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Wednesday, December 2. 1970
University Daily Kansan
KANSAN comment
Justice for Jackson
On July 27 Gary Dean Jackson, assistant to the dean of men, was fired by Chancellor Chaimers on orders of the Kansas Board of Regents.
Jackson was fired for purchasing ammunition in Topeka on July 17. His dismissal was followed by an investigation begun by the attorney general's office of all similar purchases before KU staff members in the same period.
The findings of this investigation have not been released, except those con-
The funds Jackson used to purchase the ammunition were his own, and not those of the Black Student Union as rumored at the time immediately after the INSS books. In the INSIS books, the group was grudgingly absolved of any direct financial connection.
None of Jackson's requests was answered.
On July 30, Jackson sent a telegram to the regents and Chalmers, requesting an enumeration of the charges against him, a hearing to present evidence on his behalf, and a reply to him on consideration of the hearing, and a reply to the request by August 5.
On August 7, Jackson resubmitted his request, this time to the office of the attorney general. Again, he received no answer,
Ronald Calgaard, local president of the American Association of University Professors, asked the relegits to explain that Jackson should be given an assistant, a position he also held at the time. The AAUP also asked that Jackson be reinstated for the remainder of his contract time and that a hearing be heard on his behalf in evidence in the constitution of the AAUP
The regents paid Jackson the rest of his
bill, but again refused to grant him a briquet.
The philosophy and mentality behind the action taken against Jackson bear dear memories.
It is not against the law to buy ammunition in Kansas, however massive the quantities, unless two youths have been killed in the space of one week and reason is on the wane—and you're young and black.
How does an ammunition purchase such as this come to the attention of a body such as the Board of Regents? 1984, anyone?
Rumor and supposition have indicted other, more prominent members of the university of the same "crime" as Jackson, yet Jackson's is the only name
that has felt public scrutiny.
Selective publication and enforcement of penalties against ideological crimes can only breed hypocrisy in people who constantly warned to stay within the system.
But then, the system perceives crime in a different sense under a white light.
The AAUP, forever ranting about academic freedom, made at best a puny effort in Jackson's name, and now has abandoned the issue.
One can only wonder why the regents never made an effort to communicate with them.
They do have the power to arbitrarily hire and fire, but these tactics, used frequently—or even once—will create a dangerous situation that is not becoming to this institution.
The regents, certainly remiss in their disposition of the Jackson case, have a decision to make.
-RELEASING the entire list of KU personnel that may be ammunition during the in question
PRESENTING Jackson a bill
of reasonment "crime" and
reasonment for his dismissal
—GRANTING him a hearing, however belated, to present his case.
The students and faculty of KU also have a responsibility—to insure justice for Gary Jackson and to mold our current system in such a manner that we need not fear another such travesty of the rights of any student or faculty member.
—Tom Slaughter
Some Good News, Too
In these often acrimonious days, amid issues that seem to weigh so heavily and news that often depresses, it is well to remember the importance of community and kindness, that men have not, yet.
During Thanksgiving week, when bombing raids in North Vietnam were resumed; when the tragic plight of American prisoners of war was brought to light and unseasoned and unsuccessful attempt to rescue them; and when the administration dismissed its most eloquent advocate of conservation and youth, Walter Hickel—who this time is there, we heart-warming story to this account to the plight of Mrs. Jean Rosenstein.
Mrs. Rosenstein, 84, lives alone in a rundown apartment house near a freeway in Los Angeles. In a way, the tragedy of her situation is symbolic of the loneliness that strikes so many elderly people.
One day last week, she sat down and wrote, "I'm so lonely I could die. So alone. I cannot write. My hands and fingers pain me, pain me. I see no human touch." I knew I was very sick. I'm so very old, so very lonely. I hear of one . . . way past 80 years. Should I die?
Placing the letter in an envelope, along with a dollar to pay for phone calls, and some stamps to be used if anyone would mail it to the Los Angeles Times.
When a Times reporter reported her and
assured if he could visit her, she brok
eled.
The reporter found a kindly old woman who saves her small change to give to the young children who congregate in the neighborhood but who was so lonely she could say, "Sometimes I just dread to see myself wake up in the morning."
