PAGE TWO
THE DAILY TAR HEEL WEDNESDAY, MARCH 11, 1953
fT3
The official student publication of the Publications" iioard of the
University of North Carolina, Chapel Hill, where it is published daily
except Saturday, Monday, examination and vacation periods, and dur
ing the official summer terms. Entered as second class matter at the
post office in Chapel Hill, N. C, under the act of March 3, 1879. Sub
scription rates mailed $4 per year, $1.50 per quarter; delivered, $6 and
$2.25 per quarter.
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Editor
Managing Editor
Business Manager
Sports Editor
WALT DEAR
ROLFE NEILL
. JIM SCHENCK
BIFF ROBERTS
News Ed. : Bob Slough
Sub. Mgr. Carolyn Reicfaard
Ass't. Sub. Mgr.
Office Mr.
Assoc. Ed Nima Gray, Jane Carter
Bill Venable,
Tom Witty
Buxzy Shull
Soc. Ed.
Circ. Mgr.
Deenie Schoeppe
Donald Ilegg
Tom Peacock
Asst. Spts. Ed.
Adr. Mgrs. Charles Collins, Charles
Haskett
Exch. Ed. Alice. Chapman
NEWS STAFF John Jamison, Louis Kraar, Tem Parramore, Bern
West, Jim Wilkinson, Sail Sckhtdel, Jess Nettles, Hubert Breeze,
Harry Dunlop, Ellea Dewns, Tern Neal Jr.
SPORTS STAJT -Yaxtr kalew, Paul Cheney, Uelrii Lag, Everett
Parker, Jh Bimr, Skerweod Smith, Al Long, Dick Creueh, Beamy
Stewart, WSfcor Jbb.
EDITORIAL STAFF A. Z. F. Wood Jr., John Gibson, Dorman Cor
dell, Dam Duke, Curt Ratledge, Don Thornton.
ADVERTISING STAFF Pete Adams, Bob Mason, Boo Wolfe, Eleanor
Saunders, Buddy Harper, Dorman Cordell, Ned Whitmore.
CIRCULATION DEPARTMENT Roger Williams, Richard O'Neal,
George Harris, Veneta Zeller.
Night editor for this issue: Dorman Cordell
No Lack Of Confidence
'
In a move for harmony and better relations, the Executive
Committee of the Board of Trustees has told the faculties of
UNC, State ,and WC that the Trustees have not lost faith in
the faculties.
This information was relayed to the faculties at the con
solidated conference held here last week by President Gordon
Gray. Gray predicted, "There will be a greater caution on
the part o the Trustees in exercising control in faculty af
fairs.' Gray observed that "we cannot destroy the Executive
Committee . . . We need it to get the business of this university
done."
Thus, in one short speech,' Gray made an effort to let the
faculties know that their voice in the government of the Uni
versity was not weakened. The very fact that a faculty con
ference had been called to open the academic and administra
tive heart of the University is a clear indication that Gray is
depending on the faculties for advice and effective leadership
in "academic affairs.
Even more important to students, we finally get the answer
to Gray's almost intolerable support of Saturday classes in the
full board's meeting on February 23. Many principles were
involved, yes, but to Gray's mind the most important principle
was the continuance of the Executive Committee as a working
organization to carry out the business of the University. Gray
obviously felt that if the Executive Committee lost out on he
Saturday class issue, then they would become a greatly weak
ened body. Then, too, the Saturday class question had been
on the trustee's minds since 1948.
The other principle involved that of trustees meddling
with matters that are traditionally handled by educators
professors and administrators must have been weighed by the
Consolidated President. He will be dealing with the trustees
and the faculties in the future. He thinks no damage has been
done, that the trend towards dictation of academic matters
will be cut short.
This is heartening news, now, but it's like feeling better
after a long sickness. If this indication of trustees non inter
ference in academic matters holds true, then the Saturday class
issue will not have been a disaster.
A Penetrating Warning
The tragic death of Jerry Galanides is a warning to all of
us students who drive.
It is a sign to young people that the heavy foot on the ac
celerator leads to heavy consequences. It is a warning to use
common sense once we are sitting behind the wheel.
Jerry Galanides was a likable person. He was a member
of Phi Beta Kappa. He was known to be a speedy driver, a
carefree man at the wheel. He had been in wrecks before.
We are cognizant of the enjoyment of smooth, quick trans
portation. We enjoy the fast pace on the open road, the pick
up on a new car. But, more than ever, we realize the dangers
of speed. If we, as studnts, and as young pople don't put some
kind of governor on our feet as we press down on the acceler
ator, the law, eventually, will. Insurance rates on those under
25 are extremely high already. Each time such an accident
occurs, the public becomes more aroused.
