vol. 30, no. 12

American

Civil Liberties

: Union

Volume XXX

Santa Cruz Censorship

SAN FRANCISCO, DECEMBER, 1965

Are photographs of male sex organs obscene? Apparently

the Santa Cruz police think so and therefore arrested Peter

A. Demma and Ronald K. Bevirt, owners of the Hip Pocket

Book Store, for exhibiting the photographs in their art gal-

lery. The five pictures are the work of Walter Chappell,

Taos, New Mexico, photographer,

who is said to have a worldwide

reputation, especially for his

photographs of American In-

dians. The same photographs,

part of a large group, were

shown at San Francisco State

College last spring without in-

cident. :

Three Charges

An amended complaint charges

the defendants on two counts of

violating the obscenity statute-

exhibiting obscene matter and

exhibiting obscene matter to

minors. The third count charges

the defendants with outraging

public decency in violation of

Section 650% of the Penal Code.

First Amendment Question

At the time of the arrests on

October 28 police seized the

photographs in question and have

retained possession of them, The

officers were not armed with a

search warrant. A motion is now

pending before the Municipal

Court of Santa Cruz to compel

the police to return the photo-

graphs and any copies that were

made. Counsel for the defen-

dants contends that 1. Before

material may be seized there

must be a judicial hearing at

which the judge must examine

each item alleged to be obscene.

2. This must be in the nature of

an adversary proceeding where

each side is given an opportunity

to be heard. 3. Final adjudica-

tion on the question of obscenity

must be had within a short time.

Only material which is prima

facie contraband may be with-

held from circulation or exhibi-

tion, otherwise the First Amend-

ment would be violated.

Experts Support Defendants

A number of art experts have

furnished affidavits to the de-

fendants in support of their mo-

tion to have the photographs re-

turned. James R. Conlin declares

that the photographs "are neither

intrinsically pornographic nor

objectionable. Admittedly their

content is not that which one

would ordinarily expect to find

as a compositional element in

photography, but this fact does

"not disqualify their worthiness

as an attempt to produce an ar-

tistic statement.

Taken Out of Context

"In addition, these photo

graphs rely on the context of the

entire exhibit. Taken out of the

contextual relationship of the

whole tends to bring an unfair

focus on them. Taken as a whole,

the exhibit deals with various

realities of our physical exist-

ence. The artist has attempted to

demonstrate and make us sub-

jectively aware not only of cer-

tain transitional developments

in the dynamic life cycle, but

`also of the visual relationships

of form and matter, His obvious

awareness of picture composi-

tion and value relationships con-

vinces me that the works have

artistic merit." Others filing af-

fidavits of a similar nature were

Tom Allen, Donald Roy Thomp-

son, Anthony G. Maggi and Rob-

ert J. Moesle. ;

Robert Church, assistant pro-

fessor of art at San Francisco

State College, is reported in the

press as saying "The pictures

were certainly not obscene."

Harassment

The show started on October

3rd. The owners of the bookstore

were subjected. to countless har-

assing telephone calls before

the arrests were made and con-

siderable pressure is said to have

been exerted upon public offi-

cials by representatives of al-

leged right wing groups.

The defendants are repre-

sented by Robert Bennett, volun-

teer ACLU attorney of the firm

of Wyckoff, Parker, Boyle and

- Pope of Watsonville. The motion

is scheduled to be argued on No-

vember 26, too late to be re-

ported in this issue of the NEWS.

New Colleges

Need Academic

Freedom

The American Civil Liberties

Union last month warned the

presidents of more than 350 new

colleges and universities in the

United States that their future

educational contribution depends

on their early adoption of

academic freedom policies on

campus.

In a publicly released "State-

ment on New Colleges," the civil

liberties group asserted that aca-

demic freedom "will determine

in large part whether the col-

lege becomes merely an efficient

business organization or a sensi-

tive viable institution of higher

learning." Presidents of the 362

public and private institutions of

higher learning established with-

in the past ten years received

the statement, accompanied by a

letter urging prompt guarantees

for `a climate of freedom."

Colleges no longer have dec-

ades to grow to academic matu-

rity, the Union pointed out. They

must immediately face the judg-

ment of accreditation boards and -

of other colleges at which stu-

dents want their credits accepted.

They must face the judgment

also of "good students and in-

spired teachers and productive

scholars" who demand a "spirit

of freedom of inquiry and a test-

ing of beliefs, whether tradition-

al or new," the ACLU said.

_ By upholding standards of

freedom in teaching, learning

and research, the Union noted,

the new colleges can win the

confidence of parents, students

and the academic community

during the critical first years.

However, the statement cau-

tioned, both confidence and qual-

ity will be jeopardized for years

to come if a college gives in to

unwarranted pressures from gov-

ernment bodies and the general

community.

"These pressures may be ex-

-Continued on Page 4

Number 12

School Suspends

Wearer of |

CORE Button

Allen Brown a 17-year-old sfu-

dent at De Anza High School in

El Sobrante was suspended from

school recently for refusing to

remove a CORE button from his

lapel. Following protests from

the Civil Liberties Union he was

allowed to return to school the

hext day wearing his button.

The school's action was con-

trary to the school district's own

regulations which provide that

"Student members of `out of

school clubs' which are at least

statewide in scope and have ob-

jectives consistent with those of

the schools, state law, and rules

of the Board of Education will

be permitted to wear lapel but-

`tons, tie clasps, pins, rings, or

similar insignia."

George T, Blumenson, Admin-

istrative Assistant, informed the

ACLU that "The principal has

been asked to use better judg-

ment in the future, and that if

any incident arises in which the

issue is not crystal clear ... to

contact the central administra-

tion for a decision.

"The administration deeply re-

grets that this incident occurred, -

not merely from the standpoint

that we were made to look fool-

ish, but because of the principle

involved."

Confused Undergraduates

Editor: I read with incredu-

lity of the decision by the Ameri-

can Civil Liberties Union to en-

ter the case of People vs. Kline

et ai. (ACLU News, October,

1965: ACLU enters Four-Letter

Word Case).

Surely, if you are short of

funds and pressed for time as

your literature states, both could

be used more profitably than in

the defense of a few confused

undergraduates, whose purpose

clearly was not to assert freedom

of speech but rather to gain no-

toriety-Mrs. Marilyn Srebnik,

Berkeley.

Security Application

Secy of

A suit was filed in the United States District Court last

month to compel the Secretary of Defense and especially the

Office of Industrial Personnel Access Authorization Review

to act on the spplication of Sheldon C. Plotkin, an engineer

for Hughes Aircraft Company, for a security clearance on

the "Secret" level. The applica-

tion has been pending for al-

most four years, or since March

8, 1962, and in that period of

time the Government has neither

Vietnam Crisis

Imperils

Free Speech

The American Civil Liberties

Union recently warned that re-

actions against the anti-Vietnam

war protests imperil freedom of

speech and other First Amend-

ment rights.

