february 26, 1969 / la jolla, california

tor Dare to stru@@le, dare to winMao

Regents .Pass Expulsion ResolutionBerkeley, Friday February 21, 1969.

As an outgrowth of the violence ofthe TWLF strike at Berkeley~the Re-gents passed a resolution introduced byJohn Canaday (Lockheed Aircraft) whichprovides for immediate suspension ofalledged trouble-makers during "periodsof campus emergency." The major sec-tions of the resolution are:

"The Regents of the University of Cali-fornia hereby authorize and instruct theUniversity administration to place intoeffect on the Berkeley campus, forthwith,such emergency measures as may berequired to restore order, protect allmembers of the University communityfrom violence and physical harm, to safe-guard University property, to restore andpreserve orderly educational processesand to enable the Berkeley campus tofunction effectively.

This declaration by the Regents con-templates that interim suspension shallbe imposed immediately in all cases inwhich there is reasonable cause to be-lieve that,during a campus disturbance,a student has violated University or cam-pus regulations by acts such as physi-

cal violence or threats thereof, willfulde-struction of University property, wrong-ful blocking of access to University fa-cilities,or other disruptive activities. Astudent so placed on interim suspensionshall be given prompt notice of chargesand the opportunity for a hearing withinnot more than one week of the imposi-tion of interim suspension. During theperiod of interim suspension, the studentshall not, without prior written permis-sion of the Chancellor or his desig-nated representative, enter any campusof the University other than to attendthe hearing. Violation of any condition ofinterim suspension shall be grounds fordismissal.

"The Regents regard such offensescommitted during periods of campusemergency as of the utmost gravity, andstudents found to have committed suchviolations shall be subject to Universitysanctions ranging from a minimum ofsuspension for one quarter through dis-missal or expulsion. Violation of the termsof any sanction shall be grounds fordismissal or expulsion."

The most dangerous directive of this

order is that a student may be punish-ed by suspension for up to one week fora crime which it is only "reasonably"believed that he is guilty of. Only theChancellor’s office can waive the sus-pension. So a major part of the student’sacademic life is curtailed for up to aweek, if he can’t gain the sympathy ofthe Chancellor, because an administratorhas "reasonable cause" to think that hehas violated University regulations.

But, you may say, this is only dur-ing periods of campus emergency anddoes not apply most of the time. Yetboth the working of the resolution andthe ability of the Chancellor and ex-pecially the Governor to declare a stateof emergency almost at will makes thepossibility of living under academic mar-tial law much more real than it wouldat first seem. For example, "...interimsuspension shall be imposed immediatelyin all cases in which there is reason-able cause to believe tl~at during a cam-pus disturbance a student has violatedUniversity or campus regulations." No-thing is this paragraph mentions a state

cont. on page 7

Marine

TakesDay Off

The following statement was issued byDean George Murphy on the afternoonof Friday, Nov. 21, 1969.

This morning a group of some 15-20students and one faculty member effec-tively denied access to the Office ofCareer Educational Planning and Place-ment of Captain David Stout, a MarineCorps officer who had come to the cam-pus to talk to interested students aboutthe Corps. They did so by blocking thedoor to that office and refusing to movedespite repeated requests from otherstudents, members of the faculty and me.Their actions constituted, in my judg-ment, a serious violation of Universitypolicy and campus regulations and a fun-damental attack on those principle,: ofacademic freedom which we, as a com-munity, value so highly.

I am currently soliciting and receivingformal complaints from members of theUCSD community who share my concern.Based on these complaints, I will refereach and every student case to the Stu-dent-Faculty Committee on Student Con-duct for appropriate disciplinary action.And I will relay to the Faculty Commit-tee on Privilege and Tenure the matterof the single faculty member who joinedin the morning’s activities.

UCSD will be governed by reason andintellectual honesty, not by intimidationand threat.

-George Murphy

In view of the serious situation whichthis statement creates we feel it nec-essary to report in detail some of theevents of Friday morning. We urge allmembers of the UCSD community to ex-amine how the so-called confrontationbe-tween the students und the Marine re-cruiter came about. Of particular inter-est is the role played by Dean Murphy,the recruiter, students and faculty mem-bers during the pre-confrontation rapping.We also want to point out that the fa-culty member mentioned in Dean Murphy’sindictment is "Faculty 2" in our report.

All direct quotations and transcriptionsfrom tape~ made by the KSDT radio sta-tion--we have omitted the names of stu-dents and faculty members since DeanMurphy has not mentioned the "evil-doer" by name.

On Friday between 10 a.m. and 3 p.m.representatives from the Naval AviationCorps and the officers training programof the U.S. Marine Corps were scheduledto carry on recruitment in the PlacementOffice of UCSi). I,ong before 10 a.m.several stndents were assembled on thesteps of the Placement Office to barthe recruiters from entering. Their po-sition was that they would try to Ire-vent the recruiters but not any ~tuder, t

cont. on l’. 5{

page 2

Down on the FarmFriday morning approximately I00 students and faculty members blocked the path

of Marine recruiter, Capt. Stout, accompanied by Dean Murphy, to prevent him fromcarrying out his recruiting function at this university (see news article, front paleand transcript of confrontation). Dean Murphy subsequently issued a statement con-demning the action saying (I) that "15 or 20 students" and one faculty member wereresponsible for the action. (2) that the action violated the university’s tradition "academic freedom", and (3) that disciplinary action would be taken against thoseinvolved (see letter, p. I).

OK. We know that the first statement was a distortion, and the second was a lie.The hundred students and faculty there ware protesting exactly the fact that the uni-versity’s tradition of academic freedom is only a cover-up for an institution whichprovides the sophisticated labor necessary for the operation of our racist and im-perialist society, From the disproportionately white universities, the Marines getthe officers they need to rule over the disproportionate numbers of blacks, browns,reds, and yellows that are enlisted men. This is done so that the United States govern-ment can send those enlisted men to places like Vietnam to die oppressing other yal-low people so that United States corporations can continue to make the profits ne-cessary to maintain capitalism. OK, so that’s been discussed before. The questionnow is, given this above, what kind of defense do those attacked by the administra-tion prepare’

Som~ have argued that the best appcoach to take would be to attack Dean Murphy’srole in the affair and to stress the fact that those protesting took a non-violent pos-ture. That is, to point out (I) that when the Marine recruiter arrived, Dean Murphytook him aside alone, for twenty minutes. The Marine recruiter emerged resolved totest the will of the assembled students and faculty. The Navy recruiter, who hadarrived earlier and with whom Murphy didn’t get a chance to talk alone, quietly leftwhen made aware of the large number of people who opposed hls presence, (8)thatviolence only occured in the two or three isolated instances when one of the few op-posed to the demonstrators decided to push or shove someone, and (z0that the dis-torted statement that Dean Murphy issued afterwards was designed to isolate a fewof the students and faculty members present from the others. Why? R was and isobvious that from the above actions that Dean Murphy is out to get a number of stu-dents and faculty who have led a struggle to expose the administration all year.