To continue to enjoy our care and the pleasures derived
from trie use of them, students must lead in a program of
safe driving.
The Grey Fox Goes West
The Grey Fox is moving westward after an energetic coach
ing career in the North and South.
We know him best for his work here and for his teams from
1947 to 1919. But Carl Snavely compiled excellent records at
Cornell and at Bucknell.
His new job at Washington University in St. Louis should
be a refreshing Challenge, and an enjoyable task. Life at a
smaller college should be somwhat freer from the pressures of
alumni and the "Win them all or get out" philosophy.
Snavely's 1948 team was undefeated in regular season play.
In 1947, he compiled an 8-2 record and in 1949, seven wins and
four losses including a loss to Rice in the Sugar Bowl. x
In his next years, Snavely teams reversed the numbers in
the won and lost columns with 3 wins and seven losses, then
two wins, etc. It has been said that Snavely's success depended
on the athletic abilities of Charlie Justice and one or two
other top stars. Yet there was no greater praise for Snavely in
the plush years for his outstanding capabilities as a coach,
nor no greater demands for a resignation by the same people
because of "poor coaching" towards the end.
As Carl Snavely leaves for St. Louis, we feel that the whole
University community bids him well on another football ad
venture. .
Editor's Note: We conclude publication of the
Faculty Conference's findings with this report on
Student-Faculty relations. Because of space limita
tions, we are unable to print the remaining re
ports on Graduate Work and Research and The
Integrated Mission of the University.
President Gray, colleagues of the faculty, and
distinguished guests: If the learning process
the academic work of a college or university is
the main reason for existence of the institution,
then the relationships of faculty and students are
at the very center of institutional activities. Our
panel feels, therefore, that no defense needs to
be made for the importance of student-faculty re
lationships in a conference like this. We are deal
ing here with the very heart of a university.
Before the conference convened, the chairman
and the six co-chairmen responsible for this study
met and decided that some preliminary work
should be done on each of the three campuses
beforex the discussion sessions convened. It was
agreed that it would be helpful to bring before the
discussion groups two. main questions with very
tentative answers to each. This procedure was
not to exclude consideration of other questions,
but to insure the facing of what we deemed to
be two basic issues. The two questions were:
1. What do . the students on each campus say
is wrong with student-faculty relationships?
2. What does the faculty on each campus say
is definitely helpful or constructive in respect of
student-faculty relationships?
Obviously, not all students nor all faculty mem
bers could be polled on these questions, but sincere
efforts were made to get a fair sampling of both
student and faculty groups. It was felt especially
necessary that a cross-section of the student body
be interviewed, npt just student leaders.
The results of the campus-survey were brought
to the various - discussion groups and aiaturally
evoked lively and sometimes diverse reactions.
Especially was it made clear that the main "grip
es" of students on one campus were not the main
ones on another. Similarly, what the faculty rep
resentatives from one institution believed worked
well on their campus was frequently thought im
practicable or of slight value on another campus.
Student Complaints
In general, however, fairly substantial agree
ment was found that the following student com
plaints were pretty widespread and rather deep
ly rooted: -
1. Many, though not all, faculty members take
an indifferent attitude toward their students.
They do not seem to care whether a student passes
or not. Some teachers will not go out of their way
to help a floundering student over the rough
places. 1
2. Many faculty members do not want to be
bothered by students coming to them and taking
up their time. This discourages students from tak- v
ing the initiative in seeking counsel from such .5
faculty members, some of whom they would like
to know better.
3. Freshmen, and sophomores have different
problems of student-faculty relationships from :
those of juniors, seniors, and graduate students. i
Not only are the underclassmen younger in age
and more recently thrown into a different world
from home and high school, but also more of I
their work is required and taken under condi- f
tions less conducive to close and inspiring con
tacts with faculty than is true of upper classmen.
Underclassmen are more often the forgotten peo
ple and feel the need of a friend more than the
upperclassmen. The heavy mortality in the first
two years may be due in considerable measure to
the lack of more helpful student-faculty relation
ships. ,
4. Student-faculty relationships could be put
on a more human and friendly basis if a teacher
in the early days of a course announced to his
students that while his office door was not always
open, it was open at certain definite times and
that entrance was not to be restricted to those
seeking counsel on academic matters only.
5. Student-faculty relationships could be im
proved if the parties could meet informally more
often. Places suggested were in the Student Un- .
ion, in recreation activities, in departmental or
(Professional clubs, in homes and in residence halls,
though it was recognized that many such affairs
are a distinct bore to many ofthose attending.
6. The advisory system especially at State and
Chapel Hill needs complete re-vamping. In gen
eral, it was felt that mass production of advice
has no place in so human a problem. More will
be said later on this point.
