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About Oregon daily emerald. (Eugene, Or.) 1920-2012 | View Entire Issue (May 18, 1924)
OREGON SUNDAY EMERALD Member of Pacific Intercollegiate Press Association Official publication of the Associated Students of the University of Oregon, issued daily except Monday, during the college year. ARTHUR S. RUDD ..EDITOR Editorial Board Managing Editor . Associate Editor . Associate Managing Editor . Don Woodward .John W. Piper .Ted Janes ! Sunday Editor .Margaret Morrison Daily News Editors Marian Lowry Rosalia Keber Frances Simpson Norma Wilson Ed Miller Night Jack Burleson Rupert Bullivant Jalmar Johnson Editors Walter Coover Douglas Wilson Jim Case P. I. N. S. Editor .Pauline \aaistants ..-.. . ..Josephine Ulrich, Louis Bondurant Dammasch Sports Editor Monte ISyers Sports Staff Sports Writers: Bill Akers, Ward Cook, Wilbur Wester, Alfred Erickson, George Godfrey, Pete Upper News Staff Catherine Spall Mary Clerin Leonard LerwiU Margaret Skavlan Gcorgiana Gerlinger Frances Sanford Leon Byrne Kathrine Kressman LEO P. J. MUNLY ..MANAGER Business Staff Associate Manager ..Lot Beatie Foreign Advertising Manager .James Leake Aee’t Manager .Walter Pearson Specialty Advertising Velma Farnham Mary Brandt Lyle Janz Circulation Manager .Kenneth Stephenson ftn*t Manager —.James Manning Upper Business Staff Advertising Manager .Maurice Warnock /Vas’t Adv. Manager .Karl Hardenbergb Advertising Salesmen Bales Manager .Frank Loggan Assistants Earl Slocum William James | Louis Dammasch Lewis Beeson j Entered in the postoffice at Eugene, Oregon, aa second-daBS matter. Subscription : rates. $2.25 per year, by term. 75c. Advertising rates upon application._ Editor Phonos 655Mannger . 95i Daily News Editor This Issue Night Editor This Issue Margaret Morrison James Case Assistant . Marian Lowry Assistant . Laurence Armond j First, Second and Third Rate Minds Something J. Stitt Wilson .said in one of his addresses here leads up to the theme of a talk presented by Dr. Alexander Meiklejohn at Reed college recently. Mr. Wilson was introduced as a pioneer in new education. Dr. Meiklejohn has been written of in a little book by Lucien Priee, called “Prophets Unawares.’’ Each is looked upon as a leader in a new type of learning, and each seems to use the same fundamental principle as a basis. Seek truth. Learn to think. Then use truth as the stuff with which to do tjjis thinking. Mr. Wilson said, “You are sleeping on yourselves. Don’t allow yourselves to be cheated by the prevailing ignorance of the average college campus, lit' alert, awake, and quick in your own mind and conscience. Awake and make a survey of the great truth before you.” But where to get this truth? Dr. Meiklejohn pointed out three sources, lie called them first, second and tlurd rate minds. Contact with the first rate minds may be had through books, I In' books written by thinkers, investigators, the truth seekers since human records have been kept—Socrates, Plato, Jesus, Huxley, Newton, Darwin and others whose thoughts and lives have come down through the blurring of time, but still undulled. Second rate minds also are accessible in books, but in books of modern times and written by the best minds of modern times —by the truth-seekers of the twentieth century. And third rate minds are the college professor. “It is too easy for the student to turn to his professor with questions to be answered,” says l)r. Meiklejohn. “And he is turning to a third rate mind for his solution, a mind which has not, on the average, sought out these solutions itself. \\ hen a student comes to me and asks what 1 think of a question, 1 answer, ‘1 can tell you what 1 think of this matter, but what 1 think does not mean much, perhaps. “‘Turn to the masters, to the ones who have sought and found truth. Hear what they have to say, think about what they have to say, then form your own conclusions. You can do that as well as l.' ” That is the message of these prophets, these pioneers of the “New Education.” “Don’t sleep on yourselves. Learn to seek the truth, and to think in its terms. Learn the truth from those who sought and have found it the first and second rate minds.” These minds are on the shelves in the library. —1). L. \Y. ! onger Examinations Then* lias been much discussion here and elsewhere on the value <>t‘ examinations. Some would do away entirely with ex aminations. Others hold tor numerous quizzes with examina tions only counting slightly toward the final grade. Others have ideas that vary greatly. One faculty member whose opinions are valued highly in faculty circles 1ms submitted, at our request, his ideas on exam inations. We present them forthwith for diseussiou: 1. If written examinations are minimized or eliminated, what is the alternative? f’ertainly not intelligence tests, which are yet in the veriest stage of experimentation and will not he perfected for decades, if ever. Certainly not oral examinations into which the personal element enters so greatly that most orals I have listened to failed really to search out the candidate. Nor is there time to give orals to each candidate for the bache lor’s degree: it is hard to trump up a suitable committee to ex amine even master’s candidates. And candidates can’t be grad uated sight unseen. 