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gladio fortior'Vel. XXi No. 3 141 Mitar Tokyo, Japan July, 1966 Price \20
The all Japan student forum on uniy. problem
Co-operation WitkAll Univs. Decided
The SG of Keio Econ. Dept.opened "T[he all Japan studentforum on University problems"at Keio Univ. in Mita, Tokyo onJune ll, and 12. About 30e stu-dents from twenty universitiesgathered for this forum andspoke about university problemearnestly.
This forum has a purpose todeepen an interchange of stu-dents and premote universitystruggles happening in manyuniversities with national-wideviews. Students were convincedthat they should co-operate oneanother for university struggleswhich were nowT happening intheir universities.
On the first day, they had awhole meeting to communicatethe consciousness of universityproblem. On the second day,they had separate discussions,curriculum problem, the stu-dets hal! problem, the trainingteachers problem, ete.
Tokyo Univ., Waseda Univ.,Hosei Univ., Yokohama Na-tional Univ., Kobe Univ., Ritsu-meikan Univ., Hokkaido Univ.,Tenri Univ., Toyama Univ., Aii-gata Univ., Chukyo Univ., To-hoku Univ. and Hokkaido Univ.,etc. took part in this forum. On the first day, the processof report to open this forumand the basic report were made.According to the basic report,the aims of this forum are thatstudents should make logic and
generalize university strugglesto hold in their arms and pro-duce institutions to share thespecial problems for the separatguniversity.
The representatives of eachuniversity reported their strug-gles. They had t.he struggleagainst the changing of Dept.'sname, curriculum, students hall,dormitory, tuition hike, etc.
On t.he second day of theforum, the four separate dis-cussions were heta all dayon the problems such as follow-ing: the school tuition, the stu-dent hall, curriculum, and theeducation of teachers.
The students studied seriouslyin these discussions on the newfield of students' self-govern-ment. Especially the themes ofthe school tuition and the stu-dent hall have many questionsto study about.
All the reports of these fourdiscussions were given in theplenary session after the discus-sions, and demanded the co-operation with all univs in Japan.And they emphasized the pointalso in "the view of the future"the proposal of the delegationcouncil, and in the appeal. ÅqTheypropose the establishment of aninformation bureau, as one wayof sharing.) As for this sharing,it is most important to certifythe point that the purpose isnot to break the deadlock, butto grasp the problems as oneof reality.
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Two SophosRebuked forH unge rstri ke
[he problem about the in- suficient curriculm for sopho-mores of the Political Science
course of Keio Univ. was seriousenough for two sophomores toundergo a hunger strike, askingfor an explanation meeting. Buton May l7, the Faculty Meetingof the Law Dept. announced theholding of the meeting to elab-orate on the Dean's views.Therefore, two strikers gave upthe strike after 17 hours Never-theless on May 30, the FacultyMeeting decided to reprimandthem, coming to the conclusionthat their conduct was mconsis-tent of student's duty.
On May 25, the expressionmeeting, Dean's view was heldat the Hiyoshi Memorial Hallfrom 1 p.m. and lasted for abouttwo hours. About 400 sopho-mores of the Political Sciencecourse togethered for listening toDean The meeting began withthe expression of Prof. Yone-yama's views. He spoke about thecause of the trouble about thecurriculum, the structure of theFaculty Meeting and the revisionof our school regulations (inregard to this matter, he saidthat he would negotiate withstudents.) But, there was notgiven the essential answer as tothe estabiishment of the change-able democratiic conferenceagency and that of the courses
for individual free study whichwere earnestly expected by stu-dents.
On May 30, the Faculty Meet-ing of the Law Dept. decidedto condemn the two hungerstrikers as follows; the two so-phomores went on a hungerstnke though the Faculty Meet-ing tried to dissuade them fromit. This conduct deviated fromthe origmal shape of studentsand is out of the duty ofstudents. Therefore we decidedto reprimand thern. This con-demnation is not semous, so wehope the two strikers will ac-cept it. But, on June 3, thePolitical Dept. Student Govern-ment protested against this au-thorities' statement.
The Keio University base-ball team sat m the lastrank in Tokyo Six Univ.Baseball League for the firsttime since this league startedm 1925. No victorious points couldbe given to the team los-ing the K-W matches to riskthe fate of Keio on Jtme5, 6.
The defeats by Tokyo
Demonstrators snake-danced around tlte U.S. naval base holding the placard rea.ding "Don't make Yokosuka the American base or aggression", "Against the bJi VISItS the American nuclear-poivered submarines and fleets", "The destTuc- tion of Japan-U,S. Security Treaty". photo by PANA
comment WeOpposetheSnook'sVisit In spite of the tendency fact, the sea water around that the communism is al-of becoming censervative Britain has been conlami- ways aggressive. Under thein Japan, there seems to be nated by a series of the myth the U.S. takes a con-a Iot of people who do not visits of the nuclear-subs tainment policy toward Redpcay any attention to the and moreover we will not China and for this policyvisit of the U.S. nuelear- forget the terrible accident the U.S. will not hesitate topowered submarine, the of the "Thresher". The point use all kinds of means, even"Snook". of the problem is not the it' one of them would be These peopie might be- possibility of accident and nuclear powers. The U.S.Iieve the propaganda of the of the contamination of sea- has established many mis-Liberal Democratic Party water. sile bases in other Asianthat the nuclear-powered The U.S. nuclearrtsubs countries and has distribut-subs would neither eontami- have called so far at Sasebo, ed many nuclear-subsitate the sea-vv'ater nor bring and now at Yokosuka. The around the seas of thoseabout any accident in the crew of the nuclear-subs countries preparing for thelight of their past records may take a rest even in nuclear war. The recentin the visits to many foreign Sasebo. There must be a success of Red China's nu-countries. certain purpose of the U.S. clear-bomb tests has invited Many scientists in Japan government in the to Japan more dangerousstand opposed to treat the "Snook"'s visit to Yoko- possibilities as ever. VSTenuclear-subs without any suka, near Tokyo which ismust oppose the U.S7sconsideration of the posi the heart of Japan. Build- building up accomplishedsibility of the peril caused ing up aecomplished faets facts, or 'vv'e will meet an-by them. As a matter of the U.S. govemment aims other nuclear-subs with to make Japan the nuclear- nuclear warhead and final-
Unix'., decided Keio ieamthe separate cellar. It pointed out the lack ofprmiary efforts a result ofthe sluggishness of Keio.After the K-W matches,Mr. Kondo, manager ofKeio Univ. baseball team,said "XVe will have hardtrainings." We, the Keiostudents, hope that Keioteam will brace himself upfor the autumn seasons.
base for the U.S. Thebelieves blindly the
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in the
Waseda Struggle Trends Toward Control;
Tlte Barricades Remeved After 155 Days
Waseda University struggle settling the struggle. They seemhas continued. But the political to wait for the students' col-science and economic depart- lapse. Seniors must find jobsment removed the barricades by now and it is diMcult to con-student's voting. And they tinue the strike in substance.began to receive lectures. Now, The strike has kept the unit3 of the 5 departments stopped of students but now that havethe strike. The rest are the been turning to disturb theireducational and the law depts. unity. So students plan to stop Even in these departments, the strike once and receive lec-there are strong tendencies to tures. Then they are goingremove barricades and to stop to make the endless strike andthe strike. Mr. Abe who abandon lectures as a dailyappeared on the stage with struggle.`smiling diplomacy' took part in The university authorities can-the studenVs meeting for very not come to an understandinglong hours and he fell during with the students, for this prob-discussions with them. Iem is not only that of Waseda After that, the university University, but also that of allauthorities showed no means of private universities in Japan.
leO,OOO demonstraters, the total number for five days from May 29 to June 2, snake-danced around the U.S. naval base protesting the visit of the American nuclear-powered submarine Snook to Yokosuka port. 5,600 riot police kept an eye on demonstraters every day and night.
