The Protestors; W. A. Paton

This experience has afforded an unusual oppor tunity to observe the development of campus unrest, and the reactions of teachers and admin istrators to wayward student behavior. . ..'-6 ~:-.,-- If . -- -~ , sumea measure of responsibility for the consequences. Especially in the "social sciences" there are many instances of instructors who neither require serious study of the subject (such as it is) nor reg ular class attendance, which leaves their students with plenty of time to cultivate restlessness. And in some departments it is easy to find members who seem to be none too busy themselves, either at teaching or engaging in· any other form of scholarly endeavor. This is still not the typical state of af fairs, it should be acknowledged, in medicine, engineering, and the professional schools generally, where a majority of the students are striving diligently to gain a handhold on a career ladder, and most of the teachers are trying hard to be helpful.

Playing a.role perhaps more im51 52 THE FREEMAN January portant than that of the profes sors in opening the door' to the restless and unruly are the acqui escent and obliging administra tors, widely represented among today's college and university presidents, deans, and other of fleers. The extent to which these people cater to the dissident groups is nothing short of amaz ing, and deeply disturbing, to many old grads. And boards of trustees and regents should not escape mention in this connection. Often a majority of the members of the governing board are not fa vorably inclined toward the atti tudes and policies of faculty and administration, but they turn their backs most of the time and pussyfoot even when conditions clearly call for a positive stand. Semantic Confusion To support the view that the leaders in campus disorders are idealists troubled by the ills of the educational system, and incensed by the limitations of prevailing programs for dealing with the plight of the disadvantaged and downtrodden, resort is had to some very sorry semantics. Words are potent weapons in man's affairs, and their misuse can bring unfor tunate results ranging from minor misunderstandings to tragic con frontations and crises. The dis turbances in the schools we are currently witnessing cannot rea sonably be regarded as construc tive efforts to improve the educa tional process, or amend alleged bad practices in any other area.

Fomenting disorder, smashing windows and burning buildings, throwing missiles (from bricks and rocks to bombs and bullets) at the police and other official law enforcement personnel, physical attacks on students and teachers who are trying to carryon - these are hardly the earmarks of an idealistic reform movement. I have personally viewed hun dreds of shattered windows and doors on the beautiful grounds of one of the world's renowned pri vate universities and the experi ence was nightmarish. At a large state institution, which I know well, one episode was the seizure of the new undergraduate library, which cost the taxpayers several millions, by a band of twenty to thirty "youths" who held posses sion for many hours while wreck ing files and equipment, disar ranging and damaging thousands of volumes, defacing walls, and otherwise disporting themselves. The result was a shambles, forc ing a temporary complete closing of the building, to the great dis advantage of the thousands of un dergraduates regularly using the library's facilities. This costly ca per of the "militants" is only one 1971 THE PROTESTERS 53 of a long list of interferences with normal operation during the last three years, usually featured by violence and vandalism, and the total effect has been a substantial impairment of the functioning of the university. To date, moreover, not a single student participant in the disruptive incidents has been expelled, or even suspended. A dean did indeed announce suspen sion of one stalwart "youth" who knocked a teacher down and broke his glasses, but the outcries of outraged "student government"

groups and their faculty support ers soon induced a revocation of the dean's initial decision. Query: Why shouldn't campus rowdies, thugs, vandals, and riot ers be properly and plainly de scribed, instead of being labeled as "protesters," and credited with an earnest desire to better school environments and operations and assist in solving all pressing so cial problems? Professional Agitators There is solid evidence that hardened agitators, often trained abroad, are involved in most major strikes and riots in the schools as well as on the streets. These are people dedicated to de stroying the American educational system and - ultimately - produc ing a condition of general chaos that will insure the complete collapse, like a house of cards, of our political and economic insti tutions. Apologists for the student activists, and the disorders in which they figure prominently, should take note of this estab lished fact. There is room for ar gument, of course, as to just how potent the professional agitator cells are, in stirring up trouble.