In a review of the civil liber-

ties implications of the protests,

the ACLU said it was "deeply

distressed"' with comments that

"too much free speech is dan-

gerous" or that curbs should be

placed on expression which dis-

agrees with the present national

policy because of the harmful

effect of such speech on the

morale of the armed forces and

the misleading impression it

ereates among foreign govern-

ments.

"We remind those who argue

in this vein that freedom of

speech is not a right reserved

only for the majority, and that

criticism of American policy

is not equivalent to `anti-Amer-

icanism,'" the Union's statement

declared.

-"Tt is precisely at this time,

when there is danger that speech

may be diminished, that this

unique and most prized element

in our American tradition should

be fully exercised. To do less is

"to dishonor the whole purpose

of the First Amendment and re-

duce our citizens to mere pup-

pets," the ACLU declared,

Santa Cruz School Assembly

Religious Program

Protested by ACLU

The Santa Cruz County Chapter of ACLUNC last month

protested to Denzil Morrissey, Superintendent of the Santa

Cruz City School District, against the holding of a religious

program at an assembly of Mission Hill Jr. High School.

The letter, signed by Dan Miller, board chairman, declared

that the incident took place on

November 10th at a Veterans

Day program. e

"Youth for Christ"

"The original speaker, Mr.

White, was unable to be present,"

says the letter, and he "arranged

for three individuals to conduct

a program in his absence." One

of the three was said to be as-

sociated with "Youth for Christ."

"The theme of their presenta-

tion,' the letter goes on to say,

"was `The Value and Need for

Christ and Religion to the Stu-

dent.' The program consisted of

very definite Christian revival-

type material. It started with the

speakers leading the assembly in

the Lord's Prayer. We under-

stand a tape was made of this

program-possibly the school ad-

ministration has this recording."

Many Complaints

Miller stated that the ACLU

had been the recipient "of many

complaints from both parents

and teachers concerning this sec-

tarian religious program,' which

he pointed out violated Sec. 8453

of the California Education Code

providing that "No sectarian or

denominational doctrine shall be

taught in any school,..." |

Miller also noted that recita-

tion of the Lord's Prayer was in

direct violation of the U. S. Su-

preme Court decision in Abing-

ton School District v. Schempp.

Bad Example

"This example of school teach-

ers and administrators being

party to and responsible for an

obvious infringement of the

rights of the students," the letter

went on to say, "and thereby

openly defying state and federal

laws, does not, in our opinion,

set a good example of citizen-

ship to the students."

The Chapter urged the Super-

intendent "to take proper steps

to instruct the persons involved

to insure that such an incident,

or any other violation involving ~

religion in the schools, will not

reoccur."

granted the security clearance

nor furnished any reasons for

not doing so as required by the

regulations. :

Promises Not Kept

Last July 28, the Defense De-

partment informed the ACLU

that a determination would be

made shortly and similar assur-

ances were later given by tele

phone but nothing has happened.

In the meantime, the employer

has understandably become im-

patient and threatens to termi-

nate Plotkin's employment be-

cause he has not been able to

utilize him in the work for which

he was hired.

On Monday, November 29, too

late to be reported in this issue

of the NEWS, David B. Gold of

San Francisco, a volunteer ACLU

attorney, will move the Federal

District Court "for an order to

compel defendants to reach a

final and conclusive determina-

tion of plaintiff's pending appli-

cation for a security clearance on

or before December 15, 1965,

Unreasonable Delay

"This motion will be made on

the grounds that plaintiffs ap-

plication for a security clearance

has been pending without de-

cision by the Government for an

unreasonably long and unwar-

ranted period of time (since

March 6, 1962); that defendants

named in this action are charged

with the duty to make such de-

termination and they have failed

to discharge such duty according

to law; that such failure to make

a determination will imminently

deprive plaintiff of his present

employment and means of earn-

ing a livelihood, and plaintife

will be irreparably harmed there-

by; that plaintiff is entitled . ei-

ther to a security clearance or

an opportunity to refute any rea-

sons there may be for not granf-

ing him a security clearance; and

that defendants' failure to act

on his application has deprived

plaintiff of due process of law."

Statement of Reasons

Under existing regulations, if

the Defense Department denies

an application for a_ security

clearance it must furnish the ap-

plicant with a Statement of Rea-

sons "which shall be as compre-

hensive and detailed as the na-

tional security permits," a rea-

sonable opportunity to reply in

writing, and, upon request, a

hearing at which the Government

has the responsibility of proving

its charges, Present procedures

provide for the rights of cross-

examination and confrontation.

Decision By Inaction

Since the decision of the U'S.

Supreme Court in Greene vs. Me-

Elroy in 1959 upholding the right

of a private employee to be con-

fronted with the evidence against

him in a. security proceeding, the

Government has from time to

time sought to escape the re

quirements of its own regulations

by simply not acting on security

applications within a reasonable

time. In such cases, the employer

decides the matter by dismissing

the employee as not being useful

to him. The ACLU, locally and

nationally, has been seriously

concerned with this problem and

it is hoped that the present test

case will help to put an end te

the Defense Department's unfair

procedure,

AMERICAN CIVIL LIBERTIES UNION NEWS

Published by the American Civil Liberties Union of Northern California

Second Class Mail privileges authorized.at San Francisco, California

ERNEST BESIG .. . Editor

503 Market Street, San Francisco, California 94105, EXbrook 2-4692

Subscription Rates - Two Dollars a Year

Twenty Cents Per Copy.

Ralph B. Atkinson

Dr. Alfred Azevedo

Albert M. Bendich

Leo Borregard

Rev. Richard Byfield

Prof, Rebert. Cole

Prof. John Edwards

Rey. Aron S. Gilmartin

Evelio. Grific-

Mrs. Zora Cheever Gross

Albert Haas, Jr.

