The End of Tradition
At the Democratic national convention of 1968, in one of the few moments that could be viewed as memorable, keynote speaker Daniel Inouye, a senator from Hawaii, observed that the French student rioters that year had cut down, to use as barricades, beautiful old Parisian trees that had survived the Revolution of 1848. Inouye, a liberal, was commenting on something which has proved a telling metaphor for others, notably conservatives: society is like a tree, in a sense, and one does not cut down that tree to examine the roots, for in the process the roots are exposed and the tree dies. As does society.
This spring on the campus of the University of Kansas, and on other campuses throughout the land, one might pause to reflect on the destruction of the trees. One of these years, probably, the beautiful grove between Bailey Hall and the stadium will go, in the name of Progress. Perhaps it will go because of administrative action; perhaps the students will be responsible. But trees die, and buildings die, and universities—at least what they have been to many generations of teachers and students—also die.
Our University has not died. Some of us felt this spring, however, that the school year died. And in its passing (most years don't really die, you know, but this one seemed to) there may be reason to believe that the University of Kansas of 1980 will be quite different from the University of Kansas of 1970. Some will say "Cheers!" and "Good riddance" to the old University. Others, reflecting on what the University has been, will feel differently.
Some, who are quite ready to accept—and who may have been in the vanguard of promoting—a better society, may not be resigned to a University of Kansas
that has become political, that has become an active social agent, that has thrown out the past, cut down all the old trees, to become a Free University, where every class "relevantly" is designed to repair the ghetto or the reservation or the ghetto, where all education is one long LAS class, life becoming a glorious festival at Woodstock. Some of these, not at all opposed to some classes being designed to repair the crippled environment, may feel that some of the old concepts and some of the old methodologies are quite valid for the Brave New World ahead.
It is unlikely that some of our institutions of 1970—better make that 1965—will be around in 1980. This was the spring that, thanks to a fire-battered Memorial Union, we were forced to forego those traditional celebrations that honor the students who are bringing their baccalaureate—and other—educations to an end. The honors programs have gone the way of ties and shirts at commencement (all admittedly conventions of the Establishment). Commencement was greatly altered; thanks to the weather, and changed plans in the parade, those of us who sentimentally like to see our students passing between us as we stand (backs aching) on either side of the stadium track, did not have that experience this year.
And suddenly it's the morning of June 2, and it's all over, and caps and gowns are returned. And everybody's gone. And we realize that the students are no longer like those slobs of the silent generation who went to commencement and attended awards programs and even, in some cases, came to say goodbye. Our week of Alternatives killed classes and did, some of us think, great harm to some concepts of human relationships that have been established in this middle class land that suddenly is so absolutely out.
As universities cancel, or greatly alter, commencement, and some of the other things that have come to symbolize the university for some old-fashioned professors, one more of the pleasant little civilities of life will disappear. The University is becoming, for a few teachers who are not educationally inspired by workshops in guerrilla warfare and classroom tactics, a place that has lost its appeal. We now anticipate a fall semester that will bring more agitation, violence, and one ideological holiday every week, perhaps. And our mood, as we see patterns of the past disappearing (yes, children, this is conservation), is no longer that which it was back in that ancient time, five years ago, when we walked back from the stadium on that June night, a moon perhaps guiding us up the hill, and thought that it was over for another year but that they'd be back in September, and what better prospect could there be for a teacher than that?—CMP
BOOKS
IT HAPPENED IN BOSTON?,
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around it. It's shades of "Rosemary's Baby," in a way, with matters of the occult and sinister doings. For many readers it probably will seem quite silly.
WE LOVE YOU SNOOPY, by Charles M. Schulz (Crest, 50 cents)—A new and, as usual, charming collection of cartoons from Peanuts.
"its true you left wing editors who support those eftec snops, rotten asses,criminally insane, intellectual enuchs cool it!"
THE SUMMER SESSION KANSAN
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Docking gives views on American college youth
(Editor's Note: These remarks were made by Gov. Robert Docking at the convention of the Kansas Bankers Association in Wichita.)
Until World War II, college was a place for a small minority of Americans. In 1940, nearly 1.5 million students attended college less than a third of the collegeage population.
The students who attended college tended to be from affluent segments of society, secure knowing that they could eventually hold a high place in the nation's economic and social life.
And those who did have to work their way through college were far too busy trying to maintain their jobs and their class grades to concern themselves with other affairs.
Despite the flurry of student activism in the 1930's, college, for the most part, still was a place of serenity, a preparation for a life of earning.
By 1960, this all changed. The college population had exploded as the nation's growing affluence and its increased commitment to higher education opened the doors to many other qualified young persons.
College in the 1960's became somewhat of the norm-not the exception.
More than 6.5 million students now are in college and soon the majority of American youth will have some college education. Those in college in 1960 were products of an affluent age—a time that had never known economic catastrophe; a time of rapid communication and mobilization. It was a time when a nationwide student community became a reality; and without the threat of joblessness and poverty, this community became involved with broader concerns.