With respect to the faculty members and administrators who are prone to defend groups and organizations sponsoring militant "movements" and activities, there is a noticeable tie that binds: al most to a man they are either out right socialists, or dominantly so cialistic in outlook. They are all definitely unfriendly to private business enterprise and an un hampered, competitive market; they damn capitalism at every op portunity, in the classroom and elsewhere, either bluntly or by sly slurs and digs running from faint praise to half-truths and downright misrepresentation. Gen eralizing as to the views of the student troublemakers is less war ranted, but that the leadership of the various groups is heavily loaded with Marxists and procom munists is very clear. Nothing can be done, needless to say, to convince the partyline foreign agents, and their con firmed fellow travelers and syco phants, that there is any merit in 54 THE FREEMAN January the American experiment in indi vid ual freedom - freedom to move about, to choose an occupation, to save and acquire property, to pros per, and (on occasion) to become wealthy. But we can still hope that the host of well-meaning citi zens who have been somewhat tol erant of the youthful "protesters,"

and indifferent to the turmoil they have stimulated in the schools, will wake up, and exert a restrain ing influence before the wrecking operation reaches the point of no return. Widespread Mental Smog One striking feature of the times is the willingness of people generally, and especially in the ranks of the intellectuals, so called, to disregard plain facts and be beguiled by illusions and mi rages. Common sense seems to be on the wane. The widespread men tal smog from which we are suf fering, it may be urged, is much more dangerous than the fumes emitted by our motor. vehicles. This condition appears the more remarkable, at first glance, in a society equipped with an incred ible array of gadgets providing almost instantaneous and world wide communication, a flood of printed material on every con ceivable subject, and an elaborate educational framework designed to keep us occupied with learning from early childhood on into the adult years. But perhaps this is what ails us. Perhaps we are so swamped with information - and misinformation - that the power to think, to reason, to get at the nub is becoming atrophied.

As most careful observers will agree, the protesters and revolu tionaries have been aroused rather than restrained by the permissive and indecisive tactics of those in charge .. Give them an inch and they'll take a mile is just as true today as in the past. Will we nev er learn that coddling and cajolery will not check those bent on tear ing our schools to pieces, or en gaging in any other form of law lessness? And neither will "trying to understand," "opening new avenues of communication" (a fancy description for setting up a flock of committees, conferences, and discussion groups), and other soft-soap suggestions from pro fessorial ranks, aimed at advising or mildly admonishing, restore order and efficient functioning to the campus. The Need to Take a Stand Nobody favors arbitrary or ty rannical suppression of the rest less and discontented, even when they have no solid ground under their feet. (We greatly need the inventive and innovative indi vidual, in all fields.) But taking a 1971 THE PROTESTERS 55 defini te and determined stand, lay ing it on the line and not backing down, are essential to the curbing of destructive conduct, in school or out. There are, at long last, a few schools where this position is being asserted, forthrightly, and some supporting voices are being raised in high places in govern ment. Delay has, of course, made the chore of restoring order much more difficult. Purging academic staffs, stiffening admission re quirements, and increased willing ness to resort to expulsion are developments badly needed.

A concluding question: What will be the impact on American productivity, on the level of out put of goods and services, of the diversion of time and energy to attempts to cope with student law lessness, plus the serious impair ment of the usefulness of our edu cational facilities accompanying the school disorder and destruc tion? The economic system in this country is already showing signs of staggering, despite the momen tum achieved by the technologi cal advance, under the burden of costly programs reflecting the pre occupation with the needs of the ailing, the elderly, and the "dis advantaged," a widespread and increasing irtdifference to effi ciency and good performance, a complex and stifling tax struc ture, a crime wave of frightening proportions, a mountainous de fense effort, which probably can not be· greatly relaxed in the near future, growing governmental in terference and control in all fields, coupled with fiscal irres ponsibility and the continuing plague of inflation. In short, we have about all the troubles and difficulties we can take. Any sub stantial addition to the load at this juncture may topple us. And in the face of the prospect of tre mendous increases in population (according to the predictions) how can the present per-capita standard of living be maintained, to say nothing of improvement?

The almost forgotten truism that "we can't consume any more than we produce" still holds. The Exposure of Nonsense, All in Good Time To clear the air, blow away the mists of nonsense and confusion, there is a great need for men of the stamp of Jonathan Swift, Gilbert and Sullivan, and our own Will Rogers. What a blessing it would be if a crop of talented hu morists and satirists were to spring up, with the genius to riddle with ridicule the preten sions and poses of the "liberal" professors and their ilk! (We have Al Capp, but he needs help.) Once joking about the prevailing absurdities became popular, a re56 THE FREEMAN January turn to sanity, to order, to decent mine seventy-odd years ago, and beha viol'"- as the standard to I read and reread it until I knew which all men should strive to re-many of the tales "by heart." (1 pair - might well be in sight. A wonder if there are any third gale of laughter would surely be graders nowadays so stimulated good medicine at this juncture. by the stuff provided for them.) Even some of the "protesters" One of the "poems" included was might be nudged into joining a a satire written by Matthew jocular chorus, and looking with Browne (pen name of William less favor on commotion and Brighty Rands, 1823-1882), first wanton destruction. published in 1864. This is worth Recently I happened to open up being brought to light again for my battered copy of Book of its own sake, and also because it Tales, a volume edited by William might serve as a model for a hu Swinton and George R. Cathcart morous piece on the antics of the and published in 1880 as a read-present-day protesting "youths."