Howard H. Jewel

Ephraim Margolin

Honorary Treasurer:

Joseph S. Thompson

Honorary Beard Member:)

Sara Bard. Field

_ Mrs. Gladys Brown

Mrs. Paul Couture

John J. Eagan

Joseph Eichler

Merse Erskine

Dr. H. H. Fisher

Mrs. Margaret C. Hayes

Prof. Ernest Hilgard

Mrs. Paul Holmer

Mrs. Mary Hutchinson

Richard Johnston

Board of Directors of the American Civil Liberties Union

of Northern California

CHAIRMAN: Prof. Van D. Kennedy

VICE-CHAIRMEN: Rabbi Alvin I. Fine

Helen Salz

SEC'Y-TREASURER: Richard DeLancie

EXECUTIVE DIRECTOR: Ernest Besiq:

GENERAL COUNSEL: Wayne M. Collins

STAFF COUNSEL: Marshall W. Krause

ADMINISTRATIVE ASSISTANT: Mrs. Pamela S. Ford

CHAPTER DIRECTOR: Mrs. Marcia D. Lang

Committee of Sponsors

John R. May

Pref. John Henry Merryman

Prof. Charles Muscatine

Rey. Robert J. O'Brien

Prof. Herbert Packer

Clarence E. Rust

John Brisbin Rutherford

Mes. Alec Skolnick

Gregory S$. Stout

Stepken Thiermann

Richard E. Tuttle

Donald Vial

Richard J. Werthimer

Roger Kent

Mrs. Ruth Kingman

Prof. Theodore Kreps

Prof. Carlo Lastrucci

Norman Lezin

Rey. Robert W. Moon

Dr. Marvin J. Naman

Prof Hubert Phillips

Prof. Wilson Record

Dr. Norman Reider

Prof. Wallace Stegner

Mrs. Theedosia Stewart

Rt. Rey. Sumner Walters

ACLU Seasonal Reminder

Observances

Since the year's first issue about Christmas observances

in public schools arese in San Francisco last month, the ACLU

believes it is timely to reprint its statement of policy on

Religious Holiday Observances. The statement follows:

The American Civil Liberties Unien believes that any

program of religious indoctrina-

tion - direct or indirect - in

the public schools or with public

resources is a violation of the

constitutional principle of sepa-

ration of church and state and

should be opposed.

We believe the observance in

public schools and on _ public

property of such occasions as

Christmas, Channuka, and Easter

as religious holidays to be con-

trary to the separation principle.

Basis of Interventien

Whether each and every ob-

servance that is believed to be in

violation merits ACLU interven-

tion depends upon the factors

governing our participation in all

classes of civil ligberties matters.

These include: (1) other civil

liberties pressures commanding

eur attention - including other

church state matters, (2) our

judgment of the general signifi-

cance of the particular instance,

and (3) the limit of our re-

sources which are available at

the particular time and place.

ACLU Position

Whenever the ACLU, through

its national organization or an af-

filiate, does undertake to inter-

vene in a religious holiday ob-

servance case, a clear-cut separa-

tion-of-church-and-state position

should be taken, guided by the

following considerations:

i. The teaching of religion in

the public schools is barred by

the Constitution.

2. The practice of regular Bi-

ble reading and organized

prayers represents a form of in-

ACLU NEWS

December, 1965

Pade 2

doctrination which should also

be barred.

Teaching About Religion

3. The teaching of religion

should be distinguished from

teaching factually about religion

as, for example, an element of

world history or ef secial sci-

ences. Even in teaching about

religion, the younger the child,

the more wary the teacher must

be of indoctrination, Certainly,

public schools may explain the

meaning of a religious holiday, as

viewed by adherents. of the re-

ligion of which it is a part, but

may not seek to foster a religious

view in the classreem or other-

wise,

Privilege Not te Participate

4. In cases where even non-

religious attributes of a religious

holiday (there are always border-

line cases) may offend individual

students, their privilege not to

participate in such non-religious

eelebrations should be respected.

5. The use of public funds or

public property for the display. of

religious symbolism should be

opposed as a governmental en-

dorsement of religion.

Deeply Religious Songs

The recent San Francisco in-

cident involved a pupil at Patrick

Henry Elementary School who

brought home the mimeographed

words of four "Songs from

Abroad" which he had been in-

structed to learn. Since these

Christmas songs were all deeply

religious in nature and in con-

flict with his own religious be-

liefs the mether was sorely

distressed. Following inquiries

High Court Hears

Proposition

14 Cases

On October 25 at its Los An-

geles courtroom, the Supreme

Court of California heard at-

torneys for seven cases argue the

constitutional validity of Propo-

sition 14 passed during the 1964

election. This proposition is now

Section 26 of Aritcle I of the

California Constitution and for-

bids any governmental agency

_from interfering with the "right"

of any property owner to decline

to sell or rent his property to

whom he chooses. The obvious

intent of the amendment was to

maintain the existing pattern of

racial discrimination in housing

which is the root of many of the

social evils now extant in the

state. :

Lengthy Argument

The Supreme Court heard four

end one-half hours ef argument

on this question. Five of the at-

torneys who argued were con-

nected with the American Civil

Liberties Union. These were

Herman Selvin, chairman of the

legal panel of the ACLU of

Southern California and chief ad-

vocate for the attackers of Sec-

tion 26, A. L. Wirin and Fred

Okrand of the ACLU of Southern

California, Marshall W. Krause,

Staff Counsel of the ACLU of

Northern California and Eph-

raim Margolin, board member

of the ACLU of Northern Cali-

fornia. The main supporter of

Section 26 was the attorney re-

tained by the California Real

Estate Association, Samuel Pru-

ett, Jr., of Los Angeles.

Is There State Action?

The most troublesome question

question during the argument

was whether Section 26 is the

`sort of "State action" forbidden

-by the Fourteenth Amendment

to the United States Constitution

or whether it is merely "state ac-

tion" of a sort leaving decisions

on discrimination in jhousing up

to private individuals and cor-

porations and thus not involving

the state in any direct discrimi-

natery action.

PROGRESSIVE CAUSES

Editor: I am renewing this

year, but won't again if the

ACLU continues to commit itself

to the support of almest every

progressive cause that comes

along. I contribute to those

organizations, to legal defense

funds, etc., but I want to pick my

ewn. I contribute to the ACLU

because vaguely put, I believe

in finding legal remedies for the

misapplication of law and the

misuse o fpublic authority.

-David S. Swayder.

by the ACLU, the principal de-

cided to revise his program and

have the children sing the fol-

lowing songs: "Hannukah, O Han-

nukah," "African Noel," "The

Twelve Days of Christmas" and

"Fasten Now Ye Shepherds.'

Scheol District Guideline

In his letter to the ACLU,

Principal Frank Montoro quoted

the following statement made by

Dr. William Cobb, the School Dis-

trict's Human Relations Officer,

as a guideline for the schools in

preparing Christmas programs.

"In our preparation for the

Christmas Season in the scheols,

we should follow the usual pro-

cedure by remembering that nei-

ther all our pupils nor our staff

members may be of the same re-

Tigious faith. In view of this, for

obvious reasons, we should con-

tinue to be selective in our pres-

entations. Neither children, nor

school personne] should be re-

quired to violate their conscience

because of participation or expo-

sure to programs and displays

which are sectarian to the point

of making them feel embarrass-

ingly set apart from others. Your

attention is not called te this for

the purpose of making the

Christmas Season less enjoyable

to anyone, but rather to make it

a happier season for all."

Teaching the Principles of

The

ill of Rights

By JOYCE FULTON, Weedside High School

The following speech was delivered to the State Board

of Education on June 10, 1965:

I am delighted by the invitation to come speak to you

for a few minutes today. The leadership you have provided in

setting policy and in encouraging legislation for an educa-

tional program in our atomic age

is unquestionably praiseworthy.