The reporter brought her story to Times readers on Thanksgiving morning. Soon after, her phone started ringing as she went back home for Thanksgiving dinner. Others dropped by to see her, many bringing flowers. The mailman who used to pass her by brought armloads of mail. So for the first time in 2015, Mrs. Rosenstein seemed like a holiday for Mrs. Rosenstein.
There was other news of this kind to be found also, in the generosity of the many stars and others who participated in Saturday's benefit for Wichita State and Marshall universities in the wake of the overwhelming human tragedies suffered in floods in the plane crashes that took the lives of members of their football teams.
At the benefit, the president of Marshall said, "Here we prove that we are one people to whom race and creed and religion are compared to our common humanity."
These are only two recent stories reminding us that man's basic humanity is still there, and that there is tremendous potential in marshaling man's essential skills. If follows, we can keep in mind, maybe things won't seem as bad after all.
—Bob Womack
"Things Have Gone Too Far!"
The New Yearbook
KU students were confronted two weeks ago with a weird, blue cardboard contraction and a non-descript book arrogantly branded the 1971 Jawhawk.
Bv TED H.IFF
When picking up the monstrosity the students paid $7.50 for, they were first forced to demonstrate their engineering skills in front of a board that supposedly folds into a box.
It seems the cry of irrelevance has smitten another age-old institution at KU,
Last year's yearbook, despite its unforgivable tardiness, still embodied the traditional content of a yearbook while sprinkling (and at times dousing) the volumes with politics and ideology attitudes. Although the approach was tough, it still accomplished a periodical cataloging of events and persons on campus.
This year's creature is quickly approaching literary and historical disaster, simply because it isn't a yearbook.
One wonders if the yearbook editors realized the trauma and consternation that was created when students tried to assemble the box. Perhaps one of the parts of the yearbook should be a bachelor's degree in engineering.
The magazine (or whatever it is) comes conveniently assembled, but the problems with it are in content rather than structure. Aside from the clever use of paragraphs, the local bars, the pages are an unending barrage of abstract poetry, mind-
boggling art, and other items worthy of Vortex, but not a university yearbook
And apparently the best is yet to come. Students have yet to get baseball trading cards, wall posters, a newspaper and (alas, there is still hope) six more books.
Students can only hope the Jayhawker staff has dedicated the remaining books to pictures and articles relating the events of the year at KU.
By no means should the creative trend of the yearbook started last year be stopped, but the editors should keep in mind that we are producing a record of events that show many and many years of use. Hopefully the rest of the yearbook will reflect those ideas.
Languages Taught For Full Semester?
To the Editor:
It is a fact that the KU language requirement for the College of Liberal Arts and Sciences is not a popular aspect of college life. It seems, in fact, to be one of the biggest monsters faced by many students. We feel that this is extremely unfortunate, because knowing language is so vital to learning. But for the ordinary non-language-major student, language excitement is rarely generated by the present system of language education.
Last year a questionnaire was distributed at enrollment about the language requirement, showing some awareness of the present shortcomings. With that in mind, and with the bad taste of poor teaching methods in mouth, we would like to suggest that the 16 hours of language be retained, but be cast in one bloc as a semester of imprecision, especially in reading. English center. We are perfectly willing to admit that there may be many problems with this idea, but not being the boot camp can claim some awniey. We do stand as veterans of the boot camp called language education, and believe that a semester of language would have been much more profitable, with at least as much long-range vocabulary than those squeezed in among other courses. The language could then be a valuable experience, or at least a better approximation than the present system.
This letter is written for the benefit of those who have not yet known the terrors of unimpaired language instruction. We hope that those who disagree with us will say so, and that those who agree will say so more. In our research for meaningful education, such an approach is at least worth a try.
Small School Ignores Potential
By ANN MORITZ
Recently I returned to my small Kansas
hometown for my high school's football
After becoming accustomed to 40,000 fans and a team of some ability at football games, this episode
There was a grand turnout. More than half of the 10 students climbed onto two sets of bleachers that were on the far side of the staircase.
The school is Catholic and has lost some of its best athletes to the public school, which has been ranked high in the state. Every year we still suit up a few uniforms because minimum and head for another losing season.