The American nuclear-power- ed submarine "Snook" called at Yokosuka, near Tokyo, after the eight previous visits to Sasebo in Kyushu on May 30 earlier in the morning, and left onJune 3 after staying five days.
lhe street demonstration fol- lowed rallies protesting the "Snook's visit" to this port atYokosuka Water Front Park.The rallies were organized bythe Japan Socialist party andthe Japan Communist party andSohyo, Japan biggest laborgroup and Tegakuren and Zen-gakuren, students groups.
Students of Togakuren (TokyoStudent Federation) clashedwith helmeted policemen aroundthe U.S. naval base withviolence several days in succes-
sion when they tried to rushinto the U.S. naval base or sitdown in the street in front ofthe naval base. As soon as stu-dents began their street de-monstrations policemen, morethan numbering the studentscovered them on both sides ofthe students "line". This iswhat we call "Sandwich de-monstration".
Their street demonstrationwas devided into three partsby policemen. We have a ten-dency to cast the policemen'seye on any demonstrations.
Students described the visitef the American powered sub-marine as follows;
1) Japan has been direct!ypa"rticipating in the Viet NamWar. She could not be allow-ed the "Snook's visit" withoutdeeping Japan's involvement inthe Viet Nam war. 2) The visit of n-subs makesYokosuka into a permanentbase for US fleets and thuscrush Japan-US Security Treaty.
3) Call ports by the US n-subs will make Japan nuclearnation.
The members of the Sohyoand the Japan Sociaiist partyand the Japan Communist partyheld rallies to protest the visit
of the U.S. nuclear poweredsubmarine "Snook" to this portat Yokosuka Water Front Parkunder the slogan "Don't makeYokosuka an American base ofaggression". Their street de-monstrations were in good or-der.
,
Page 2 The Mifa Campus
University e
We haye neyer had such days as today when the uniyersity crisis Ies were The Campus struggilS.tj.SC."iShe.d..bYb.t.h.ekP.ep2P.I.eiO.fKe.V,Pe".YWG"sSbSaa,yokohamaandmanyother
universities. Then we will try to estabSish a new "idea of University'" as a clue
to settie the yarious probSems on
1ntervention lts Post•#War Hisfory The word "University" derivesfrom the word Universitas,which meant originally the stu-dents co-operation. And thisco-operation gained the autono-my. This is the way the uni-versity has become the autono-mous community. It is generally considered theorigin of autonomy that BolognaUniversity gamed the judicalright in the 12th century. Thenthe university has been independ-ent of the religeous power andthe power ef king, the feudallords and cities and has refuseded the unjust intervention. Eventhe demand of the society foruniversity changed after the In-dustrial Revolution, a nationwould possibly turn toward thewrong direction without the free-dom and independence of learn-in.e.
In Japan, the independence of!earning has not appeared sinceMeiji era. It is the ImeprialRescript on Education to havebeen characteristic of the educa-tion in Japan before WorldWar II. It was a means to theunity of the people under theEmperor's authority. Underthat condition, student's person-ality were not thought highly ofand the organization of educa-tion was centralized, and ori-ginality of each person waserased. All those facts werecontrary to the idea of educa-tion.
But after the War, the formereducational system was abolish-ed as a part of policy by the oc-cupation army: the educationalsystem in l{ne with the Amer-ican democracy was brought in.Namely it was the educatienalidea of freedom and individuali-ty. Compared with the ImperialRescript on Education, it wasmore progressive. The freedom oflearning was guaranteed on ourConstitution. But the democrat-ic education also ]tad a limit.Because it was pushed againstby the authority along the oc-couption policy of the USA.
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Govt. to Univ. If the democratic education fessorMeetmgFirsV',andadmit- was disadvantageous for the tedthatthebureaucracyandthe USA, she and our Government financial circle intervene in a could easily changed rhe educa- university. This was gathered tional idea mto the worse. When and arranged on the Bill of Uni- the USA felt the mLenance of versity, but it did not publicate corn, munism, she demanded Ja- because of the strong opposition pan to become a breakwater Though the bill did not pass in guarding the countries in liber- the National Diet, in fact, it may
alism. be thought of being in force. Since the Truman Doctrine And as before, the nation inter- was published in 1947, the vened in universities. Government U.S.A. started to carry Anti- In the Ikeda Communist policy into effect. It there were interventions into was so-cal!ed "Red Purge". This education as follows; the Red Purge was applied to the University Management Institu- Institu- field of education in Japan. tion, Teacher Training Mr. W. C.'Eales, an education- tion, the Bill of National Con- al adviser of C.I.E. (Civil Infor- trol of School-books, the Bill of mation and Education Section) Seven universities' President traveled around all Japan Certificated by Tenno, the de- persuading that communist had mand of the Defence Agency to not freedom of thought. As a take up the words of "Jieitai", result many professors were the Self-Defense Force, and advised to resign. But the coun- "Kokubo", the National Defense, ter movements were lively, and and the distribution of guide- the Red Purge was obstructed. books of the moral education by It As the one of this Red Purge, the the Department of Education. Ministry of Education was apt may be said that the conserva- education was to bring American method for tive tendency of the government the management of university. developed by It broke the principle of "Pro- when we see these policies.
Reactionary Policy to Education There are now two great that the government intends to problems of the inte!vention by control the univ. entirely. the government. They are the Now how is the latter, the Umversity Management Institu- Bill of Permission of Teacher? tion and the Bill of Permission In 1958, the Central Educational of Teacher. The former's inten- Council expresseda report about tion is to strengthen the right the improved way of teacher of the President and to weaken training facilities. The contents the right of Professors' Council. of tht report was to establish ,,,'h,z.c?,",t:ff.s.og"hEi,B.iAti?•,`h,a,ECg:ugeei,vgi,E,ell(/}ha2,:i.,rE•:ge,G,i,,e.o.ElltS,t.h30g
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bill was not approvtd M universities to have a duty tO This in reality the general be a teacher. Diet, but meeting of the National Univer- This institution is a recovery sity Association in 1958 recogni- of Normal school before the zed this institution in order tO war. The government intends improve the treatment for the to produce the conservative presidents and instructorS• It teaehers by deciding the educa- may be said from these faCtS tional curriculum and dis- tinguishing the conservative teachers from others. In Febru-Iargest daiZy ary this year, the Cultural Coun-
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Nowadays we cannot feel anysense of gravity hearing theword C`university". Even vvhenwe mention the word, it cannotremind people of emotion andreverence. From the oppositeviewpoint, the university hasbecome so popular that thematter has come to a head.And with it, the idea of the univ-ersity which has not yet madeitself clear has lost. So theuniversity exist.s only to followup high school And studentsenter the university only inorder to get the diplomas. Pro-perly speaking, a diploma is nomore than a "passport" which isavailable m society, which at-taches importance to class dis-tinction, a prmciple of schoolcareer and an academic clique,so-called "Gakubatsu". Theseare the traces of feudalism.
