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University of Iowa anti-war protests, 1965-1967
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[handwritten] Iowa Alumni Review Dec. '67, Jan. '68 cess to University Services for all students. To assure free and equal access to University Services for all students. To maintain orderly operation of the University tolerating no obstructions of programs. To protect and foster free expression of thought and opinion including the traditional American rights to assemble peaceably and to petition authorities. " ... This policy leaves no place for some of the behavior exhibited here and on many other campuses during the past several years, for example forcible entry, sitdowns, blockage of access, coercion, intimidation, disrespect to visiting speakers or any other use of force or breach of good taste. " Implied in the rules of the University, if not explicitly states is the idea that each student is obliged as a condition of remaining in an academic community to conduct himself as becomes a scholar. " No appeal to higher morality will justify conduct unbecoming a scholar. The highest morality of the academic community is the thoughtful search for truth, free expression, tolerance toward differing opinions and rational discourse. " anyone who is unwilling to accept this moral code, or who insists on substituting some other moral code, has no place as a member of the University - whether student or faculty . . ." President Bowen said that although it was alleged or implied in the press that the two disturbances were major riots, the facts are that a negligible percentage of U of I students was involved as active participants in either case. Bowen also pointed out that at not time was the situation out of control. In commenting on the demands for dismissal of persons involved, Dr Bowen said: ". . . There are many who claim that all the students involved should be summarily dismissed from the University - presumably without investigation and hearing. Such persons ignore the obligations of a university to use due process in its disciplinary actions and its even great obligation as an educational institution to deal with its students as young persons, with care and concern. Probation is a very serious academic penalty which means in this case that one more transgression is likely to bring dismissal from the University with permanent damage to future careers. " Today, when a student is dismissed from a university, he is virtually ruled out from admission to another institution. Though investigations are not yet complete, it seems likely that some students will be suspended or dismissed as a result of serious offenses. But until investigations are complete and due process has been observed. I cannot properly comment on what action will be taken with respect to any particular student. " I would point out, however that the necessary procedures will be carried out as promptly as fairness and thoroughness will allow. There should no longer be a place here for students who disrupt the operations of the University or who engage in behavior that violates the basic principles of University life. " In the future the penalty for a first offense involving the wilful disruption of University operations might well be suspension or dismissal rather than probation. By this time, ample warning has been given to all students as to the seriousness of this type of offense, and no one can claim to be surprised if the University takes seriously the wilful disruption of its operations. I would add that we shall not be tolerant of subterfuges that may be within the letter of the law but not within its spirit . . . ". . . Finally, I hope my remarks do not obscure my strong belief that the University must never be vindictive with its students. As educators our duty is to educate . This means to help each student to develop his full potential in intellect and character, including learning from mistakes. " Most of the students involved in the recent episodes are young men and women of high ideals and great promise. We cannot reject them out of hand, but we can guide them and in some cases in their own interest we can ask them to go elsewhere. " We must remember that there is much to be learned from dissent and that all of our students as well as the faculty, have learned from our recent experiences. A university where everything runs smoothly because of apathy or fear of controversy can be a dull stultifying place. " At the same time, we have learned at great costs whatever lessons are to be gained from student demonstrations and we don't need any more instruction in that particular subject for a long time" . . . 22 [photo] REVIEW PHOTO [photo] PHOTO BY D.K. WOOLLEY
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[handwritten] Iowa Alumni Review Dec. '67, Jan. '68 cess to University Services for all students. To assure free and equal access to University Services for all students. To maintain orderly operation of the University tolerating no obstructions of programs. To protect and foster free expression of thought and opinion including the traditional American rights to assemble peaceably and to petition authorities. " ... This policy leaves no place for some of the behavior exhibited here and on many other campuses during the past several years, for example forcible entry, sitdowns, blockage of access, coercion, intimidation, disrespect to visiting speakers or any other use of force or breach of good taste. " Implied in the rules of the University, if not explicitly states is the idea that each student is obliged as a condition of remaining in an academic community to conduct himself as becomes a scholar. " No appeal to higher morality will justify conduct unbecoming a scholar. The highest morality of the academic community is the thoughtful search for truth, free expression, tolerance toward differing opinions and rational discourse. " anyone who is unwilling to accept this moral code, or who insists on substituting some other moral code, has no place as a member of the University - whether student or faculty . . ." President Bowen said that although it was alleged or implied in the press that the two disturbances were major riots, the facts are that a negligible percentage of U of I students was involved as active participants in either case. Bowen also pointed out that at not time was the situation out of control. In commenting on the demands for dismissal of persons involved, Dr Bowen said: ". . . There are many who claim that all the students involved should be summarily dismissed from the University - presumably without investigation and hearing. Such persons ignore the obligations of a university to use due process in its disciplinary actions and its even great obligation as an educational institution to deal with its students as young persons, with care and concern. Probation is a very serious academic penalty which means in this case that one more transgression is likely to bring dismissal from the University with permanent damage to future careers. " Today, when a student is dismissed from a university, he is virtually ruled out from admission to another institution. Though investigations are not yet complete, it seems likely that some students will be suspended or dismissed as a result of serious offenses. But until investigations are complete and due process has been observed. I cannot properly comment on what action will be taken with respect to any particular student. " I would point out, however that the necessary procedures will be carried out as promptly as fairness and thoroughness will allow. There should no longer be a place here for students who disrupt the operations of the University or who engage in behavior that violates the basic principles of University life. " In the future the penalty for a first offense involving the wilful disruption of University operations might well be suspension or dismissal rather than probation. By this time, ample warning has been given to all students as to the seriousness of this type of offense, and no one can claim to be surprised if the University takes seriously the wilful disruption of its operations. I would add that we shall not be tolerant of subterfuges that may be within the letter of the law but not within its spirit . . . ". . . Finally, I hope my remarks do not obscure my strong belief that the University must never be vindictive with its students. As educators our duty is to educate . This means to help each student to develop his full potential in intellect and character, including learning from mistakes. " Most of the students involved in the recent episodes are young men and women of high ideals and great promise. We cannot reject them out of hand, but we can guide them and in some cases in their own interest we can ask them to go elsewhere. " We must remember that there is much to be learned from dissent and that all of our students as well as the faculty, have learned from our recent experiences. A university where everything runs smoothly because of apathy or fear of controversy can be a dull stultifying place. " At the same time, we have learned at great costs whatever lessons are to be gained from student demonstrations and we don't need any more instruction in that particular subject for a long time" . . . 22 [photo] REVIEW PHOTO [photo] PHOTO BY D.K. WOOLLEY
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