The Schools' Greatest Challenge Importance of Helping Individuals Relate As Human Beings
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3 Pulitzer Prize-winning Poet send all three of their children back to the States for I college. Would you be kind enough to send me another copy. I think thi s issu e contains the mo st per ceptive pres entation and approach to the current problems with college students that I have read or really expect to Student Unrest: find, judging from other writing I have read on the A Question of Values subject. 10 EDITH A . GAYLORD, ' 2 7 - STAN LE Y J. K AHRL
A{exam/ria, Va. 1 would much like to have five extra copies of the Integration: The Schools' Spring 1968 Roch ester R eview, to be used for purposes of winning friends and influencing people; also , to give 14 Greatest Challenge wider coverage to our daughter's participation in thi s - DEAN c. CORRIGAN year's Jan Plan.... I will be happy to remit check. Thank you for this effort. The publication was re markable.
ALICE L EO NARD (MRS. H. E. L EONARD) B&L Program Attracts Young Science Talent 20 Rochester, N . Y. - E L SA R. E F RAN I like the Roch ester R eview very much and wonder if I could have two copies to send to friends in France. If there is a charge, I shall be happy to remit it.
GRACE I. DUFFY How to Succeed in 23 (Show) Business Editor's note: Additional copie s of each issue of the -ELIZAB ETH S. BROWN Revi ew may be obtained from the editor, at no cha rge, while the supply lasts.
N ew York, N . Y. In sofar as I am capable of comprehending President T he University W. A. W alli s' distinctions between coherence and con 26 glomerateness, I am delighted to discover that he is contemplating Stokely Carmichael (rather than Rich ard Nixon) as a potential Commencement speaker.
JOHN GALTON,' 6 7 G
ROCHESTER REVIEW, VOLUME XXX, NUMBER 4, Summer, 1968. Editor: Judith E. Brown; Art Director: Robert S. Topor; Production Manager: Barbara B. Ames. Published by the University of Rochester four times a year in Fall, Winter, Spring, Summer and sent without charge to interested alumni and other friends of the University. Editorial office: 107 Administration Bldg., Rochester, N. Y. 14627. Second class postage paid at Rochester, N. Y. ILLUSTRATION CREDITS: Pat Crowe, Linn Duncan, Elsa Efran, Peter Hickey, Suzanne Meyers, Rochester City School System , Glenn Schowalter, United Press International.
2 UNIVERSlTY OF ROCHESTER OR THE FIFTH TIM E, a Pulitzer Prize has gone F to a member of the University of Rochester family: Anthony Hecht, associate professor of English, won the 1968 Pulitzer Prize for poetry for his latest book, The Hard Hours, published last . year. * The announcement of the prestigious Pulitzer this spring was followed within a few days by the news that Hecht had also won the $2 ,500 Loines Award for Poetry, given jointly by the American
*Earlier Roch ester recipients-all of wh om wo n th e Pulitzer Prize for music-s-w ere Ho ward Hanson, first dir ector of th e Eastman School of Music and now Distinguish ed Unive rsity Professor and dir ect or of UR 's l nstitute of A me rican All/ sic, and Eastman alumni Gail Kubik, John La M ontaine, and Robert Ward.
ROCHESTER REVIEW 3
Aca demy of Arts and Letters and the National Institute of Arts and Letters. (A couple of weeks earlier he had received the 1968 Miles Memorial Award of Wayne State University.) For some literary observers, "Tony's Pulitzer" may have been foreshadowed by the bevy of laudatory reviews garnered by Th e Hard Hours in Th e New York Times Book Review, Th e Saturday Review, Th e Atlantic, The New Yorker, and other publications. (Some samples: "simple ... yet allusive and memorable" .. . "s ome of the most powerful and unfor gettable poems at present being written in America" ... and "good evide nce that Anthony Hecht is one of the best poets now writing. In any language." ) At Rochester, Hecht has taught courses on the lyric and on modern poetry and has conducted a writing workshop. On campus for only a yea r, he has quickly become a favorite with River Campus stude nts-who bestowed on him one of their highest honors by selectin g him to give this year's Ivy Oration at the traditional Moving-Up Da y exercises. Before joinin g the UR faculty, Hecht taught at Kenyon College, the State University of Iowa, Smith College, New York Uni versity, and Bard Coll ege, where he received his bachelor 's degree. (He also hold s an M.A. from Columbia.) As of Sept emb er , he will be Rochester's Deane Professor of Rh etoric and Poetr y.
EC HT'S LATEST LAUR EL S follow a long and luminous string H of national awards and prizes: a Prix de Rome, two Gu ggenh eim fellowships, Hudson Review and Ford Founda tion fellowship s, and a Brandeis University Creative Arts Awa rd. To support his work, the University of Rochester has received a $10,000 Rockefeller grant, which will be used next yea r when Hecht, on leave from UR, will work on a translation of Aesc hylus' Seven A gain st Th ebes, continue to write poetry, and serve as poet-in-residence at the American Academy in Rome. Interestingly, in view of the many honors accorded his poetr y, the body of his work is not larg e (The Hard Hour s, itself a fairly slim volume, includes a number of poems from his two ea rlier works A Summoning of Stones and Th e Seven Deadly Sins). And, ironically, his serious work for a time seemed to command less attention than his status as the creator (with poet John Holl ander) of a new form of light verse known as the doubl e dactyl. Today, however , Hecht's stature as a major voice in con temporary Am eric an letters seems assured. Allen Tate, the distinguished poet and critic, perhaps said it best when he wrote of Hecht and Th e Hard Hours: "We have gotten into the bad habit of ranking our poets . I refuse to do this. I can only say that whoever else may be at the top , Hecht is there too; for there is nobody better. " •
The poems on Pages 6-8 are from Th e Hard Hours; "Historical Re flections," from Jiggery-Pok ery: A Compendium of D ouble Dactyls. Both book s are publi shed by Atheneum , which has gra nted permi ssion to reprint these exce rpts.
ROCHESTER REVIEW 5 "IT OUT-HERODS HEROD. PRAY YO U, AVOID IT."
onigh t my children hunch Toward their Western, and are glad As, with a Sunday punch, . The Good casts out the Bad.
IfAnd in their fairy tales The warty giant and wi tch Get sealed in doorless jails And the match-girl strikes it rich.
I've made myself a drink. The giant and witch are set To bust out of the clink When my children have gone to bed.
All frequencies are loud With signals of despair; In flash and morse they crowd The rondure of the air.
For the wicked have grown strong, Their numbers mock at death, Their cow brings forth its young, Their bull engendereth.
Their very fund of strength. Satan, bestrides the globe; He stalks its breadth and length And finds out even Job.
Yet by quite other laws My children make their case; Half God, half Santa Claus, But with my voice and face.
A hero comes to save The poorman, beggarman, thief, And make the world behave And put an end to grief.
And that their sleep be sound I say this childermas Who could not, at one time. Have saved them from the gas.
6 UNIVERSITY OF ROCHESTER ADAM Hath th e ra in a fa th er ? or who hath be gotten the drops of de w?
d a m , my child, my son, Ada m, th er e w ill be Th ese ve ry words you hear Man y hard hours, Compose the fish and starlight As an old po em sa ys, ~Of your untroubled dr eam . Hours of loneliness. When you aw ake, my child, I cannot ease th em for you; It sha ll all come tru e. Th ey are our commo n lot. Kno w th at it wa s for you Du rin g th em, like as not, That all things wer e b egun. " You will dr eam of me.
Ad am, my child, my son, When you are crouched away Thus spoke Our Father in hea ven In a s trange clothes clo set To his first , fabl ed child, Hiding from on e who's " It" Th e father of us all. And th e dark crowds in , And I, your fath er , tell Do not be afra id- Th e words ov er again 0 , if you can , beli eve As innumer abl e m en In a father 's love Fr om ancie nt tim es have done. Th at you sh all kn ow so me day.