In spring of last year, the dis-pute opposing the raise in tuitienfee, kept on for two weeks inKeio Univ.
The sum of 360 thousand yenin the Humanities departments,450 thousand yen in Engineeringand 650 thousand yen in MedicalScience, was clearly an uncon-stitutional act. Namely, all thepeople's right to receive educa-tion would be differentiated ac-
cil proposed the reformed Billof Permission of Teacher whosecontents is that the studentsexcept for the students ef theEducational Colleges and theEducational Departments cannotbecome a teacher. The idea of the universitieswith the new system neglectingthe idea of the pre-war NormalSchool was that teachers mustbe high-cultured and have broadviews, and it is rather wrong teestablish the Educational CoFleges and to cultivate studentsin these colleges specially Buttoday's tendency moves back-ward against that idea. There,the existence of the Departmentof Liberal Art is not clear. 'IhisDepartment has two character-istics; education and study.
Therefore the governmentchanged the name of the De-partment to the Educational De-partment. At the same time, thecurriculum is changed, so thestruggle against the policy arosem Yokohama University. Canthe universities produce thehigh-cultivated teachers withbroad views if the students learnthe technique of education andspecial subjects of study decidedby the government.
to dCooperation With
July, 1966
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cording to financial ability. Mr. Shirai, associate professorof the Economics DepartmentinKeio Univ., mentioned as follow-ings in the Keio Gijuku Shin-bun, NO 22, Jan. in 1965, "Thistuitien fee will change thecharacter and spirit of KeioGijuku itself. Fukuzawa found-ed Keio Gijuku as the schoolfor the common people. Inspite of Fukuzawa's intentionit is possible that in thiscrisis, the students would beessentially changedL, there isno doubt that expensive tuitionfee denies the principle of equalopportunity in education."
.In fact, compared with a na-tional university, the tuition feeof a private university ls ex-tremely high, so the studentsare apt to be limited to the sonsof those of large income. Andwhat is worse is that only 30oroof all the students in Japan canenter and learn in a nationaluniversity.
In the Keio dispute, it was animportant issue that the univer-sity authorities keep secret thefinancial side of school manage-ment. In spite of this, manage-ment was not made available tothe public, on account of thered figure, by which they areburdened. Of course studentsneed not consent to that.
To return to the point, newly-builted pr!vate universities havea tendency to commercialismand `prefer the management' tobe based on their awareness asprivate enterprises.
In the case ef Waseda Univ.where for about half a year the
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struggle has been keeping on,the issue is more severe and hasmany related matters. 'IEhe dis-pute, indeed, started from theextreme raising of tuition fee.But Waseda students graspedthis issue not enly as a simpleconfiict against the raising oftuition fees, but also as a def-ence of "academic freedom" andself-government of the univer-sity, protection of the autonomyof students to act of their ownfree vvill. Namely, they graspthis raising fee as an interven-tion by national authorities and Jmonopoly. One of the roots of this dis-pute oppose directly the "Enter-prise-University Cooperation."On Keio dispute, this issue didnot create a sensation. This is,the students think that the univ-ersities authorities have aim tomass-produce, rewarding the de-mand of business society, techni-cial and higher and midd!e classoMce managers who lack thecritical spirit and who conservethe internal structure of the na-tion. (The Sekai, April, '66) Theuniversity authorities admitmany students to enter the univ-ersity watering down the stu- .dents of the cultural sciencescourses as unrewarding investersto bring funds which has beenneeded increasingly for perfect-ed equipment as a result thatthey made too much importanceof the engineering courses. Asa result of it, in the culturalcourses students have lessonswith micro-phones in the bigclass rooms. That is the corn- .mon picture to every presentday university.
eform We have a tendency to regard"mass productive" universitiesas universities popularized andintellectual Ievel of nation im-proved. This must not be deniedbut we cannot take it easy ifthat universities leave unreliable
their purpose. The multi-versity, especiallyprivate universities, seem to beproducts of commercia!ism. 'lheincrease of students exceed theexpansion of institution andprofessor. And now twicemore than the capacity enteredthe university. If all the stu-dents attend the class they can-not all enter some claeses. Theyare closely packed and theprofessor lectures unwillinglywith a microphone. As for the professor, as there
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Self-Govl, There are many causes ofthe crisis of the university.Some of them are as fallows. First, in accordance with therapid development of scienceand technology, the universityought to be the field of newstudy. But today, the uni-versity can not expand toinclude such new fields. Inother words, with the develop-ment of production, the socialframework must be reformed.But the suitable organization ofstudy and the suitable re-search for reforrned socialframework are insuMcient. Inaddition, the traming method ofthe specialist who are neededby such a new social frameworkare insuMcient. Second'ly, mostGf the colleges were establishedafter the war. Especially, localand private colleges have hadmany confiicts, because thewants of science and societyare great, but those colleges arepoor.
The Ministry of Educationwants to establish their ownvision for colleges. But thereis strong resistance from thecolleges So, the Ministry ofEducation plans to make achange in the college visioncontinuously. Therefore thecrisis of colleges continues.
Colleges resist the Ministryof Education from the viewpomt of academic freedom, butcolleges could not create thenew vlslon m response to so-cial clairns. And so, collegescould not hold leadership.
Students are removed fromtrue study and learning own-ing to mass education and poorstudy equipment. And also,students could not catch thepositive leadership m the im-provement of their circumst-ances.
[he thought that the self-government of the universitiesmust be defended is based onthe next two reasons. One isthat the universities has as theirmission the study of higherlearning and the instruction ofthe result of such a study andin the persuit of this purpose,they do service to the humansociety. And the other is thatthe study of higher learningand its teaching can be themost effective when they aredone freely and spontaneouslywithout pressures from political,social or religtous groups.
The bases of self-governm-entof the student rest on the nextabstract ideas.
In the first place universitiesare organizations of study andeducation should be considereda part of that study. It isnatural that students who arebeing educated should commenton university authorities and onthe study and on the universityeducation. Lack of this free-dom would not the liveral and
for sinapu anaindependient souls in students. Therefore, from the viewpointof liverty and independence(that are being demanded bystudents learning arLd studyingin the university) the authoritiesrecognize the necessity for stu-dent self-govemment. In the second place, from theviewpoint of education aimes toprovide students wit]h the spiritand abilities that can independ-ently deal with their own prob-lems of the society to which theybelong, the authorities em-phasize the necessity of stu-dent self-government. But there are problems in de-velopment of universitl self-gov-ernment, protection of it and stu-dent self-government. Universityself-government defends freedomof learning, because there cannotexist development of science,public service, elevation of cul-ture and welfare, without free-dom of learning. But the problem remains----that
Ideas
Learningof decision rnakers of what isnecessary for the elevation ofculture and welfare of publicsociety. Should the claims ofsociety be accepted voluntarilyby the faculty, self-governmentof univer,sity would be defendedperfectly. But should we dependon the faculty for the self-gov-ernment of the university, itmight too often provide a shel-ter of protection for faculty'sprivilege or fascism wonld breakinto the university under thepretense of self-government.Therefore. people who attend todecision-making ought to bechosen in regard to their char-acter and their learning. All the students have.theright to receive better educa-tion, and above all universitystudents have the right to betaught the fruits of the highestresearch. The right of profes-sors to choose the title, the con-tent, the manner of researchfreely and the similar rights of
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lt is often said that inJapan, there is no "Idea" oruniversiiy. Then, u7hat arethe ideas in roreign uniper-sities? Don't they have anuproblem abou it? The foi--lovaing small inguiry wilZaRswer the question.
