University of Oregon, Eugene
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MONEY CHANGERS IN THE TEMPLE
“And Jesus entered into the temple of God
and cast out all of them that sold and bought
in the temple, and overthrew the tables of the
moneychangers, and the seats of them that
sold the doves.
“And he saith unto them, ‘It is written, My
house shall be called a house of prayer: but ye
make it a den of robbers.”—Matthew 21:12, 13.
lHE world of thinkers longs for the coming of
-*■ such a Messiah, sent to purge our halls of learn
ing from the cankerous growth of politics, and to
rescue our savants from slavery at the hands of
the money-minded laity.
The thinker is the advance guard of civilization.
The University is his haven, where he is protected
from the pressing problems of today and is free to
look into the problems of tomorrow for the rest of
humanity.
The academic tradition must be upheld if we
are to prevent decay into a civilized barbarism.
Yet there are those who threaten the safety of
thought. There are the politically ambitious who
worm their insidious way into our educational sys
tems, and seek to work their pompous dictates
upon their intellectual superiors. The machinations
of the leprous minds drive them on in an attempt
to subordinate the masters of thought, and to dese
crate the holy estate of learning.
Lewis Mumford, a pronjinent contemporary
writer, once said:
"Without academic freedom the University is
a mockery; without intellectual integrity education
is a tragedy. . . .”
This is the doctrine of the University. It is the
principle upon which cur great halls of learning
have been founded and the principle upon which
they have endured and become indispensable.
We are grateful to Dean Morse for his eloquent
and forceful oration delivered last Saturday evening
at the Dad’s Day banquet.
Dean Morsa has succeeded in raising the issue
from one of personality to one of principle. He has
transformed it from a matter of selfish interest to
a question whose answer may control the whole
fate of learning.
We are grateful to Dean Morse for giving life
on this campus to a movement which may mate
rially change the status of our system of higher
education. His was a fiery denunciation of the false
and predatory educational politician, gorging him
self on stolen sacrament.
We hail the courage of an intelligent man, pledge
him our support.
EFFECT OF THE HEAT, PERHAPS
TTAGRANT rumors, conceived and nourished in
™ California sunshine, have been drifting north
ward to disquiet the football fans of Oregon and
Washington. The southerners, feeling that there
never really has been anything much in the way
of football power generated in the great North
west, have hinted at the forming of an all-California
conference, leaving the Northern members of the
conference out in the November cold.
Unfortunately for California’s policy of isola
tion, the talk of a football divorce was at its height
just before two of the mighty sun-kissed jugger
nauts came north for “breather” games with the
incompetent apple-knockers from Oregon State col
lege and Mr. Kollingbery’s earnest youngsters from
Washington State college.
The results of these two breathers is the sur
prise of the season. Oregon State’s dogged apple
knockers reared up on their hind legs and gave the
halting Trojan horse such a battle as it has not
seen in three long seasons. Coach Lon Stiner’s lads
did the thing that Notre Dame, Tulane, and Ala
bama failed to do they kept the Trojans scoreless.
And Washington State’s rustic footballers held
the formidable Golden Bears to a 6-6 tie.
The remarkable thing is that O. S. C. and W.
S. C. are not supposed to be the strongest teams
in the Northwest. Oregon, by comparative scores,
should be at least two touchdowns stronger than
Oregon State.
Pride goeth before a fall. The siege of Troy
has been started successfully by the doughty
Beavers; perhaps the fall of Troy will be accom-!
plished by Oregon’s own Webfooters.
At least we arc sure that the whispers of split- j
ting the coast conference into northern and south
ern halves will fade out abruptly as soon as word
reaches California from the isolated Northwest
that two of its favorite sun-kissed ball clubs have
been baffled by the Northerners.
The Functions of a State University
Editor's note: The following
itddress was delivered by the
dean of the Oregon luw school
at the Dad’s day banquet Sat
urday evening, October 21.
For reasons of space economy,
Dean Morse’s prefatory re
marks have been omitted, hut
the entire body of the uddress
is reprinted without deletion.
By WAYNE L. MORSE
IN selecting- the subject of my ad
dress, “The Functions of a
State University.’’ 1 was guided by
the foremost objective of your or
ganization: namely, participation
in the work of maintaining the
University of Oregon as one of the
first-rate state universities of the
country. Pei haps I would have
preferred to talk on a subject di
rectly connected with the legal pro
fession but I felt that to do so
would be to impose upon your
courtesy and to evade a vital sub
ject which warrants discussion in
these times, in almost every state.