Tell th em aga in in pain, Think of th e summer rain And to th e empty air. Or seedpearls of th e mis t; Wher e you ar e men sp eak Seein g th e bead ed leaf, A differ ent mother tongu e. Try to rem emb er me. Will you for get our game s, From fa r away Our hid e-and-seek and song? I se nd my bl essing ou t Child, it will be lon g To circle th e grea t globe. Before I see you aga in. It sha ll reach you ye t.
ROCHESTER REVIEW 7 t
"MORE LIGHT! MORE LIGHT! " for Heinrich Blucher and Hannah Arendt
omposed in the Tower before his execution These moving verses, and being brought at that time Painfully to the stake, submitted, declaring thus: a "I implore my God to witness that I have made no crime." Nor was he forsaken of courage, but the death was horrible, The sack of gunpowder failing to ignite. His legs were blistered sticks on which the black sap Bubbled and burst as he howled for the Kindly Light.
And that was but one, and by no means one of the worst; Permitted at least his pitiful dignity; And such as were by made prayers in the name of Christ, That shall judge all men, for his soul's tranquillity.
We move now to outside a German wood. Three men are there commanded to dig a hole In which the two Jews are ordered to lie down And be buried alive by the third, who is a Pole.
Not light from the shrine at Weimar beyond the hill Nor light from heaven appeared. But he did refuse. A Luger settled back deeply in its glove. He was ordered to change places with the Jews.
Much casual death had drained away their souls. The thick dirt mounted toward the quivering chin. When only the head was exposed the order came To dig him out again and to get back in.
No light, no light in the blue Polish eye. When he finished a riding boot packed down the earth. The Luger hovered lightly in its glove. He was shot in the belly and in three hours bled to death.
No prayers or incense rose up in those hours Which grew to be years, and every day came mute Ghosts from the ovens, sifting through crisp air, And settled upon his eyes in a black soot.
8 UNIVf:RSITY OF ROCHESTER ---andsome Jigger:Y-Pokery
T'S NOT EVERY poet who can invent a new form of Playing his Beethoven I verse. Anthony Hecht and John Hollander did-and Superpianistically, their double dactyls (which have been variously termed Also his Schumann, and "latter-day limericks" and "contemporary clerihews") Counting the house. have produced an enthusiastic group of practitioners since the publication last year of Jiggery-Pokery: A Hecht's name, unlike Hollander's, is a far from ideal Compendium of Double Dactyls. vehicle for double dactyls. Nevertheless, a few campus According to the authors of the Compendium, "the buffs have struggled valiantly to fashion a double form ... is composed of two quatrains, of which the last dactyled salute in his honor. line of the first rhymes with the last line of the second. All Assistant Professor Jarold Ramsey, an English depart the lines except the rhyming ones, which are truncated, ment colleague, proffered what he termed a pseudo are composed of two dactylic feet. The first line of the double dactyl in introducing Hecht to students at a poem must be a double dactylic nonsense line .... The Welles-Brown Coffee Hour last fall: second line must be a double dactylic name. And then, Hickory-dickory somewhere in the poem ... there must be at least one Anthony Hecht is a double dactylic line which is one word long." Heckuva poet, he's An example: One of the Best:
HISTORICAL REFLECTIONS Stylist superlative Higgledy-piggledy Scholar and gentleman Benjamin Harrison Guggenheirnernpfanger-> Twenty-third President Our Colleague, our Guest! Was, and as such, Served between Clevelands and And from Elsa Efran of UR's public relations office Save for this trivial came a flawed but heartfelt effort that neatly mirrors Idiosyncrasy campus sentiment on the subject of its eminent poet Didn't do much. professor: A favorite foil for would-be double dactylists is Lud Higgledy-piggledy wig van Beethoven; another is Sergei Rachmaninoff, of Pulitzer-prizewinning whom Harold Schonberg, music critic of The New York Poet is Rochester's Times, was moved to write: Anthony Hecht. Higgledy-piggledy And for his poetry Sergei Rachmaninoff Super-articulate Sat at the concert grand We have a hell of a Much like a mouse, Lot of respect. •
ROCHESTER REVIEW 9 A NY FACULTY MEMBER who offers to Association and the Council of the /""\.. explain the root causes of present AAUP; it will be presented at the an student unrest is certain to find a large nual membership meeting of the latter number of his colleagues and his friends -where it will undoubtedly be approved in the university administration quickly -and to a number of other organiza- branding him at best, misinformed, at tions. ) worst, a fool. So complex a phenomenon Now, nearly a year later, this docu seems not to be readily explicable; if it ment is of particular interest to us at were, why would so distinguished a the University of Rochester, because it president as Columbia's Grayson Kirk formed the basis of a recent report allow himself to get caught in so dread drawn up by the Student-Faculty Com ful a predicament? mittee (representing undergraduates, My only reason for offering some sug graduate students, and faculty members gestions on the sources of student unrest of the College of Arts and Science) and, albeit tentatively, some thoughts established last December as a result of for the future is that I was fortunate the student strike. Back in August, enough last summer to participate in a 1967, when members of the Danforth Danforth Associates Conference that seminar read the Joint Statement, as I threw considerable light on the problem. shall refer to it, our almost unanimous There, in the idyllic surroundings of reaction was that it offered no subject Silver Bay on Lake George, at the quiet for discussion: We were all for it. The end of the summer, a group of educa only real objection was that it didn't tors who had been selected both for always apply to one's local situation and scholarly ability and for their concern it didn't always go far enough. for students sat down and reasoned to Briefly, the Joint Statement conceives gether on the topic "Revolution in Edu of students as having some definable cation: Fact or Fiction." freedoms and rights in the following None of us, let me say immediately, areas: in access to higher education; in foresaw the magnitude of the coming the classroom; in the matter of student difficulties; indeed, many at the con records; in the standards to be main ference discussed matters only periph tained in student affairs, including free erally concerned with present student dom of association, freedom of inquiry unrest. At one seminar on changing and expression, student publications, student attitudes, we discussed "The off-campus freedoms, and standards for Joint Statement of Rights and Freedoms disciplinary proceedings. Even so brief of Students" prepared earlier in the year a list suggests the changed attitude in by representatives of five national edu volved: No longer are students to be cational organizations, including the treated as children attending a univer resembling, I am happy to say, the Uni American Association of University sity or college at the pleasure of the ad versity of Rochester's former Associate Professors and the National Student ministration. Moreover, the omnipotent Provost Joseph Cole (recently named Association. (The statement has since dean of students is, at least in principle, vice president of student affairs at Wes been endorsed by the National Student retired in favor of a model considerably leyan University) and Ronald Jackson, UR's dean of student life. I have said that the document did not go far enough. Let me suggest some inadequacies as we perceived them last Assistant Professor Stanley J. Kahrl, a member of the UR faculty since 1962, has been an interested observer summer. The first sentence reads, "Aca of the campus scene here and abroad (he holds an A .B. demic institutions exist for the transmis magna cum laude and a Ph.D. from Harvard, as well sion of knowledge, the pursuing of truth, as a B.A. with First Class Honors in English and an the development of students, and the M.A. from Cambridge). For th e past two years he has been a Danforth Associate-one of a select number of general well-being of society." It was young scholars awarded Danjorth Foundation grants on the last phrase that we stuck. Who is specifically for use in creatively advancing student to define the "well-being of society"? faculty relations. The classical role of the university, in During 1968-69 Kahrl will be in England, where he such a definition, has been one of abso will continue his work on a critical edition of the cycle of English medieval plays known variously as the lute neutrality: The institution offers Ludus Coventriae or the N-Town Cycle. each student the opportunity to explore intellectually the possible definitions (and here the plural form of the noun