Universities in England
General View: At present time, there are 16universihes in England (exceptIreland). They may be dividedinto two types according to theircharacters. Namely, the twouniversities of Oxford and Cam-bridge belong to "the Old Type"and the other l4 universities(e.g. London Univ.) belong to"the New Type". The Englishcharacteristics common to bothtypes come all from the factthat either type of university isthe private one. The Govern-ment simply aids with moneythrough "the University GrantsCommittee". Therefore the au-tonomy of universities in Englandis the same one as the self-de-fence of a guild which could beseen at the universities in themediaeval age.
Oxford & Cambridge' If you ask to mention in aword the characteristic of theold type of universitrLes, the ara-swer may be "the O)d'ord spirit".That is "the cult of quality".They regardi the noble qualityas the main objective in everyway of life such as the way howthe students should be and howthe learning should be. Thisidea forms the core of the at-taining gentlemanship. This leads naturally to thenext two characteristics. Theone is that the doctrine of utility
is considered secondary andeven contemptible. The other
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Toreignis that classical culture is de-manded to acquire the nobility.rn the study of language for ex-ample, they attach importanceto Greek and Latin. Concern-ing these specialities universitiesare inclined to be consideredl theplace for teaching and educat-ing. In this regard Oxford andCambridge are teaching univer-sities.
New Type of Universities: This kind of universities areestablished aiming to supple-ment things lacking at the ideato supply elites and leaders ofsociety which appears distinctlyin Oxford and Cambridge. Generally speaking, New Typeof Universities have close con-nection to the Government andIocal administrations. For thisreason, they are inferior to theOld Type of Universities in theirindependency, but have widercontact to the actual life all themore. They are very Iibera!and civil, on the contrary theformers are conservative andnoble.
Universities in GermanyGeneral view: In Germany universities areset, in respect of their character,between "the Academy" wherethe progress of study and thecenter of research are aimedand schoels where the attainedknowledges are taught. So theuniversity is a place to acquirethe abilities to research forthemselves. Study is consideredto be unsolved and unfinishedforever At present there arouse adiscussion that such a policy ofuniversity administration musthave brought about the Nazis.They reflect on the fact thatuniversities could not check theNazism and highly pay regardto the education of persons
students must be somehow ad-justed. But in the process ofadjustment there will be keyto raise the quality of the studYand education is necessary toserve a human society on theuniversal concept of Peace andDemocracy. Every professorwill have naturally differentviews. The faculty meeting istoo often given absolute priority.So confusion is produced by theUmversity and te make the mat-ter worse mvention of the powerfrom the outside may take place.Accordingly, confusion can notbe avoided until a concrete or-ganization which guarantees theparticipation of students in theprocess of decision-making isformed: for example, a confer-ence censisting of professor,student and staff or a publicdiscussion by all the universitymembers. There will be trueself-govtrnment of the universi-ty and there will be no room forthe outsiders to intervene if sys-tematic discussions are held andall the students participatt in theprocess of decision-making.
Vntw9s
EDITORIAJL
without too much stress on theparticular knowledges and skillsto make persons conscious oftheir roles in civilization. Research based on the liberaleducation, the idea that Ger-many singles out is the one thatDr. Fichte and Dr. Humboldt,philosophers of Germany onceaimed at. On the other hand inaccordance with the standard ofcivilization getting higher andhigher, many colleges sprungout to meet the dlemand ofsoeiety and endeavour to edu-cate high professional engineers.
Dr. Fichte's and Dr. Hum-boldt's ideas of university: They assured that scholarsshould always have in theirminds the ideals to be embodiedin the future. Moreover as theideals come out according totheir own value judgements, itshould never be interfered bythe Government or any otherperson. This way of thoughtbrings the acadremic freedom orthe freedom of university. Theacademic freedom is understoodin two ways. One is the free-dom to teach and the other isthe freedom to learn. But inorder to have a good ideal, thescholar should be a man of awell balanced character. Forthis reason humanity must beeducated in the university. If doso the research must be helpfulindirectly to society, and a uni-versity cannot be calledl an`Ivory Tower". However theyhate a university to serve direct-ly for society, and are firmlyconvinced that a university is aplace to search the truth andthat study is always uncom-pleted.
Universities in the U.S.A.General View: The private universitjes with (Continued on Page 4)
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Something Ng-st BeDone Tor Untv.
lt is twenty years since the educational system of Japanhas been changed• lt has been changed according to thesystem of U.S. and their aim is to make an ideal citizens. Thissystem had many problems from the first and that is comingfrom the very reason that Japan and U.S. have a perfectlyclifferent culture and way of thinking. In s}ome cases whatthey think right is wrong in our sense and of course theother way round can also be said. The difference of theway of thinking can be found not only here but also everywhere. For example, the reason why U.S. can not have thesupport of the people in Asia, in stead of the huge amountof aid, can be found in that point.
It is not our aim to discuss the way of thinkinghere but if we see this difference, it is obvious that japoneseeducation can not be done in the borrowed system. Thatis why we have many problems in ovr educational system.1. Co-operation of the university and the industry
lt is aiways asked why do students go to universities.For study of course. But is it real[y true? Recently therole of the girl students has been much discussed, but "Howabout BOYS?" Many students ask teachers iust for degreesnot what he can teach in his field, so even if he has nothingbut give many 'A's, he'll be a popular teacher without doubt.
The company asks iust for degree and students iustwant to have an ordinary standard of life. If a boy spendsfour years in the university and gets (tothing, he can havemore wages than the high school graduates.
What is more nonsense is that University itself does notseem to educate a creative man but iust a follower of theready made ideas.2. Nat;onal university and Private university
Education is not for the benefit of a student himself butfor the benefit of the society. So the university must beneither national nor private. It must be social one. Bvt inJapan there are many differences between the nationaluniversity and private one.
Of course we cannot blame only the policy of theMinistry of Education for there are many private universitiesand colleges which can not be called a university or acollege. But we can at least say this, that we must changethis state of affairs.
3. Mass production of students. What can you expect to a professor if he has 1,OOOstudents in his c[ass? The fact that many people are goingto have high education is a good thing of course, but ifyou can't study becavse of too many students, that's aproblem. You can see how serious a problem it is today ifyou see the struggle in Waseda University. Professors donjtbelieve students and students don't believe Professors. What.
is an ideal university? vi What is a purpose of university? This is a very diAficultquestion. If we admit the idea that a university is run bysociety neither by the Government nor by an individual,university must return something to the society. It does notmean to produce a man easy to handle for the governmentbut a man who can create things and improve the society.
One more important role of a university is that it mvst bea head quarter of academy. In that sense a university mustbe independent of the society. But today a university isfar from being indepenclent. It is run by the government orindustry field. You can not ask for an ideal student in thestate.
A plan for improvement1. High standard of education of people and special;zatien.
Now we are Iiving in the 20th century and to Iive in the2eth century you need a high standard of education. AsProf. Galbraith said in his book "the afnuent society", we arenow in the beginning of aMuent era. In this society, differ-ent from medieval ages, in which people knew how to spendtheir days that is to earn bread, peopie can't know how tospend their time and money without education. For examplepeople buy things not because it is necessary but becauseeverybody has ii or they said it is good in advertise-ment. Now we don't Iive for bread. But as soon as we arefree from the problem of bread, we lose the way to live.To solve the problem you need an education. There Iiesour important role of a university, that is, to give highstandard of education to people and let them Iive as a man
of the 20th century. t The other impertant role is to make leaders and planners.They are in need to every field especially in this complie-tiie'd
soclety. The problem is that these two obiects can not be asked inone way because they are competing obiects. if you want pee-ple to be more edvcated you must increase the number ofstudents. But you can't make leaders in this mass-production.There is Japanese saying "One who follows two rabbits cancatch neither." So what we niust do is to separate them.That means we must put more importance on the postgraduate course of a university.