In speaking to you about my
views as to the functions of a state
university, my chief aim is to en
list your interest in thinking
through some of the problems
which are confronting and endan- |
gering institutions of higher learn
ing not only this state but in many
states. If I direct your attention
openly and frankly to certain edu
cational principles, the preserva
tion of which 1 think are vital to
the life of any state university, 1 1
do so because I appreciate that in
the last analysis you, because of
your parental interests, and the
thousands of other taxpayers, con
stitute the jury which wiil seal the!
fate of state institutions of higher
learning
What°are .the functions of a
state university ?°0 Unanimity “of
opinion in answer to thai question
does not exist. Educat s. admin
istrators, and boards of education
frequently differ. Nevertheless
there is general agreement as to j
certain tenets of educational pol
icy.
In 1931. the legislature of Cali
fornia passed an act which was
signed by the governor calling for
a survey of California a education-1
al institutions. The act fortunate
ly provided that one of the educa
tional research foundations should
be invited to conduct the survey;
therefore in a furtherance of the
aims of the act, the Carnegie
Foundation for the Advancement
of Teaching, was selected to make
the analysis and prepare recom
mendations.
The foundation called upon sev
en nationally renowned educators:
Samuel P. Capen, chancellor of
the University of Buffalo, chair
man; Lotus D. Coffman, president
of the University of Minnesota:
Charles H. Judd, dean of the school
of education, University of Chica
go; Orval R. Latham, president of
Iowa State Teachers college; Al
bert II. Meredith, professor of edu
cation of New York university;
James F. Russell, dean-emeritus of
teachers college, Columbia univer
sity; and George F. Zook, presi
dent of Akron university, now
United States commissioner of edu
cation.
In June, 1932, this commission
of seven submitted its report which
at the outset deals with the func
tion of the educational system. Be
cause the commission's conclusions
are so very germane to my sub
ject, 1 wish to quote from them at
length:
"The fundamental functions of
the state edncatioal system are to
educate the people to greater and
greater competency in performing.
First, the general social obllga
tios of citizenship or membership
m American civilization required
of all men and women, and
Second, the particular or spe
cialized services to society allotted
to different occupational groups,
membership in any one of which
is a matter of individual choice |
and fitness.
"These educational functions
correspond with the two tvpes of:
requirement which modern social;
life lays upon every citizen. Kvery
person has social, political, or oth
er responsibilities which he should
bear in common with other per-i
>ous. as iu his membership in the ,
to.!'.'.:!' i he neigfcborbood t!s to
Ml community, the state, the ua-M
lion, and humanity at large. On i
the other hand, every person has,
under our economic system of sub
division of work or services, a par
ticular obligation which he meets,
usually by the service he renders
through his special remunerative
occupation.”
In brief summary, this group of
leading American educators charg- i
es our educational system with the
responsibility for developing a
greater appreciation for social ob- |
ligations of citizenship and for
training individuals to perform i
particular or specialized services
for society. The main functions of
a university as it pertains to the
lower division work of the first
two years of college should be di
rected toward the citizenship ob
jective by giving the student an un
derstanding of the natural and so
cial world in which he lives. The
upper division of university work
should emphasize the function of
training specialists to serve
through the professions. We may
differ with some of the details of
the commission's conclusions, but
there is general agreement that',
its pronouncements as to the prop- ,
er functions of an education sys- ,
tern are sound in principle.
Woodrow Wilson, in his brilliant <
essay “What Is a College For?" 1
raises this question, “Shall the lad ;
who goes to college go there for. i
the purpose of getting ready to be '
a servant merely, a servant who i
will be nobody and who may be- i
come useless, or shall he go there i
for the purpose of getting ready ton
be a master adventurer in the field
of modern opportunity-" He an- i
-overs in these words. "It is for t
the training of the men who are r
to rise above the ranks. That is t
what a college is for What it .
ioes. what it requires of its under- <■
graduates and of its teachers, t
-hould be adjusted to that coneep- 1
ion." (
He goes on to state a truth just 1
is applicable today as when he 1
srote his essay, "it is a day when s
i college course has become fash- 1
enable no; for the purpose of 1
earning not for the purpose of ob-1 -
The Duck Scores Again - By STANLEY ROBE
taining a definite preparation foi
anything, —no such purpose could
became fashionable. The clientage
of our colleges has greatly changed
since the time when most of the
young men who resorted to them
did so with a view to entering one
or other of the learned professions.
Young men who expect to go into
business of one kind or another
now outnumber among our under
graduates those who expect to
make some sort of learning the ba
sis of their work throughout life;
and I dare say that they general
ly go to college without having
made any very definite analysis of
their aim and purpose in going.
Their parents seem to have made
as little.”
I submit that Wilson was right:
It is the primary function of a
state university to train men and
women to rise above the ranks and
I charge that American universi
ties, private as well as state, are
failing in this important obliga
tion. For the past twenty or more
years American society has
dragged itself with the economic
opiate of mass production and has
tossed on an addict’s bed of stan
dardized materialism. The peddlers
of those false values have too fre
quently seduced college adminis
trators into their dives of scholas
tic prostitution.
