Page Four calm“. rm some. ldiior-inchier Mannsinz rullor Assoclnre zdhou Sporu :dner , Business Man-Eu circuleiiun Munlser cm“... Student Nowipepcr of Reporter Grim-ll Colleqo Grinnoll, low. 501 12 Abrlsllnll . An indtpcndent new-Paper published weekly. extept during nohduys Ind exami- nalion pcrlods, by rhe Grlnncll commurcc 0n szuueni Publlcuiionl. saw our xchool year. subscrlprian rare . James Alexander Arlen xulherlne Newklrk hinrk Sablemnu, Benson smirn . Jeffrey Scheckrel’, aruc- Slrom Douglas Earl . Dleore rrikoon cnriszopber Anderson, Nancy aeekeu. Connie Erickson. John Gardner, John Gordiey chlo Graham. Stephen Grow. Allan nun, Jcnllhan .Jenkini, Karen konne. hui Rommln, Clndy Root, Lynn Selmers. Yvor Sioakley, Fred: renter, Judllh Walla“ sheen: Brown, rcarl Kudou, aonni. Nelson “Fallen cherub, to be weak is miserable” John Milton, Paradise Lost The president has made. an ingen- ious but dangerous decision, for he has polarized the alternatives for ‘ Richard Schneirov. Schneirov may now accept the reward of off-campus housing and yield to the will of a man he has argued has no jurisdiction in the case. Or Schneirov can refuse to acknowledge the legitimacy of the ruling and refuse to vacate his dorm- itory, a place he probably does not want to stay in, and face expulsion. The president, however, in order to avoid a massive exodus must now pre- sent arguments why others who vio- late the rule should not be allowed off campus. In making his decision Mr, Leg- gett solved only the short-term prob- lem of what to do with Richard Schneirov. The president acted weak- ly in a time that called for strength, and it seems that he has begun to yield to the limitless and unthinking demands of students. Richard Schneirov ought to have been expelled. His co-habitation with a girl for five days in his dormitory room, and his persistence in this en- terprise, even after he was warned by his resident advisor, was a flagrant af- front to the structure of rules at the college. Throughout the case he be- haved with haughtiness, a character- istic which does not deserve the par- don of anyone. The president has helped Schneirov to be an example for others who wish to try to flout a rule and destroy the orderliness of the campus. The structure of rules at Grinnell has broken down. As an example, it has been the common practice for those who run for hall president to list as a qualification for this execu- tive office a reluctance to enforce the college rules. Furthermore, dormi- tory after dormitory is declaring “home rule” for itself, a policy totally incompatible with the creation of a community. The next logical step af- ter “home rule” is “floor rule,” and A Need for New Racks On this campus, which does not en- courage vehicular travel, there is a shortage of bicycle racks. Recently, a bicycle rack was placed outside All ll. But the rack accommo- then "room rule," a situation which is mere de jure anarchy. In his decision Mr. Leggett, a man of good intentions, tried to pro- vide for the time afterwards, when I procedural change could take place. But by the administration’s past re- fusal to grant a liberal and. fair ex- tension of the visitation hours, and by its conscious laxity in enforcing the old rule, it also contributed to its weak position, which will make it difficult for the administration to deal with students in the future. The unfortunate situation with Schneirov gave the president the op- portunity to be a leader, to guide us out of the mist of disorder which en- velopes us. But he chose to be simply an administrator, and in passing up his opportunity he may have speeded us to that day when students will de- mand control of the financing of the college and the awarding of contracts, Faculty members have chosen to be academic to the current crisis, per- haps because they do not think that the crisis affects them. They may have doomed themselves, however, by their silence, and by their failure to give strength to a weak administration by their support. Having won this vic- tory, the students will move on, and they will attempt to usurp the facul- ty’s power. They will demand control of the curriculum and, ultimately, power to hire and fire professors. A tempest of confusion is arising at the college, With the elimination of rules, the living situation will inev- itably become intolerable. The re- placement of rules with ”considera- tion" is a casting off of all order. Richard Schneirov has had his fling and President Leggett has made his decision, It is false to say, as some do, that Mr. Leggett did not have jur- isdiction in the case. The Judicial Council was deadlocked, and Mr. Leg- gett was fulfilling his executive duty, which ls more than most house presi- dents do, by deciding the case. dates only five bicycles, and there are often more than five riders who are in ARH at one time. At least two more racks should be placed there. Addi- tional racks ought to be placed outside the entrances to the dining halls. tellers lo the Editor Crosselt's letter Evoke: Criticism To the Editorl This is a response to Mr. Cmssett, Cpncen‘llng his letter in last week's SEE: 1. You