Describes of small group of blacks in Boston who had escaped most of the disabilities of slavery and racism to acquire the values and skills necessary for leadership; encouraged by the apparent concern of Bay Staters for equality, black leaders strove to enhance their status and improve the prospects of their people. (Author/JM)

Author tried to account for the astonishing outburst of student violence in Japan. (Author/RK)

Examines briefly whether Congress had a clear rationale for involvement in campus affairs, and how Congress could respond to the public's desire to halt disruptions, and then analyzes how effective the federal aid cutoff riders were in curtailing campus disruptions and punishing student demonstrators. (Author/PG)

A 10 percent random sample survey which elicited the political attitudes, beliefs, and behaviors, as well as the social backgrounds, of students at the University of Chicago, in 1970, produced data indicating that there is very little direct effect on activism by social background. (Author/JM)

The sources of student discontent are the major concern of this paper. (DM)

Relates the present status and problems of Southern University students in manifesting their belief that black colleges should serve the interests of the black community. (DM)

In a study conducted among high school students in an upper middle class suburban area, in an attempt to differentiate between activist and nonactivist students of similar socioeconomic backgrounds, findings suggest that these students are deeply enmeshed in their schools and are planning to become enmeshed in their society. (Author)

The struggle to preserve their culture has turned Indians into educational activists pushing Congress for control of their own schools. (Author)

Interprets demonstrations at Columbia and Harvard in context of students' urge to shape own lives and influence their world. (Author/CJ)

Campus ministries are called today to critical participation in the radical movements for revolutionary change. (Editor)

Chairman of the House Special Subcommittee on Education sees in continued campus disruption the loss of public and private funds that higher education cannot afford. Adapted from address to Higher Education Group of Washington, June 9, 1970. (IR)