In no area is this truer than

in your complete support for the

urgent need to emphasize the is-

sues and problems of the Bill of

Rights in the classroom.

Last March, at the annual fund-

raising dinner of the Constitu-

`tional Rights Foundation, Master

of Ceremonies Burt Lancaster

wanted to appraise his audience

of the efforts that were being

made in the teaching of civil hb-

erties here in California. So, he

- read your policy statement with-

out identifying it. The audience

seemed to be duly impressed, but

when Burt Lancaster paused and

then declared that the message

was the State Board of Educa-

tion's adopted policy statement,

they burst into applause and

nodded vigorously in support.

But a policy statement from

Sacramento regrettably, does

not, like a great thunderbolt

from the heavens, strike every

teacher in the state, as you are

painfully aware. I should. like,

therefore, to focus my remarks

on the problems that inhibit, re-

strict, and make it dificult for

teachers to cope with Bill of

Rights concepts and material in

a meaningful way for high school

students. These views are drawn

from personal experience and

from observation and reflection

on the problems faced by associ-

ates nationwide on the grass

roots level.

Many of you have observed

eloquently and repeatedly that

teaching about the Bill of Rights

almost by definition involves the

teaching of controversial issues.

While this is generally recog-

nized, I'm not sure the public

at large realizes the enormous

impact a Single negative phone

call to my administrator can

have. Those who make the calls

doubtless know, but the fear,

whether imagined or real, of be-

ing misinterpreted, of having to

defend oneself out of the con-

text of the original experience,

of being at the mercy of those

who wish their view and none

other to be taught is great. In

the course of teaching about

other subjects, the history or

government teacher can avoid a

direct confrontation with contro-

versial issues. A student may

ask, for example: "Do you think

the Chinese people are worse

off economically under Commu-

nism than they were before

1949?" or an alert child may sug-

gest, "Perhaps democracy is not

the best form of government for

all people." Here, it is quite easy

for a teacher to say "We don't

have time to explore that today.

Save that question until next

week, Jim." But to teach the Bill

of Rights in a meaningful way

is to require of the teacher a

conscious choice to immerse him-

self and his class in controversy.

When a teacher resolyes to do

this, he automatically moves into

the target area of his real audi-

ence (in the view of some), the

parents. Even though a teacher

of the social sciences must soon

come to grips with the fact that

he will be misquoted at least

once a day by all of his 150 stu-

dents, many teachers are under-

standably reluctant to open Pan-

dora's box.

The first difficulty in teaching

young people about the Bill of

Rights, then, is not that many

teachers become possible sacri-

fices like Virginia Franklin of

Paradise. The real tragedy is

that, through fear, most teachers

do not even enter the target

area. They are silent.

An example from my own ex-

perience of this omission of con-

troversial issues occurred last

year, not with the Bill of Rights,

but in International Relations.

When Fulbright gave his speech

on "Old Myths and New Reali-

ties,' you may remember that

he suggested that we treat dif-

ferent communist nations differ-

ently. Even though this was, in

fact, the policy already bemg

pursued by our State Depart-

ment, the unaware public at

large was outraged by the mere

suggestion. Several students in

my two classes picked up the hue

and cry, and already worn to a

frazzle over trying to get them

to treat sensitive material -ob-

jectively, I simply admitted to

myself that I didn't have the

stamina to go through another

round of innuendos and labels,

and chose to be silent on Ful-

bright. :

Refusal to handle controversial

Bill of Rights issues is a result

of more than just fear of pos-

sible intimidation. It also finds

its cause in a second fact: that

is, the very complexity of the

issues themselves. For when and

where does a teacher learn about

these things, himself? Not in his

-own high school experience. In

college? Probably not. If he

should have happened to take a

course in Constitutional Law,

that alone would not be suffi-

cient. Even if a teacher once had -

a unique introduction to the

basic complexities of search and

seizure protections of the Fourth

Amendment, for example, with-

out sustained interest and vora-

eious newspaper and magazine

reading habits, he would be rela-

tively ignorant of the revolution

that has taken place in just the

Jast four years. No teacher wants

to go into a classroom for an

open-ended controversial discus-

sion on Proposition 14, for ex-

ample, without considerable

preparation and confidence that

he knows the right `issues to

stress.

To compensate for this disturb-

ing lack of familiarity with some-

thing so basic as the Bill of

Rights requires a maximum ef-

fort on the part of the teacher to

send for materials, to find read-

ing lists, to read the books, and

then translate them into appro-

priate units for the students. A

formidable task, indeed! And of

course, what has not been said is

that teaching about the Bill of

Rights is only one of many sub-

jects he must cover in a semes-

ter. Young teachers, particularly,

are so consumed by the knewl-

edge that they lack knowledge,

and tenure, when they begin to

teach that it is "wiser" in their

view to study and prepare all of

the many safe areas where there

are always enormous gaps in

knowledge.

If this seems like a rather

devastating interpretation of-our

difficulties in handling the Bill

of Rights, I hasten to say that

there are many teachers who

have the stamina to face public

censure and who have, to a lesser

or greater extent, tried to com-

pensate for what we never

learned as undergraduates. Yet

there are still more problems in

the actual teaching of the Bill of

Rights to public high school stu-

dents.

Most of us imagine discussing

the Bill of Rights with highly .

verbal students who enjoy the

excitement of a clash of beliefs

and who are capable of learning

and understanding significant

cases in eonstitutional law.

Surely this is challenging; but

the young people we must be

concerned with are the vast ma-

jority: the 60 to 80 percent who

-Continued on Page 4

FIN AN Gi

AMERICAN CIVIL LIBERTIES UNION OF NORTHERN CALIFORNIA

For Year Ended October 31, 1965

HORWATH and HORWATH @ CERTIFIED PUBLIC ACCOUNTANTS

Board of Directors

American Civil Liberties Union

of North America

503 Market Street

San Francisco 94105

November 10, 1965

AUDIT OF BOOKS AND RECORDS FOR THE

FISCAL YEAR ENDED OCTOBER 31,

1965

We have examined the balance sheet of the American Civil Liberties Union

of Northern California as of October 31,

1965, and the related statement of

inceme .and expense for the year then ended. Our examination was made in

accordance with generally accepted auditing standards, and accordingly in-

cluded such tests of the accounting records and such sues auditing procedures

as we considered necessary in the circumstances.

The records are maintained. on a cash basis, and dcdordinely reflect no

accrual of fiabilities. Our examination indicated no material liabilities outstand-

ing. Amounts payable for payroll taxes and minor items were subsequently

at the close of the previous year.

promptly paid and did not differ in any significant amount from those payable

In our opinion, the accompanying balance sheet and statement of income

`and expense, subject to adjustment for the difference between book and market

value of treasury bonds, present fairly the financial position of the American

Civil Liberties Union of Northern California at October 31,

in conformity with generally accepted accounting

of the year then ended,

1965, and results

principles applied on a basis consistent with that of the previous year. We

made a similar examination for the previous year.