10 UNIVERSITY OFROCHESTER D emon strators at C olumbia Uni ver sity (above) paralyzed that institution this spring.
is particularly stressed) before sending we concluded that academic institutions our universities has depended on a faith him forth to play a role in defining should adopt the principles in the Joint in the power of reason-a faith charac society's well-being through subsequent Statement , recognizing that to do so teristic of the period of the Enlighten action. would only be to respond to part of the ment , the period of our country's found The preamble also reasserts another "revolution in education" that our con ing. If one's faith lay in reason, one classical activity of the academy, the ferenc e was designed to explore. look ed to the school , the home of Lady pursuit of truth. We perceived that stu We did not pretend to prescribe the Philosophy, rather than to the church dents increasingly were asking us response to be made to students' pres as the principal influence in shaping whether, having found "the Truth," it sures for universities to adopt a more young people. Philosophy not only gave was not the academy's responsibility, in active role in promoting society's well one the correct principles to live by; contributing to the "general well-being being. However, at the conference , Carl when applied to nature, it also could be of society," to espouse that truth in ac Schorske-a distinguished professor of come instrumental in perfecting the tion. Or , to put it another way: Could we modern European history at Berkeley good life. Thus, two branches of philos treat our students as having rights and made some interesting observations on oph y-theoretical and practical-were responsibiliti es as members of that com this point, based on his experience at seen as present in the university. munity of scholars which is the univer that birthplace of the so-called revolu sity-and then expect them not to sug tion in educ ation. Schorske held that we HATW E FACE today, according to gest, ask, and, on occasion, demand that must understand not only why today's W Schorske, is the fact that students the community of which they are a part stud ents ask the academy to abandon its no longer perceive any connection be adopt modes of action which we have neutrality, but why they do so in such tween theoretical and instrumental rea taught them , in the pursuit of truth, to a destructive manner. As he put it, our son. It appears to them that academic be appropriate? We thought not. Thus understanding of the nature and role of concern for theoretical values may exist,
ROCHESTER REVIEW 11 Student Unrest: the Stud ents for a Democratic Society A Question of Values derive whatever positive values they espouse from their interpretation of the values enshrined in our Constitution.) Why, then, the turmoil? Schorske but that it has no bearing on the uses to proposed that the Berkeley sit-in did which the instrumental (or practical) indeed embody the form that future reason is put; that is, they believe the troubles were to take. The Berkeley ad latter has becom e the servant of those in ministration put a legal point (the locale power, who seemingly have no conc ern wh ere on e could deli ver sp eeches ) , for values. Students then conclude that ahead of a moral value (the speeches of the priests of the Enlightenment, the students on civil rights) . Once this hap professors, must be made to reestablish pened, the university was seen to have the unity between values-and that this abandoned its adherence to normative must be done by non- rational means , reason and , as Schorske put it, the situa the rational having failed. Thus Berke tion degenerated into the billy club ley. Thus, now, Columbia. against the bullhorn. In short, when aca As a historian, Schorske offered some demicians put pure intellect first and professors often interesting theories on the sequence of support it with brute force, the result is events leading to the present situation. the passionless mind of the academ y seemed to have . .. During World War II the members of faced by the mindless passion of the stu what he called the "three credal com dents. abdicated their munities" of the West-the Existential Today's students ask the faculty, ists (the heirs to the Enlightenment) , "What is your vocation?" The answer, responsibilities the Christians, and the Marxists-were I believe , must still be,"The life of the thrown into close pro ximity in Europe's mind "; but our mode of operation must in running underground movements. Each group be to demonstrate to students that the became curious about what made the life of the mind need not be lived in pure the institution others (whose "truth" was clearly false isolation. Moreover, we must , in a con hood) willing to sacrifice themselves for tinuing dialogue, reassert the connection their beliefs. After the war there was a between theoretical and instrumental short-lived atte mpt to cooperate, which reason. ended as each of the credal communi ties retreated into antagonistic isolation HEN I returned to the Rochester at about the time of the Korean War. Wcampus last fall, there seemed no This stage was characterized by rigidity urgency in translating what I had in Moscow and Rome and , in this coun learned during the summer into a call try, by the app alling figure of the earlier for reform. Compared to the majority of McCarthy. colleges represented at the conference, Between 19:;4 and 1964, a period of Rochester seemed far in advance of rapprochement again developed. Stal most in its willingness to involve stu in's death signalled the decentralization dents in at least some decision-making of authority in the Communist world; activities. Only the professor from San Pope John convened Vatican II; and Francisco State appeared to have greater within the Protestant communities the cause to be pleased with the state of spirit of ecumenism caught new fire. In things at his university-and, perhaps, this country, a new dedication to civil the professor from Colgate. rights, coupled with the altruism of the I did ask Dean Jackson if he was Peace Corps (designed to "make the still moving to set up a stud ent-f aculty world safe for diversity") , produced a committee of the sort that Professor totally new spirit in the temples of the Sherman Hawkins and I had proposed Enlightenment, and the student apathy to him in the spring of 1967-a commit of the early Fifties died an unmourned tee that would discuss matters of policy death. The new life on campus was in areas of student life not covered by characterized by a new dedication to the Committee on Academic Policy of normative commitments-a reassertion the College of Arts and Science. Dean of the theoretical values held by the Jackson reported that he was seeking eighteenth century philosophers. (We to involve appropriate faculty members should not be surprised, therefore, if and that he expected to form such a
12 UNIVERSITY OF ROCHESTER committee before the term was out. ulty Advisers to work with student legis Meanwhile, in the area of curricular re latures and a River Campus Student form, the undergraduate Committee on Faculty Senate to work with adminis Educational Policy already was working trative officers; an all-campus Judiciary with the faculty Committee on Aca and Appeal Board to handle internal demic Policy and, through sub-commit discipline; and an Ombudsman to deal tees, with departments of the College. with any problems which the new struc But before long, I was to discover how ture does not settle. far we still had to go-and the faculty To date the Committee's report has member from San Francisco State was been accepted by College Cabinet, the likewise to have no further cause for legislative body of River Campus under complacency. graduates; interestingly, graduate stu Rochester's difficulties arose specifi dents still have not officially formed a cally from the total absence of any ma campus-wide organization. Moreover, chinery-such as exists on the under the report not only has been approved graduate level-to handle disciplinary by the College of Arts and Science fac matters involving graduate students. ulty, but, in addition, the faculty of the [Editor's note: Rochester's graduate College have decided to include students (students) insist that students in the past had shown no inter- elected by the student body as voting est in setting up a student government members of its four major committees only if we are prepared similar to that of River Campus under and as non-voting participants at gen graduates. Thus, when a group of stu eral faculty meetings. Other colleges to reason together dents sat-in to protest campus recruit within the University are being asked to ing by the Dow Chemical Company, consider the report as well. can we effectively there was a well-established judicial Obviously, even the most promising procedure within the student govern mechanisms for deliberating the appli condemn those who ment to handle cases dealing with under cation of the values of theoretical rea graduates; there was none for graduate son to the practical, everyday problems students. The administrative procedures of running a university will not in them refuse to reason hastily devised to meet the situation selves guarantee peace on campus. Stu aroused the ire of many students and dents rightly have been upset at the faculty members-and a three-day strike trahison des clercs, in which the pursuit resulted. ] of truth was put so far ahead of any con In a wider sense, however, our diffi cern for the nature of the university culties arose because an increasing num that professors often seemed to have ber of graduate students are as con entirely abdicated their responsibilities cerned about the relation between theo in running the institution. As a result, retical and instrumental values within students may well demand concrete evi the University as are the undergrad dence that both they and their teachers uates. Because there was no proper ma are participating increasingly in the chinery for moving this concern into affairs of the university and that the constructive channels on all levels, a three constituencies-faculty, students, crisis developed. This is not, in fact, sur and administration-do in fact reason prising; indeed, I am convinced that together. Moreover, they insist that unless such machinery is developed, this only if we are prepared to reason to and every other university can look for gether can we effectively condemn those ward to increasing amounts of destruc who refuse to reason. tive unrest. It is clear that increased faculty in It is to the credit of the new student volvement will take much time-time faculty committee that its members have that the departments will have to recog recognized this as the real problem con nize as being equal in value to research fronting the University, and that, as in and publication. It is equally clear tha t dicated in their report, they have sought an effective mechanism will require a to provide the necessary machinery for change in administrative attitude to as constructive interaction among stu sure that the advice offered by faculty dents, faculty, and administration. The and student constituencies will be schematic diagram they propose for the sought early and will be given appropri University's internal workings includes ate weight. Both responses are neces two advisory groups-a Board of Fac- sary; happily, both are possible. •
ROCHESTER REVIEW 13
I NT EGRAT ION OF THE SCHOOLS is education's most criti cal issue. Two reports, recently formulated by some of the wisest and most respected individuals in our society, have placed the challenge in focus. The first, released by the President's Advisory Commission on Civil Disorders, states that "our nation is moving toward two societies, one black, one white - separate and unequal. Discrimination and prejudice now threaten the future of every American." The second, the Position Paper on Integration and the Schools released by the Regents of the University of the State of New York, declares that "the elimination of racial prejudice, discrimina tion , and injustice is the great moral and social imperative of the time. The most powerful and effective means of achieving this objective is education." It is important to understand both the basic assumptions underlying these statements and their implications for our The Schools' Greatest INTEGRATION: Challenge
schools. The two documents reflect a basic commitment to DEAN C. CORRIGAN specific fundamental educational purposes. They make it clear that a principal objective of education in the days ahead must be to help individuals in a multiracial society learn to live and work together without discrimination, prejudice, and riots. Th e authors of these documents see education as much more than the three R's. Actually, of course, there are two fundamentally different ideas about education. One focuses on what is studied; the other stresses what the study does to and for the student and how he behaves as a result. It is the latter principle that both reports underline in their con clusions that educators must rededicate themselves to the
D ean C. Corrigan is associat e dean of UR's Coll ege of Education. H e has been associated with th e Cent er for Coop erative Action in Urban Educati on , a joint program of th e R och ester Cit y School Dis trict and th e University, since the Cent er's inc eption four years ago (wh en he was give n a year's leav e to work on its development) . Th e ex perimental World of Inquiry Sch ool, wh ere m ost of th e acc om pany ing phot ograph s were tak en, is a major compon ent of th e Cen ter's Project Unique . Professor Corrigan's article was adapted from one that app eared recently in New York State Education.