Some of the young people entered the Peace Corps. Others volunteered to work in VISTA to help our nation's needy. Some
learned trades which will enable them to contribute constructively to our society as a whole. Others accepted responsible positions in government.
And while the overwhelming majority of students was trying to better themselves and, in turn better our country and our world, a small group became determined to destroy the foundation and moral fiber upon which this nation has stood so strong for so many years.
These few are determined to obey only those laws with which they personally agree. They would rather tear down our institutions than strengthen them. In destruction, they apparently believe they will find an immediate cure for our nation's ills.
One of these self-styled revolutionists, Jerry Rubin, explained his methods to change policies in the United States.
"Kill your parents," he said.
"They are dictators over us. They're trying to get us to lead the same miserable lives they do."
Jerry Rubin's group and his ilk have tried to close our nation's colleges and universities. His small band of rabble rousers did cause more than 300 schools in this country to close a few weeks ago. Universities closed in California and New York, and in Ohio.
"If we close the universities," he went on to say, "we will deliver a body blow to society. Books should be burned. . . We are going to invade the schools and free our brothers who are prisoners. We will burn the buildings and the books. We will give brooms and pails to the administrators so they can be useful and sweep the place up. By closing down one hundred universities in one day, we the peasants, can level the most powerful blow possible against the pigs who run American society."
But, that small group of Rubin-
But, that small group of Rubin-
I am certain most citizens are tired of hearing 1 per cent of our college students claim that "doing their own thing" means disregarding and disrespecting the laws of this nation; that academic freedom means burning administration buildings and cancellable legitimate university functions; that civil rights means calling public officials fools, pigs, fascists and warmongers; that our nation's colleges and universities are a place for the students to teach—not to learn.
I am losing patience with that destructive minority whining about the country in which they live.
It is disgusting to allow a few to interfere with the rights of the majority of students. As a taxpayer, I am tired of seeing public buildings unnecessarily damaged without reason.
For generations, men and women have fought and died for the right of an individual to secure and obtain an education free from threats of violence and intimidation.
type revolutionaries did not close the schools in Kansas with violence and threats of violence; and while I am governor, that minority will not force the schools in this state to close.
As governor, I will protect the rights of the majority of our state's college students who want an education.
The colleges and universities in this state do not belong to the students, the Board of Regents or the Governor. The colleges and universities belong to the people of this state who support and maintain them.
These few who are innocent of history and its consequences do not deserve the attention they are getting.
I think it is time we direct our attention to the 98 or 99 per cent of our nation's young people who are concerned, but who realize that this is a nation in which if
you have a better way to do something, the people will accept it. I think it is time we began listening to that large majority of youth who know our system is based on that "better than" philosophy and that nothing is accomplished in tearing down unless you have something better to build in its place.
I think it is time we started listening to that overwhelming majority of our nation's youth who are talking not about rights but rights coupled with duties and responsibilities.
Perhaps not since the founding of our nation when Thomas Jefferson wrote the Declaration of Independence at 32, Henry Knox built an artillery corps at 26, and Alexander Hamilton joined the fight for independence at the age of 19 has there been a younger generation of Americans brighter, better educated and more highly motivated than the young generation of today.
The vast majority of today's youth are fair minded and responsible—but this does not mean they are satisfied with the statusquo. They see need for reform, just as we do. They share with us an interest in a broad objective—to improve conditions in American life.
This large group of young persons has shown an idealism and devotion to their country matched in few nations and excelled in none.
The vast majority of our nation's young people attempt to work within the time-tested channels to improve our society and their future. They have worked through the political system by becoming involved in business, government and political campaigns. They have made the Peace Corps, VISTA and the Teacher's Corps more than slogans. Many young persons are preparing for long-term efforts to change society. For example, law students today are concerned
"Positive" category.
Today, the members of our generation have called many of the ideas of the youth impractical and we have said many of their views were overdrawn. But there is no question of their energy, ability and above all of their honest commitment to a better world for us all. Perhaps it is time we now make an effort to take the causes of the majority of our youth and to lend to their idealism and daring, the insight and wisdom of our experience.
less about trusts and estates and corporate law and more about how just the laws are and how justice can be better served.
The young people always have been articulate and in search of new ways to do things. But they never have been familiar with the actual operation of our institutions. They know little about the many obstacles to a utopian management of our economy or to the development of a harmonious community. The biggest single fact is that the lessons of experience cannot be learned by theoretical means. The history of our country is an evolution of human experience through many decades. These human experiences have brought about significant improvements in communications, transportation and the general standard of living.
Criticism by young and old is necessary. But a thorough knowledge of the pros and cons of public questions is essential for any useful appraisal—and this always is aided by practical experience.
There is a lifetime of work for them, to improve, to build. There still is much more to be done. We are looking to the young people to carry on, to show us a better way—through the processes which we preserved so they could, indeed, proceed.
All of our youth will learn, as all of us over 30 have learned, that the road to progress and a better quality of life is always under construction.