HORWATH and HORWATH

Balance Sheet

EXHIBIT A

AS AT OCTOBER 3}, 1965

ASSETS

CURRENT ASSETS

Cash

Wells Fargo Bank

General account $ 2,364.00

Savings account 10,306.60

Term certificate 5,000.00

San Francisco Federal Savings and :

Loan Association 10,244.00

Security Savings and Loan Association .................... 10,000.00

Home Mutual Savings and Loan Association _..... 10,244.00

Golden West Savings and Loan Association -......... 9,054.00

Twin Pines Savings and Loan Association Se ee 10,000.60

Petty cash fund 10.00 67,222.00

United States Treasury bonds [at cost})* -.-----encceeececececeeeenene 4,500.00

TOTAL ASSETS

CURRENT LIABILITIES

$71,722.60

-LYABILITIES AND. NET WORTH

Employees' payroll tax withheld -.........-. 726.00

Employee hospitalization __._.....2.-.--c2-2-----ceeeeeeeennen 100.00 26.00

Provision for 1964 Biennial Report -...-....:-------2--e-c---cececeeceveceneeneceeengrnenes 1,250.00

Provision for Biennial Conference 200.00

Obligated funds (See Schedule A-!) 10,628.00

NET WORTH

Balance. at October 39, 1964 22. .c.s-ec.eecceecccccececeeeeeeeee 40,988.00

Excess of income over expenditures

Year ended October 31, 1965 _..........- Se tae es 17,830.00

Net worth .as.at October 31, 1965 ...0.o2ececnccccneccecceneeeneeeee ee 58,818.00

TOTAL LIABILITIES AND NET WORTH ......WW020-- $71,722.00

*A $500 bond is posted as bail in the case of Robert B. Pate.

Supreme Court Declines to

Hear Heaith Inspector Case

Only two members of the California Supreme Court,

Justices Peters and Peek, voted to grant a hearing in the

ease of Roland Camara v. The Municipal Court of the City

and County of San Francisco.This is the case supported by

the ACLUNC in which the right of privacy is being asserted

against the claim of the San

Francisco Health Department

that its inspectors may enter any

apartment or residence in the

City at any "reasonable" hour

and demand to make an inspec-

tion so long as they are in pur-

suance of their duties. The Dis-

trict Court of Appeal has upheld

the right of the health inspec-

tors to make such an inspection

and ACLUNC Staff Counsel

Marshall W. Krause argued in

a petition for hearing filed with

the California Supreme Court

that this decision violated the

right of Mr. Camara to be free

of unreasonable searches and

seizures and to be protected in

the privacy of his own home.

The petition for hearing

pointed out that under the San

Francisco ordinance in question

the health inspectors did not

have to show that there was any

probable cause to make an in-

spection nor did they have to ob-

tain a judicial warrant. Addition- _

ally, in the particular case of .

Camara, there was no probable

eause that there was any condi-

tion requiring or needing inspec-

tion on the premises, The peti-

tion pointed out that when evi-

dence of a crime is seized with-

out either judicial warrant or

probable cause it must be sup-

pressed and returned to its own-.

er because the police violated

rules against unreasonable

search and seizure. The petition

state it would be inconsistent to

`enforce this right against a per-

son accused of a crime but not

enforce it as to a person not ac-

cused of any crime, The petition

closed by stating: "The values

protected by the right of privacy

`are of the highest importance

and will stand or fall on the

question of whether the judici-

ary can hold the line in cases

such as this. We believe that the

Statement of Income and Expense

: EXHIBIT B

INCOME

Memberships $73,888.00

Special funds appeal _..........---2-.------ $4,217.08

Less pertions direcied

to obligated funds -.......-.----- 4,217.00

Special gifts 11,925.60

Memorial gifts 1,292.00

Interesk income: 2 ee 2,988.00

Publication sales, notary fees and miscellaneous ... "415.00

TOTAL INCOME $90,508.00

EXPENSES

Salariesncs ete ok Oe ee i $48,322.00

Printing, stationery and office expense -.....---..-.-.------ 3,986.00

"Rent _. 5,729.00

Postage: 3 ee 4,229.00

ACC LAL News 252 Se 3,489.00

Taxes and insurance -/..._. 2,674.00

dolephicne 620s ra ee 1,641.00

Retirement __.......... 741.00

frayel: and `transportetion = - 559.00

Provision for 1964 biannual report -__......----.----2 650.60

Employee hospitalization and insurance -_..........2.-.- 452.00

Audit _. 450.00

Publications: 265 2 2s a 570.00

Furniture and equipment _._._....--.------------------------- fete 459.00

Conference expense: 2") 22 741.60

Lobbying Aq: Miss: Dela = 2k 150.00

Sundry 109.60

TOTAL EXPENDITURES: 27 ee $74,951.00

EXCESS INCOME OVER EXPENDITURES ___.......-.--.--- a ey $15,557.00

"Operation Correction' income for period

November 1, 1961 to October 34, 1965 200i eee eeeeeeeeence 2,273.00

TOTALZINGCO ME: ooo 8s or ee $17,830.00

Alien's Views on

Vieinam Concern

J S S

Immigrarior

Following a rally of the Med-

ical Aid Committee for Vietnam

at Stanford University on No-

vember 2, one of the speakers,

an alien, immediately received a

written notice to appear for an

interview with Mr. Donald White,

an investigator of the Immigra-

tion Service, "In connection with

yeur Immigration status." He

`was requested to bring his pass-

port with him.

ACLU Assistance

The alien requested the ACLU's

assistanee in the matter and a

telephone call was made to Mr.

White to determine the purpose

of the interview. The response

was that he wanted to talk te the

`alien. about the "content" of his

speech which had been written

eut and distributed to reporters.

He was unable to explain, how-

ever, why this was properly the

business of the Immigration Serv-

`ice, He was informed that it at

any time he had a legitimate

ground for requesting the alien's

presence in his effice, then he

should contact the ACLU so that

an interview could be arranged

at a time that was suitable for all

concerned.

Protest Filed

In a written protest to the Im-

migration Service, the ACLU de-

clared "that aliens are not re-

quired to account to the Immi-

gration Service for their opinions

_and that the Immigration Service

has no right to harass aliens be-

eause it disagrees with their

political opinions."