ROCHESTER REVIEW 15 Integration: The Schools' Greatest Challenge importance of helping individuals relate as human beings. Teaching children to read , write , spell , and do math will not necessarily save our society from de stroying itself ; in fact, these skills may produce individuals who are simply more articulate purveyors of prejudice. Clearly, the school will have failed if an individual uses his skills to build a better bomb to blow up another person's house because he happens to have a different shade of skin color. Both statements also recognize that attitudes and behaviors that produce acceptance and understanding of all races can be learned by students only through multicultural experiences-and that the educational environment in which these experiences are to occur . f. .- must be deliberately designed to achieve "a principal objective of education ... must be to help individuals in a them. multiracial society learn to live and work together" When expressed in terms of children's needs , such statements lead to the con clusion that a segregated all-Negro classroom in an inner city and a segre gated all-white classroom in the suburbs place in public schools which are ra is shared by their parents and by their are equally bad learning environments. cially segregated, whatever the source teachers. And their belief is founded in A youngster who is forced through com of such segregation may be. fact. pulsory education to go to school in a "Negro children who attend predom "Isolation of Negroes in the schools racially isolated environment is being inantly Negro schools do not achieve as has a significance different from the I shortchanged by those responsible for well as other children, Negro and white. meaning that religious or ethnic separa planning the educational system. Such Their aspirat ions are more restricted tion may have had for other minority a child is not given the opportunity to than those of other children and they do groups because the history of Negroes meet in his school an America of all not have as much confidence tha t they in the United States has been different cultures; he meets only one segregated can influence their own futures . When from the history of all other minority segment of society-his own. Further they become adults, they are less likely groups. Negroes in this country were more, the youngster who is confronted to participate in the mainstream of first enslaved, later segregated by law, with democratic principles in his history American society, and more likely to and now are segregated and discrimi book-but who finds himself in a situa fear, dislike , and avoid white Ameri nated against by a combination of gov tion which is in itself a dramatic con cans. The conclusion drawn by the Su ernmental and private action. They do tradiction of what is professed-may preme Court about the impact upon not reside today in ghettos as the result arrive at a conclusion opposite from children of segrega tion compelled by of an exercise of free choice, and the that which is sought. Such an experience law-that it 'affects their hearts and attendance of their children in racially weakens the already faltering belief of minds in ways unlikely ever to be un isolated schools is not an accident of young people in elders who preach one done'-applies to segregation not com fate wholly unconnected with deliberate thing and practice another. pelled by law. segregation and other forms of discrim The harm done, especially to Negro "The major source of the harm which ination. In the light of this history, the children segregated on the basis of race, racial isolation inflicts upon Negro chil feelings of stigma generated in Negro was summarized in the 1967 report dren ... lies in the att itudes which such children by attendance at racially iso of the United States Commission on segregation generates in childre n and lated schools are realistic and cannot Civil Rights: "The central truth which the effect these attitudes have upon mo easily be overcome." emerges from this report and from all tivation to learn and achieve. Negro But segregation harms the child in a of the Commission's investigations is children believe that their schools are white community, too, for all children simply this : Negro children suffer seri stigmat ized and regarded as inferio r by are socially handicapped if they are de ous harm when their education takes the community as a whole. Their belief prived of experiences that teach how to
16 UNIVERSITY OF ROCHESTER live in a multiracial world. As the 1968 Regents Position Paper notes, "Children bro ught up in an all-white suburban community isolated from the realities of mixed racial , social, and economic situation s are disadvantaged. Lacking experience with these very real prob lems, they are ill-equipped to deal with them when they leave school to enter a world of increasing diversity." One student in a segregated white suburban school puts it this way: " My school has prepared me for the best of all non-existent worlds. It is completely irrelevant. We study the Boxer Rebel lion and the Chinese Dynasties while ~ Detroits burns." Clearly the way to pre ~ ~ ~ <:) pare our young people for the future is ' 0, not to hide them from the world. We : ' . ~ ~A must realize that the cleavage between lithe way to prepare our young people for the future is not to hide them the present generation and the rest of us from the world" will continue to widen unless we start being honest with them and with our selves. When viewed in a larger context, segregation in the schools is not only Emerson, 'What you are speaks so . .. 75 per cent of all Negro students in bad for individual human beings; it is a loudly I cannot hear what you say.' And elementary grades attended schools with disease eating at the heart of America. we must, therefore, ask ourselves how enrollments that were 90 per cent or Common sense should tell us that be long we can expect our world leadership more Negro. Almost 90 per cent of all yond its consequences for the young to be accepted-to be accepted from a Negro students attended schools which people of this generation, the continued nation that either cannot or will not put had a majority of Negro students. In existence of segregated schools will un its own house in order." the same cities , 83 per cent of all white dermine and in time destroy this nation's students in those grades attended spirit and vitality. We cannot endure schools with 90 to 100 per cent white with man against man, city against sub EFORE WE KNOW how far we have enrollments. urb . To act as if an all-Negro classroom B to go, we have to know where we "Segregation in urban schools is in the inner city or an all-white class are. If education is considered the most growing. In a sample of 15 large North room in a nearby suburb is characteris effective means of overcoming prejudice ern cities, the Civil Rights Commission tically American in 1968 is to make a and injustice, the question becomes, found that the degree of segregation rose mockery of this country's most revered "H ow successfully is it being used? " sharply from 1950 to 1965. As Negro principles. Does the major conclusion of the enrollments in these 15 cities grew, 97 United States Commissioner of Edu Commission on Civil Disorders hold per cent of the increase was absorbed cation Harold Howe recently placed true when viewed in the context of the by schools more than 90 per cent Negro. the problem in world-wide perspective schools? Do our schools reflect the trend By 1975, it is estimated that, if current when he said: "We seek to advance toward racial isolation? Are our schools policies and trends persist, 80 per cent freedom and to relieve oppression-in perpetuating a segregated society? of all Negro pupils in the 20 largest a world made up of people some two Despite the efforts of some brave cities , comprising nearly one-half of the thirds of whom are not white. When souls , the problem continues to grow. nation's Negro population, will be these people look at the conditions Our large metropolitan areas epitomize attending 90 to 100 per cent Negro which separate white and non -white this trend, as excerpts from the Report schools." Americans, they have little interest in of the National Advisory Commission Underlying the difficulties that have the lengthy historical explanation of on Civil Disorders indicate:"The vast hindered progress in school integration how second-class citizenship for Negro majority of inner city schools are rigidly is the unwillingness of many educators Americans has come about. More likely segregated. In 75 major cities surveyed and laymen to accept the fact that inte they will conclude, to paraphrase by the U. S. Commission on Civil Rights gration is an educational problem. Ways
