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About Oregon daily emerald. (Eugene, Or.) 1920-2012 | View Entire Issue (April 20, 1933)
University of Oregon, Eugene v Richard Neuberger, Editor Harry Schenk, Manager Sterling Green, Managing Editor EDITORIAL BOARD Thornton Galo, Associate Editor; Jack Bellinger, Julian Prescott. UPPER NEWS STAFF Oscar Munger, News &(L Francis Palliater, Copy Ed. Bruce Hamby, Sports Ed. Parks Hitchcock, Makeup Ed. Bob Moore, Chief Night Ed. John Gross, Literary Ld Bob Guild, Dramatics Ed. Jessie Steele, Women’s Ed. Esther Hayden, Society Ed. Ray Clapp, Radio Ed. DAY EDITORS: Bob Patterson, Margaret Bean, Francis Bal lister, Doug Polivka, Joe Saslavsky. NIGHT EDITORS—Bob McCombs, Douglas MacLean, John Hollopeter, Bob Couch, Don Evans. SPORTS STAFF: Malcolm Bauer. Asst. Editor: Ned Simpson. Bob Kiddle, Bob Avison. Bill Ebcrhart, Jack Chinnock, and Roberta Moody, Jack Miller. FEATURE WRITERS: Elinor Henry, Maximo Pulido, Hazle Corrigan. REPORTERS: Julian Prescott, Madeleine Gilbert, Ray Clapp. Ed Stanley, David Eyre, Bob Guild, Paul Flwing, Cynthia Liljeqvist, Ann-Keed Burns, Peggy Chessman, Ruth King, Barney Clark. Betty Ohlemiller, Roberta Moody, Audrey Clark, Bill Belton, Don Oids, Gertrude Lamb, Ralph Mason, Roland Parks. WOMEN’S PAGE ASSISTANTS: Jane Onsund, Elsie Peterson, Mary Stewart, and Elizabeth Crommelin. COPYREADERS: Harold Brower, Twyla Stockton, Nancy Lee, Margaret Hill, Edna Murphy, Mary Jane Jenkins, Marjorie McNiece, Frances Rothwell, Caroline Rogers, Henriette Horak, Catherine Coppers, Claire Bryson, Bingham Powell. ASSISTANT NIGHT EDITORS—Betty Gearhart, Portia Booth, Jean Luckcl, Margaret Corum. Carolyn Schink, Betty Shoe maker, Ruth Vannire. June Sexsmith, Carmen Blais, Elma Giles, Evelyn Schmidt, Cynthia Liljeqvist, Frances Noth, Frances Hardy, Gwen La Barre. RADIO STAFF: Ray Olapp. Editor: Barney Clark, George Caltas, Marjorie McNiece. SECRETARIES—Louise Beers, Lina Wilcox. business Safe Adv. Mgr., Mahr Keymers National Adv. Mgr.. Auten Bush Promotional Mgr., Marylou Patrick Asst. Adv, Mgr., Gr a n t Theummel. Asst. Adv. Mgr. Bill Ruasell Executive Secretary, uorotny Anne Clark Circulation Mgr., Ron Rew. Office Mgr., Helen Stinger Class. Ad.'Mgr., Althea Peterson Sez Sue, Caroline Hahn Sez Sue Asst., Louise Rice Checking Mgr., Ruth Storla Checking Mgr.. Pearl Murnhy ADVERTISING ASSISTANTS: Tom Holeman. Bill McCall, Ruth Vannlcc, Fred Fisher, Ed Labbe, Elisa Addis, Corrinne Plath, Phyllis Dent, Peter Gantenbein, Bill Meissner, Patsy Lee, Jeannette Thompson, Ruth Baker, Betty Power*, Bob Butler. Carl Hoidel, George Brice, Charles Darling, Parker FAvler, Tom Clapp. OFFICE ASSISTANTS: Betty Bretslier Patricia Campbell, Kathryn Greenwood, Jane Bishop, Elma Giles, Eugenia Hunt, Gene Bailey, Marjorie McNiece, WilLa Bitz, Betty Shoemaker, Ruth Byerly, Mary Jane Jenkins. EDITORIAL OFFICES, Journalism Bldg. Phono 3300—News Room, Local 356; Editor and Managing Editor, Local 364. BUSINESS OFFICE, McArthur Court. Phone 8300—Local 214. A member of the Major College Publications, represented by A. J. Norris Hill Co., 321 E. 43rd St., New York City; 123 W. Madison St., Chicago; 1004 End Ave., Seattle; 1206 Maple Ave., Los Angeles; Call Building, San Francisco. The Oregon Daily Emerald, official student publication of the University of Oregon, Eugene, issued daily except Sunday and Monday during the college year. Entered in the poetoffico at Eugene, Oregon, as second-class matter. Subscription rates, $2.50 a year. “ . . . . There Is always the human temptation to forget that the erection of buildings, the formulation of new curricula, the expansion of departments, the crea tion of new functions, and similar routine duties of the administration are but means to an end. There is always a glowing sense of satisfaction in the natural impulse for expansion. This frequently lends to regard ing achievements us ends in themselves, whereas the truth is that these various appearances of growth and achievement can be justified only in so far as they muke substantial contribution to the ultimate objec tives of education .... providing adequate spiritual and intellectual training for youth of today—the citi zenship of tomorrow. . . . “ . . . . The University should he a place where classroom experiences and faculty contacts should stimu late nnd train youth for the most effective use of nil the resources with which nature has endowed them. Dif ficult and challenging problems, typical of the life and world in which they are to live, mukt be given them to solve. They must he taught under the expert supervision of instructors to approach the solution of these problems in a workmanlike way, with a dis ciplined intellect, with a reasonable command of the techniques that ire involved, with a high sense of in tellectual adventure, and with a genuine devotion to the ideals of intellectual integrity. . . ."