Now, the above position is fine as far as it goes. The duplicity of Dean Murphyshould be pointed out. However, for the students and faculty who participated in thataction to put their (lefense on such a basis would he to negate the action itself. Thataction was a beautiful thing. Not only did students stand up to Dean Murphy and therest of the administration and tell them that they weren’t afraid but also the Marineand Navyrecrniters did not get to recruit! We should not try to cloud the real issue--military recruRment and, indeed, all recrultment--by concentrating on personalattacks, deserved though they may be. The point is that this university must cease tosupport racism and imperialism it it must cease. The action last Friday was onlysymbolic (the Marine recruiter at most lad one person to interview), but for the firsttime In the history of UCSD, students and f~culty were standing up and saying, "nolYou’re not going to use Abe cover of ’academic freedom’ tosupport the oppressionof people all over the world. This so-called ’ivory tower’ which serves the vestedinterests of the United States’ most powerful corporations must serve all the peo-ple." That Increasing numbers of people should come to see this stand as theirsis what Dean Murphy and the rest of the administration fear. The administration willact to politically repress this point of view now, before it spreads. They lave notyet learned the historical fact that it is not "agitators" but objective conditions whichdetermIne wlat people do.

The Indicator supports Friday’s action, and also urges all students and facultyto immediately throw their support behInd that action. This university will be reformu-lated in the interests of all the people, or we will agaIn say NO to the functioning ofthe university/. To paraphrase Dylan, we ain’t gouna work on Murphy’s farm nomore.

Letters on McGill over MarcuseMcGill’s Press Release

February 17, 1969

The University of California, San Diegotoday announced its intention to reap-poInt Dr. Herbert Marcuse as Professorof Philosophy for the academic year1969-1970.

A very careful review of the academicmerit of Dr. Marcuse’s reappointment wasconcluded on February 10 after five-months of Investigation. The substance ofthe review dealt with the Professor’srecent writIngs, his standIng among scho-lars, his teaching, and his service tothe University. The investigation was car-ried by a secret Ad Hoc committee offive senior members of the UCSD facul-ty. Eminent scholars were contacted atuniverstties in the United States andWestern Europe. Written opInions wereobtained from 24 such individuals. Uni-versities contacted included Harvard, Co-lumbia, Princeton, Stanford, Toronto, Mc-Gill University, London School of Econom-ics and Political Science, University ofEssex and others. In the course of fivemonths a sizeable file of documentationwas built up. This was digested by thefaculty Ad ttoc committee and analyzed.

A report and recommendations was thenforwarded to the UCSD administration.The report delineates and documents Pro-fessor Marcuse’s emInence as a scholar.He is clearly one of the leading philo-sophers in the world today and a teacherof remarkable ability.

Professor Marcuse’s reappointmentex-tends for one year.

Dear Chairman Higgs,As a public official representIng Su-

pervisorial District One in which theUniversity of California is located and asa genuinely concerned citizen ofthiscom-munity, I feel compelled to direct theseremarks_t0 you publicly.

Higher education is a major segmentof our economy ar, d an integral part ofour technically-oriented industrial base.Many of our present 75,000 students inSan Diego are enrolled in the engineer-ing and scientific fields so important tothe research and development firms clus-terin~ here.

More importantly, however, is my con-eern that our campus, community and ourstate will suffer Irretrievable loss Ifthe political and ixfflamatory attacks on

Professor Marcuse lead the Board ofRegents into a hasty and unwise reac-tion against Chancellor MeGlll’s consi-dered decision to renew his contract forone year. The local attacks on Mareusehave transformed an admInistrative deci-sion, using established screenIng proces-ses based on academic merits, Into afrontal attack on academic freedom.

The precious privilege of academicfreedom, nurtured on the nation’s found-ing principles of tolerance and freedon~has flowered In California to make ouruniversities and colleges world respected.A hasty decision by the Board of Re-gents would not only be unjust for Mar-cuse, who has broken no laws though per-Imps some ideological icons, but wouldInsult the Integrity of Chancellor McGill,the vice chancellors and the professorswho make up the screening committeeson academic appoIntments, and shatter theconcept of academic freedom so preciousand necessary for a university worthy ofthe reputation we have earned.

The University of California at SanDiego, under the courageous leadershipof Its Chancellor has escaped the tur-moil of major student demonstrations anddisruptions. Our young and our studentsquestion the validity and acceptance ofmany ethical standards we profess tofollow. I sincerely plead that the Regent’sdecision will not lend credence to theirsuspicions.

Many men who disagree with ProfessorMarcuse’s philosophical beliefs are dyIngto protect his right to express them. Butalso let us not forget that many whoagreewith Marcuse are dyIng for the rights ofthose who disagree with him.

Sincerely.Jack Walsh

Supervisor, First District

Dear Chancellor McGIll,1 write to express my deep regret

about the manner in which you have cho-sen to resolve the problem of the Mar-cuse reappoIntment. It is, it seems tome, exactly the sort of mistaken, unjustsolution devised by the Relents to theCleaver affair, when In the face of a par-ticular crisis they invented a generallaw. I fear that results will be equallyharmful In the present circumstances.

I will not speak of the loss our stu=dents will sm’fer. I can say somethingabout the Incalculable Intellectual valuewhich contact with great scholars of his-toric experience has meant to the restof us. Now all that is to abruptly severed.

It is, no doubt, irrelevant to remindyou of the distInction which this parti-cular branch of the University has beenable to achieve In part with the help,the presence, and the recruitIng attrac-tion, of its so-called over-age facultymembers; In any case ethical consider-ations have no place In such matters.R would seem, however, that the obli-gatory yearly review and reappointmentmechanism provided for adequate safe-guards. The attempt to spare effort bydevisIng blanket regulations rather thandealing with cases on their Individual mer-its is a deplorable bureaucratic proced-ure.

The Irony about all this is, of course,that the enemies of the University willnot thank you for the concession, so thatthis voluntary self-mutilation will havebeen performed for nothIng.

SIncerely,F.R. Jameson

indicator P.O. Box 2106I.~ Jolia, California 92038

Editorial BoardPaula CareByron KIngCathy RoseG.R.R. Rowl

Photographers: Bruce Baron

Technical Staff: WritIng Staff:Rich Becker Sue AdamsShirley Powell Tom BaerNorman Down Illene O’MalleyLorraine Kasmar Dick PrayLlnda Roy Michael Washburn

Jeff BenjamInJeff Chan Conrad Young

Advertising Artist: Mona E1-Khadem ( all work copyright, 1969

Ad Manager: John Mortimer

Marine Recruiter Barred cont.from entering the office. Dean Murphy,on his part, stated that since UCSDadheres to an open recruitment policy,students blockIng access to the Place-ment Office would be in violation of cam-pus regulations. Student response to thiswas that the recruitment policy is infact not open--as clearly proved by thepamphlets (DlvidedInto sections: Military~business, industry, Federal intelligence)on display at the Placement Office. Thatin fact this so-called open policy was aguise for the university to serve the in-terests of the military-industrial complex.Therefore they wanted to prevent the re-cruitments on Friday.

By 10 a.m. there were over 80 stu-dents and faculty members who were ga-thered around the Placement Offiee build-hag (MC 250) to protest the recruitment.Soon the Naval Aviation Corps recruitersarrives and were persuaded by some stu-dents and faculty members not to pro-voke a confrontation with the picketersand these recruiters left without any in-cident. Dean Murphy had suggested tothey that he would escort them to thesteps of the Placement Office so thatthe students blocking the entrance maybe challenged.