ROCHESTER REVrEW 17 Integration: The Schools' Greatest Challenge of evading responsibility are varied. One argument is based on the assumption that the elimination of segregation in schools must wait for the elimination of discriminatory conditions in housing and employment. Another argument proceeds from the belief that "equal" facilities and staff in a segregated school can do the job. A third is predicated on the sanctity of traditional educational concepts. And so on. The argument that fair housing and employment should come first fails to consider that individuals who rent houses and hire people must learn atti tudes and behaviors that will relieve them of prejudice and discrimination. If the schools do not now help all the children of all the people to acquire these attitudes, we will produce another "those of us who are teachers can acquire the courage to act from . .. the generation of people who will maintain the same barriers. children we teach" Certainly the spiral of futility of Negroes' seeking a new place to live and work will not change until we can change the attitudes and behavior of ch ildren , Negro and white, rich and most frequently by colleges and uni whites. We must realize that our largest poor, go to our schools, we will see to it versities, is evasion of the worst kind. cities are becoming increasingly Negro, that quality education and the resources Professors, especially those in colleges not only because whites are moving to to sustain it will be provided to all chil of education, have no excuse for not be the suburbs, but because Negroes are dren all the time-not just when there coming knowledgeable about educa not free to move with them. Time and is a war on poverty or riots in the streets. tion's most crucial issues. The very na again we hear suburban laymen and ed Obviously, to achieve integrated edu ture of the college professorship implies ucators say,"We don't have any prob cation will involve a departure from the time , skills , and resources to study lem-we don 't have any Negroes. It's traditional educational concepts-and, these problems and to clarify their con a city problem." To put it bluntly, the not surprisingly, this prospect encoun sequences for the future of education solution to the "Negro problem" in ters some resistance. But our traditional and of society. Professors must come America rests largely in the solution to school system, which is supposed to be out of their intellectual and ethical iso the "white problem." rooted in its society, has been unable to lation or they will lose whatever credi I am equally unimpressed by the anti adjust to changed circumstances in that bility they have left for providing edu integration argument that holds that our society. This has produced a growing cational leadership. educational obligations can be met by distrust of the established educational Furthermore, our institutions of providing equal educational facilities order on the part of Negroes who are higher education themselves must be and staff in segregated schools. I be convinced that the white educational come demonstration centers of the value lieve that such programs are dead ends leadership (including the classroom of an integrated educational environ and that, in fact, they will only strength teacher) is dragging its feet. Lack of ment. In order to integrate the schools, en segregationist attitudes. Again, the faith that the educational establishment we must integrate the teacher education only long-term solution is to put the will achieve integrated schools already institutions and the situations in which children of all the community together has forced many Negroes who were prospective teachers undergo student in the school. If it takes a redrawing of once committed to integration to seek teaching, internships, and other experi school boundaries or new methods of separatist solutions; thus, the hand of ences. Teachers, like most people in this regional cooperation among present dis militant advocates of segregation-both country, are victims of racial segrega tricts, then we must make these adjust black and white-has been strengthened. tion in their own educational experience ments. In the past we have reorganized Added to all of these obstacles is the and backgrounds. No wonder our schools and cut across district lines to feeling that the problem is "too com schools and society now find it difficult meet the demands of changing times; we plicated" and, therefore, that it is "use to dispel the myths that have produced must do it again. Certainly, if all of our less" to get involved. This evasion, used a fear of racial integration!
18 UNIVERSITY OF ROCHESTER 1
problem, we will need a new emphasis in the classroom as well as in the street. It will take more tha n knowledge about a subject to create an instructional en vironment where basic human values are learned. All the cognitive awareness in the world will not help the child who feels unwanted; it will take inspiration, enthusiasm, accepta nce, compassion, and love. We cannot be afraid to show that we have hearts as well as minds , for integration is a human, not an insti tutional , problem; and , in the final anal ysis, it will not be solved by laws or administrative fiat.
wo DISTINCT "moods" operate in Tour society today. One is an ugly . ~ J . mood which is reflected dramatically in "the real issue is the readiness of white America to admit Negroes to the number of guns being purchased by private citizens and in the machinery positions of equality in our society" being stockpiled by police forces-tanks, machine guns, magnum rifles, and simi lar weapons of death. The other is a searching mood-a NDERSTANDABLY, perhaps, there is and teachers who have the courage to search to find a human way out of our U a degree of despair among educa lead. problems. There is a growing realization tors, for too many of them are convinced In addition, teachers as teachers can that the reason we have racial conflict that they cannot make any positive con work to develop relevance in the curric is our basic inability to communicate, to tribution in solving the problem. There ulum . They can make sure that teaching understand, to act as one human family. is an even greater degree of despair, materials reflect cultural diversity. They Those in a searching mood seem to however, among the people who have can initiate relevant and practical work realize that if a police state comes to suffered the pangs of prejudice. shops for in-service education. this country it will affect all citizens, not We can do some thing about this des In all of these activities, we had better just those of one color. pair by doing some thing about the prob be very clear on what the issue is. The Both the recent riots and the current lem. Some of these steps can be taken real issue is the readiness of white ferment serve as vivid reminders that by laymen and professionals working America to admit Negroes to positions H. G. Wells' statement may be truer to together; some , by members of the of equality in our society-the willing day than ever- "The future is a race teaching profession working through ness to accept Negroes, as persons with between education and catastrophe." their professional groups. the same human potentialities and limi The urgency and the magnitude of the For example, as citizens, all of us can tations that all persons share, into the crisis are underscored in one sentence help to initiate board of education poli mainstream of American life. of the communication to President cies on integration. We can support If fear of racial mixing is the reason Johnson that accompanied the report of urban-suburban exchange programs of for increased racial isolation, we must the Commission on Civil Disorders: students, teachers, and parents. We can meet it head-on in the schools where we "You may be the last President to have help to expand voluntary open-enroll have an environment to deal with it con the option of leading one nation." ment programs to include our suburbs. structively. Those of us who are teach If the cha llenge of a great confronta We can urge the integration of faculties ers can acquire the courage to act from tion is the way a profession-and a na and the recruitment of teachers from the same source used by great teachers tion-reaches its full stature, all of us Negro colleges. We can participate in of the past-from the children we teach. today have the opportunity to grow. community action programs and help If we look into the faces of those chil We cannot place another generation create new kinds of educational institu dren, black and white , we cannot help of learners in educational environments tions. We can work together to develop but realize that as teachers and as hu that perpetuate prejudice and that allow regional activities that bring cities, sub man beings we are being tested as never us to continue to live with the lie that urbs , and rural areas together. We can before. racially separate education can be support administrators, board members, If we are to get at the heart of the equal. The time to act is now . •