The result has been mass pro
duction in higher education, ma
terial monuments of bricks and
siones, ractory efficiency, and
army discipline. The cost is just
now writing itself across their
vision as they slowly awaken from
their stupor. In dollars and cents
the experience, in many states, has
been too costly for the taxpayers
to bear; bdt the greatest c^st has
been paid out of our store of aca
demic values.
Mass production in higher edu
cation has meant a general lower
ing of scholastic standards in or
der to enlarge the mass of stu
dents to occupy the material mon
uments built with the tax dollar.
In every university in this land,
conscientious educators are strug
gling with many students who they
know cannot rise above the ranks,
who they know are not in college
for any serious purpose, but who
hey know are kept there like wa
tered stock, that the administra
ors may raise funds for an unwar
ranted overhead.
This is especially true in state
universities and colleges because
>t the fallacious contention that the
'hild of every taxpayer should be
entitled to a college training. He
should if and only if—he has the
ncentive to work hard, and the ca
uaeity to succeed in college study.
Woodrow Wilson commented on
his problem as follows: "We must
'xpeet hewers of wood and draw
“rs of water to come out of the
college in their due proportion, of
ouise, but I take it for g'ranted
hat even the least gifted of them
lid not go to college with the am
htion to be nothing more. And
et one has hardly made the state
nent before he begins to doubt
whether he can safely take any
hing for granted. Part of the
ery question we are discussing is
he ambition with which young
nen now go to college."
"What has happened is, in gen
ial terms, this: that the work of
he college, the work of its class
>onis and laboratories, has become
he merely formal and compulsory
ide of its life, and that a score of
ther things, lumped under the
e r m ‘undergraduate activities'
avc become the vital, spontan
°us. absorbing realities for nine
ut of every ten men who go to
olltge. I hose activities embrace
ocial, athletic, dramatic, musical,
terary. religious, and professional
rpnuations of 8 kind be
‘des many organized for mere
amusement and some, of great use
and dignity, which seek to exer
cise a general oversight and sensi
ble direction of college ways and
customs. Those which consume the
most time are, of course, the ath
letic, dramatic, and musical clubs,
whose practices, rehearsals, games,
and performances fill the term
time and the brief vacations alike.
But it is the social organizations
into which the thought, the energy,
the initiative, the enthusiasm of
the largest number of men go, and
go in lavish measure.”
Do not misunderstand me. I
firmly believe that the activities
mentioned by Wilson have a place
in college, but we should not per
mit a situation which forces the
college to find a place for these
activities. Today, in the midst of
a social revolution, more signifi
cant perhaps than any in the
world’s history, we find many col
lege students apparently oblivious
to the tantalizing and perplexing
societal puzzles which must be
solved by the leaders of today and
tomorrow if civilization is to re
main civilized.
In fairness to our students at
Oregon, I wish to state that one
can notice a marked sobering at
titude spreading throughout our
student body. The depression has
sent to us more serious minded
young men and women—students
more conscious of the fact
they must rise above the ranks if
they are to fulfill their obligations
anu pay ineir aeDls to the people
of the state who support the insti
tution that gives them the ad
vantage of a higher education.
There is less of the purely rah-rah
spirit and more of a desire to
search for true values. The ideal
scholastic attitude has not been
icached but it is encouraging to
notice at least a flickering spark
of serious purpose.
Mass production in education has
brought another serious evil poli
tics in education. Particularly is
this true of state universities and
colleges. Fat budgets, extensive
plants, large congregated econom
ic groups of students and faculty
have been juicy fillings for politi
cal pies. My friends, if those fin
est scholastic traditions of univer
sity training and culture are to be
preserved, politics, and all the ne
farious practices that go along
with it, must be kicked out oi
higher education. We need to study
anew the definition of a university
—a congregation of scholars and
studets organized for teaching and
study in the higher branches of
learning. , We need to remembet
that a state university is not a mu
nicipal institution of the city in
which it is located. We need tc
protest the practice of small
groups of city and state politicians
proposing to speak for a univer
sity and its faculty and students.
That leads me to another obser
vation. A university is not a fac
tory or a department store and
cannot be organized as such and
retain the characteristics of a uni
versity a true university does not
consist of a general manager/a
superintendent, a general foreman
and a host of assistant foremen
and then a large body of faculty
employees. The conception that
taculty men and women are mere
employees must not go unehal
enged. because that conception is
devastating to faculty morale.
here is a need to recognize that
taculty members are highly trained
specialists and scholars and con
stitute a professional class of at
east as high standing as 'doctors
lawyers, engineers, and other pro
ess,onals. you do not want your
khs and girls trained in the quali
ties ot leadership by teachers who
ire denied the privilege of partiei
t'trlmg- in the formation and -wm
tenane'e of the standards and gov
ernment of the university in
which your children seek training
to rise above the ranks.
