned in to the Campus Chest committee and another $100 pledged, Robert Cathey, Shawnee Mission sophomore and Campus Chest treasurer, said today.
The Campus Chest Drive will continue through Saturday. The goal is $10,000.
The $65 was turned in by solicitors at three Greek houses, he said. Alpha Tau Omega fraternity donated $16 in cash and another $15 in Kansas Union Book Store rebate slips, Delta Delta Delta sorority contributed $11, and Kappa Kappa Gamma sorority has turned in $25 to the committee.
"We haven't heard from the dormitories yet, but I have heard that Battenfeld Hall has collected over $150," he said. "I don't know how much the talkathons have brought in."
(The talkathons continued today between Carruth-O'Leary men's dormitory and Chi Omega sorority and between Lewis and Templin Halls. The Lewis-Templin marathon guarantees 15 cents per hour to the drive, and Carruth-O'Leary men pay 25 cents for an unlimited conversation.)
As of noon today, Templin and Lewis Halls have talked 111 hours, only 9 short of the University of Illinois record of 120 hours. Carruth-O'Leary and Chi Omega have talked 109 hours.
The $100 was pledged before the drive by the Panhellenic Council. Cathev said.
Cathey said he expected a much larger total after tonight.
"Most of the solicitors were just beginning their rounds last night," he said.
Tom Bertelsen, Evanston, Ill., senior and Campus Chest committee solicitations chairman, said members of fraternity pledge classes would begin tonight contacting students living in unorganized housing.
Two freshman women wearing sandwich boards advertising Campus Chest will be stationed near the Information Booth during the day to accept donations to the drive. Bertelsen said.
He said contributions can also be made at the business office in Strong Hall during the day and in the Activities Lounge of the Kansas Union from 7 to 10 each night.
Ribicoff Says Nation Has No Commitments for Education
By Richard Bonett
Abraham Ribicoff, U.S. Secretary of Health, Education and Welfare yesterday told more than 400 persons there was "no great commitment in this nation for education."
Secretary Ribicoff, a former two-term governor of Connecticut, spoke at the first annual Law and Society Institute conducted by the KU Law School.
Concerning education in the United States, the secretary said:
"WE THINK we are for it, and we talk a lot about it, but the facts don't indicate that."
He then pointed to the difficulty that was encountered over the federal aid to education bill and the difficulty some areas have in obtaining approval of school bonds.
HE SAID last year Kansas received $18 million in federal education funds.
He criticized opponents of federal aid to education for not being realistic in their arguments that federal money means federal control.
"I would like to ask the mayors, or the superintendents, or school administrators, or the members of the school boards in these areas if the government ever tried to control them or run the affairs of the school.
He added:
"I was a governor for six years and I saw a lot of this money come from every direction and I never heard of anyone being told how to operate their schools either by direct command or even a suggestion."
"IF THE BRAINS of our youngsters are a national asset, shouldn't we be thinking about spending the money required to develop them?
"If there is no evidence of federal control isn't it time we put to sleep this myth that has grown up in the matter of federal aid to education?
"What 1 ask of Americans," the Secretary said, "is don't be taken in by myths and clichés. Think, Think hard, And think clearly."
Secretary Ribicoff said evidence showed the problem has become national in scope and individual states can no longer meet the problem adequately.
DEFENDING the administration's proposal for using federal funds to raise teachers' salaries, the Secretary said good teachers had one thing in common — a love of children.
"No society has the right to take the teacher who loves children and make him bear all the cost of that love," he said.
The public should bear that cost, he said, and he added that good teachers should be spending their summers "at the nation's great universities learning how to become better teachers" and not "working as laborers to support their wives and children."
SPEAKING FOR nearly an hour without a prepared text. Secretary Ribicoff said "the greatest dam to the advancement of Communism was the social progress made within a country."
He urged Americans to re-examine what he termed the "myths" that pervaded much of the thinking concerning social welfare. It was easy, but not accurate, he said, to claim that social welfare leads to socialism and socialism to the welfare state.
"We spend $80 billion, or 15 per cent of our gross national product annually, on health, education and welfare. . . . Why is it we are so misrepresented and misinterpreted throughout the world?"
HE ATTRIBUTED much of the foreign impression to the apparent reluctance of Americans to take a "positive attitude and pride" in their own social welfare accomplishments. In an interview preceding his talk,
In an interview preceding nos . . .
the cabinet official said the present
(Continued on page 8)
Daily hansan
59th Year. No. 53
LAWRENCE. KANSAS
Tuesday, December 5, 1961
Planned Goldwater Demonstration Causes YAF Leadership Division
Differences of opinion over a Young Americans for Freedom demonstration has caused a schism within the group and a struggle for control is developing.
The breach resulted over differences of opinion about a demonstration at the KU-MU game in favor of Sen. Barry Goldwater during the visit of Gov. Nelson Rockefeller. (Gov. Rockefeller later canceled his visit because of his son's disappearance in the South Pacific.)