Since that evening, I've been curious about the students who have transferred and about the personality and character my high school must have in its now shrunken stage.
I wonder how the education in that school is handled when there's always such a tight budget. I'm curious how the materials are presented, how many people need to watch and how much everyone must feel is lacking.
Thoughts were also provoked on the emphasis that many schools place on financial help. What about the newly developed programmed teaching, the educational games, the new methods of interaction, the patterning of thought processes from teacher to student?
Is financing automatically the first thing administrators and parents think of before considering improvements? Or is size? How very much is it cost-effective to hire a staff member expensive is it to employ simple human potential?
How can a school of 1000 be better than that of 100,
especially when sociologists say the larger a social
system is, the more difficult it will be to govern.
Are the small and the parochial schools that haven't yet closed accepting and developing within their limits rather than going mad with wild hopes of what more money could bring?
Most psychologists, educators and neurologists agree that man is using less than 10 per cent (some less than one per cent) of his potential for learning and doing. How can one rate one institution of learning over another when none of them seems to come up with a better way of affecting the other 90 per cent?
Griff & the Unicorn
By Sokoloff
"Copyright 1970, University Daily Kansan"
ships, the more elementary the communication and the more superficial the thought processes?
Only when the surroundings are broken down, uncomplicated and less populated do the interaction
In a high school lecture classroom it is usually the case that the larger the class the lower the interaction. No great love of literature, arts or history will suffice. You no matter how many microphones are used, drawing screens or computers used to analyze teaching procedures. About the only thing that will rise is frustration, perspiration and a simple transfer of knowledge. Most teachers past the student's mind and into his notebook.
A Scandinavian brain researcher once hit upon what he took to be the pleasure center in the brain of a patient. Whatever the patient attempted seemed much easier when the pleasure center was activated.
Perhaps those students who so easily transfer from one school to the next use the size, financial resources, athletics or whatever as their electrostatic device.
Overjoyed, the researcher phoned an American colleague, who took the first transaccent jet he heard from the patient. The patient arrived the patient was happily and repeatedly pressed a wired lever that sent a current into his brain. The American watched for a while, then turned off the wires and touched the control rooms and disconnected the wire. The patient, not missing a beat, continued pressing the lever, enjoying, so he said, the same eucalyptus scent.
Perhaps that positive state of mind impled in the outcome of the experiment can work to the benefit
Yearbook Falls To Relevancy
To the Editor:
I am gratified to see that the University of Kansas has finally achieved that rarest of accomplishments, a Relevant Yearbook. In fact, a bookweek so much better it has lost all touch with reality.
of students in both of my hometown schools and others experiencing similar situations.
My high school is far from being able to sit back with ease when it thinks of its chances for being closed. It has lost a large percentage of students and most did not transfer for financial reasons.
For whatever the reasons, they're gone and to larger schools. I question how much better those students will be at school than in the school takes advantage of its size and realizes the improvement that can be made just because the schools are bigger.
James Beckman Concordia senior
The athletic getting isn't good at my old high school. It usually isn't in most sports. The attendance has dropped 20 per cent since I attended, and there are public high school that is state ranked — in sports.
Only the kids really know.
The KU yearbook has undergone a really remarkable transformation this year, from a small school book into a private publishing outlet for Scott Smith's friends (ref. introduction to the document in question). While such a venture would be better suited for qualifications usually applied to college年books, it at least provides a graphic illustration of the fact that youth is no substitute for understanding, and pretend not to understand.
The positive state of mind in my high school seems truly obvious only with the football team. The only thing that would top it would be basketball. You aren't better in basketball. We couldn't be much more.
Those games present a time when the students can yell, cry and curse, feel aid, ectastic and depressed and do it all together as a group. Perhaps they will be taught in the classroom. Perhaps enough of the basic humour in those small town kids to make them realize this has to happen to let them function at their best. Or maybe they've been made to accept athletics as one form of exercise and education and they should go where they get the best.
I hope that I can still find my copy of the volume in question 30 years from now. It should provide a glimpse into our lives, revoking fond remembrances?) of the vacant days and vapid thoughts that occupied our time during these years.
The parents know the school can still improve, though, as one proudly pointed out. The team had brand new football helmets at that homecoming game.
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