Transactions in Obligated Funcis

SCHEDULE A-

RECEIPTS

Balance Special Expendi- Balance

10-3 1-64 Appeal Other tures Transfers 10-31-65

DEFENSE FUNDS :

General defense fund -..W... $11,276.00 $4,2 2.00 $ 430.00 $ 2,593.00 $ +,92800 $15,323.00

John W. Mass vs :

San Francisco School Boacd eee 51.00 1,038.00 13.60 1,076.00* . Sone

Hartman and H.V.A.C. _.0 -405.00 _-405.00* -

Teachers loyalty oath case (Mack) 240.00 115.00 $47.00

Custom Service censorship cases _... 1,517.00 6.00 1,51 1.00* -

Heilberq: case 2 27) es 231.00* 105.00 82.00 1,020.60 1,064.00 -

Burks case ai. 160.00* 121.00 281 .00*

Sokol'case Rie ences eee 113.00* 113.00*

Belshaw-case- 2 ee 422.00* . 55.00 36.00 403 .00*

Forstner:. case = = Se 245.00* 33.60 661.00 $73.000x00B0

Nevada vs Pate _.... eee 43 .00* 129.00 172.G0*

Ida Morgan case =. = 115.00* 115.00

Balgcoyen. case... ee ee 12.00* 41.00 572.00 543.00*

Camera case .219.00* 1.00 255.00 -473 00"

Burbridge case) 2s 470.00* ~4F0.80*

Gregan vs Meyer (Proposition 14) -- 209.00 358.00 608.00 41 .00*

Landau vs Fording ;

("Un Chant d'Amour") ae 27.00 223.00 1,177.00 927.00*

In reference Budd _....... 2202. ee 15.00 209.00 185.00*

TOTAL DEFENSE FUNDS __ $11,459.00 $ 4,790.00 `$2,131.00 $ 7,506.00 - $10,874.00

OTHER FUNDS

Beth Livermore Memorial Fund _...$ 242.00 $ 200.00 $ 42.00

Boyd Memorial Library -................... 214.00* 74.60 288.00"

"Operation Correction" _... . 2,145.00 $ 237.00 109.00 $ 2,273.00* -

Sacramento fund __............... .... 1,000.00 1,000.60 See

Southern Regional Office -...............- 60.00 "60.00 ee

TOTAL OTHER FUNDS ___ $ 3,173.00 $ 297.00 $ 1,443.00 $ 2,273.00* $ 246.00*

TOTAL OBLIGATED FUNDS _.. $14,632.00 $ 4,790.00 $2,428.00 -$ 2,273.000x00B00x00B0 $10,628.00

$ 8,949.00

*Denotes red figures

0x00B0Transferred to net income (See Exhibit B)

power asserted. by these govern-

mental officials is not necessary

for good government and is a

symptom of lack of respect for

the unique status our Censtitu-

tion gives to the privacy of an

individual from intrusion in his .

own home."

Further Appeal Planned

The denial of a hearing by the

Supreme Court of California

leaves the way open for the fil-

ing of a petition for writ of cer-

tiorari to the United States Su-

preme Court which will-be done.

That court, some teh years ago,

decided a similar case against

the position now urged by the

ACLU, but in a five-to-four de-

cision and all four of the dis-

senting judges are still on the

OPPOSES CHAPTER REPRESENTATION

Editor: As a member of both

national ACLU and ACLUNC I

am writing in answer to your

question "What are your. views -

son Chapter Representation?" on

the 4th page of the November

NEWS.

As long as a wide geographical

distribution of board member-

ship is sought by the nominating

committees and attendance . at

board meeting encouraged for

chapter representatives I can see

court whereas several of the

justices who composed the ma-

jority have now been replaced

by men whose vote on this issue

is untested.

no reason for increasing the

board by 9 members. It would

seem that this greatly enlarged

board would not insure the best

workable arrangement since peo

ple would be elected merely to

represent a certain chapter

rather than to bring a special

talent to. the beard.

Those of us not connected with

a chapter claim lack of represen-

tation also. - Kathryn Petersen,

Orinda.

ACLU NEWS

December, 1965

Page 3

ae

TEACHING THE PRINCIPLES

Continued from Page 2-

leave formal education forever

when they leave high school.

These below-average, even. re-

medial, average, and nonacadem-

ically interested students are pre-

. cisely the ones who couldn't care

less about the names of cases or

subtle interpretations of law by

a court. Yet these are the very

people, left ignorant of the mean-

ing of diversity as protected by

the Bill of Rights, who will form

the greatest number of adult citi-

zens in the society at large.

These average and below-aver-

age students constantly challenge

the inherently academic orienta-

tion of a history or government

teacher, and no more so than in

the study of the Bill of Rights.

The young historian is a modest

scholar, who emerges from col-

lege or graduate school sensitive

to truth, to the complexity of

causation and all human prob-

~lems, and his model is the aca-

' demic university professor. His

ego, his training, and his experi-

ence determine his intellectual

treatment of subject matter. As

Dr. Webster, of Berkeley, em-

Pphasizes in his course on the

Negro adolescent, the teacher of

the social sciences is a person

who has succeeded in school,

who is verbally oriented to life,

and who therefore responds posi-

tively to similar young people in

his classes, ignoring without in-

`tent the "others." The academic

preparation that a teacher has

had in Bill of Rights problems

is also usually sophisticated and

complex. He then takes this ma-

terial, reworks it as far as he can

without departing from the con-

stitutional law framework. This

approach is not essential for stu-

dents who may not even make it

through their senior year. Realiz-

ing this fact and simplifying all

of our preparations requires un-

told anguish for those of us who

imagine the disdain of our pro-

fessors if we "water it down" or

*jazz it up." It takes a long time

for a teacher to face this and in

the meantime hundreds of stu-

dents are marching into society

with little true understanding of

the tolerance they must have if

freedom of the individual is to

prevail.

Crossing the threshold and

abandoning the strictly academic

approach with the average and

- slower students invites the crack-

ing of a hornet's nest. For if you

want to start with what is most

meaningful to these students you

have to be prepared to answer

these kinds of questions:

"What Bill of Rights has the

teenager got?"

"Can a `cop' stop your car and

search it, without a warrant,

when you haven't been doing any--

thing?"

"How far can a school go in en-

forcing conformity of dress?"

"What are my contract rights

in buying property or cars, if I

get married at 18?"

"Do children have any legal

rights against their parents?"

."What are the divorce laws in

California?"

These concrete and earnest

questions are enough to confound

all but the most specialized law-

yer, let alone the teacher! And

we must remember that the aver-

age teacher is usually a good,

obedient, law - abiding white

Anglo-Saxon who has had little

experience in the streets or

courts, so what wellspring of

- practical examples does he have

to draw from? Furthermore, the

teacher is quite often from any

other state but California, so he

may be doubly handicapped in

handling all the little, important

specifics applied in this state.