misquoted Mr. Schnei- rov (aCCldenfally or other. wise) The quote in question was not “I want her," but "i like her " .The issue in the case was not "massive fornication" (whatever that means), but that of Violation of the col- lege regulation on the coed use of dormitorlebi- there fore, , Mr. Frank was justified in ruling your statement ir- relevant, Mary Ellen Ruvelson Ann Judith xlnchncl Rothman Support: Maior Grades Only To the Editnri The aim of a liberal educa- tion is exposure to as many fields of study as possible and the development of a student's ability in one particular field, his major. This dlffers from the aim of a technical education in that the individual also benefits through acquiring knowledge in various areas. One should be graded only for his accomplishments in his ma- jor field, not for that in his other courses of study. A stu- dent receives grades in his ma- jor because graduate schools need some means of evaluating and comparing their applicunls. Grades also help a student com- pare himself to other students. For these reasons grades can be beneficial, Grades should not be given in non-major courses because a student takes these only to improve himself as an individual. The purpose of required courses is (0 make the student more knowledgeable in courses of study different from those of his major. This is essential, for u well rounded person is better adapted to life and he is gener- ally a more profound individual. Yet it is detrimental to grade someone while he is climbing out of his cave, for rhis may cause him to stay inside for fear of failing in the new world. Non-major courses should be credit-fall. Under this plan all “C" work or better would pass; any work not up to “C" level would fail. The student who is not able to receive a passing grade will not have a failure enlered into his grade point av- erage, but will have to repeat the course until he merlis a “C." Why draw the line at “c"? Anything significantly be- low "C" level work indicates that the student has profited little from the course; anything significantly above “C" level work often indicates knowledge too specific to he of value. Will a student put less effort into a course if it is credit-fail? It is true a student will prob- ably put less effort into his credit-fail courses, but that is only because there is usually less to be derived from courses which are not going to be used towards one’s major, imagine all one could do with the rim. and effort he would have! n. might have time to do thing‘ which would credit him as I individual but would not all“; his graduation record. With rm time saved one could read ( book, have an intellectual coup versatlon, take a hike into tho woods, or write an article foo sen. Hopeiully, the ntuder'r: does things for his own pleasu which don't influence his cob loge record. It is also hoped that the student will take courses fo the reward'of knowledge and not to Increase his grade ave)- uge. For these reasons, non-m0: jar coursesshould be offered on .I credit-fail basis. Paul I. momma-r faculty Comment On Faculty Left" To the Editor: The President has discovered I fiendishly clever solutioi to me Schneimv case, and J. ft would appear that we may for the moment have a breath lng spell — unless Mr. Schnelh ov decides to honor his original commitment to ilnd any verdm other than “not gullty” as unt acceptable. if he does act on such a misguided sense or punctilio, we may expect some new affront to civilized proca- ifurc — a takeover of 50m. building, for example. In the meantime. twenty- seven members of the faculty have finally Destined them- selves to issue a statement to the students of the campus, Since the twenty—seven includo many of the most eminent names, and minds, on campus. it behooves us to pay close at. warm to what they say. one in forced to conclude. however. that the current agitation is ex.- treme enough to have affected even such fine minds and styles as went into the writing of lheir statement. Propping 11p the statement is a set of confused principles about the nature and pu1pose of criunell as a llberal arts college: first, that a liberal education iS an end in itself (p. 2); second, that n'llberel education is a means to the end of action and change (DP. 1, a). The gist oi the statement is that students should re‘ duce their “activism" and gel back to their studies. it is difficult to see what audience the signers had in mind. 0f [heir own three calo- gories — the neumtics, the dis- torted ideallsts, and the uncer- lain mass H none seems likely to grasp the message and re. spond. Certainly the “activists" — the local S,D.S. members and the staff of the Ptemdactyl _. me not going :o read it sym. pathetically, shake their heads, and say, "Gee, Mr. thner and Mr, Bowers are right. We ought to be studying more and dem- onstrating less." H o w e v e 1 Wrong such students may be about the purpose of the Col- lege, they are not in the least uncertain about wh a: they want: power. They have suc- cessfully taken over the hallall does anyone think that they will stop there? Student power is a realily, LETTERS—- loaded. Page 15, Cal. 1)