—From the Biennial Report of the University of Oregon for 1931-32. ZURCHER AND HITCHCOCK IN RIGHT STUDENT government at the University is in a perilous state these days, with the several com mittees in apparent ignorance of the requirements of the constitution, a condition which is all too dis tressingly in evidence this year. The executive council makes a practice of referring back reports of the publications committee, until the latter group seems to enjoy the undignified status of the council's flunky. It must do exactly what the coun cil wants or else there will be trouble and the council will turn back the recommendation and the publications committee will have to operate all over again. What the executive council evidently desires more than a group of conscientious legis lators keenly aware of newspaper problems is a sounding board for its own desires and wishes. The latest fiasco of the council is in a class by itself, even with the drop-of-the-hat legislation that lias been taking place this year. The publi cations committee recommended Robert Zurcher for the position of editor of Oregana. Parks Hitch cock was the only other candidate. Zurcher was chosen because of more experience with the year book. But the executive council, finding that Zuicher's grades made the possibility of his earn ing a junior certificate seem highly improbable, not only placed him in the class of an unacceptable candidate but also did the same to Hitchcock. One of the principal reasons for condemning Hitchcock was the fact that lie submitted a petition to the council asking that Southern Pacific trains be com pelled to whistle "Mighty Oregon" as they passed the campus. * # # f | ■'HUS the executive council approves neither A candidate for the editorship of Oregana. It has gone on record as asking for a complete new set of petitions, apparently forgetting that the A. S. U. O constitution specifies as follows that the original group of candidates must be consid ered: “Every member of the Associated Students is eligible to bo a member of the staff of any publi cation of the Associated Students. Each candidate for editor and manager, of each publication shall submit to the publications committee on or before April 10 a wriKea petition, stating nis qualifica tions in full. From this group of candidates, the publications committee shall recommend not later than the third week in April one person to the Executive Council for final approval to occupy the positions of editor and manager of each publica tion. If the Executive Council should reject the recommendation, the publications committee shall reconsider the OKIGINAE group of candidates and recommend another person to the Executive Coun cil." Obviously, tins udl require interrelation by the judiciary committee. It is our opinion that the lists should be closed to all except Zurcher and Hitchcock. They turned in their petitions on time and deserve all consideration. Also the executive council, whose action against Hitchcock was pre cipitated by the presentation of a petition, should remember that 152 students signed that same peti tion. To be consistent, if Hitchcock is penalized, the council should condemn the candidacy for of fice of all who signed the petition. Thus the coun cil was not consistent yesterday. Sterling Green, whom it named Emerald editor, was among the signers. So was Bill Bowerman, member of the council. It also should be called to the forefront that the editor of the Emerald requested that the manager ship of the Oregana be thrown open to permit an other candidate to oppose Grant Thuemmel. This was denied by the publications committee on the strength of the constitutional specification quoted above. What is fair in one instance should be fair in another. Why refuse to permit one position to be opened on the strength of a by-law and then insist that another be thrown open, utterly dis regarding that same by-law. * * * WE hope the judiciary committee brings in a ruling forcing the groups in authority to name the editor from the original list of applicants, thus limiting it to Zurcher and Hitchcock. On that we take our stand. CREDIT WHERE CREDIT IS DUE OUR sympathies are not with the R. O. T. C. We believe it is an anachronism that should have been abandoned long ago. It smatters of mili tary propaganda and has no place in modern edu cation. But even though it is a foe of peace, it very often includes in its personnel men whose character and courage and intelligence help fore stall the inevitable end of this relic of a bygone day. Two such officers are stationed on this campus. One is Lieut.