For the past decade or more
there have been many who have
urged that universities should be
organized and run as industrial
plants with the vertical authori
tarian organization characteristic
of such plants. “Business organi
zation,” “business practices,” “bus
iness efficiency,” have been the
catchwords of these rapists of the
souls of state universities. Fortu
nately, the collapse of the mate
rialistic philosophy of American
big business promises a change in
emphasis in ' university adminis
tration. Gradually, the friends of
higher education in many states
are returning to the principle that
a university should be organized
on a horizontal democratic plane,
that its policies, educational stan
dards, curriculum, and personnel
should be determined by coordin
ated groups of faculty, adminis
trative officers, and boards of edu
cation, each group regulated by
reasonable checks and balances,
and all jointly responsible to the
people of the state.
It is interesting to note that the
people of this state,’ when they
created the University of Oregon
by legislative charter, fully appre
ciated the virtues of horizontal or
ganization. By the legislative act
of 1872, the faculty, consisting of
The Safety Valve
An Outlet for Campus Steam
All communications are to he addressed
to The Editor, Oregon Daily Emerald,
and should not exceed 200 words in
length. Letters must be signed, but
should the writer prefer, only initials
will be used. The editor maintains the
right to withhold publication should he
see fit.
(Note: The following- letter
was omitted by error from the
Emerald of Saturday, October
21. It was commented upon edi
torially in that issue. The writer
has signed only his initials, but
has left a signed statement with
the Emerald acknowledging its
authorship, and has indicated
his willingness to disclose to any
disinterested person full details
of the conversation referred to j
in the letter.)
Dear Editor:
I have been interested in the,
tempest which rages within the
janitorial system and about the:
system. At times in the past ij
have thought that probably thej
Emerald was searching for an is
sue, but this time the issue seems 1
to have been real. So real has it
become that within the force and
its administration there is con
stant discussion.
Today I. and several other stu
dents who were listening interest
edly, were in a campus building,
when a janitor’s superior attempt
ed to secure the janitor's opinion
on conditions imposed upon them.
Evidently the janitor’s opinion was
not favorable to the status quo.
and his superior immediately let
him (and the listening students)
know that he had responded
wrongly. The janitor maintained
his position, and we thereupon
heard loud talking, in., volume1
which would announce to the en
:ire building that a disagreement
was in progress. :
My interpretation of this scene
would be that the uncomplimen
:ary language and loud voice was
neant to intimidate the janitor in
o making a favorable statement
ibout the present system. Of
:ourse. he did not do this.
Is this statement of any value
o your campaign
E. Ij. S.
1 the president and professors, was
intrusted with the immediate gov
ernment and discipline of the Uni
versity, and was empowered to
recommend to the board of direc
I tors a course of study. Further,
* by this: act, the faculty in conjunc
tion with the president was in
trusted with the control of the
students.
The legislative act of 1876 made
clear that the president and pro
fessors constitute the faculty of
| the University and as such shall
govern the University and regu
i late the students therein. Further,
the act provides that the faculty
shall have the power, subject to
the supervision of the Board of Re
gents, to prescribe the course of
j study.
The legislative act of 1929, cre
I ating the state board of higher
i education, did not repeal the acts
I of 1872 and 1876. I know of no
rule of statutory interpretation
that justifies the conclusion that
the act of 1929 supersedes the acts
of 1872 and 1876. But the act of
1929 the Board of Higher Educa
tion is given all the powers of the
old Board of Regents and the act
instructs the board specifically to
(Continued on Page Three)
The Emerald
Greets —
A LITTLE dope on the cele
bratees today—nothing confi
dential, so they wbn’t feel hurt.
DOROTHY ANNE CLARK—
Nineteen years old, soph in jour
nalism, from Washington high,
Portland.
KERMIT M. ERWIN—
Also 19, and hails from Merrill,
Oregon.
GRACE JERNSTEDT—
Twenty, from Carlton, and a
transfer from Linfield.
WILLIAM KYLE—
The youngster of the bunch—18
—from University high.
MADELLE BEIDLER—
Cottage Grove lass; sophomore
in music.
Emerald
of the Air
TNSTEAD of the regular Tuesday
afternoon news reading, the
Emerald-of-the-Air offers a bit of
harmony featuring two campus
maestros—none other than Dale
Brown and Charles “Chick” Bur
rows. It’s needless to mention
their ability to entertain you to
your heart’s delight when you tune
in at KORE today at half past
four.
LOST — Parker Duofold yellow
fountain pen. Please return to
Emerald business office.
WANTED — Waitress for part
time work. See A. H. Richards,
Toastwich Shoppe.
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