ROCHESTER REVIEW 19 Pioneering Scholarships Mark 25th Year N 1935, a boy who thirty years later I was to receive the Nobel Prize in physics was awarded a Bausch & Lomb science medal at his high school com B&L mencement exercises. Many years after, Richard P. Feynman wrote to Bausch & Lomb, Inc. about his feelings on that Program day: "Truly scientific men are-or were -somewhat alone in their thoughts and ambitions. The world didn't often stop to encourage them-unless they worked Attracts to make better paint or some other easily understood goal. ... Someone in your organization had a good idea in encour YOung aging kids .... T hope you are still giv ing the award, because there are still kids who need the encouragement." Science Feynman's letter and hundreds like it bear witness to the effectiveness of the awards program which B&L undertook Talent in 1932 to reward high school seniors for superior achievement in science. The early success of that program, in which 8,000 high schools now participate, led ELSA R. EFRAN the company in 1944 to expand its en couragement of scientifically talented young people through the establishment of a scholarship program, open only to B&L medal winners, at the University of Rochester. This spring, ceremonies during the annual Bausch & Lomb Weekend on the University's River Campus celebrated the 25th anniversary of the scholarships. The B&L program is the second oldest science scholarship competition in the country and was the first to base its awards on all-round performance in science courses. In addition, it was the first to recruit outstanding students to a specific university. Although the scholarship program began nine years too late to acquaint Richard Feynman with the University, it was right on schedule for the more than 200 scholarship competition final ists and winners who have enrolled at Rochester since 1944. Of the 164 who have already received degrees here nearly 60 per cent of them with distinc tion or honors-more than eight out of ten majored in science or engineering. At least ha lf of them have received ad vanced degrees, including 22 M.D.'s and 34 Ph.D.'s. Activities planned for the 25th annual B&L Scholarship Not all former B&L finalists have Weekend at the UR included an afternoon at the gone on to careers in science. Five years Nuclear Structure Research Laboratory on the South Campus. Graduate students demonstrated equipment ago, when a Rochester newspaper re for the young visitors. porter surveyed some past winners, he
20 UNIVERSITY OF ROCHI:STER found one who was trarrung harness horses in Florida. "The scholarship," the trainer said ,"enabled me to attend the U of R for a brief period of time dur ing which I was introduced to the sport of harness racing at nearby Batavia. " A few of the women, too , have not continued their scientific careers. One, when asked to list her most important achievements since graduation, replied, " I'm sure this isn't what you had in mind, but to be honest-first, marrying my former teacher (sophomore math) at the U of R , and secondly, our two year-old. All else is incidental." About 40 per cent of the women have received advanced degrees, and man y teach college part-time in addition to their "careers" as wives and mothers. Most of the former B&L students who have received degrees in the past few years are in graduate or professional school. Twenty-two winners are still en rolled at the University, and eight new ones will join UR's freshman class in Sept ember.
NT IL RE CENTLY, the 30 or so high U school seniors from throughout the country who came to Rochester for the an nual B&L Weekend were called Dwarjed by accelerator beam lines leadin g to th e Nuclear "finalists" and competed for B&L and Structure R esearch Lab oratory's 30-ton magnetic spec other University scholarships through trom eter (above), B&L winn ers got a "short course" in tests and interviews. However, accord nuclear structure physics, then (below) listened intently ing to George L. Dischinger, director of whil e a staff m ember ex plained his research . admissions and student aid ," the quality of students applying for the B&L schol arships had become so exceptional that we decided to offer the scholarships to all of the top-ranking group." Some cases in point: Seventeen of this year's 32 winners ranked first in their high school graduating classes; nearl y all were members of honor socie ties; almost all had participated in accel erated, honors, or advanced placement courses. While still in high school, more than half had some college experience at National Science Foundation summer institutes, at other college summer pro grams, or in regular college courses. The young winners don't spend all their time in academic pursuits. Some
Elsa R. Ejran , an assistant director in UR's Office oj Public R elations, has cov ered the B&L Scholarship story [or the past jour years.
ROCHFSTER REVIEW 21 B&L Program edit their school papers or yearbooks, stations filmed their arrival) and a lec According to Mrs. Caro F. Spencer, others play on varsity teams, many sing ture by Lee A. DuBridge, president of UR associate director of admissions and in choruses or play in bands and orches California Institute of Technology. student aid, who has worked with the tras, some are class officers-and a num (DuBridge was chairman of the Roch B&L program since 1951, "the students ber of them do all these things! ester physics department during the seem brighter every year." What's more, This year's B&L winners were chosen early years of the B&L program and was she detects a kind of "intellectual under from over 600 applicants for the schol dean of the UR faculty for four years.) ground," a network of common interests arships. The 27 who were able to visit In his talk, which followed a banquet and experiences that ties together the campus for the silver anniversary for current and former B&L winners, youngsters from all parts of the country. weekend (B&L pays their fare) toured DuBridge discussed recent discoveries "Many of them have already met at the Nuclear Structure Research Labora about the atom, the earth, the solar sys regional and national science fairs and tory, played games with the computers tem, and the universe, then fielded the competitions or at college summer pro at the Computing Center, visited class intricate and incisive questions posed by grams. They share much more than their rooms, and chatted with faculty mem the young visitors. common aptitudes for chemistry or bers. They also relaxed at the annual physics." party at the home of B&L treasurer ELPING SUCH youngsters come to She also notes that today's B&L win Joseph W. Taylor. This year, in addition H the University-as visitors and ners are much more sophisticated about to the planned entertainment by campus hopefully as students-is the purpose of the whole process of education than folksingers, one of the visitors borrowed the B&L scholarship program. And it their predecessors. "They're no longer a guitar and led fellow-winners in a song seems to be working-at the rate of eight naive kids when they come for the B&L fest. Special anniversary events included or nine students a year-even though Weekend. Nowadays, even before they a luncheon attended by B&L officials the competition among colleges for have finished high school, they're trying and members of the press (to the delight those same students has increased over to decide what graduate schools to of the young guests, all three local TV the years . attend!" •
Prim e areas 0/ interest to the B&L scholarship winners were the UR Computing Center, the University Medical Center, and (above) the Nuclear Structure Research Laboratory,
22 UNIVERSITY OF ROCHESTER \. How to succeed in (show) business by trying and trying and trying
~, ( ELIZABETH S. BROWN ( t Ted Rabkin, '68, spray-paints the th eater, a converted warehouse.
N DAU N T E D BY THE LACK of a theater and a nearly empty U treasury, a handful of undergraduates, with true show biz determination, recently acted out a drama of their own in a successful effort to revive summer theater on campus afte r a year's hiatus. Beginning in late April with only a name-The University of Rochester Summer Theater Company-and a few hun dred dollars inherited from a defunct campus drama group, juniors Suzann Smart and Victor Becker and senior Ralph Dressler drew up a proposal for a full-fledged summer pro gram and began battering on the doors of UR officialdom. Informed that the University, although sympathetic, had no funds for the project-and that Strong Auditorium would be closed for repairs during the summer-they struck out on their own to raise an additional $2 ,500 and to find a suitable theater. By the end of June, they had both-and the project had expanded to involve faculty and staff members and their families , interested citizens-at-Iarge, and the Eastman Kodak Company. The troupe opened in a converted campus ware house the weekend of July 4th with Ann Jellicoe's contem porary comedy, The Knack. After four straight sell-outs, the play was held over for a fifth triumphant performance.
Elizabeth S. Brown, an assistant director of public relations and part ROClIEs'rER REVIEW 23 tim e graduate student at th e Universit y, cov ers undergraduate activ ities as part of her River Campus assignments. L eft: Bets y Sabin, a University o f D en ver student and the thea ter's busin ess manager, helps Rich ard R eiben , '7 /, adjust a spotlight. A ho ve: Ralph Dressler, '68, S ury S mart, '69, and an apprentice update a sign for The Kn ack's fifth perform ance. (In the rear, the box office is at left, th e th eat er , at ri glit.)