-Col. Frederick A. Barker, who by his leniency and sympathetic understanding, has done more to delay disrepute of the R. O. T. C. than any commandant ever in charge here. Colonel Barker has been a sagacious superior and a splen did officer. No militarist of the old Prussian type is he. Any student with a legitimate excuse may obtain permission from Colonel Barker to be ex empt from soldiering. Nor does he conduct his department in a high-handed militaristic manner. Colonel Barker has served in war and he realizes its terrors. Thus he injects no bloodthirsty, high handed tactics into the local detachment. The other R. O. T. C. officer whose activities have brought commendation for himself and the department he serves is Major Roscius H. Back. With tact and courage, he has fought continuously for his fellow faculty members. He is a great re spector of faculty rights and never has ceased to strive for them. He has been fearless in his en deavors. In his relations with the faculty he has been as diplomatic and sagacious as Colonel Barker has been in his with the students. No criticism of the local R. O. T. C. is fair with out including praise of these two sterling men and their fellow commissioned officers, Captain Wap j penstein and Lieutenant Kelley. SENIOR LEAP WEEK SENIOR LEAP WEEK with its traditions of “women's choice” in dates, and the last big get-together of the graduating class begins this afternoon. Perhaps all do not realize that the en tire week-end with the exception of Mortar Board | ball and the midnight matinee tonight is financed ; by the senior class out of its general treasury, i This means that every senior in school has con tributed financially to the success of Leap Week. With this in mind it is hardly necessary to urge every senior man and woman to turn out for these free events, which they have already paid for. Lantana, Fla., has seen its first manufacturing i plant a fertilizer factory—go into operation in j 1933. ! The first snow goose in that section in many j years was bagged this season by a hunter at | Cocoa, Fla. A cow belonging to A. T. Sheppard of Griffin. Ga., gave birth to twin calves and 12 days later | to another calf. !1 On Other Campuses DEFEATISM HE spirit of defeatism has recently become I rampant throughout the world—recently we I say, for though it is always present in some people i it lias received greater impetus from the present i depression. After the Great war there were some who said that after all it was not such a bad thing, that perhaps it would restore the world to sanity, and give it the opportunity to start afresh. It was inevitable, it was merely a manifestation of the Darwinian theory of survival of tlie fittest on a larger scale. War could never be completely out lawed, so why complain when it came ? Why not just accept it philosophically and try to believe that it was all for the best? Now we have the same school of thought with regard to the depression. Our gloomy Cassandras shrug their shoulders and say "What can we do? These depressions come and go, they arrive in cycles and cannot be prevented. All we can do j is tighten up our belts and await better conditions. | There is no use complaining for nothing can be ; done.'' These people think they are being brave and philosophical and facing tHo facts. In reality, how ever. they arc doing untold harm. This defeatist attitude will never help matters any. As long as j we feel this way about war, the depression, and so forth, we will never succeed in eliminating their menace. Better by far is it to start with the assumption that they can be cured, and strive to find a way, no matter how tentative, how groping our attempts may be. than to sit back grinning cheerfully and saying. “Things might be worse, and anyway we can't do anything' about it." The people who adopt this latter attitude are not being philosophical and brave, they are mercJv refusing to face the facts.—McGill Daily. A New Deal i [<Cdp?rwlt, W. K V.) KALEIDOSCOPE | News and comment from and about persona and institutions prominent in current educational circles.] , I _._._________-r------I By DR. CLARENCE C. CLARK (Assistant Professor of General Science, New York University) THE talking motion pictures have gone educational. The educational sound film has now presented itself to the teacher as an aid in classroom instruction. New educational devices and practices have often captured the popular fancy. The use of sound motion pictures is no exception. At present there is being much said concerning the use of this new aid in teaching. Therefore, it is essential that the worth and possibilities of the educational sound film be critically evaluated. What are its especial merits that might commend it3 general use in the classroom? This question presented itself five or six years ago when talking films suitable for classroom use first began to appear. The ques tion at present remains partly un answered. However, a few inves tigations recently have shown some of the advantages of the teaching film and also some of its limitations. Such an investi gation is one that has been in progress during the last four years in the science department of the school of commerce, accounts and finance of New York univer sity. * * * The educational films have been extensively used in the classes of this department, where an at tempt was made to determine the type of sound motion pictures of most worth for classroom use, and to determine the educational