2. To train more teachers To increase the students we need much more teachers.University professors are quite a few in number today butto give high standard education we need a lot of goodteachers. It is a day of improvement for a university. If we m;ssthis chance, the education'in Japan will ruin.
-k.
,
Page 4 The Mita
InterviewCamp"s
1-Zith Three Professors
Start
July, 1966
66I
WithThink z"sWhat We Can
T.
'I[hough the quality of theeducational equipments wasquite poor in the pre-war days,there was no resistance. Inaddition to it, many contribu-tions were given. The reasonof the financial crisis of theprivate universities whose finan-c!al condition has become worsecompared with that of pre-wardays as follows. The universities Iost the pro-perty in the war and it wasnecessary to improve the build-ings and other educational equip-ments. But after the war, there arefew contributions by reason ofless economical abilities. Asthe contributions are hope-less, universities cannot helpdepending on the tuition fees,so they also cannot helprising tuition fees. The univer-sity authorities want to investits money in equipments, butthere was not enough money, sothey were obliged to become indebt.
In order to get the moretuition fees, the university admitmore students. The more uni-versity admit the students, themore the educational equipmentsmust be required. lhus theyhave become mammoth univer-sities. At the background ofthe university's becoming mam-moth, the applicants for univer-sity increase in number owmg toelavating of the standard of na-
(Continued frem Page 3År.eong histories have modeled afterthe university in Germany andhave set the main purpose onresearch, on the contrary, much.emphasis has been imposed uponpractical aspects. It turns stateuniversities social service sta-tions and the aim of universitiesis the services in every field oflife. It is apparent that thisidea is based on the doctrinetef pragmatism that utility is thetruth. In the universities withclose connection to society thereappears a great influence bymany pressure groups. Let ustake Massachusetts Institute ofTechnology for example, andfind the influences.
Pressures to MJ.T.: At first you will be surprisedat the fact that in the directorsof the university there are manypresidents or directors of so-called Big Businesses. Theyhave the power to contre! theuniversity. Whereas, in the pro-fessors there are many whohave joined in the policymaking of the nation. Of coursethis tendency can be seen inother universities, for exampleDr. Bundy, Dr. W. W. Rostow,Dr. J. K. Gaibraith.
Next, in the credits of M.I.T.there is formally the tendencyof cooperation with businesses.Students research in the labora-tory of businesses while M.I.T.re-educates the persons whocome from businesses to be ex-perts in management in thefuture.
Fo-Do
owingsFirst of ARI
Itoh, Dean of Econoneic Dept.tional living. As the national the present financial situation.universities are limited in num- In order to solve these finan-ber, many applicants go to cial problems ofauniversity, itprivate universities. But pri- is necessary to distribute morevate universities have no finan- fund of the government for pri-cial aid from the government. vate universities. But the solu-Therefore, private universities tion of these preblems is thehave become mammoth But, political one. So it is im-a mammoth university leads possible to solve the presentto straightly mass education problems now. It is importantso far as it keeps the balance. for the school authorities tocon-The human relation is absolute- sider what is to do immediately.Iy important to educate the 1. The instructor ought tostudents. In turn, what mass have enough time and money toeducation so far as it keeps the study with, and also ought tobalance. The human relation is teach the students from theabsolutely important to educate bottom of their heart.the student. In turn, what mass 2. The entrance examinationeducational system means is must be strictly done in orderthat there are excessive students to select the suitable studentscompared with professors and for the true university educa-educational equipments. tion. Asarnatter of course, in such But instructors have nota mass educational system, stu- enough time and money com-dents cannot have the human pared with the number of theirrelation with the professorS• students. In order to coverThe true education which mUSt these economic problems manybe done under the human eOn- instructors do the side jobs. with the professors is eX- such a phenomenon makes thetacttremely opposite to the maSs substance of a university fade.educational system. I must say loudly that is the The university authorities can crisis of university. The badincrease their incomes by man- habit makes the educationsa.gilng mass educational univer- wrong. Because instructors are But a university iS a also satisfied with what they aresltles.
place where the students re- nowteachingthestudentsastheysearch their studies. Thus, bOth get accustomed to such a badmammoth university SYSteM habit. 'lhe student may haveand mass educational SYSteM been habituated such a conditionare completely different. also. Thus such a university we Most univerpities have self- can graduate without studyingcontradiction m the unbalanCe comes into the world. In orderof both systems. The univerSity to solve these problems, weauthorities have insuMcient abjli- must do what we can do nowty of admimstration or manage- fundamentally.
ment. About the university-enter- There are a few conditions in prises cooperation.order to solve thns problem. IthinkthereisnointerventionFirst, it is true that most of the to Keio University by enterprises.young generations tend to enter Some department, however, isvheuniversities. Suchatendency teaching the techniques to beis good, but on the other hand useful as soon as students areit has an irrational factor that engazed in a company. Ithinktoo much emphasis on schoo1 a university should not be acareer exists in our present business school and a trainingsociety. place for salariedmen. Ihere So far as this tendency exists are many differences between ait is very diMcult to prevent the university and an enterprise.universities from the mammoth The demand of an enterprise ofone. The second problem is the capitalism for students in afinancial one. To raise the tui- university must be differenttion fee is extremely hard under with the purpose of learning.
'N--[S." pte e- rlnanceat
Q: Last year in Keio Univ.and this year in Waseda Univ.,campus disputes arose againsttuition hikes. What do youthink on the financial problemsof private universities at crises?
A: On the disputes of KeioUniv. and Waseda Univ., eachmeans of the conflicts is differ-ent. Nevertheless the root causeof the problems is the same, Ithink.
It is said that the nationshould support to private uni-versities at finaneial crises,which is the natural thing tobe expected. Conversely it isa quite extraordinary story tobe conscious of "Support."Someone says that any privateorganization should not beg as-sistance from public one. Such
Aho-t - eMVeUniversity A. Shirai
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Produce Leadersg The problems of the inter-vention to universities by thegovernment, especially to na-tional universities, are as fol-lowmgs; one is to operatethe remote control through theestimate of the Ministry ofEducation for universities espe-cially for little universities suchas local universities, and theother to differentiate universi-ties inquiry such as the um-versities whose presidents-deci-sions need the approval ofTenno and other universities,graduate school univ. andothers, and the lecture-shipsystem univs. and others. Wemust exclude these policiesmentioned above in erder toattain the ideal. On the other hand it may besaid that there is almost nothingdirectly interventional to theprivate universities. But theyhave a tendency to go with thegovemment's demands for theideal man through the CentralEducational Council or the poli-cy like "A model of the idealman." So did they in the pre-war. Besides, there are direct in-terventions to the private univ.by the business society. Tlhe in-tervention of the business socie-ty is indirect for the nationaluniversities because they haveone cushion through the gov-ernment. In the case of the
Proh-ems99Must Be Publ
Support, Bounden Duty of J. Uj'i, Prof. of Comm. Sci. Dept.
a view is that of the old liber- A university had better educatealism, which is unwarrantable students as an impellent forcetoday. For at present every to construct better society.