Several students at one institution, where
they had experienced something of a riot, told
one of our chairmen that the real trouble-makers, :
the agitators, were all northerners. Fortunately
the word "subversives" was not brought in.
What Works Best?
On the issue "What do the faculty think works
best on their respective campuses in student-faculty
relationships?", wider divergencies appeared
than in discussion on students complaints. Doubt
less this should be expected in view of the diverse
nature of the student bodies and of the functions
of the three institutions.
In this field several activities on the Woman's
College campus elicted favorable comment and
even formal approval from the discussion groups.
One of these is their joint committee system.
At the Woman's College there are 10 or 12 func
tioning committees composed jointly of students
and faculty members. One of these is a Finance
Board which administers the funds paid by stu
dents under the so-called Student Activities fee.
This Board is composed of four students and three
faculty members with a student chairman, and al
locates the student fee money among the various
college-wide student activities deemed to be prop
erly supported by student fees, such as the stu
dent publications, religious activities, Recreation
Association, and Student Government.
Another joint committee that received gen
eral approval by the discussion groups is the Stu-den-Faculty
Reviewing Committee at the Woman's
College, composed of an equal number of students :
and faculty and set tip- to Jiear any complaints
or grievances of any student or group of students
on the campus. The committee has no administra
tive authority but can often explain to complain
ing students why things are as they are and if
changes are deemed advisable, take up such need
ed changes with the proper authorities. In any
event, a "safety valve" is provided whereby stu
dents can blow off steam.
Another helpful experience on the Woman's
College campus is their Pre-School Conference.
Three or four days before college opens in the
fall the Student Government officers invite some
100 students and about 50 faculty members to dis
cuss problems facing the campus that year. Such
problems as those of social affairs, of better stu
dent government, of honor policy, of maintaining
a high standard of work and behavior on the
campus. Twice during the year a check-up con
ference is held to review progress or lack of it on
the items of objectives laid down in September.
The Orientation program at both Carolina and
State does much the same thing.
Advisory Setup Inadequate
In the six discussion groups, more time was
given to a discussion of the advisory system than
to any other single topic. It was felt that this was
the very heart of student-faculty relations, second
only to effective classroom work. The represen
tatives from State College stated that a Chapel
Hill student's report reflected generally their
views of the situation and needs in Raleigh. Ex
cerpts from the memorandum read as follows:
"1. The present faculty adviser system in the
General College at Chapel Hill is gravely inade
quate, even to minimum student needs.
"2. There is a real need for closer and more
informal personal contatct between students and
faculty and students and administration members,
for their mutual benefit.
"3. The most expeditious means of making
available to freshmen and sophomore students an
opportunity for personal contact with at least one
faculty member lies in the establishment of a
system of faculty advisers for those classes which
will provide for (a) a very small advisory load
for each adviser, and (b) - emphasis on the student-adviser
relationship as an opportunity for
contact and consultation on matters beyond the
minimum concerns of schedule and curriculum
planning.
Abolish It!
"1. The present system of General College ad
visers should be abolished entirely. What is need
ed is not simply a renovation or patching-up, but
an entire reorientation of the whole program, and
of attitudes toward it.
"2. The freshman and sophomore advisory load
should be distributed as widely as is feasible
among faculty and administrative personnel, so
that each adviser will have a workable ratio of
, advisees to adviser.
"3. It should be possible for any student to
change advisers with a minimum of difficulty,
should he feel it advisable to do so, although care
.should be taken to avoid overloading the more
popular advisers. The initial assignment of men
to their advisers should not always be made on
the basis of anticipated major. While certain pol
icy objectives and suggested modes for their at
tainment should be set forth by the General Col
lege administration, implementation should be left
very largely with the individual adviser.
"Some students have problems and know what
Ithey are; some have problems and have only a
vague awareness, at best, that something is wrong.
Those in the former category have at least some
advantage: they can go to a person whose known
specialization or experience might hold out a pros
ipect of assistance if they know such a person,
and if personal timidity or embarrassment do not
discourage such an approach! But those students
iin the latter category those who have undefined
or unapprehended difficulties are at a double
disadvantage, for they must first find out what
Itheir problem is. In either case, knowing a faculty
lor administrative person with-whom they have a
sufficiently intimate and cordial relationship that
the student feels he may approach him in confi
dence and with a feeling of mutual respect is of
(the greatest value. Of course, no faculty member
or administrator would attempt to give authorita
tive advice on a matter on which he feels a col
league might better be consulted, but he can at
least aid the troubled student in defining his dif
ficulties, and in determining what form his prob
lems seem to take, before referring him elsewhere.