Teachers. must also face the

fact that the adolescent years are

the ones in which the student

has the greatest desire to con-

ACLU NEWS

December, 1965

Page 4

F THE BILL OF RI

gts

form. Students are seeking group

approval, and their wanting to

be like everyone else doesn't

fade, even in the middle of class

discussion, So, ironically, the

teacher stands before students

who are eager for popularity and

group acceptance, and asks them,

individually, to stand up and be

counted, to argue for the right

of the Nazi or of the Communist

to speak, or to express approval

of Madelyn Murray's right to at-

tempt to remove prayers from

the schools when local groups

are still deeply angry over the

decision. Or perhaps a student

asks, as one reluctantly did,

"When we have to say the pledge

of allegiance before the flag

every day, why can't the Jeho-

vah's Witnesses say it too?" To

ask average and below-average

students to support unpopular

views, to decide issues they don't

understand, or to speak out

against the sentiments of their

group, is a task that must be ap-

proached with enormous sensi-

tivity and experience. .

Lack of interest or unwilling-

ness to speak out are not appar-

ent when high school students

learn about due process and their

rights when confronted by po-

licemen! But the enthusiasm with

which they discuss these Bill of

Rights protections and acknowl-

edge the public concern over po-

lice corruption and _ brutality

poses another difficulty for the

teacher. Preoccupation with po-

licemen as "bad" guys may bring

general disrespect for the law

and order which they represent.

Students may, in fact, fail to

realize that, at the very founda-

tion of a free society, is the hbe-

lief that citizens must accept

their responsibility to obey the

law, even when no one is watch-

ing. No amount of Bill of Rights

protections, .no increase in the

number of courts, or policemen,

can possibly keep our society

free if the public at large is in-

different to, or thinks it is ex-

empt from, the law.

If you, as the Board, are in-

terested in a genuinely meaning-

ful understanding of the Bill of

Rights principles by our high

school youth, as I know you are,

these are some of the hard prob-

lems that combine to inhibit and

restrict the teacher's willingness

or ability to teach these princi-

ples. Discussion and personal in-

volvement by each student seems

to be the only way to make an

impact, But discussion takes an

enormous amount of time, and

the pressures to get on to other

obligations seem great. So most

of us who do try probably feel

we do an inadequate job at best.

In addition, there is a frighten-

ing aspect to this. With large

classes, ranging from 30 to 35,

the students in the back of the

room who do not participate, who

are eyeing the boys, or the girls,

and chewing gum, usually are

the ones who won't go to college.

Only 10 percent of the adult pop-

ulation have completed - four

years of college. With 50 percent

of our population now under 25,

it seems to me that there is an

urgent necessity to reach these

young people. Just the other day,

for example, in discussing the

Dorado decision, an above-aver-

age student could see no-reason

why a suspect should be _ in-

formed of his rights at any point.

"If he doesn't know his rights,"

the boy said, "that's his tough

luck." When teenagers have al-

ready stretched the limits of

family rules and are experiment-

ing to see what they can get

away with in the society at large,

it is difficult to reach them in

limited time allotments.

The responsibility to help

young people understand the

true meanings of respect for di-

versity and individual freedom

is not the exclusive task of the

social science teacher. The ex-

ample set by all teachers and ad-

ministrators in teaching and run-

hing a school is vital, Censorship

of unpopular but responsible

school newspaper editorials, re-

fusals to grant permission for

outside speakers, tight control

over student government discus-

sions, mishandling of sensitive

minority students, and the mere

absence of encouragement to

teachers to express themselves,

all contribute to the feeling that

the conformity imposed by a

school is the right way and that

the Bill of Rights discussions in

the classroom are fun, but too

theoretical to apply to daily liv-

ing.

If the social science teachers

are relatively uninformed about

the subtle problems of the Bill of

Rights, it is not difficult to imag-

ine the lack of understanding

teachers in other fields and ad-

ministrators who sit by the buz-

zer of community complaints

possess.

So, even though man's genius

can get him to the moon, those

of us who are earthbound have

the same old problem of human

freedom, The time to take a new

look at how to teach the Bill of

Rights. principles more _ effec-

tively is before us. A significant

beginning has certainly been

made by the establishment of the

Bill of Rights Commission to pre-

pare materials for teachers. But

we need much more. We need

approprate courses and instruc-

tion. We need readily adaptable

units, cases, and materials. We

need the help of bar associations

and perhaps judges and proba-

tion officers. We need tapes

neatly adapted to the timing of a

class to provide absorbing issues

with a framework for discussion.

We need people in authority to

encourage us, Teachers are often

resentful of required in-service

training. But the mathematics

curriculum has undergone a com-

plete revolution, and teachers

have changed with it. I see no

reason why we can't exert simi-

lar efforts in surmounting ob-

stacles that could bring with it a

new birth of freedom to suit an

atomic age,

High Court

Denies Review

To Fred Gray

On November 15 the United

States Supreme Court denied the

petition for certiorari on behalf

of Frederick Gray filed by

ACLUNC staff counsel Marshall

W. Krause. As is the practice,

no reason was given for the de-

nial. The court's action ends any

chance that the Court of Ap-

peal's reversal of District Judge

Zirpoli's decision granting a writ

of habeus corpus to Gray can be

set aside. Gray, pending the ap-

peal of Judge Zirpoli's decision

by the State of California, had

been released on bail since the

fall of 1964 and was living with

his wife and ten children in Los

Angeles. He will now be re-

turned to San Quentin to resume

his sentence.

Right of Confrontation

The ACLU took on the case of

Frederick Gray after Judge Zir-

poli had held that Gray was de-

nied his right to confront and

cross-examine witnesses at his

trial by the action of his ap-

pointed counsel who, without

Gray's permission, agreed to sub-

mit the case for decision by the

judge without an actual trial and

on the basis of the evidence

taken at a preliminary examina-

tion. Gray insisted that he al-

ways wanted a trial and never

authorized his attorney to make

such an agreement and Judge

Zirpoli found that this was the

case. :

"Trial Strategy"

However, the Court of Appeals

for the Ninth Circuit, accepting

Judge Zirpoli's decision on the

LETTERS...

...TO THE EDITOR

Journalistic Standards

Editor: As a regular reader of

the News and as an ACLUNC

member of ten years standing, I

want to express my disappoint-

ment in the increasingly fre-

quent improper manner with

which you report newsworthy

events. I regard the News as a

vehicle for informing the mem-

bership of ACLU activities and a

means for objective and temper-

ate reporting of items concerned

with civil liberties; in recent

months, however, responsible

journalism has, on _ occasion,

yielded to banal editorializing

which seriously undermines the

credibility. of the News and

makes it appear as an opinon-

ated tabloid.

Two examples will suffice to

illustrate my complaint; both are

taken from the first page of the

November 1965. issue.

1. In the article on Professor

Katz, I find first a cool and in-

formative review of the facts

which seems complete and ob-

jective. However, towards the

end, after the quotation of re-

marks by Regent Canaday, we

read: "In any case, what busi-

ness does a responsible federal

agency (Is it the FBI?) have in

submitting political information

to a state agency? Bear in mind,

too, that . . ." Such comments

from the editor weaken rather

than strengthen the argument

for Professor Katz. By introduc-

ing opinions rather than facts,

the impact of the article's logic

is severely impaired.

