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Page 14 text:
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J„h.. Sioon Dicker and inspiration. Could the President and the faculty lead and mold these students in this college and this coun- try into pursuing the democratic, humanistic ideal that was the Great Issues course ? It ill-behooved anyone to childishly whine at or make fun of the course. Like the United Nations, Great Issues was firmly established from urgent necessity. But it rested on an uncertain ideological sea . . . All Dartmouth seniors should meet for at least a year ' s time to face a common task and meet a common opportunity . . . but should Homer and Shakespeare be read, should one man teach the course, should its sub- ject be the history and destiny of man rather than his present situation, should more be said of the senior ' s hands, heart, and genitals, and less about his individual mind? Colonel Robert McCormick at- tacked the College, the President, and Great Issues in the news and editorial columns of his great Chicago ton Hermann,
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Page 13 text:
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s A ' o, ' ' e nt the C„lg, e Game
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Page 15 text:
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Tribww. The campus spat at him and took a second look at the value of Great Issues. The College did not ignore the effect on alunmi and sent class representatives a bulletin relating the methods of McCor- mick ' s correspondent and a few of the facts about Great Issuer. Dart- mouth was attempting to stay alive and quite successfully resisted the gripe of the long dead Monster of the Midwest. Archibald MacLeish keynoted and closed the course, attempting to articulate its ideal. Geoffrey Crowther, Knglish economist, stat- ed a clear version of the Anglo- American alliance in the world ideological struggle. Francis Gram- lich presented a good statement of the psychoanal i;ic ideal of the na-
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