When Capt. Stout, the Marine Corpsrecruiter, arrived he was ushered intothe campus police station for a privateconference wtth Dean Murphy. Those stu-dents who wanted to be present duringthis conversation were warned that ifthey Insisted they would be violating cam-pus regulations regarding normal functionof the university. After their conlerenceDean Murphy and Capt. Stout proceededtoward the Placement Office. However,before they could reach the building, likethe Naval Aviation recruiters, Capt. Stoutwas asked, primarily by faculty members,to leave the campus:Faculty 1’ We would consider it a per-sonal courtesy ff you would not recruittoday. The situation is extremely tensetoday and we don’t think a confrontationbetween you and the students is a verywise thIng. We’d like to suggest that inview of what’s going on at Berkeley,in view of what’s going on with one ofour own professors, in view of the ge-neral war we are having with Gov. Rea-gan, that today is a very bad day to beon this campus and that it would be much

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wiser on your part to come back anothertime. We are asking as a personal favorto us to avoid the confrontation which isgoing to take place the moment you step-down to that building.Capt. Stout: I am not here to recruitbut to pass out Information.Faculty h Unfortunately you representsomethIng. Wearing that uniform you area symbol of something and that’s the pro-blem Isn’t it? This has nothing to dowith you personally at all--but with whatyou’re actually going to do--what you re-present. We’re suggesting that today isa bad day to represent that on the Uni-versity of California.Capt. Stout: Is there a good day on thiscampus?Faculty 1’ On this campus there are manygood days. You don’t know what’s goingon on this campus--you don’t know howtension has risen over incidents.Capt. Stout: It’s hard to determine inadvance which days will be good and whichwill be bad.Faculty h All right, but when you dis-cover you’re going to have trouble-- youperhaps I should come back anotherday. This ts a personal courtesy thatwe would like to ask of you.Capt. Stout: There are already funds com-metted, l’m here on temporary additionalduty. Orders have been out. There’s afinancial thIng with the MarIne Corpsbecause I’m travelling from LA. There’snothing else I can do today.Faculty h Surely there’s something Inthe Marines called tactical withdrawal.They don’t worry about money in caseslike that.Capt. Stout: You want me to retreat?Faculty 1: No, I said a tactical withdraw-al not a strategic retreat!Capt. Stout: I’m not anxious to confrontanybody and I’m not here to enjoin stu-dents to come and loIn the MarInes. Idon’t have a thing to do with enlistedrecruitment. I’m here to hand out in-formation on officer candidate training.It’s something which some of your stu-dents may be Interested In. It’s somethingI do on a tight schedule. I visit 50 schoolsand I don’t have time to rescheduletime to when tt will be most convenienton each campus. We try to determinethis by working with your administratorsand try to find this out a month or twoin advance. This is really why I can’tcome back another day--or another time.Faculty 2: Couldn’t we compromise andmake this a general discussion and goover to Blake Hall, all of us, and dis-cuss and take that as a basis. That wouldbe a satisfactory way to give informationout and act as a compromise.Dean Murphy:. May I suggest yet anoth-er alternative. If indeed Capt. Stout isready to carry on a discussion with in-terested students that we arrange for himto do so sometime during the day. Igather he has a combination of func-tions he is prepared to engage In, whichinvolves talking to some Individual stu-dents already signed up to see him andlater In the day talking with those whowant to question him about ......(General confuston)Faculty 3: (to Stout) I am not sayingthis confrontation is your intent but what

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you are doing is putting a large numberof students In a position to be suspended.All I can say is that it is not necessary,or is it doing anybody any good.Faculty h He knows what he represents.Faculty 3: That place is for recruiting.Dean Murphy: There are two things thatare involved here. One is his recruit-ing activities on this campus which he isprepared to pursue. The other is dis-cussion with those students who want totalk about his position in the MarineCorps and some of the moral obligations,as they see it, of that position. In sayingthat we can combine those two functionsat the moment there is probably moreto be gained if you (to the faculty mem-bers) talk to the students who are at thedoor to permit him to pursue function 1so that we can get on later in the dayto function 2.Faculty h But then we come back to theissue to forcing a confrontation which youare actually doing. This man could chooseto do something else. He could chooseto meet with the general group and talkto them without going through that door.We are not stopping him--but askIng himto voluntarily leave--In the same way asthe Navy recruiter choose to leave.Dean Murphy: Captain, the request hasbeen put. Will you voluntarily leave thecampus at this poInt?Faculty 4: I think you should explain tohim the Marcuse issue.Dean Murphy:. That issue has been ex-plaIned to him In considerable detail.TMs meetIng with Individual students hasbeen scheduled. And there are two of themnow waiting In the office for his arrival.Faculty 2: My I explain something. Thestudents have met twice. They have heardseveral opinions and decided on a course.Therefore, it will be extremely difficultto change this. May I also explain toyou why the students are extremely up-set. Yesterday we got news that studentsarrested on the Berkeley campus weredragged down to a basement by the spec-ial police and beaten up there--severelybeaten up. People are very upset--and itis a better time to talk than to try toforce a ~.onfrontation.Capt. Stout: There is an important thingfrom my point of view. In my job rightnow-,I am required to do the kinds ofthin~S that I do on campus to talk to stu-denth Who are interested. My job requiresthat because there are people that wantto talk to me on this campus that Imake every effort to do so. If I don’tdo that, then I am remiss in my ownduty.faculty 4: If you want to have a generaldiscussion first I’ll loan you my officefor talking to IndividuaI students after-wards. How does that suit you?Capt. Stout: How about the fellows thatmay have classes later in the day--andare in the recruiting office now?Faculty 4: I’m going to make availableto you my office which is a regular

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faculty office. You can talk to them inthat office as long as you want.Another Faculty: (to Faculty 4) You aregoing to be in big trouble with the facul-ty ff you allow your office to be usedfor Marine recruitment!Dean Murphy: Let me handle that--to theextent that the man’s function on thiscampus is recruitment, it is properly doneat my office not yours. The request hasbeen put to the captain, and it seems tome that he probably has enough infor-mation now on which to make his deci-sion. I am prepared to proceed as weall must be, to make the decision. Doyou now wish voluntarily to leave or doyou wish to seek access to the PlacementOffice ?Many voices: Those are not the onlyclwfces.Someone: Why don’t we talk to the twostudeets?Dean Murphy:. I am trying to state thequestion which has been put to him al-ready.Faculty 4: Would he consider changingthe order of business ..... (lost in din)(Crowd moves to another spot)Dean Murphy: The options it seems tome that the captain now has and whichI now have are two only. Number 1 isto seek to do the recruitIng and infor-mation dissemination which he came onthis campus to do. And the other optionhe has Is to leave the campus withouthaving tried to do so. I am not pre-pared, and nor Is Captain Stou~, to seekthe dissemination of the information andacco~ltsh the recruiting which he cameon this campus to accomplish with theIntroduction of violence. Capt. Stout isof the same mInd. I would suggest accord-Ingly that I now seek to escort him tothe Placement Office to conduct his ac-tivities.Voice: Why doesn’t he meet with thestudents off this campus?Dean Murphy:. As I have Indicated thatwhatever arrangement Capt. Stout wishesto make wiUa the students off the earn-pus is a matter properly of concern toCapt. Stout and those students.Student: As one of the students signedup to see Capt. Stout can I make a per-sonal request to you, Capt. Stout? Pleaseleave the campus to avoid confrontationwhich yo~ axe definitely pushing. Youare aggravating the situation by being onthis campus. As a personal courtesy tome then--as I am one of the studentsyou are supposed to see.Capt. Stout: First of all let me say thatyour chances for getting into the OfficerTraining program are pretty small.Student: That is irrelevant. Can you re-spond to my request?Capt. Stout: I have a job to do here andunfortunately .....Student: Your job is to interview me asone of the students signed up. And Ihave made the request that because of theconfrontation which is defInitely beingpushed here--please leave. Because the

cont. on p. 7

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Rappaport on Education and Thir’ CollegeThis is an interview with Provost Rap-paport of the Third College. It was in-tended to bring the attention of the stu-dents to what is being done on the thirdand most radical college in this cluster.