Not Everyone Has Problems
"But not all students have problems at least
perpetually. Yet there is much that even the un
troubled student might gain from some close per
sonal relationship with an older person: a more
balanced view of life and of some of its value; a
greater thirst for learning; a higher concept of
service to others; some objective orientation in
the matter of spiritual needs and values perhaps
the most universal need among men freshly broken
from home's moorings. Often such help can be
imore easily sought and more readily gained from
persons other than parents or old friends, who
tend still to think of a boy of eighteen as the
child they have known, rather than the rapidly
developing and at times perplexed person he re
ally is.
"Note that the issue is not merely one of student-faculty
relationships, but of student relation
ships with administration members as well. In
(this area, it is not only the student who can draw
much from the type of contact suggested. To the
teacher, maintaining daily contact with students,
sin and out of the classroom, there is at least an
opportunity to see something of the "normal"
(student; to learn about his concerns; to hear his
."viewpoint expressed on matters beyond the course
topic. But for the non-teaching administrator, it
is all too easy for the students to become either
an endless line of trouble-bearers (or makers), or
Imere columns of statistics for which there is never
quite enough housing space, or classroom facili
ties, or instructors', of gymnasium seats, or money.
It is entirely understandable that, lacking the natural and direct con
tact with students which the teacher has every day, the administrator
should come to have a detached, cold, impersonal, and even distorted
view of the student-person and his real needs and feelings. Thus it
is believed that the emphasis on student contact with University
personnel should expend with particular force towards the cultivation
of such relations between student and administrator'. In this way,
the administrator might in part compensate for his lack of classroom
contact with students. Participation in the proposed advisory program
should include all administration members charged with policy-making
responsibilities.
"Special notice in this regard might be given the President of the
Consolidated University, although in his case the necessity for an
equitable distribution of time between three institutions presents spe
cial problems. But in his case particularly it should be remembered
that the chief benefits accruing from some direct and regular contact
with students would be those flowing to him, in terms of a clearer
understanding of student views and aspirations than can be obtained
through multiple filters.
"Emphasis here has been largely concentrated on the freshman
end sophomore groups, and their relationships with advisors and
faculty members. This is done in the belief that the attitudes of stu
dents during their initial years here are especially plastic, but that
early impressions are likely to last, if a student can form a satisfying
relationship with one faculty or administration member, that experi
ence will stimulate the cultivation of other such relationships in later
years. Ascertain amount of direct encouragement even a gentle but
disgusted push is necessary to break through the reserve and timidity
which most students feel, even in their later school years, towards
the average teacher or administrator. The barrier which this reserved
ness constitutes is easily underestimated. -
"It is natural that as a student moves into a major field of study
and acquires an advisor in that field, he should tenet to rely more
heavily for counsel and guidance on such an adviser, or perhaps on
a favorite instructor in his major field. Here too there should be em
phasis on a student-adviser relationship which extends beyond mere
. schedule-arranging. Given the earlier experiences of a fruitful rela
tionship with a General College adviser, the development of such a
relationship here would seem to be greatly facilitated.
"Extent of Participation by Students
Accessability to Faculty:
"It would be overly sanguine to expect that all students would take
full advantage of such a program as that outlined here, however great
its merits. It would be equally optimistic to expect that teachers and
administrators, for whom no day has quite enough hours, would greet
with universal applause a program of this sort. But the important
thing for the students is that, for those who will avail themselves of
it, there be an opportunity for them to establish some reasonably
close contact with a member of the administration or faculty. And
for the advisors, the time to be consumed in this manner should not
be as great as the above commentary might suggest, and certainly
advisory duties should not be carried to the point of being a positive
burden on the time of any adviser."
Our discussion groups faced a few other issues and took positive
stands on most of them.
The housing of students at State and Chapel Hill received severe
criticism. It . was felt that no real constructive housing policy was
"being carried out, that some dormitory heads were not trained for
nor really interested in their work, and that true housing should mean
much more than room assignments and that true living should mean
much more than mere housing.
One group passed a motion approving the principle that rating
sheets on the faculty to be filled out by the students during a single
class period on a voluntary basis and for the sole benefit of the in
dividual faculty member were valuable.
Another group wanted a constant re-emphasis to be made of the
academic obligation of students their first duty is good class work
and the same for the faculty.
Another resolved that a university-wide study should be made on
our methods of determining size and teaching load for freshman and
jsophomore work to see what the three institutions have in common.
: Some divergence of views was expressed on whether the main
attitude of faculty toward students should be much concern over their
individual welfare, going out of our way to help them, or should it
be a minimum of coddling or counselling, treating them as adult
and expecting them to act as adults. The outcome of this discussion
was a general consensus that freshmen, especially, and sophomores
!to some degree need a good deal of sympathetic attention, such per
' (See REVISE, CHANGE, page 4)
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