ing supplement for third graders. Here, then, is "Lilliput Levee," This book was a great favorite of taken verbatim from the Tales: 111I1111111 L illiput Levee 1. WHERE does Pinafore Palace stand? Right in the middle of Lilliput Land! There the queen eats bread and honey; There the king cop-nts up his money. 2. Oh, what a wonderful change to see! Nothing is dull as it used to be, Since the children, by clever, bold strokes, Have turned the tables upon the old folks.

1971 THE PROTESTERS 57 3. Now the thing was easily done, The children being two to one; Brave as lions, quick as foxes, With hoards of wealth in money-boxes. 4. They seized the keys, patrolled the street, Drove the policeman off his beat, Built barricades, and stationed sentries: Give the word when you come to the entries! 5. They dressed themselves in riflemen's clothes; They had pea-shooters and arrows and bows, So as to put resistance down: Order reigns in Lilliput Town. 6. They went to the druggist's, broke in the door, And scattered the physic all over the floor; They went to the schoolroom, and hid the books; They munched the puffs at the pastry-cook's. 7. They sucked the j am, they lost the spoons, They sent up dozens of fire-balloons, They let off crackers, they burnt a guy, They piled a bonfire ever so high. 8. They offered a prize for the laziest boy, And one for the most magnificent toy; They split or burnt the canes off-hand, And made new laws in Lilliput Land.

9. N ever do to-day what you can Put off till tomorrow, one of them ran; Late to bed, and late to rise, Was another law which they devised. 10. They passed a law to have always plenty Of beautiful things: we shall mention twenty,A magic lantern for all to see, Rabbits to keep, and a Christmas-tree, II. A boat, a house that went on wheels, An organ to grind, and tarts at meals, Drums and wheelbarrows, Roman candles, Whips with whistles in the handles, 58 THE FREEMAN 12. A real live giant, a roc to fly, A goat to tease, a copper to sky, A garret of apples, a box of paints, A saw, and a hammer, and no complaints. 13. Nail up the door, slide do,vn the stairs, Saw off the legs of the parlor chairs, That was the way in Lilliput Land, The children having the upper hand. January 14. They made the old folks come to school All in pinafores, - that was the rule, Saying, E ener-deener-diner-duss, Kattler-w heeler-w hiler-wuss.

15. They made them learn all sorts of things That nobody liked. They had catechisings; They kept them in, they sent them down In class, in school, in Lilliput Town. 16. Oh, but they gave them tit for tat! Bread without butter, - stale at that, Stick-jaw pudding that tires your chin, The marmalade on it ever so thin. 17. They governed the clock in Lilliput Land: They altered the hour or the minute hand; They made the day fast, or made it slow, Just as they wished the time to go. 18. They never waited for king or for cat, Or stopped to wipe their shoes on the mat; Their joy was great; their joy was greater; They rode in baby's perambulator!

1971 THE PROTESTERS 59 19. There was a levee in Lilliput Town At Pinafore Palace. Smith and Brown, J ones and Robinson, had to go,All the old folks, whether or no. 20. Everyone rode in a cab to the door; Everyone carne in a pinafore: Lady and gentleman, rat-tat-tat, Loud knock, proud knock, opera-hat. 2l. The palace, bright with silver and gold, Was full of guests as it could hold. The ladies kissed her Majesty's hand: Such was the custom in Lilliput Land. 22. His Majesty knighted eight or ten, Perhaps a score, of the gentlemen; Some of them short, and some of them tall; Arise, Sir What's-a-name What-do-you-call! 23. Nuts and nutmeg (that's in the negus); The bill of fare would perhaps fatigue us; Forty fiddlers to play the fiddle: Right foot, left foot, down the middle. 24. Conjurer's tricks with poker and tongs, Riddles and forfeits, comical songs; One fat fellow, too fat by far, Tried "Twinkle, twinkle, little star!"

25. His voice was gruff, his pinafore tight; His wife said, "Mind, dear, sing it right;" But he forgot, and said "Fa-Ia," The Queen of Lilliput's own papa! 26. She frowned, and ordered him up to bed; He said he was sorry; she shook her head: His clean shirt-front with tears was stained, But discipline must be maintained. 27. Now, since little folk wear the crown, Order reigns in Lilliput Town; And Jack is king and Jill is queen In the very best government ever seen.