2. No substitute has been found for the written examina tion. The mutterings against it have arisen largely, in my opinion, among the professional tinkerers with education. The fact that our freshman classes cannot carry second-year lan guage or’freshman mathematics, in many instances; the fact that numbers of the students attempt to dodge both altogether; the inability to study concentratedly organized work or to tak# organized notes, and many other deficiencies with which you are familiar as well as I, show the result of tinkering. (I am as cribing the blame, of course, only in part to the tinkering; cer tain defects in matriculants are common to all countries and are inherent.) 3. The written-examniation system here is defective in that examinations are crowded together, and last only two hours. Also, and this is a material defect, in that the grading of papers is done often with entirely too great haste. Final written el iminations should count very materially on the final grade. I think that somewhere there is an archaic statute in the faculty legislation which forbids an instructor to allow more than 25 per cent for the final examination. Such a rule is absurd, and many instructors neither know4of its existence nor observe it. I have heard of students taking four examinations in one day. 4. 1 believe in a fairly lengthy formal period for examina tions, during which students are given formal examination facilities, not being crowded together with only the arm of a chair on which to write. I believe that the June examination should cover the work of the year and that courses should be organized in year sequences to permit this. I believe that in structors should have the privilege of setting three-hour examin ations and that schedules should be arranged so that no student would take more than two examinations in one day, and rarely more than one. 1 believe in an interval between the close of lectures and the beginning of examinations. And finally, I do not believe in a system that calls for the turning in of grades within 72 hours or so, so that registration for the next term may be possible. 5. 1 believe in the written examination unaccompanied by any other form of test up to and including the bachelor’s de gree. There after for the master’s and doctor’s, I believe in very stringent examinations, with orals and any other reason able form of test superimposed upon them. 6. But the formal written examination, conceived of as a dignified vital institution, ought now to be and must long re main the essential basis of estimating the competency of stu dents for degree confirming. Varicolored Language Here Today and Gone Tomorrow . By n. w. p. A university campus lias many strange and weird phenomena which make the landscape of student life a glittering, varicolored, everchanging and withal an extremely fascinating one. They are so fascinating in themselves that they seem to weave a spell about us and even make us giddy. So hypnotic is their lure that they set us in a trance and as their sparkling lights dance about, on the horizon, we are forced by some invis ible power of attraction to dance in time to them, and sway and swing and chant rhytlunetically. There is one phenomenon in particular which is especially hypnotic in its effects and to which few students are im mune. It is that of passing expres sions which strike the campus. Some of tin so expressions linger for a con siderable while, but most, like strange comets, are here today and gone to morrow, never to be seen or heard of again. When some new adjective such as "duuibell" is given birth in a re mote part of tile country and works its way shyly, hesitatingly, staggering on the point of death by starvation, strikes a university campus by acci dent, it is grabbed up, nourished with glee and made the mascot of the stu dent body. Within a week every body is calling their enemies dun) bells and their college professors dumbells. and finally, where there are not enough dumb ones left, they be gin calling their friends dumbells. Instead of saying "Hello, .lack,” they greet one another with, "Hello, you dumhell, how's everything!” Finally the profs