Rappaport: The problem that confrontsmet I think, can best be expressed bysaying I feel that something ought to bedone to satisfy the needs and the require-ments of minority groups in terms ofproviding a curriculum which is not onlyrelevant to their experience, but suitablefor their future. That is to say, things,subjects, disciplines, and trainings thatthey can use in the future when theygrow up. I’ve heard some minority stu-dents say they want to be more activein social affairs in their communities~perhaps as physicians and layers but alsoas social workers and other such kindsof things,and they’re not so much inter-ested in an A.B. or a Ph.D. in chemistryor physics or biology, let’s say, or po-tical science as a theoretical discipline(they might like to enter politics). really what I’m saying is that it seemsto me that first they’d like to have acurriculum which will train them in cer-tain kinds of practical affairs. ThatDskind of an overstatement; it goes with-out saying that they want more generalkinds of education too.

On the other hand, and this is a kindof dilemma, having been trained tradi-tionally, I can’t help but incline myselftoward the traditional disciplines and takea certain pride in training people or help-ing to train people for, so to speak, thetheoretical aspects of academic and in-tellectual life--pure research, the searchwithout particular relevance to the par-ticular problem which arises at this par-ticular moment. Long-range basic re-search that scientists do without parti-cular relevance to a particular problem,and what historians do. The kind of re-search that isn’t immediately applicableto a problem that is current. So that’sthe problem that confronts me at thelevel between these two poles.

And then the other kind of dilemma is,you know, that there aren’t enough peoplein the minority groups who are quali-fied to enter the University of Californiaaccording to the usual standards.know that more should be admitted yetyou don’t know how to accept and incor-

porate those who would normally not beadmitted into the academic curriculumwhere they’re really not prepared to copewith the kinds of courses and subjectswhich are given in such a university.

Somebody once said that maybe thetop universities in the country should nottake those kinds of kids in. The topuniversities should not offer those kindsof courses which are particularly andimmediately relevant. I saw this recentlyin an article somewhere, that the topdozen or so: Harvard, Yale, Princeton,Chicago, California .... should not do that;that maybe the next level which,so tospeak, is not so difficult ought to be doingthat kind of thing. That immediately di-vides second class and first class citi-zens. It’s definitely detrimental to both.

Indicator: If you nave the problem ofadmitting minority students it requiresany combination of a number of solutions,including helping them to become preparedto meal the ordinary requirements whilethey’re still in high school. It requiresworking out som~ way that the classicalacademic standards, which you would navea tendency to cling t% can be readjustedto the needs of the people you are try-ing to serve.

Rappaport: i.et m~. a~k you what you thinkwould happen to the nun-milority studentwho is perfectly trained from a firstclass high :.,:h~J,.)I. WhLt would happen tohim’ Wc~uld w,~ haw a tw¢j-traek curri-

culum in effect?

Indicator: Well,no. I’m not convinced thatthe traditional criteria of academic ex-cellence are applicable any more to awhite student than they are to a blackstudent, to a white well-trained student,to anyone. It’s a question of are thosecriteria applicable to anyone~ Are theynecessary?

Rappapert: You don’t think they are?

Indicator: To anyone perhaps who wantsto become a traditional scholar. Theyare because that’s what a traditional schol-ar is by definition.

Rappaport: What we’ll have is a two-trackcurriculum for those who want to go intoa scholarly discipline ..... but of course wehave that no%really.

Indicator: It may be that Third Collegemay have to say"we are simply not aninsitution which is inclined to turn outscholars in a traditional sense.

Rappaport: Don’t You think that the ab-sense of that kind of an undergraduatewould have a detrimental effect upon thecollege student body? That is, to have nostudents in the college who are going infor what we call the traditional role?Would you like to be in such a collegethat would not have a sizable number ofpeople who were vitally interested Inaca-demic and intellectual excellence?

Indicator: Oh no. There’s a differencebetween academic and intellectual excel-lence and the traditional standards ofexcellence.

Rappaport: Could you give me some ex-amples? This is interesting.

Indicator: Now you’re interviewing me.

Rappaport: Really, I’m not doing this for thepaper as much as to get ideas. I’m des-perate for ideas. I asked Watson andBlanco to come up with something. I’ma good administrator, I can carry outthings but I’m not so good at fertile ima-gination. If somebody can tell me howthis comes about. I think the two couldbe side by side for example--we’re havinga very good major in chemistry, say, undin history let’s say, which will preparekids for Ph.D.’s if they want to go tograduate school. On the other hand wewant to have a social issues major andeventually I suspect strongly an Afro-American major. Now those majors couldbe taken by students who want to gointo areas for their future occupationswhich are relevant to immediate problems.I could see a social issues major pre-paring a kid for, say probation work;I could see it prepare him for civil ser-vice work, I could see him preparing tobe a playground director in underpri-veleged areas, I could see him prepar-ing for pre-medicine or pre-law for thatmatter. So you could have both side byside.

Indicator: But I think you have to decide:are ymu establishing you college to servethe people who will be attending it? And ifyou have a committment to serving largenumbers of minority students, and if ithappens to be the case, through no faultof their own that they aren’t preparedfor this kind of standardized academictreatment then you may have to adjustthe whole format of the college uwayfromwhat you personal attitudes are.

Rappaport: Then of course, it may be thatI wouldn’t be equipped to be provost ofsuch a college. Because such a collegew,Juld need a provost who is not moresympathetic, because I’m as sympatheticas anyone could be, but whose back-

ground is more naturally atuned to thatkind of approach and who won’t be hesi-tant about sacrificing a middle-class soto speak traditional kind of curriculum.I just say right here Pd be theflrstone to resign my job is I thought Iwas impeding Third College’s progress

toward such an objective.

indicator: Had you given any thought towhat sort of a number of non-whitestudents you would have?

Rappaport: No. We’ve talked about that.People have raised several kinds of pos-sibilities as far as percentages. Some havesaid 40%, some have said we should haveno percentage, we’d just take them in aswe could get them. See only four per centcan be taken in by state law of those whodon’t fulfill the requirements. So reallyyou can’t do much....What we really shoulddo, it seems to me if I were to stay pro-vost and pursue this course of action Iwould bend more of my efforts towardbeginning in the ninth grade and pro-viding some kind of help for studentswho would not normally come in on theregular level but form the ninth gradeon to prepare them in terms of theirtaking the proper courses in high schooland making the proper grades for themto come in on the regular requirement

basis.Third College had hoped last year that

it would be the spearhead of a drive totake students after their ninth, tenth,eleventh, and twelfth years and put themthrough summer sessions here so that bythe time they’re ready to apply to UCSDor the UC system they’d have the propercourses and the proper grades. Andthen we felt we’d take in as many as worequalified from that group which would bea relatively large numbe~-we’d have 150each summer. I had a very bold planwhich was greatly abetted by Dan Linds-ley who is a professor of biology who isdeeply concerned about minority educa-tion. In fact, I appointed Dan Lindsleya year and a half ago to a committeecalled the recruitingcommittee, whose jobit was to recruit minority students forThird College by whatever device theysaw best. We were then planning tostart this summer of ’69 and this yearwe should have recruited ninth grade stu-dents so that we could put them into theprogram next summr. Pursue those ninthgrade students in their next year whenthey’re tenth grade students in their highschool, watch them, make sure they takethe right things, tutor them if necessary,bring them back after the tenth grade,watch them in their eleventh grade, bringthem pack after their eleventh, watch themin their twelfth. By that time they’d be

cont. on page 6

We Have

, I

~) KING FEATURES SYNDICATE- SUBAFILMS LTD. 1968

The BI tTI,New lbam

Yellow 8nbmaPlne

THE TURNTABLE!147 PROSPECT 459.4421

TThe Econnomiicss of OOverpopulationnThe following review was written in

conjunction with the SDS Critical Uni-versity Project.