2. In the article on the distri-

bution of handbills at San Fran-

_ cisco City College we first find

a brief description of what hap-

pened and part of a statement

by a Mr. I, G. Breyer who is not

identified. But in the second

paragraph we read: "Apparently

Mr, Breyer believes San Fran-

cisco City College is above the

law and..." I do not know what

Mr. Breyer believes and, I sub-

mit, neither: does the editor of

the News. The ACLU has always

taken the position that innuendo

and hearsay are not only irrele-

vant but also damaging to the

eause of civil liberties. Yet, in

the statement just quoted, the

editor has resorted to precisely

the same. non-factual line of

argument which he rightfully de-

plores in numerous other arti-

cles.

The success of the ACLU in

preserving and defending civil

liberties is due, in no small mea-

sure, to its insistence on the

highest standards of logic and

fairness, and to its strict adher-

ence to impassionate facts, The

facts, held that Gray's counsel's

decision was merely one of "trial

strategy" and not a "funda-

mental" decision which required

the personal assent of Gray. The

ACLU argued,

that the decision as to whether

or not to have a full trial is one

that the defendant should make

and not his counsel.

`its charges against Dr.

unsuccessfully, |

News is an effective tool for

achieving the aims of ACLUNC.

If it is to remain so, it must ad-

here to high journalistic stand-

ards. It must avoid intemperate

and speculative remarks lest it

be regarded as no more than an

irresponsible propaganda publi-

eation. - John M. Prausnitz,

Berkeley.

: and es @

Editor's Note: The NEWS not

only presents the news about

civil liberties but comments

upon it. With respect to the Katz

story, it must be recalled that

the University Administration

refused to testify before the Aca-

demic Senate's Committee on

Privilege and Tenure, at which

time the source and accuracy of

Katz

could have been explored. Since

the University did not make the

information available we are

forced to speculate as to the

source of their report.

With respect to the San Fran-

cisco City College item, Mr. Irv-

ing G, Breyer should have been

identified as attorney for the

school board. His ruling cited no

authority for the proposition

that the school administration

may ban distribution of leaflets

which in its judgment are "not

conducive to the best interests

of the College to have distrib-

uted." Failing to clarify his posi-

tion we can only speculate as to

the reasons for this act of cen-

sorship.-E.B.

ACLUN_1946 ACLUN_1946.MODS ACLUN_1946.batch ACLUN_1947 ACLUN_1947.MODS ACLUN_1947.batch ACLUN_1948 ACLUN_1948.MODS ACLUN_1948.batch ACLUN_1949 ACLUN_1949.MODS ACLUN_1949.batch ACLUN_1950 ACLUN_1950.MODS ACLUN_1950.batch ACLUN_1951 ACLUN_1951.MODS ACLUN_1951.batch ACLUN_1952 ACLUN_1952.MODS ACLUN_1952.batch ACLUN_1953 ACLUN_1953.MODS ACLUN_1953.batch ACLUN_1954 ACLUN_1954.MODS ACLUN_1954.batch ACLUN_1955 ACLUN_1955.MODS ACLUN_1955.batch ACLUN_1956 ACLUN_1956.MODS ACLUN_1956.batch ACLUN_1957 ACLUN_1957.MODS ACLUN_1957.batch ACLUN_1958 ACLUN_1958.MODS ACLUN_1958.batch ACLUN_1959 ACLUN_1959.MODS ACLUN_1959.batch ACLUN_1960 ACLUN_1960.MODS ACLUN_1960.batch ACLUN_1961 ACLUN_1961.MODS ACLUN_1961.batch ACLUN_1962 ACLUN_1962.MODS ACLUN_1962.batch ACLUN_1963 ACLUN_1963.MODS ACLUN_1963.batch ACLUN_1964 ACLUN_1964.MODS ACLUN_1964.batch ACLUN_1965 ACLUN_1965.MODS ACLUN_1965.batch ACLUN_1966 ACLUN_1966.MODS ACLUN_1967 ACLUN_1967.MODS ACLUN_1968 ACLUN_1968.MODS ACLUN_1969 ACLUN_1969.MODS ACLUN_1970 ACLUN_1970.MODS ACLUN_1971 ACLUN_1971.MODS ACLUN_1972 ACLUN_1972.MODS ACLUN_1973 ACLUN_1973.MODS ACLUN_1974 ACLUN_1974.MODS ACLUN_1975 ACLUN_1975.MODS ACLUN_1976 ACLUN_1976.MODS ACLUN_1977 ACLUN_1977.MODS ACLUN_1978 ACLUN_1978.MODS ACLUN_1979 ACLUN_1979.MODS ACLUN_1980 ACLUN_1980.MODS ACLUN_1981 ACLUN_1981.MODS ACLUN_1982 ACLUN_1982.MODS ACLUN_1983 ACLUN_1983.MODS ACLUN_1984 ACLUN_1984.MODS ACLUN_1985 ACLUN_1985.MODS ACLUN_1986 ACLUN_1986.MODS ACLUN_1987 ACLUN_1987.MODS ACLUN_1988 ACLUN_1988.MODS ACLUN_1989 ACLUN_1989.MODS ACLUN_1990 ACLUN_1990.MODS ACLUN_1991 ACLUN_1991.MODS ACLUN_1992 ACLUN_1992.MODS ACLUN_1993 ACLUN_1993.MODS ACLUN_1994 ACLUN_1994.MODS ACLUN_1995 ACLUN_1995.MODS ACLUN_1996 ACLUN_1996.MODS ACLUN_1997 ACLUN_1997.MODS ACLUN_1998 ACLUN_1998.MODS ACLUN_1999 ACLUN_1999.MODS ACLUN_ladd ACLUN_ladd.MODS ACLUN_ladd.bags ACLUN_ladd.batch add-tei.sh create-bags.sh create-manuscript-bags.sh create-manuscript-batch.sh fits.log *euro and

No Support for LCDC

Editor: The only excuse I can

find for not contributing money

to your organization is that at

the present time I'm a dental

student and don't have any. If I

found that any portion of the

ACLU budget was being used to

support LCDC or that there was

(were?) any affiliation between

the two organizations, then I'd

have a second excuse.

I'm strongly in favor and

agreement with the preservation

of the U.S. Constitution, which

I understand to be the basic

purpose of your organization,

but I don't believe it is within

the scope of the ACLU to en-

gage in the activities of the

LCDC.

Therefore, if it was the intent

of the enclosed October '65

article to draw answers from

your subscribers, mine is NO.-

Robert E. Wyman, San Francis-

co.

.

New Colleges

Need Academic

Freedom

Continued from Page 1-~-

erted on such matters as courses

of study, selection of personnel,

the conduct and deportment of

students and teachers on campus.

and their participation as citi-

zens in social and political move-

ments or activities,' said the

ACLU.

The first right of a citizen

Is the right

To be responsible

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