How to succeed in (show) business
Succeeding productions were even vating the premises, and building a stage from an ano nymo us donor. more experimental: Eugene Ionesco's - the students firmly believed that some Th e stude nts' enthusiasm was con Th e Bald Soprano; Balls, by Off-Off how, in spite of all the obstacles , the tagiou s in areas other th an fu nd rais ing. Broadway playwright Paul Foster (the show actually would go on . Today, at As soon as renovati on of the wa reho use "cast" includes two ping-pong balls and the end of a successful season, they tend got under way, stran gers passing by be several tape-recorded voices); a selec to recall encouraging moments rather gan dropping in and voluntee ring to tion of one-act plays by beat poet Law than disappointing ones. help. One day fou r teen agers stopped rence Ferlinghetti; and a modern, anti A case in point: on their way out of to ask if the compa ny could use a rock war version of Shakespeare's Henry V, the provost's office after their initial and-roll band. Th e compan y co uldn' t, rewritten by UR alumnus and former turndown, they received their first con but the yo ungsters staye d to help out faculty member Kenneth Cameron, '53. tribution-a dollar bill from a secretary. anyway. Another day, a man who ca me Plans for performances of a special (The office later proved more fertile to install a telephone rem ain ed to help adaptation of A lice in Wonderland at ground: on a subsequent visit , an asso build the stage. inner-city playgrounds fell through due ciate provost wordlessly slipped a $10 Even after the money had been ra ised to last-minute scheduling difficulties; bi ll into Vic's pocket.) and the pla yhouse readi ed , cri ses co n however, the local producer of another Another highlight was the news that tinued to arise-and to be surmo unted. play (a melodrama called Only an Or Eastman Kodak had awarded the troupe Fi ve days before Th e Knack was due to phan), presented for inner-city children, a $500 research grant for the use of film op en , a key member of the ca st, Dani el recruited several members of the UR for scen ic e ects and had agreed to pro Jones, '68, injured his back while swim company for his cast. vide equipment and technical assistance. min g. A slipped disk would have meant Throughout their early struggles A few weeks later, a $500 check from a six weeks in bed ; a spra in, at least a raising funds, convincing University offi Rochester resident was followed by a week. Luckily, the injury was only a cials to let them use a former asphalt $300 donation from the UR Women's strain- and with the aid of a br ace and plant for a theater, painting and reno- Club and a long-hoped-for $500 gift a surgical corset , Dan and the show
24 LJNI\ FRSITY OF ROCHESTER The Kn ack in rehearsal: above, an outrage d Charlotte DeCroes, '68, and a bew ildered David M ett ee, '69; right, Charlotte and special student M ichael Co nant at rear and Da n Jones, '68, in foregroun d.
went on as sched uled. summer, most of the company held day A few students are planning careers Still closer to cur tain time- on Jul y time jobs, many of them on campus. in drama. One-18-year-old Lesley 4th, the morning of opening night-there T hey worked in the library, the music Fr eeman-Wri ght , an exchange student was another emergency. To replace the office, the Faculty Club, the Brain Re from Britain-will apply to the Royal tro upe's collection of ancient wooden sea rch Ce nter, and the men's dining Academy of Dramatic Art in London chairs, Theater East, an area drama cen ter, and in downt own department this fall on the basis of her experience group, had agreed to lend the stude nts stores. Rehearsals generally started in as an apprentice at Rochester. Among 100 almost-new, uph olstered replace late afternoon, broke for supper, and other useful information, Lesley picked men ts-on con dition that the chairs lasted until nearl y midni ght. up some knowledge of American food would be insured that same day. The troupe's summer-long success and even learned to make a lunch of Mrs. Anne Ludlow, assistan t director was all the more noteworthy in that only peanut-butter-and-jelly sandwiches. of the R iver Campus Summer Session, four memb ers were studio arts majors; Th e results of the students' efforts spent most of her holiday on the phone the others majored in history, physics, were perhaps best summed up by a local trying to locate an insurer. (Her com chem istry, English, biol ogy, and other newspaper reviewer , who reported on ment: "Have you ever tried to buy in- non-th espian fields. ( Roc hester has no the opening production: " University of Isurance on the Fourth of Jul y?" ) Fi nally drama department, but does offer work Rochester students created a the ater ... Mrs. Ludlow remembered that Associ in theater through the studio arts divi with speed, talent and obvious knowl ate Provost Cecil Combs is on the board sion of the Department of Fine Arts.) edge and with hot and hard work.... of Theater East. Combs promised to be Charlotte DeCroes, '68, for exa mple, Th e old storage shed ... con verted to a personally responsible for the chairs, majored in biology. A former Junior summer playhouse has been don e with the summer playhouse was furnished, Prom queen who appea red in many a flair and defies its origin. ... (The and Theater East got its insurance pol ca mpus pr odu ctions as an und ergrad project is) the most interesting young icy the next day. uate, she will enter medic al school at theater development around Rochester To support themselves during the Was hington University in Septemb er. in a long time ." •
ROCHESTER REVIEW 25 cation, a student-faculty-administra lege faculty, at which they may par tion agent for academic change that has ticipate in discussions and propose mo been involved in tions, but may not vote. revising the grad According to Dean Kenneth E. ing and advising Clark, the faculty's action implements syste ms, creating its endorsement of the recent report new courses, spon issued by the Student-Faculty Commit soring course eval tee that was established following last uation by students, December's student strike. "It also ex and initiating aca presses the faculty's recognition of the demic experi value of students' presence on such ments. committees," Clark said. Sproull has been the administrative spokesman for the Society for the Humanities, the creation Recruiting of a new art museum, and the Profes sors-at-Large program. T he Disadvantaged While vice president at Cornell, he continued to teach a course in quantum new UR program for recruit physics to about 50 sophomores each ment, financial aid, and coun _~_ selling of disadvantaged stu year. (He himself holds A.B. and Ph.D. degrees in experimental physics from dents - the Educational Opportunity Cornell.) Program-will seek to increase signifi Sproull heads the Statutory Visiting cantly the number of disadvantaged Committee of the National Bureau of students who enter the University. Standards and is chairman of the De The Office of Admissions and Stu fense Science Board, the highest-rank dent Aid will appoint a full-time admis ing scientific and technical advisory sions counselor to recruit such students body in the Department of Defense. and coordinate the program and will He has been an adviser to committees utilize its alumni admissions commit of the National Academy of Sciences, tees throughout the country in recruit a member of the Laboratory Manage ing. A special faculty advisor will en ment Council of Oak Ridge National deavor to provide tutoring for students Laboratory, and a trustee of Associated needing special academic help. Universities Inc., of which UR is among Additional sources of scholarships the nine participating universities. will be sought for students admitted under the program. From 1963 to 1965 he directed the Advanced Research Projects Agency in In introducing the EOP, campus Washington, D.C., while on leave from officials praised the recent report of a Cornell. three-member faculty committee ap A fellow of the American Physical pointed last fall to study this subject Society, Sproull has been chairman of and also commended the recruiting its Divis ion of Electron Physics. He efforts of the newly formed Black Stu was editor of the Journal of Applied dents Union. (The faculty report urged Physics for three years and is the author that the University initiate special ef New Provost Named of a textbook on modern physics and forts to recruit "potential applicants of numerous articles for professional with disadvantaged backgrounds, espe obert L. Sproull, academic vice journals. cially black students" and proposed president of Cornell U niver "changing certain admissions proce dures while retaining all of the require 1..