The P~t]EL~]~/I~ a book by Stan-ford biologist Paul Ehrlich, is a textfor Biology 11 on this campus. It isa short, well enough written book aboutthe alarming present rate of populationincrease and the corollary problems ofpollution, depletion of irreplacable naturalresources and pesticide contamination;a bias as befits a member of the SierraClub. The book was apparently aimed atstimulating Americans to a recognition ofthe problem of overpopulation and so dealswith these corollaries as the most im-portant to the American public becauseof their direct impact. The approach issimilar to that of the bump.~r stickerthat says "Trouble Parking?--SupportPlanned Parenthood."

Ehrlich has learned to have no speciallove for American corporations or thegovernment that serves them. He men-tions the rumor that Reagan is planning"the construction of a giant vinyl redwoodtree that can be trucked around the Stateof California for all to see (permittingall the other ’useless’ redwoods to bemowed down by our progressive lumberindustry)." He reminds us that whilepesticide contamination tolerancesare setby the Food and Drug Administration,"when it proves to be impossible to keeptolerances within limits, pressures arebrought on the government, and the toler-ances are conveniently revised. The ori-ginal FDA tolerances for DDT in milkfed to babies was zero. But now thatvirtually all milk is DDT contaminated,the FDA is going to set new tolerances."Elsewhere he says, "the idea of an ever-expanding economy fueled by populationgrowth seems tightly entrenched intheminds of businessmen .... Up goes the popu-lation and up goes that magical figurethe Gross National Product (GNP). Andas anyone who takes a close look at theglut, waste, pollution, and ugliness ofAmerica today can testify, it is wellnamed--as gross a product as one couldwish for."

ARer describing the loss of the fish-ing industry in Lake Erie and the Missis-sippi River, Ehrlich quotes a "giant ofindustry" as saying "the ability ofariverto absorb sewage is one of our great na-tional resources and should be utilizedto the utmost." He then insists that"legal steps must be taken, and takenfast, to see to it that polluters paythrough the nose for their destructiveacts. The old idea that industry couldcreate the mess and than the taxpayersmust clean it up has to go." The useof minimum security prisoners to cleanup the Santa Barbara oil slick comes tomind as a recent example of government’slack of interest in taking such legalaction,and Ehrlich is, throughout the books, very

pessimistic about government’s willing-ness ever to take adequate action. Hisonly offer of hope is better writing andthe organization of groups of citizenspowerful enough to force action. Technol-ogy and resolute will on the part of thesociety can help solve these problemscreated by the industrial society, butpopulation control has to be achievedif the battle is ever to be won. Ehrlichthus proposes negative tax sanctions tolimit family size within methods of con-traception available.The problem in underdeveloped coun-

tries is different--that of feeding the pop-ulation as it doubles every 20 years orso in these countries. This is a tre-mendous task in countries that are nowvery inefficient in agriculture and have noaccumulated capital. The whole agricul-tural output must then be used to feedthe domeatlc population, and no surplusis available to purchase capital for tech-nological advance leading to reliance onforeign investment. To the extent thatthese foreign companies remove profitswithout re-investing them, to that extentare the companies exploiting the resourcesof that country and ensuring that morepeople starve. The amount of foreignaid a country can accept is limited bythe inflation such aid causes and the con-sequent destructive effects on the eco-nomy, and, under present financial ar-rangements, the amount of financial aida country can give is limited by thedeficit in the balance of payments thecountry feels that it can tolerate. Suchan analysis however is not a part of~. Ehrlich places the em-phasis on the limited amount of increasein food production that can forseeably bedreived from earthbound land and searesources, in comparison with the pro-jected population growth. From the twobillion people now improperly fed, heprojects widespread famine by the early1970’s, or certainly by the 1980’s. Theonly way, therefore, to deal with the sit-uation is to severely limit the birthrate immediately in the Third World, aproblem which seems to Ehrlich to bemuch more difficult than any of the do-mesticproblems. His emphasis on theresource limitation on "multiplyingbreak" makes his argument scientific andavoids any of the political arguments out-lined above. Ehrlich admits that his es-timates of the possibilities for increasingthe production of foodstuffs and for de-creasing the birth rate are pessimistic,but insists on casting the argument inthis way. Drawn to such (perhaps justi-fiable) extremes, his argument is undeni-able, but the avoidance of political ar-guments within the attendant possibilitiesof alleviating part of the aggregate miseryis an important failure. This representsa reluctance to criticize the role of theUnited States is supressing the socialist

WORLD OF FASHION

GROSSMONT . MISSION VALLEY

governments necessary for efficient eco-nomic development in the Third World.Either Ehrlich is ignorant in this respector he is trying not to alienate sensitiveAmericans.

In any case, the argument is wellfilled in by Robert Heilbroner in his bookThe Great Ascent and, more forcefullyand concisely, in "Counter-revolutionaryAmerica," an article published in Com-mentary in 1967, included in A Dissen-ter’s Guide to Foreign Policy, edited byIrving Howe. Heilbroner shares Ehrlich’sbelief that the situation is critical. Heil-broner is much more eloquent however.His examples are tersely illuminating--The Aswan High Dam in Egypt will bringestimated 45% increase in agriculturalproduction in Egypt, but the populationof Egypt is estimated to increase 45%during the 10 years required to completethe dam. The result is no increase inthe short term standard of living, thoughthe hydroelectric power will be of bene-fit in the long run. (Ehrlich argues thatdams like this one cause the depositionof silt on the bottom of lakes; thus thedelta lands are not renewed and becomeprogressively less fertile.)Heilbronersays that "to provide shelter for the threebillion human beings who will arrive onearth in the next forth years will requireas many dwellings as have been construc-ted since recorded history began." Hisargument is tersely stated in the Com-mentary article, and begins with the as-sertion that modernization is essentiallya social change, a change requisite toeconomic development. "I do not merelyspeak of lagging rates of growth. I re-fer to the fact that illiteracy in the non-Communist countries of Asia and CentralAmerica is increasing (by some 200million in the last decade because it hasbeen ’impossible’ to mount an educationaleffort that will keep pace with popula-tion growth. I refer to the absence ofsubstantial land reform in Latin Amer-

"ica, despite how many years of promises.I refer to the indifference or incomp.~-tence or corruption of ruling elites: thevague, well-meaning leaders of India,unable to break the caste system, killthe cows, control the birth rate, reachthe villages, house or employ the laborrotting on the streets; the cynical govern-ments of South America, not one of whichaccording to Lleras Camargo, formerpresident of Columbia, has ever prose-cuted a single politician or industrialistfor evasion of taxes. And not least, I

refer to the fact that every movementthat arises to correct these conditionsis instantly identified as "Communist"and put down with every means at hand,while the United States clucks or nodsapproval.’ Communist regimes are theonly ones that have shown the desire andability to bring change in the socialbasis. The Red Guards, whatever theirultimate value, "now revile their elders,an unthinkable defiance of age-old Chi-ne.;e custom .... testimony of how deeplychange has penetrated into the textureof Chinese life."