val ues of such films. The experi mental part of this use of sound films extended over a period of two years. It was conducted with the expenditure of considerable amount of money and an enor mous outlay of time and effort. Some 1200 freshman college stu dents were the subjects of the study, and their reactions to the films were carefully and labori ously evaluated. The study was outlined and conducted in a man ner so as to give some reliable evidence concerning certain fun damental questions of the values of sound films when used in the elassrooni for teaching aids. One of these fundamental ques tions has to do with the relative value of educational sound pic tures, as compared with educa tional silent films as a means of illustrating concrete objects and conveying definite information. Si lent films have been extensively used in teaching for a number of years. Their effectiveness has been determined by several com prehensive studies. Many educa tional silent films are available, and projection equipment for si lent films has been widely pur chased by the schools. A ques tion which presents itself at once is. therefore: How do the sound films compare in effectiveness with the silent pictures? In order to get an answer to this question it is necessary to note the distinction between the two types of educational sound films which are now available for classroom use. One kind is the verbal lecture type. The sound consists only of a spoken explanation and discus sion of the items shown in the film by a speaker who is not shown in the pictures. That is. the sound is a speaking voice ac companying the various scenes in the films. This type is somewhat comparable to the same news reel films Sounds which arc natural to the llano ckowu in the films are not reproduced. In reality this type is a film which is made as a silent film and the lecture is added later in place of the printed captions. * * # The other type of sound film is the kind in which the sound is a vital and realistic part of the pic ture. When there is an explana tion made the speaker is in the picture and is working with the object talked about. All sounds which are natural to the objects shown in the pictures are repro duced by the films. For example, sound reports are heard and the apparatus is shown in a sound picture, in which an experimenter holds a piece of ra dioactive material near the ioni zation chamber to illustrate the nature of particles coming out of the exploding atoms. The speak er’s explanation and the sounds in the apparatus leave no doubt or confusion in the mind of the student viewing the picture. Another illustration is in a sound film showing a native cere mony of a primitive tribe of peo ple in which the music and sing ing are reproduced. The sounds in such films have the effect of being a part of the activities of the picture. To omit these sounds, therefore, is to detract from the reality of the picture. Sound films of the first type— that is, the lecture type—were Compared directly with identical silent films. This was possible by eliminating the speaking voice and adding printed captions to give the necessary explanations. The students were divided into two groups. To one group the lecture . type sound films were shown; to the other group the silent films were shown. The stu dents were given many explana tions to determine what they learned from the films. The same examinations were given to all students. The students who witnessed the silent films made significantly higher scores on the tests than the students who attended the sound film demonstrations. This indi cates clearly the superiority of the silent film over the lecture type of sound film as a means of conveying information to the stu dents. The addition of the lecture to a film in place of the printed captions is likely to detract from the value of the film. It was impossible to compare sound films of the other type di rectly with silent films, as there are no silent films available which are identical with this kind of sound film. An indirect compari son, however, was possible. Another fundamental question concerning the values of sound films is concerned with their ef fectiveness as compared to the demonstration of the actual ob jects in the classrooms to the stu dents. Again, the two groups of stu dents were used. Suitable sound pictures of the type in which the sound is a vital and realistic part of the pictures were shown to one group. With the other group the teacher performed the demonstra tions in the classroom and made the necessary explanations. Where demonstrations were used in place of the sound films they were in all cases identical with the items shown in the films. For instance, when the experimen tal group had a sound film show ing the nature and properties of liquid air, the other group wit nessed the same demonstration offered by the teacher. The same examinations were given to both groups. The stu dents observing the sound films and the students attending the