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sity, we are required by thegaku" (practical science). It graduates to establish a ehair PartiCiPatiOn in administrationl'liF.g,;"t/'i.gM,xO,g,/htgl2a.'Zogstg,hhei}(sl,8,g,E/T/lt/y,g.i,linO,tod:,SsM,t}`:`"."xktu"dZ..at,t,as's.,BS,.pti:,iggsg,:Cg,:".e:.3,c.iatgill,}a.t,ia,."mXeuxa,,g,g.nCg.:,gi
a intention. "Jitsugaku" is a fOUnder Of a religion, we need Q: The latest educationalg:il.g:gg,,ph,/',i:.,zo.p,h.y,..e,nd.,2xgry.,l,Ot:gC,S9.eithSh.d,eM3`",d.,a.".d..ig9hO,'iCSiei,S•.,2i,"he.,G,o,vsE,.e.nt,a.n.g
Spirits" should change as time heightened reactionary coloringutility, science cannotmakeany . can not make any gOeS by. Actually Mr. Fuku- since "the Model of an idealsclencedevelopment. Auniversityought ZaWa hiMself hated stoutly such man." What do you thinkto exist so as to push forward a thing• about these educational policies?society construction. But a Q: In KeiO UniVersity, at A: Every teacher of Keio the tripartite confer- University will never speak welluniversity must take strict pre- Present, by directors, pro- of the Ministry of Education. Itcaution against "University- enCe system fessors and students has es- ought to give assistance to uni-Enterprise Cooperation" in thesense that a university is ex- tabliShed to some degree• How versities in the whole country.pected to produce students soon 9bOUt the StUdentS' participat- Nevertheless it is quite queeruseful to a specified company ing M the UniVerSitY Manage- that the Ministry makes uni-supplying its demand. In fact, Ment? versities flatter or holds up ansuch an education cannot make A: The question is the limit ideal of a university. Bureau-useful student for the society. of student rights of manage- craft will get in with financial
e
IC , Assistant Prof. of Economic Dept.
private univ, busmessmen hold to enrich thethe seats of its Counci! and so Both theon and the capitalists make in- the schooltervention to the university. the clear idea
There has existed the idea cultural coursethat a university gives a social only to giveservice to regional society in field but toAmerican with a higher demo- outlook on thecracy. But universities in Japan view-point inhave distorted the idea of so- into thecial service supplying bureau- the schoolcrats for the Government and mitting that thecapitalists for the financial and specialworld. Enterprises demand for equal, the veryuniversity a man of talent who reality developFtands immediately enterprises treat coldly thein good stead. They think only It isan immediate profit. Con- think much ofsequently, universities are in- course in ordertervened by the demand of leaders of theenterprises. It is important to Hereupon, ifrecognize ciearly that a univer- university is tosity is the center of learning, men who areand that a thing demanded by own valuationcapitalist is one and a thing popularizationdemanded by learning is an- sity is desirable
ether. to social What kind of man dose uni- sense. It isversity produce? It may be dif- that theferent in accord with its own number toidea of a umversity. The idea of class rooms areKeio Univ. was to cultivate lead- receive themers to modernize the society un- few faculty.der the intention of Mr. Fuku-zawa, "Keio Gijuku is not only a BaSiCii,iX,Z,:.#d,SC?o,OfOliles,ile"%g.g"felao//iy,h,'i?{,Taha,p`.rEiSa,gthe
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an organlzation to cultivate subsidized fromg},en,,o,fga.Le,gl,lo.b,g•,`,h,e.,iSage,8EIIIslli}sb,/jC
fession they may choice. be, I think.ggall,!f.,.,2'Il"o.d/geiallh,Si,io.,/lh,ggewbyiX•a,l.i,ke:P,zil/;,gPi"si'/;i',.:t]y''
who is able to make by him- are private onesself his osyn valuation, and are publica man who is able to keep his from their ideas.F:./6f"\g,,k`j,i•/,",d:geC8"sX•Llleit',.;iiXol/,ln",gg,hlog,/"',l,sgselljifiaikY
. To educate such a man, it possible reformsis necessary, in the concrete, to discontinue versities like GOvt. g".g,`e.eg.r.a,d,uate general students any university.Ment• Even the Faculty council it iS impos.sibleg,a,S,",O,t.,M.?,".a.g.?mftn.t,,gigPt.e,xsgefegl.tt.O,g.ibV,e,,e
tripartite conference system is VerSitieS, thedesirable as an ideal state and tUitiOn betweeniS aCCepted as a fundamental Vate UniVersitiesilke:,1'iiie,.ig}ft,,#,,\d/l.e,i,it,/Ai,SE2,;'i.'i,:,3,:/:'/g/pb:./re/3tg5,i'S,O/Åésk'dgt#,i,,
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One cultural course. present students and authorities have not of culture. The is provided not the broad visuaJ beat strongly the world and a a broad sense students' head. Though authorities are ad- cultural course course are quite authorities in the tendency to cultural course.absolutely necessary to the cultura! to educate the soclety. the idea of the cultivate the able to make his by himse!f, the of the univer- and it will lead development in this question, however, students increase in excess, despite the unprepared te and there are
Solutiont internal problem university. As for university in my to be personal to be public. proper to call university' itself. universities in private, they are the state or institutions. That isdesireable situation to And it would not to calt `the pri- because a uni- one of the whole government should al! universities and that they ones considering
to reform the order to make universities the ideal The immediate is for example the especial uni- Tokyo Univ. Ieav- course behind the excellent of able to enter First of all, if for the govern- great quantity to private uni- difference of the public and pri- is made up forscholarship of the state. second and the Event will be un- without solving the that the fi- changed many the mass-pro- mass-productivity own original of the Waseda " solved, it will important to solve the
support, so a university cannotcarelessly ask for money. Vari-ous policies have been pub-lished one after another but theessence of them is always thesame. Q: In conclusion, what doyou demand from the studentsof Keio Univ.? A: To have confidence or toconfidence in himself, this ismy demand. Generally speaking, Keio stu- 'dents have not fields of socialvision and cannot treat socialproblems as those concerningwith themselves. They shouldturn their eyes to the circum-stances in which they areplaced such as the society orthe university.