Ehrlich never even mentions the roleof the CIA in Guatemala, the Marinesin the Dominican Republican or the wholemilitary establishment in Vietnam.Rather, his discussion is limited to themerits of an international organization forthe dispensing of foreign aid and the ne-cessity for a "triage system" of foodgrants first propounded in a book calledFamine--1975! The triage system dividesnations into three groups--those thatwill "make it" without help, those thatcan make it only with our help, and thosethat have not the strength of will or thecapacity to make it under any circum-stances. Examples given are Libya, WestPakistan and India, respectively. In or-der not to waste resources and to dothe most good, aid should be given onlyto nations in the second group. Such asystem is only realistic, he says, but theprime impediment is that it seems socallous. Does he really believe that theAmerican people are not prepared to becallous? The war in Vietnam, the CIApart in toppling Sukarno in Indonesia andthe following purge of all Red-taintedinfluences, the starving in India, etc.,etc., are indications enough that we areperfectly willing to be callous. A localamateur diplomat on this campus has sug-gested arming beth sides in any civil warswhich break out in the Third World.No, callousness is not the question.Tough-minded Ehrlich is right, how-

ever, in that if the death rate is notto be the solution to overpopulation, thebirth rate must be. Birth control pillsand loops are his main hopes; abortionis not, for some reason, as desirablein his view, though he is willing to allowit if a doctor recommends it. There isno good evidence that abortion cannot bea sole method of birth control withoutill effects, and not to support it equallyin a program of population control is tomake toe lob much more difficult. Againthere seems to be a disinclination tocriticize too harshly existing conditionsand potentialities.

Who is going to stop one quarter ofthe world population of cows from eatingIndia’s crops while millions starve’? Whois going to cut off the food supply tothe Vatican? Who is going to inhibit thecapacity of the United States to repressregimes at least willing to reach andrally the great anonymous mass of pop-ulation and try to get a commitment tothe social goal of feeding everyone thatis brought into the world and limitingthat number in order to achieve it? EAr-Itch may well be right when he says wemust depend on people who do not nowhold political power in non-Communistnations.

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page 6

Rappaport cont.ready to be admitted. In the summer be-tween the twelfth grade and their cominghere we would have seen if they had anyother deficiencies and corrected them.

That program was taken out of myhands.And I wouldn’t mind this getting into thepaper because I was really upset by it--it was taken out of my hands and mad,~

campuswide ..... I thought that if ThirdCollege along had this program they’d(the other colleges) get some, but ThirdCollege might then become the focal point.People would say, "There’s a place thatdoes it’ ’.

Dean Murphy has it now, it’s part ofa major program--they plan to take overone of the black high schools in SunDiego, Lincoln, and try to run it witha. seperate program for Mexican-Ameri-cans and a seperate program for Indian-Americans.

I thought that our idea was a betterone. I was really very excited about itand I thought that if it were restrictedto one college in terms of pursuing theobjective it might havegreater momentumthan If it were dispersed over the cam-pus. I didn’t fight it when it was takencampus=wide because I felt that maybe Iwas being to privy to the whole thingalthough I still think it would have workedbetter. I had some very excited and ex-citing fellows on my faculty doing it:Dan Lindsley~ Mel Simon, a young bio-logist; Schulman, who’s another biolo-gist. We would have started right away--it would have really been something. Ina sense, I lost a lot of my own momentumwhen that was taken out of my hands.We would have taken ninth and tenthgraders so that the tenth graders wouldbe ready In 1970 to come in.

I’ve really lost contact with that pro-gram now, but some very good peopleare in it, particularly Mrs. Langdnn whoherself is an indian-American. She drewup a very large prospectus which theyaregoIng to use as a basis to get money fromthe Federal Government to run it with.But I have nothIng more to do with it.

Indicator: Do you think you will be ableto get a significant number of minoritystudents to get your college started?

Rappaport: I don’t know. Under the oldprogram I would have funnelled in myownpeople from my own system. It’s like afarm that a baseball team has. They knowwhere they’re getting their people. Ifthe farm were league-wide, they mightnot know where they were getting them.I was sanguine, I was certain that fromthat program I could have gotten 150blacks, Mexican-Americans and Indiansout of that 300. It might have worked as

rrrmuch as 50/0, a posteriori. Now I don’tknow where I’m going to get them andwho is going to funnel them to me andwhat the machinery is for my gettingthem.

Indicator: Isn’t it, as far as your plansfor the college are concerned, imperative

that you get a very large number of non-whites ?

Rappaport: Well, it wouldn’t be impera-tive. I don’t know what you mean by im-perative. It depends on what the JbeWatson-Blanco program comes up with.Right now, with our curriculum as it isnow, which is standard and normal, al-though more flexible than Muir or Re-relic with fewer lower division require-ments for example, and several majorswhich lend themselves to that kind of stu-dent, I’d like to get a sizeable number inbut you say imperative .... I haven’t yetfound from Dean Murphy and Mrs. Lang-don what the machinery will be for havingthem ready at that time.

Indicator: If Third College is to be a col-lege more oriented toward the less tra-ditional aspects of higher education areyou willing to sacrifice traditional schol-arly excellence In the hiring of faculty?

Rappaport: That’s something we haven’treally decided upon and in fact the blacksI’ve talked with haven’t really grappledwith this problem. You’re askIng a ques-tion I put In a different way to severalblack people. I said assuming that wecan’t get a black man to teach a certaincourse here, who would pass the normalscrutiny of the Budget Committee, forhiring professors, would you be willing totake somebody less good who would notnormally pass the rigorous scrutiny of theBudget Committee? And it’s a questionwhich nobody has really answered yetto mysatisfaction. But say there were threelevels: those whom we would normallytake, those whom we wouldn’t, and thosewhom we never would. But If there weresomebody in the second group who wasvery respectable and responsible and re-liable, I’d be willing to dip down. I don’tthink I’d be willing to dip all they waydown to the third level.

Indicator: Would you be willing to sa-crifice the kind of excellence of pubU-cations and agreeableness with a traditiun-minded department head (as in the caseof Steve Shapiro at Irvine) in order toget someone who is a good teacher.

Rappaport: I couldn’t talk about that theo-retically or’in vacuo’. I’d have to be con-fronted with a specific case in my owndepartment because these things must beweighed very carefully and although tcouldn’t say to you now catagorically [would not have retained Shapiro orwould have retained Shapiro, I will saythat in all the Budget Subcommittees !sat on through all my years at Berkelegin assessing promotions, retentions andall that, I have in my own mind beforethe committee weighed each one of thefactors equitably as far as I could see.There’s not only teaching and scholarship,but University service too, and I’ve alwaystried to weigh each of the three and nevergiven one particularly more weight thanthe others. I think each of the three isindispensible.

Indicator: Well do you think with ThirdCollege perhaps un emphasis on the first

Maharishi Mahesh Yogilectures on

Transcendental Meditation(at Harvard, Jan. ’68 ).

| - THURS., FEB. 27

8:30 P.M., USB 2722

and third, teaching and University service,might have to outweigh his scholarly work.