classroom demonstrations made scores on these examinations which had no significant differ ences. This shows that the sound films in which the sound: is a real and vital part of the picture are as effective, but no more so, in conveying information, as the demonstrations performed in the classroom and explained by the teacher. * * * Such sound films are therefore highly valuable for teaching pur poses in illustrating in the class room items, objects, and events in which sound effects are essential and which are impossible or high ly expansive to bring into the classroom otherwise. Now to return to the compari son of this type of sound film, that is, the synchronized sound film and the silent films. This comparison was somewhat indi rect. Nevertheless, the method used is the best that is possible at present due to the scarcity of such films. It is believed that the results obtained indicate the relative effectiveness of silent films and this type of sound films, even if these results are not wholly conclusive. Silent films to illustrate certain items of the course were shown to the experimental group, while these same items were illustrated to another group of students with demonstrations performed in the classroom. When demonstrations were made to the students not viewing the silent films, these demonstrations were in all cases identical with the scenes shown in the films. This was done by bringing into the classroom iden tical apparatus and objects, and performing the same experiments that were used in making the si lent films. This is the same pro cedure that was used in determin ing the effectiveness of the sound films as compared to demonstrat ing the actual objects in the class room. All students were then subjected to the same examinations. „ The results of the examinations in most cases showed that the stu dents who received the demonstra tions had learned more than the students viewing the silent films. This seemed to indicate that the silent films are not so effective a means of illustrating scientific facts as the actual demonstrations performed and explained by the | teacher. Recalling the relative effective ! ness of the real sound films as 1 compared to the actual demon ; strations, it appears that this type ' of sound film is more effective in conveying concrete ideas and in formation than is the silent film; ■ particularly is this true in in ] stances where the element of sound is necessary to convey a HERE’S VOI R PREFERENTIAL BAU.OT FOR QUEEN OF THE JUNIOR PliOM! I hereby place in nomination the name of for queen of the Junior Prom, 1933. This vote must be placed in the ballot box in front of the old library today. This is not the final vote. It merely indicates the preference of the campus. The 10 leading candidates will be voted upon next week complete and true picture of the object or event being illustrated. * * * Another fundamental question which presents itself has to do with the relative effectiveness of sound films, silent films and dem onstrations in stimulating and maintaining students’ interest. In-i terest on the part of the student in the subject for study is an im portant factor in education. The interest reactions of the students to the activities illus- j trated with the silent films, the synchronized sound films and the demonstrations were measured.| To do this, interest tests were | employed; also, a photographic1 record of the students was made! when they were subject to cer-j tain pre-determined influences.' This photographic record was to measure the immediate interest of the students in the topic being presented, whether the topic was being illustrated by a silent film, a talking picture, or a lecture demonstration. The effect of a distracting stimulus was used to measure the extent of immediate interest. * * • The distracting stimulus was j provided by a ringing bell or a flashing light at a point in the room different from the point on1 which the students’ attention was I being focused by the motion pic ture or lecture demonstration. The number of students who were dis tracted was determined by pho tographing the class. The entire apparatus was elec-! trically operated so that the in-! structor could produce the dis trading signal, operate the flash | lights and photograph the class at any instant by pushing a single control button. The number of students who were distracted was determined by counting in the photograph the students who had looked away from the center of attention. The interest tests and the pho tographs showed that, quite un happily for the self-esteem of the teacher, the sound films of the ’type in which the sound is a real j and vital part of the scenes of the ! pictures are more effective than | is the lecturer performing the j demonstrations, in stimulating and maintaining interest on the part j of the students. It is to be concluded, therefore, that the mere addition of a spoken ' lecture to a silent film has little or no value for teaching purposes, in fact, it is likely to detract from the film’s value. Also, it seems that the only type of educational sound films which have any value over silent films are those in which the sound is a vital and real part of the pictures presented.