begin referring to the students as dumbells and it is not long before every sentence and phrase is so cluttered and interspersed with dumbells that is is hard to carry on understandable conversation. This is but one example of an in finite number of words, phrases and expressions that form a veritable continually evolving language, each with its own peculiar by products and multifarious phases of development. \nd then tiler, are the expressions to designate capable individuals such its "The guy who knows his eggs," and expressions of encouragement such as "Do your stuff" jthis latter belongs t > the vast spark-plug com plex. and there are expressions for absolutely every occasion and eireum stance, each forming the nucleus of a vast system, and each involving its own technique of usage. It is these things that the college student must learn to absorb and juggle with dex terity. Studies! Why they are pure ly incidental to a college education. A college student hasn't time for ■studies. 11 is mind dare not go wan dering off on some long laborious pursuit of serious problem. It must be alert and ready to change from one thought to the next on an in stant 's notice, forever flitting here and there, bestowing upon this tiers in the designation of dumbell, and per ceiving in a flash anj opportunity to exclaim hot-dog as befitting oc enssions flash upon the scene of ac tivity, and filling in the interims by babbling “Yes, we have no bananas. ” It is not so bad if a student does not know the difference between the Darwinian theory and Professor Turn bull's rules for a reporter, but if some day he should by accident get his tongue twisted and refer to the Delta tiamma fraternity or the Kap pa Sigma sorority, he is dubbed a “dumbell right" for life, which is the same as a numskull jiar-excellenee, and his name and deed spread like wild fire over the campus and he soon finds himself among the outcast or der. known as the Hvpogoofiaes. He may survive the ordeal, but he is more likely to develop an inferiority complex and be shoved into the dis card as an intellectual incompetent. Rose La Vogue Seauty Shop Shampooing. marcelling, scalp treatments and hair goods made to order. Emery Insurance Agency Representative for OREGON FIRE RELIEF ASSOCIATION 37 9th Avenue West Phone 667 Little Food—Life of Student in India (Continued from page one) throughout the state. Yearly the students go from the outlying dis tricts to the center to take their examinations. A freshman exami nation, a sophomore examination, and one after two more years for the B.A. .degree—such is the sys tem, and the reason why so many students flunk. If a student fails in one subject, he fails in all. A college newspaper would be inconceivable in India. They do, however, have a magazine pub lished every three months, in which the articles of the students—on every subject but politics—appear. Sports are for the very rich stu dents only. In a college of 1,200 there are but two tennis courts. There is no college yell with which the Thundering Thousand cheers on its football heroes, no waving of colors. Recreation is, indeed, almost un known. And there is no junior prom. Men and women in the same ! classes do not speak to each other. There is no mixing in the social life with the opposite sex. A young man of India would not keep a young lady’s picture in his mirror as a trophy of the chase. Custom would forbid her giving it to him, he would be unable to purchase it from a photographer, and' if he stole it he would likely enough land in jail. TWO INSTRUCT. GIVEN M.A. DEGREE Florence Whyte anti Henriette Gouv, both of whom are now teach ing in the romance languages de partment, have recently received their master of art degrees in that department. Miss Whyte, who graduated from the University of California in 1915, has been teach- [ ing Spanish at the University for the past four years. Next year, I however, she expects to attend j Bryn Mawr, where she has a fel- j lowship. Miss Whyte will work j for her doctor’s degree at Bryn Mawr. Miss Gouy, who graduated from a French university in 1915 and from Colorado college in 1920, plans on continuing her work here during the coming year. She will also teach French during the sum mer session. COMFORT THE SICK • Sending flowers to those who are ill brings such grat ifying returns. It expresses your sympathy in the most sincere way, and inspires a feeling of confidence and cheer that does so much to help hasten the recovery. Flowers from the University Florist are always fresh—and they 993 Hilyard Street last longer. TOEY’D CALLED HIM A “COWARD” —said he wouldn't even stand up for his honor— —yes, even “SHE'’ had said it! 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