Rappaport: I don’t know about that. Icouldn’t say that yet. To me the scholar.ly aspect of a professor, his scholarlywork, his production is awfully importantbecause it always seemed to me that aman who Is not doing research of hisown and writing of his own lacks a cer-tain intellectual excitement which is con-veyed to students. Inmy ownexperience,and I only say my own experience, Ihave not seen a very exciting teacherwho has not been at the same time aproducing scholar. I’m not saying wild-ly producing or tremendously prolificallyproducIng, but I mean just working onsome research topic where he himselfis ihvestigatIng a new problem. Now thisproblem need not be a problem that youdo in the library, it may be a problemthat you do in the field, but it’s not justa transmission of somebody else’s know-ledge. Then you become very much likean automaton however good you are, atransmission bolt unless you’re inter-jeeting something of your own, somethingof yourself, of your own research. That’smy own experience--you might have dif-ferent experience.

Indicator: in order to inject something ofhis own, does that require that he’s pu-blishing? It may be simply that be’s in-Jetting his own life.

Rappaport: That’s true, that’s true, that’strue. Something original, that’s what I’mreally saying, something original.

Indicator: But publication is really noindicator of that and l~ you’re saying thatthis scholarship is ned~ssaryfor teaching,then I think that when you examine a pro-lessor it wouldnecessaHly come out underthe category of teaching, and not as anautonomous factor.

Rappaport: Row would you know that?

So far one of the yardsticks for knowingthis original contribution is what he writesdown. How else could you get at it?Suppose I went to class and wrote nothing.What would be evidence of myorlginality,of my imagination, of my reinterpretation.What would be the evidence, tell me?

Indicator: Well I think that what we weretrying to get at was not the evidence ofhis own creative work but of his teachingand you were trying to show that it wouldbe reflected in his teaching.

Rappaport: How would I do that?

indicator: You would try to examine theimpact of what he was teaching. It’ssubjective, it can’t be measured in pages.

Rappaport: How would I do it--you seewriting, I can go to the book and readit. What would be the source of my! know.ledge of his originality and his creativity.

Indicator: It might be that you’d have toask his students (giggle) .....

Rappaport: Don’t laugh, that’s a very goodyardstick except that it’s so vague andso, so subjective unless you picked outa group of first-rate students, say Astudents, on the assumption that C stu-dents would not be aware of the creativ-ity or the originality. But that a verybright student would because he himsel/would want to see something new. I’veheard students at Berkeley, for example,say that Professor X is just repeatingeverything I can get in books and I knowwhere the books are and I know the bookshe’s getting It from. There’s not anythingof himself put into it. That’s one things.of himself put into it. That’s one thing.But to assess the positive rather than thenegative, the amount of originality, seemsto me very difficult. (Exit to a meeting).

All deletions requested by Prof. Rappaport

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M arine : Second Thoughtsconfrontation is being pushed by you andnot by the students.Capt. Stout: Oh, it’s not?Student: Because you’re sayingthat youarefollowing your duty. Your duty is to thepeople signed up.Capt. Stout: No, no, you don’t understandmy duty. My duty is not to you.(At this point a student in the crowdsuggested that as a reciprocal gesturestudents should he allowed on Marinebases to talk and leaflet.)Capt. Stout: Marines on a base do nothave a draft obligation. The reasons Icome on college campuses in that becausethere are draft obligations - thereare such things as draft obligations. Andbecause of this students are interestedin what alternatives they have to thedraft. I come on camnuses bee.a,.~A th~Marine Corps needs officdrs and I comeas a part of my duty to seek officers forthe Marine Corps. Now let me tell youthat it is a duty in which I have to bevery selective as to the students whoactually come into the program. Yousee, those who want to become Marineofficers have to have a very stable per-

sonality--especially If they have to facea situation like this. We have an aRer-native to getting drafted. As I under-stand it, there are 3 alternatives togetting drafted: one to burn your draftcard and go to Canada. One is to burnyour draft card and go to jail, and theother is to get smart and get in anofficer’s training program. You see weare not used to giving up in the MarineCorps.Dean Murphy: Let me suggest to thoseof you who are here that those of youwhose interest is in barring the Captain’saccess to the Placement Office now mightbe a good time to station ¥~trselves.I am about to escort him to the Place=merit Office. If his access is barredPII ask him then to leave.Student: I asked the Captain for a per-sonal answer--and he didn’t answer.

I’m sorry I can’t respond favorable.Student: Why?Capt. Stout: Because my job encompassesa larger thing than whether or not Italk to you or your own desires.Dean Murphy: Captain, come with me. Iwant to escort you to the PlacementOffice If you don’t mind.(Pean Murphythen escorted Capt. Stouttoward the Placement Office. Several stu-~dents had gathered on the steps leadingto the door. Many were gathered aroundthe steps, around the dean and the Cap-fain and behind them.Dean Murphy:. R is my wish now to es-cort the Marine Corps Captain to thePlacement Office for the purpose of con-ducting his activity. Will you please letme pass with him?Response: No!

cont. on page 8

Dean Murphy: I’m sorry. Do you wish ....~ BRING YOUR DATE ’

Student: I asked you, as one of the two| THJ~ALLN|Wpeople who signed up to see you, will you

I. I ’ PERNICANO’S OF LA IOLLAplease leave now? That is a personalcourtesy request.

"Jl Beer Wine Pizza LasagnaCapt. Stout: I’ll respond to that. Withall due acknowledgement to your request, _ "~ ?, tumauo0;u 4H- 29oo

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Regents cont.of emergency, in fact the third para-graph could be interpreted as an ad-dendum to apply a general rule duringperiods of emergency. Thus with littleImagination this ruling could be used in

any case of campus disturbance (suchas the action taken against the Marineslast Friday). But no imagination at allmay be necessary because the Governorappears to be willing to call a state ofemergency any time the political eli-mate favors it--which in regard to him-self and the University is almost al-ways.

But,as we may have to live under itfor some time,we should examine itsother provisions. As a first point, theterms of the resolution apply in a num-ber of specific cajes but they also ap-ply to "other disruptive activities"--aphrase so general that it could applyto almost anything during an eruergency.

This is where the martial-law flavorof the ruling is strong~st. For thiscatch-all phrase could be used as a coer-sive tool to prevent free speech andassembly and stop all student protest,andsupport for that protest.just when, inthe face of police and political mani-pulation of the University, it is mostnecessary.

"Violation of any conditions of interimsuspension shall be grounds for dismis-sal." This point is also an extremelyimportant one because, if the reason-ableness of an administrator is slightlyoff, a student may be on the verge ofbeing kicked out of school for doIngpractically nothing. Also, if he has ahearing it would be possible that, atleast at this school, the board giving thehearing would have as a member theadministrator, or a subordinant thereof,who effected the Interim suspension. Thusthe student’s right to an impartial hear-ing could be severely Impaired.

Much of the criticism surrounding thisresolution is based upon the vague term"reasonable cause" which to studentsand Regent Canaday may be two differ-ent things. After the many unreasonableand Irrational actions the Regents havetaken lately| one can only wonder howlocal campus administrators will react toenforcing this almost unanimously passedresolution (18-3). For too stringent en-forcement will only lead to student pro-test, but too lenient enforcement couldbring a Regentlal spell of doom on one’sJob and career.

Reasonableness is without doubt anacceptable, If not the only,criterion forJudgment-- but reasonableness underpressure from unreasonable forces be-comes only the facade of its former self.

The power of this action taken by theRegents is great enough to effectivelysilence through intimidation all overtstudent political activity at the call ofthe Governor. There can be no doubtthat he strongly supports this resolution.

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Marines Off Cont.