-_--'R sity, has been appointed UR's provost and University vice president. ments for graduation.") Sproull, an internationally known Students to Sit scientist, succeeds McCrea Hazlett, On Faculty Committees who resigned as provost earlier this Pei to Design year and has been appointed vice pres or the first time, students will Wilson Commons ident for special academic activities and be represented on the four special consultant to the president...... _ ..... major faculty committees of M. Pei & Partners of New At Cornell, where he has been a the College of Arts and Science: the I York City, architects of the faculty member since 1946, Sproull has Committee on Academic Policy, the 1..-_...... 1 John Fitzgerald Kennedy Me played a key role in many academic Committee on Graduate Studies, the morial Library in Cambridge, Mass., developments. He organized and was Administrative Committee, and the will design UR's new student union, the first director of both the Laboratory Committee on Committees. Wilson Commons. for Atomic and Solid State Physics and Student representatives, elected by The Pei firm has won numerous the Materials Science Center. He has their fellow-students, will have full vot honors for its buildings and its work in been the leading force in Cornell's ing rights on the committees and also urban design and development, includ Commission on Undergraduate Edu- may attend general meetings of the Col- ing the American Institute of Archi-
26 UNIVERSITY OF ROClIEs'rER tects' 1968 Architectural Fi rm award. th e second Ro ch ester faculty member world premiere ever broad ca st. The W ilson Common s, which will be to se rve on the co m mitte e. Prof essor Professor May, a distingui sh ed scho l UR 's main stude nt ac tivities ce nte r, has Kenneth E. C la rk, de an of th e College ar whose wo rk on the H ap sburg mon bee n so nam ed in recognition of gifts of Arts and Scien ce, was a member a rchy wo n the Herbert Baxter Ad am s mad e to the Univer sity by the families fro m 1962 to 1965. ... prize of the American Hi sto ric al Asso of Joseph C. Wil son , '3 1, Rich ard U. DR. EVAN CHAR NEY, ass ista nt pr of es ciation, becam e a legendary figure dur Wil son , '34, and the lat e Joseph R . so r of pedi atrics, ha s bee n selec ted as ing his 39 yea rs of teaching at Roch es Wil son , '03 . a Markle Sch olar in Acade mic Medi ter. After reti rem ent, he co ntinued his cine, one of the mo st prestigiou s awards schola rly ac tivity (th ree of his books give n to yo ung medical teach er s. ( Only we re pu blished in 1966 alon e ) and was 25 Sch olar s we re chose n from throu gh writing a history of the University. For "The Vulnerable City" out th e co untry.) severa l years he wrote a regul ar co l Six members of th e Univer sit y's med umn,"May Mi scell an y," for R och ester _...... ---. s part of a ne w course ca lled ical faculty previously have been R eview . "T he Vulner able City," eigh awa rded M arkle Sch ol ar ships while at Professor Riker, who taught humani ...... _---' teen River C ampus under gr ad- Roch ester ; a number of othe rs received ties at Eastman and directed its prep ar uates last se mes ter explored such topi cs th e awards before co ming her e. ato ry department, joined the fac ulty in as Saul Alinsk y's W oodl awn project , Dr. C ha rney, who serve d his int ern 1930. He was to ha ve tak en his first rent co ntrol in N ew York C ity, and ship and residen cy at UR's St ron g sabbatica l ne xt fall , preceding his re police-community relatio ns. Memorial Hospital, has bee n involved tir em ent in 196 9. The group also delved into urban fo r th e past severa l years in the develop politi cs, welfa re, hou sing, eme rge ncy ment and evalua tion of new ways to planning, the rep ort of the Presidential pro vide health ca re for chi ldren in the commission on civil disorder s, and ur co m munity. He direct s th e new Neigh The "Folsoln Papers" ba n planning and design. borh ood Health Center, which is being "T he Vulnerabl e Ci ty" was offere d op er ated under a contract with the U.S . ario n B. Folsom, former Sec as a fresh ma n preceptorial- a spec ial Office of Econo mic Opportunity.. .. re ta ry of Health, Educati on , semina r-ty pe cours e in which small TH EODOR EE.W ESTEN, a Ph.D. ca n ~"';"';M=.I and W elf are and Under secre groups of students study a subjec t in did ate in political science, is one of 16 ta ry of the Treasury, ha s donated his depth th rou gh intensive reading, writ winne rs of th e Ameri can Political Sci pap er s to the Univer sit y. ing, independent resear ch , and discu s en ce Association's Cong ress iona l Fel Folsom is an honorary UR trustee sion. Sixt y students applied for the lowship Aw ards. H e will work next and a director and former trea surer of co urse. yea r in the Washington office of a Sen th e Eas tma n Kodak Company. Guest lecturers included ca mpus ator or member of th e H ou se of Rep The pap er s (s o me 14 cartons have sociolog ists, histori an s, political scien resentati ves.... arrived) join th e growing resear ch col tists, econo mists, and bu siness ad min JOHN W ATERS, ass ista nt professor of lecti on in Ru sh Rh ees Librar y, which istrati on spec ialists, as we ll as repre histo ry, wo n the 1968 Jam estown now includes th e pap er s of Kenneth B. sentatives of local anti-poverty, civ il Founda tion Award for the bes t manu Ke ating, ' 19, Associate Ju stice of the rights, police, ed ucationa l, and co m script dealin g with A merica n history U.S. Court of Appeals; Thomas E. mun ity relat ions orga niza tions. "fro m th e Age of Di scovery to ca . Dewey, forme r G overnor of N ew York; 1760." The nati on al award is give n and Willi am Henry Seward, Secr etary bienniall y by the In stitute of Ameri can of State under President Lin coln. Honors Hi stor y and C ulture. R. G EORGE L. ENGEL, prof essor Miss New York of psychi atry and medi cin e, i.-_---' has received the first William In Memoriam n Eastman School of Mu sic C. Menninger Award of the American gradua te stude nt, Patricia Joy College of Ph ysician s. he ca mpus was sadde ned thi s 1------' Burmeister, is thi s year's Miss D r. Enge l was honored for his lon g su mmer by the de aths of three N ew York State. A student of ESM's term contr ibutions to resear ch on th e "-_--..I vete ra n faculty members : Ber Professor Jo sephine Antoine, former relati on ship bet ween psychi c pr obl em s nard Roger s, pr of essor e me ritus of M etropolitan Op and ph ysical illness. co m pos ition; Arthur J. M ay, Univer sity era sta r, the 23 A mem ber of the Roch ester fac ulty histori an and pr ofessor eme ritus of year-old co lora since 1946, he is a past pr esident of the history; and Professor C ha rles C. Rik er , tura so prano wo n A me rica n Psych osomati c Societ y and J r., executive sec re ta ry of th e Eastman hon ors ea rlier as the autho r of more th an 150 a rticles Sch ool of Mu sic. M iss R ochest er and a major text, " Psychological De P rofessor Roger s, a nati on all y kn own and will co mpe te velopme nt in Health and Disease" . ... co mposer and teach er, retired as chair in th e M iss Amer MARS HALL D . G ATES, JR., professor man of th e co mpos ition dep artment a ica co ntes t in Sep of che mistry, has bee n named by Presi year' ago af te r 38 yea rs on the Eas tma n tember. Sh e plan s de nt Johnson to the P resident's Com Sch ool fac ulty . H e was th e recipient of to wo rk at East mittee on the N ati on al Med al of Sci numer ou s awards and co m missions for man in return for a full-tuition fellow ence . G ates, a member of th e N ati on al his co mpos itions; his opera "The W ar ship, do part-time work in the city Academy of Scien ces and th e A me ri rior," or igina lly pr oduced byth e Me tro schools, and co mplete her studies fo r a ca n Academy of A rts and Scien ces, is po lita n Oper a, was the firs t ope ra tic master 's degree in mu sic next yea r.
ROCHESTER REVIEW 27 Second class postage paid at Roche ster , New York
MISS MARJORY B~ STOREY 568 WELLINGTON "AVENUE ROCHESTER, NEW YORK 14619
Of Cameras and Commencement
his year, as always, the camera was as much a part of the Commencement sce ne as the Tgraduate's traditional cap and gown-capturing a memorable moment for proud fam ilies from all parts of the world. Not shown here , but very much on hand, were three television cameras, whose hour-long cover age carried highlights of the University's 118th Commencement exercises to thousands of area viewers.