The demonstration in favor of Sen. Goldwater was to include printed handouts, an airplane towing a banner, and placards carried around the stadium during half-time. The groups disagreed over the acceptance of the demonstration by Kansans and state political leaders.
ONE OF THE groups is more moderate in the actions it believes YAF should take. They feel they should refrain from actions which would create a bad public image.
Included in this group are Pat Allen, Lawrence law student and former temporary chairman; Jim Williamson, Hutchinson junior, and
Brent Mandry, St. Louis, Mo., senior.
The other group is composed of persons who believe YAF should act along the lines of the national organization. The national organization has conducted demonstrations in the past similar to the Goldwater demonstration planned here.
Included in the aggressive group are Bob Gaskins Jr., Wichita freshman, and Marick Payton, a Lawrence resident.
At a meeting on Nov. 2, Payton suggested the group demonstrate for Sen. Goldwater. The idea received the support of the members present.
OPPOSITION to the plan formed later and Allen said he attended a meeting of the planning committee to voice his disapproval.
"I felt the demonstration could hurt YAF more than help it," Allen said. "I don't think we have to adopt the same methods in Kansas that other chapters adopted elsewhere. Kansans are basically in favor of YAF."
Allen added he resigned as temporary chairman because of pressure of studies in the law school. The organization is now functioning without a chairman.
Gaskins said both the favorable and unfavorable elements of the demonstration had been considered.
"I felt the favorable outweighed the unfavorable." he said.
Payton said Allen and the others thought the demonstration would embarrass Gov. Rockefeller, which he (Payton) thought was the idea of the demonstration.
Williamson expects the other group to run a candidate for chairman in the elections, which are slated for sometime before the second semester. He said Mandry would probably be the moderate group's candidate.
Payton said YAF would go nowhere at KU if they did not get the proper leadership. He did not mention a possible candidate.
Weather
Generally fair today and tonight.
Wednesday partly cloudy and warmer with increasing southwesterly winds. Highs today near 50. Lows tonight around 30. Highs tomorrow in 50s.
KU Prefers Examinations to Research Papers
Ev Dennis Farney
(Editor's note: This is the second in a four-part series of articles dealing with the system of classes and examinations at KU.)
The examination system used extensively today in KU social science and humanities courses — a system of frequent hour examinations followed by a comprehensive final examination — is the result of a compromise between the two primary functions of a university: those of educating a student and then certifying that he has been educated.
As with most compromises, the system has both advantages and disadvantages, but faculty members and students generally prefer it to an alternative method for determining grades — more research papers and fewer tests — suggested recently by Nathan Glazer, an American educator critical of the present examination system.
In the Oct. 1961, issue of "Harper's Magazine," Mr. Glazer called the examination system for social science and humanities courses "fundamentally unjust to the student" because it wrongly assumes that the student is being graded for his work in the course."
Mr. Glazer, a well-known sociologist, is co-editor of "The Lonely Crowd," a sociological study of the changing American character.
WHAT ACTUALLY happens, Mr. Glazer wrote, is that the student's grades "reflect (his) general ability to use language, to organize and to think rapidly as least as much as they show what he has gained from the course."
Commenting on the article, Ray Cuzzort, associate professor of sociology, said that Mr. Glazer had overlooked the second function of a
university — that of certifying the ability and the skill of its graduates.
"College is not only a place where one learns," he said. "It is also a place where one is certified as possessing certain skills. If the examination system is capable of distinguishing between those who possess such skills and those who do not, it is, in part, serving its function.
"The examination system is no more unjust to the student than any other means that might be employed to determine if he is well educated. The alternative system Mr. Glazer suggests — doing more research papers in place of examinations — also has is elements of unfairness. It would be possible under this system for the student to have his papers ghost-written.
"At least one thing can be said for the examination system. It
makes cheating of this kind more difficult."
James E. Seaver, director of the Western Civilization program, agreed that Mr. Glazer's plan to base more of the student's grade on research papers is "slightly too idealistic" and then explained his own testing system.
"Having the students do more papers might work in a small institution where faculty members know the students personally. But in a large university such as KU it wouldn't work. Too many students would try to be at the system and faculty members would
"I THINK WE should have the students do more papers," he said, "but there are always dangers in relying too heavily upon them in determining the student's final grade.
have no way of determining whether the papers were ghost-written.
"I try to combine the research papers with a system utilizing as many different types of tests as possible. You can then check the student at several different points.
"For example, if the answers he gives in an essay examination do not compare with the quality of his term paper, you know something is wrong.
"My own experience has been that if I give all objective tests, my students tend to learn only minute facts having little relation to one another. If I give all essay examinations, the students have a tendency to generalize their way through the examinations. The answer to this problem, I think, is to give examinations which feature a com-
(Continued on page 8)