Dean Murphy: OK. I’ll ask individuallythose of you who are immediatelybetweenme and that door to do so.Response: We’re all there.Dean Murphy: I’m sorry. I am aware ofthat, but I am more concerned rightnow with ...... (Confusion)Response: Move back and we will get infront of you.Dean Murphy: (Quickly) Is it presentlythe sense of the group here that you willnot permit the Captain access to thePlacement Office’?Response: Ye-es!(Dean Murphy then asked Capt. Stout toleave. We print next an interview withCapt. Stout on his way out and DeanMurphy’s resonse to the day’s events.

KSDT: Dean Murphy, what are your viewsof what happened today in the confron-tation with the military officers whocameon campus?Dean Murphy: I should think it is a pret-ty unhappy day for UCSD. What happenedthis morning has a number of elementsof tragedy to it. First, a small group ofstudents was,for the moment anyhow,successful in unilaterally changing thepolicy with respect to recruitment--fromthe open recruiting policy which has beenendorsed by the Academic Senate,by theA.S. Senate--a policy which has beendeveloped on this campus over some timewith every opportunity for students toparticipate in the process. The positionis one which makes sense, I think,on anumber of grounds. It is a position whichhas since been supported by AAUP andACLU as you know. It is not the onlyposition which a university can take.But it seems to me pretty critical thatchanges in this policy as well as in anypolicy accomplished by a rational, intell-igent approach to options available to us -not by arbitary action on the part ofanyone. I am initially, I guess, as cri-tical of those students and the singlefaculty member who this morning wereguilty of the same kind of arbitrary ac-tion that they would hang me for were Ito attempt it. The second part of whathappened this morning that distresses mewas that students, and I don’t know thenumber, who wanted to talk to NAC and

USMC were effectively prohibited fromdoing so. And it seems to me that thecampus has an obligation to protect theirinterest as it has an obligation to pro-tect the rights of others to protest, whodisagree. The whole notion of recruit-ment ..... (Noise) initiative which was thismorning denied to a number of our stu-dents. A third element of the processwhich concerns me is that for the firsttime since I have been on this campus anelement of actual force was utilized byone group to achieve its wishes at theexpense of others. Not reasoned debate,not the intellectual scrutiny that this kindof a community prides itself on--but rawforce¯ And I am unwilling to see campuspolicy decided by a vote of a fractionof the student body whose interests mayormay not be representative of their col-leagues. There are some other things aboutthe last couple of hours that bother me,but maybe that’s not for now.KSDT: Could you perhaps tell me why,in an institution like UCSD where free-dom of expression and freedom of speechare so much prided by the faculty andstudents, it is denied to those who donot specficaUy agree or do not comply withthe beliefs of the faculty and students,and why are the beliefs that are heardon this campus controlled by a smallminority who feel justified in believingthattheir ideas are those which are goodfor everyone else on this campus.Dean Murphy: I’m not willing to buythe assumption that this group has beensuccessful. I think the record is prettyclear that the campus has enjoyed thepoint of view from a variety of speakersrepresenting a pretty broad spectrum ofpolitical and social beliefs. The pointof your question as it relates to thisgroup of students, as being unwilling toextend the option of free speech to thosewith whom they disagree, is an elementwhich very much bothers me. The reasonfor it is essentially that their convic-tion is that points of view in opposition totheirs are not merely wrong but areevil. That one is obliged to give no quar-ter to evil. And as a result that silencein the face of evil is viewed by them asconsent. It is a point of view with whichI cannot agree, obviously. With you Ishare the notion that free speech issometimes relegated on this campus tothe notion: "I shall defend to death yourright to agree with me." And that it stopsthere. I think it’s a view held by rela-

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tively few members in any intellectualcommunity worthy of the name.KSDT what are the consequences forthose faculty and students who did forci-bly block Capt. Stout from entering thePlacement Office?Dean Murphy: Their activities consti-tute, I believe, a pretty clear violationof campus regulations, involving the sub-stantial disruption of normal and legi-timate university activity. That is, the~nction, in part, of my office. My sus-picion is that there are a number ofstudents and faculty of this communitywho share that conclusion. And I wouldexpect to receive in the next severaldays complaints from them dramatizingtheir concern,--underscoring their con-cern. Based on these complaints and theinformation which I myself observe, Iwould plan to present to the Committeeon Student Conduct in the case of thestudents, to the Committee on Privilegeand Tenure of the division in the caseof the faculty memberjthe evidence oftheir activities, for the advice ofboth committees on appropriate discipli-nary action. It seems tomethal the uni-versity is well able under these circum-stances to address the problem in itsown terms and I’m quite willing to relyon the good judgment of those two agen-cies which represent the legitimate inter-ests of this community.Captain Stout: What happened today is aproblem which seems to be generated bystudents who have a strong opinion aboutsomething. Now, it seems true thatthese same students would feel that ifthey have strong opinions it should beheard. Well, I have strong opinions thatwhat I offer in terms of officers train-ing programs is a tremendous opportun-ity to some students. Certainly not many¯Certainly not more than very few on eachcampus. But one which fairly,I think,should at least be discovered. I feelthateach college student is an intelligentenough person to discover alternatives, totalk about opportunities and to decide forhimself what he wants to do. Students thatbarred me from entering the PlacementOffice today don’t seem to think much ofyour student body. They don’t think thatyour student body has enough intelligenceto determine for themselves what is goodfor them.

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iNow, the other reason, perhaps, whythey don’t want a Marine to be recruit-ing on campus--they don’t want the Mar-ine to be allowed to have anything todo with UCSD. And this is going to be-come a problem. It your administrationcan’t ever bring Federal representativeson this campus--believe me you’ll havetrouble from the government¯ Now, I’mnot going to go into all this in detail--but you might ask your dean what theimplications of not having Federal repre-sentatives ever allowed on this campus--In terms of money for the school.This is something the students may notfully understand--the taxpayers feel prettystrongly about this. I had a couple ofstudents who were interested in the in-formatinn--one of them has either tochange his mind as a result of the crowdopinion,or whether this was more or lessa tactic by the people who were in thePlacement Office doing this anyway. Heseemed to be a sincere fellow. I thinkhe may have been a little coerced, though.It wasn’t that he wasn’t good materialbut under the circumstances probablywould jeopardize my opinion of him--as apossible officers’ training candidate.KSDT: Why? Because he took an alter-hate stand?Capt. Stout: Essentially I was making afunny comment. Just about everything Ihave to say was for my own personalenjoyment of the situation. I don’t feeleverybody else should have all the funtoday,and I have a sense of humor too.In fact some of those people could usea little bit more sense of humor.

Your administrators go so far in al-lowing freedom of activity by this kindof group--and it is this group--not theadministrator-that is doing all the bar-ring these days.KSDT: If we quiet down these groups wehave to quiet down everybody.Capt. Stout: What I’m doing is not comingto address a social issue--it is not mypurpose on a campus. My purpose is toget out information about officer trainingprograms and hopefully get a chance tointerview some interested people for thoseprograms. Now, if my service to the cam-pus is one of passing out information andit is not utilized--fine. But at least I’mgiven a chance to glve it out. But ifI’m not even allowed to do that I thinkit is a disservice to some of your stu-dents. Because it is certainly, obviouslyeasier for somebody to walk into anoffice, pick up a pamphlet and havea chance to talk to the gey--the man,I’m the man--for officers recruitment inSouthern California--and talk to me inperson, just between classes, and do itinformally, than have to drive to LAto my office and discuss it there.

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