,
4
tr
;•År
}
July, 1966
Keio Baseball Team iost the secc)nd game of the Keio-Waseda Basebaii Match. and the.u'
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tion. "'the King ef the Land". What on earth is such a tendency caused by? K-WMatchasAmusement ,K,'vyh,Ba,S.e,b.a.ig,Yab`.C,h,biftre.b.i,ri`dh.f.a.CdtOr,Sh;,O,",eh,a,S.a,Si.Ude,n.`,,,S,P.9•Xt-
The Big Six University Base- ment for the masses. The next day's newspaper Matches were bemg WatChed ball League of Tokyo developed In the growing process of theread that "the King of LancL" from all over the wOrld, aCtUal- as a student baseball game and Billl8,2.IOS.`h,;,h,e.,2g,WS..OÅí,Ki:i.Oi2i,Y,gg21)IIIeCtgh,,ai,K.;l/ill,lg.atCheShadz`,g?s.ga,m,s,/j,m.e.,g'g,b,e,c,a,I:fiksg.,g,uSetX.ogUz:.iYkygorF,igtYhe,,Bbaa.S,?,:#.il
Alrnost all the tic;kets of K-W game• ConseqUentlY, the Big value except as amusement.than that of Rikkyo's victory.Why did the press m-uch report Matches were sold to people in Six Umversity Baseball LeagUe But the thought is not right be- defeat? general by an advance sale till of TOkyo has alWaYS grOWn cause this viewpoint is ene-Keio's There is naturally the com- that time, but this advance sale with the masSes• sided..lilllfeeir:ei2slllt,u.i.dO/L,et.hagn,otP,hr,#S,Si,eaeB,o"/Vl-t,h.ae.S,/?.e'irhj?/II,e,d.cobn.Yf,ut:•l,:,g.P,2a"gC:.tfilit,o,oO,k,",gthecee,O`,hB,///,ha/ni,S'.t.IYitri.lea,.Ssll?y:sgg'.eh,/ysal.il,ya,YigOi.j"oh.uO,lillga,h,ilsililileaiX./F:ai
. the lunatic enthusiasm over the baseball game for amusement• nalisill considers the cellar ofKeio has been strong before so, we investigated the his- K-W baSebal! MatClieS• " This tendency was rernarkable Keio Baseball Team as scoop.tory of the Big Six University In the ninth yeeLr of Showa m the Taisho period and in the It is regrettable that thebaseball League of Tokyo, and reign, there was a birth of pro- early yearS Of the ShOWa PeriOd• articles only show the damageon the other hand we learned fessional baseball, but the pop- It is natural that the KriW to traditional Keio Baseballthe right tradition of Keio Base- ularity of the Big Six University Baseball Match shOuld be VerY Team and the glorious state as League of Tokyo still popular in those daYS• "the King of Land." Certainly,ball team. The history of Japa- Baseballnese baseball originated m the has continued• Moreover it WaS Thus, the Big six University these articles were written on6th year of Meiji, and after a said that the skillfu!ness of the Baseball League of Tokyo has student baseball as merely an"confused Period" went on for student baseball was superior tO developed with two opposite amusement.16 years, from Meiji 21 "Iehi-ko that of professional baseball.period" was for 17 years, and presently, the Big Six Uni- Voices of Old-Timersfrom Meiji 37 "Keio-Waseda versity Baseball League of To-Period" began. kyo faced to diMculty by stu- The first of the Big Base- dents' enlistment in World War Mr. Shinji Hamazaki (Basebctgl critic)
wh am
The Mita Campus
SpiritsPage 5
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L--Ls----"h Keio Team of the Cellar (photo by NIKKAN SPORTS PRESS)
Mr. Tomoichiro lnoue (Noyelist) Mr. Inoue doesn't aMrm te Keio's defeat. It is nonsensethe common thought that the to simply criticize t2at theycause of the poor result is were defeated by even Tokyoattributable to the diMculty of Univ."the entrance examinations. He "There !s no tradition thatthinks that after all it springs Keio or Waseda must gain thecaused by players themselves; victory at all times. Theythe first appearance for most of need not be swayed by the thinkthem, their own subconscious principle of `Record First',that they are weak, the diMdence of it so as to grasp the fagts(it was strengthened by the of Keio Basebalt Team .m-defeat in the first game), and the dependently of the criticismspirit of dependence on others, from jounalJsm. ceexistence of sportsetc. "About "Sure!y, they had not real and studies, I think that it'sability which may lead them to good to be absorbed in b.aseballthe championship flag, but they so long as the player is con-needed not be contented with scious of being a student andthe lowest rank. They should he can graduate from school,realize that the diullness of Keio though graduation !s the lowestBaseball Team together with requirement. Others need notthe fact that the six teams' pow- say this and that about theers were more or less even led athlete," he concluded.
VUhat's Spirit of Student Sports?..Egg.fipri2tog,B.'6gg,ix.u.ti,vsrtrsx.g,ns.h.lr.t,•,l,$sio,gF,ss,kad]Te.',Ig
come to an end, and this is the Team must be crack, which is six Bigfirst time that Keio Baseball the tradition of theTeam turnbled down into the Univ. Baseball League. It is aseparate cellar since the Team pity for us students and old-was organized. Keio students, timers that Keio Team hasthe fan of the Big Six Universi- tumbled down into the cel!ar.ty Baseball League of Tokyo But the Team should not wishand journalists are hard hit by for a victory as much as the
it. other un!versities. It is said that Keio Team's de- we think, the Team's defeatfeat is, no doubt, caused by the is rather happy for us. If thehard entrance examination• AS Team played the game on ama-to the entrance examinatiOn, teurism,weshallsingthepraisescompared with other umverSitY of their manners. If they areauthorities, those of Keio Uni- defeated as a result, we shallversity regard the promiSing surely shed tears rege'etting de-players of high school graduateS feat with each other.#,:,giehS,sgie,ela,ui.\l3."S.5du.atth.egS/rfi'E.2':;tg'2od,zrÅée,glgptoSe8d:,il/2,/Fg,2o"el'?"8p:rX/h:
cellent students in OUr UniVer- stances we bestow honor on theg'k\.v. ,i,`,kS,d""bt,"rak,ft,h.a,`,d"el' 9?.epi!a,,.ats.c,e,i,ia.r,igf.o.uruniversity
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KANK
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GYOA NAME OF AN NM
Reading as "Kangyo", these Japanese ideographs origin-ally connoted "the promotion of industry and trade"but are no longer in current usage. '
Page 6 The Mita Campus
'i::iledazitsitk:"g."/"aampms
Honerary President: Prof. Eiichi Kiyooka Advisor: Prof. IS{Iikio Hiramatsu Editor-m-Ch]ef C Tomisavfa Managing Editor T Yoshihara News Editor Y. Ohno Advertizmg Editor T Naruse Feature Editor T. Kusumoto Business Manager . T. Abe Culture Editor . T Naruse Circulation Manager H Ohta Student Editor .M. Morisawa SENA OMcer Inoue, TokumitsuReportersS. HiJikata, T Hosoya, J Ishibasln, K Inoue, T Kaneko, T Koyasu, MKinoshita, K. Kumtomo, Y Shibano, H Suzuki, K. Tamara, M Toyokawa,J. Tokumltsu, Y Kanal oFFIcE[HE uaA CAMPUS. Keio Umversity; Student Hall Roorn No. 33 Mita Shiba, Minato-ku, Japan Mita OMce Tel (453) 0216THE MITA CAMPUS is published every month during the academic year, andpolicies of THE MiTA CAIvrPUS are the responsibility of theÅ} student editorsStatements published here do not neeessarily refieet the opimons of the schoolauthonties or any department of the University Single copies' Price \10Annual subscmption rate \100 (10 copies)
Talk of the Theory o,f Ruin
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July, 1966
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This question of coeds is relates with all thenonsense in its beginning. The university. Buttrue meaning might be to ask may be viewed fromthe coeds to reevaluate their one as a problemattitudes. coed's as mentioned According to Mr. Hinotani's the other as ainterpretation, the question is relate with all theabout the coeds' attitudes both the university.in universities and oMces:they lack severity. The utter- it's also necessaryance of the president of Kuma- consider themoto Univ. was that there drive women towould be no true successors of state. It islearning Keio seems to have clarify not only thenotsuchaproblemofsuccessors coeds but also thejudging from this discussion. which present dayTherefore, there seems to be no face.
of Coeds
The theory or the ritin of our cottntry by coeds began zvith Wasecla Prof. Teruoka's utterance just 3 yearsqgo. That seemed to lose popularity ror a tin?e, but the shockim,g utterance of the President of KumamotoUniv. Zast April, broaght up this question again. The uiterance is that the school authorities u7ant to limitthe number or coeds. This month student page planRed to held a round-tabie talK" on this problem.
