By Klinger R.

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2 True, and one of the most gratifying experiences a president can have is to see colleagues get better as they learn at least some things from each other and from their own successes (and missteps). Inevitably, some mistakes will be made, no matter how well considered the search process. In fact, the absence of any mistakes would imply to me that there is too little risk-taking. But it is important to think carefully about when it is, and when it is not, wise to take a risk. It can be especially dangerous, for example, to take a risk when appointing someone like an athletic director who will be in a position to marshal external support for policies with which the president may not agree.

In explaining my own views to the faculty (which favored retaining the Army program under the new faculty stipulations), I emphasized that we should be reluctant to deprive any group of interested students of access to a long-standing opportunity for military service that did not compromise the educational program of the university. Also, I reiterated the need to understand the respective zones of authority of the faculty and the trustees. I thought it was important that the faculty not be surprised if the trustees ended up disagreeing—as they did—with the faculty’s overall assessment of ROTC’s place on the campus.

5 Readers unfamiliar with the McCarthy period and its effects on universities may want to consult Ellen Schrecker, No Ivory Tower: McCarthyism and the Universities (New York: Oxford University Press, 1986).  .  .  . 6 The university—and its president—can and should speak out on matters central to its own functioning as an educational institution, such as free speech (loyalty oaths) and admissions policies (affirmative action), but these have a directly relevant educational content that differentiates them from broad political and social issues.

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A Basis that Reduces to Zero as many Curvature Components as Possible by Klinger R.

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