— New York Herald-Tribune. By KIRKE SIMPSON WASHINGTON, April 19.—(AP) ** —American public life lost a striking figure when Senator Thomas J. Walsh of Montana died on the eve of his installation as attorney general in the cabinet of President Roosevelt. No one even casually familiar with political history of the last decade'would dispute his distinc tion. Yet by how many readers of po litical news is it realized that it was not his patient plodding through the mazes of the oil in vestigation testimony nor his refu sal to accept a vice presidential nomination that set Tom Walsh apart in the eyes of his party col leagues? Those are the things most talked of as his history is reviewed. His highest distinction came from quite another thing, an in herent trait of his character, his fairness and his capacity to deal even-handed justice even in a po litical crisis where his own emo tions were wholly engaged on one side of the controversy. That is a very unusual trait among men. It is especially ex ceptional with politicians. In the heat of an intra-party campaign contending factions view with cyn j ical eyes the probability that any member of another group could be trusted not to take advantage of 1 any opportunity that came to his hand. In any other contact of life ; they might trust him: but not in a national convention. Which makes it all the more remarkable that in the hour of I dire party necessity at New York in 1924 when the Sniith-McAdoo battle for the democratic presiden tial nomination was already in 1 sight, when religious and racial questions were stirring factional partisanship to a fury, Tom Walsh was acceptable to all as convention chairman. When the 1932 convention rolled around and the Shouse-Walsh con test for permanent chairmanship emerged as a first test of the Roosevelt strength, the fact that the Roosevelt forces were present ing Walsh was in itself worth quite a number of votes. There were veterans of the New York conven tion on that floor who refused to go behind his record and into 1932 potentialities. If Walsh wanted the job, they were for him regardless of any other consideration. They trusted him to be fair whatever happened. What better commentary on a quarter century of active political 1 Ufc could any man ask than that? I Questionnaire i— By BARNEY CLARK =1 The following questions were submitted by Paul R. Washke, professor of physical education, and director of the men's gymna sium. They are on subjects which concern the physical education de partment, and the regulation of its activities. 1. What are the functions of the department of physical education for men ? 2. What is the unique feature of the University of Oregon's physi cal education department? 3. What portion of the physical education school has had the greatest growth in the last three years ? 4. What is the greatest difficul ty that confronts the department today ? 5. Which is the most costly sport taught by the department ? 6. What is the future of intra mural sports? The answers to these questions will be found in tomorrow's issue of the Emerald. Assault and Battery Hitchcock || We see Karl Huston wins the Hilton prize with his talk on in toxicating liquors. Benny Base ball says that Karl has been a qualified expert for some time. * * * Scandal rocks the foundation of , the College Side booth-sitting con test! Smith alleges- fraud in Dye case! Supposedly, Willoughby Dye, present leader in the Emerald’s classic rival to all flag pole sitters, is not enrolled in school! This brings recollections to the minds of old-timers of the case of other important student body officers who were discovered to have not bought their $38.00 ducats. How ever, Dye states that no qualifica tions were made as to enrollment, and wins the point. Here are the present standings: Willoughby Dye .47 hrs. Jack Daly .44 hrs. Jim Smith .43 hrs. Blake Hamilton .40 hrs. Julius Rehal .36 hrs. *Benny Baseball .32 hrs. Lloyd Speer .$12.36 *—a pseudonym for Ike (Rudy) Donin. * * * We nominate for the free pass to George Godfrey’s showing of the “Big Drive": Don Platt, be- 4 cause he is looking for a good po litical office. VIOLINIST AND PIANIST GIVE CLASSIC WORKS (Headline, Emerald.) Maybe it would be better if they said “Give Classics the works.” ON THE POLICE BLOTTER: The Phi Delt who has the field glasses . . . A1 Schneider challen ging all present to a game of hand ball after his operation . . . Steve Smith chaperoning tennis players galore .... Scores of students sprawled out watching, Bob John son swing a mean racquet against the visiting pro . . . Jimmy Dut ton going to class . . . Bill Catlow expounding on chemistry . . . not a cloud in the sky . . . "fUlL-FASH/Ojy ^Maiden ^ r/„. 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