Attendances Miss K. ehtemo ......junior of Iiteratvre Dept, Keie Mr. M. Yamane ......,Senior of Uterature Dept, Keio Miss S. Uede ........Sopherreore ef Literature Dept, Mr. Hat'a ........Sophomore of Economics Dept, Ke;o Tokyo Women's Univ. Moderaffor (The Mita Campus)
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How about the case of boys? thing is zo consider what women can go out of the fields andgy.?•.a,t,,di?i,2,O.YS&r,gi.'ii,leal:ifift It is a Mere Fraction of University p7oblene spread by them mass media, Wewhat effect we, the students Hara: Before we discuss that, as whole parts of ouruniversity also nete that the increase of have muchhave on the world. Therefore we should eonsider why the life not oniy in the problem of wOMen sSudentswe must consider what present question of coeds occurred. The women students. For example, posibility m the society.day universities are and what problem of the un]versity under rnan students play mahjongg is o: Mr Hara's opinion islearning is from a more encom- the present circumstances is one of the phenomena• right and as amatter of course,passing point of view. shown as the prob]em of womgn y: women can make a good but girl students think marriageM: It certainly is true. But StUdentS• The theO]'Y Of the ruM use of the education they re. rnake them escape from the path,l6n..r.eai5t.,.t.h,ere,,;ft,ls,se,.g,he:,o:3g.?,Ur.g,O",".trbYii,bhY,,dXllllll]?,e,",,S.l",g,ce,ilv,e,d6a.t,lih?.,u}.l,iv,e,rsii;x,l.e,.s,om.e,gg,t.h,,e,ig,l.i,fea.".g.dOn.'t,,lillinli,,O,f
This suggested the diS" nagative. I believe they can study in their universities. So..C :,r.Kd.i.,:•(.,tFOniP.fOfioYwaSdaobY80uitkheindka/.a.rge/,',agcx..,i.n,,t,h,.e,u,.nS\,e,rsi.'\,a,",d,l.:.ake,sh.e,fi\.o,s;.zfthe-,Rgu.catloh",1`h'2,",ehC,e,SSili'.Y,iO,r,tth,e,M.,`tOhik/ink
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thequestionasProf.Ikedaposed becoming that again. It is Y: I thin]k it iS much more they take universitywomenintoit HoweverI think in conclu- necessary for woinen students interesting to discuss the prob their offices. And so universitysion he is talking nonsense. to do so. I never hold that to- lem of the ruins of oUr country authorities don't want to educateKeio Univ.maybe especiallyso. day's situation is desirable I by women students from the coeds whose knowledge don'tToo many students lack an ac- can't but recognize the pheno- view point of our country by the And resolve itself society. intotive attitude to learning. For menon of the ruin of students university than the problern of Prof. Ikeda viewed from differ-
problems of this question two facets: peculiar to above, and problem which problems ef
Whichever facet we may take, for us to condition which the present meaningful to question of problems universities
Nili!li,'S"1NeE1SM
Shin-Etsu's TechnicalCooperation ProgramKnows No NationalBoundaries
Shin-Etsu's techniques and processes have nowbeen exported to twelve companies in ninecountries. In a pine wood in Portugal....-.on acraggy hdl in lndta.-"""by a waterfail in thePhil{ppines ""."..in the rniddle of a Peruvian city...-• •-• on the desert of Pakistan .........in the paddy
f{e[d of TaEwan.""""on the Nile Delta of theUnited Arab Repub[ic..,""..tn the outskirts ofCape Town, South Africa ". .m. Buiit in these and
other diverse enytronments, each of the Shin-Etsu-designed plants has marked a signal successand with a good reason Wherever the customer,ShinEtsu ha$ the interest and equipment toquestions of operational guidance, trasning, purchasing poiicy, marketing, etcThe strong ties of mutual trust and frtendshipthat unite Shtn-Etsu and its overseas customersare helping to bring the world's peopfe closertogether.
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ent angles and he introducedtheory, which means that hewill give a advice to coeds whoare wanting in earnestness, thatcoeds think as if university edu-cation was an accessory Hesaid they were undesirable toour university. Lastly, myopinion is that I have nothmgbut despair against coeds to beat this stage. The point of thisquestion is how to do m thispresent situation.
Y: I have heard your opinionbut you can't find means of
KEIO STUDENTCAMP STORE
July 10---Aug. 23
Choiagasak; Seasiele
Hayama Park Shita
KEIO GIJVKU ADVERTISING ASSOCIATION
settling. Of course coeds must think of universities a means awake to the realities. They of security employment.
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ployment. It is home. In the CirZs Have Handicaps opinion of prof. okuno, it is,Xl,y•gex,/A,sfi',i/iee,o,eo/Gi,lf2:idgnniiy:,is#ai,:du,etil'Iiili,'a,,i,5i,/E"/iMlti"ltkgeit/i,.i,i/l,ifi!,le/aii.i/i/Y/g.leir!lpl],lkr/?'l/lk•:"I•
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Hinotani have said. It is cer- M: Is the cause of that dif- or inborn? socialtainly that the business society ferenCe
don't prepare for accepting uni- Hi: I think social. What Prof.verstity women. In Japan Ikeda wanted me to say as abusinesses don't take into serv- conclusion is what are theices without distinction of sex. women who went to universities
ext, Prof. Okuno's talking is in the twenty years after theiassionate. To make contribu- war doing? She is concerned
tions to their Alma Maters is only with her home. Moreover,not purpose for scholarship and she doesn't know what to doI don't think it is duty for us. with her leisure. And so, shouldWhatever place they may be in, acompany, instead of employingthere is no wrong if only their men who took 8 yearns toabilities resolve itself into socie- graduate, employ the college-ty. AsforProf. Ikeda's opinion, graduate house wives, evenlike the opinion mentioned a part-time. We must destroylittle while ago that we should this present situation. I wantnot think only for girls has that the coeds te discuss the
been make, boys also seem to possibilities.
Aro Settlernent Except Argunzent by Themselves
M: Is the cause the structure a career. To take care of theof the society7 children requires a great deal
Hi: O no. One cannot blame Of tiMe effOrt• We must thinkthe social structure. The im. Of SOMe Solution, such as theportant thing is to have each State taking care of the children.
coed come to realize this. If We o: I cannot well understand set down the cause as the social Mr. Hinotani's opinion.
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O: I agree with the opinion the home is everything. Manthat there are too many coeds is no better than woman. Whywho must reconsider them- is there trouble only in case
selves. all But girls are not of a woman? And school like them, you see, so the authorities have no rlbcrht to tendency such as in KumamOrO make such a centention, after Umv. is Ithink. allowing the girls to pass the reactionary, Hi: Of course I also object entranCe exams Coeds are to it and it would be impos- needed to study econemics, soci- sible to carry out. we don't OIOgy, law, not only literature. want such boys as those who We can settle this only when cannot compete with girls in the SOMe beliefs combatting the entrance exams. PreSent Situation arise among U: A girl must become aware the Coeds themselves. herself in school, of ceurse, that M: That is, we must create a she has come to study. But world in which such nonsensical she has solne handicaps after argument cannot be accepted. graduation, in married life or in Thank you very much.
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