.
mg. The o the Main uluted, and ed by the Hall the Professor ustry Build- At each usted each the build-assembled where堕 of the Juniors in omores in en in milk. song the the north where they
violators and in the Building prepared After the Joyed Miss and reps, made a by Dr. address for senior rep who follght down then sang ly for the set, which rest of the assemblage with the
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o Demo-
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ton, was born in Denver, Colorado, in 1868, and was graduated from the Burlington high school in 1883. In 1885 she entered the University,taking the Natural History course, with the profession of medicine in view. Miss Crotty expects to teach school this next year and is a Democrat.
Francis Eddy, of Morganville,was born in Marion, Wayne co., N. Y.,in 1865. In 1882 she entered the University and took the Classical course to-gether with music. She represented the Junior Class at the Washington Birthday exercises in 1888, and has taken part in a number of music recitals. Miss Eddy will teach music at Morganville. She is a Republican.
Sherman A. Harvey, of Wakarusa, was born at Wakarusa in 1866. He entered the University in 1883, taking the Classical course. He delivered the Senior address on Class Day. He expects to teach and is a good Republican.
Joseph Jacobs, of Hutchinson, was born in 1868 at Leavenworth. He was graduated from the Hutchinson high school in 1883, and entered the University in 1885, taking the course in Civil Engineering. Mr. Jacobs go to Mexico with an engineering party this summer.
Vernon Lyman Kellogg, of Topeka, was born in Emporia Dec. 1, 1867. Came from College of Emporia to the University in 1885, where he took the Natural History course. Editor-in-Chief Review, associate editor Courier, business manager Review. He will pursue the study of Natural History and engage in newspaper work. He is a Republican.
Asa D. Kennedy, of Lawrence, was born at Lawrence in 1863. Entered the University in 1883, taking the Latin Scientific course. Represented the Junior Class in the Washington's Birthday exercises in 1888 and was on the Orophilian annual program of 1888. Probably farm next year. He is a Republican.
Mary Alice Manley, of Fort Assinabine, Montana, was born in Little Valley, New York, in 1867. She entered the middle preparatory department at K. S. U. in '82, left before the spring of '85, and returned to complete the course in the fall of '87. Was Oread essayist in the Oread-Orophilian contest of '84. She
is one of those who received a Commencement appointment.
Anna Louise McKinnon of Lawrence, was born at Woodstock, Ontario, Canada, in 1868. She entered the University in 1884, taking the Latin Scientific course. She received a Class Day appointment and is a Republican.
Katharine Merrill was born in Louisburg, Pa., Oct. 12, 1867 While still an infant in arms her parents moved to Kansas where they have since lived. At thirteen years of age she entered the Topeka High School and continued there two years. Sometime afterward she entered the Freshman year of the University of Kansas, where with a break of two years she has since remained, graduating in June of this year. She contemplates taking a post-graduate course at Bryn Mawr College in preparation for teaching English.
Flora Alice Newlin of Lawrence, was born in New London, Indiana, Aged 21. [Gradueted from the Lawrence High School in 1884 and entered the University in the fall of the same year, taking the Modern Literature course. Represented the Juniors on Washington's birthday. Faculty appointment for Grovenener-Field contest in 1886 Represented Orophilian in Orophilian reed contest in 1885. Was president of class day exercises. A Republican.
Sidney Phillips was born at Philadelphia, Pa., in 1863. He graduated from the Hiawatha Academy in 1884 and entered the University in the same year where he pursued the classical course. Mr. Phillips will take a special course in electricity at K. S. U. next year. He is a Republican.
We take pleasure in presenting the following exercises of the graduating class:
Commencement Exercises
Mr. Harry Buckingham in his oration on "The Independence of Literature," discussed the effects of patronage on literature. He reviewed the ages of Augustus at Rome and Louis XIV in France, when men of letters were supported by the monarchs, and also the Age ofQueen Anne in England, when authors were aided by the political parties; and showed that the dependence of writers upon patrons —whether private, political, or governmental,—had always been
detrimental to the best interests of literary work. Augustus and Louis patronized men of letters in order that they might add to the glory of their reigns; while in the age of Queen Anne, authors were employed to further party interests. He held that independence was necessary to the welfare of literature, and that if governments, or academies, or political parties undertook to assist writers, more harm than good would be done. Mr. Buckingham's delivery was very pleasing and his oration showed careful thought.
Miss Manley's oration on "Caste" opened with a declaration of the universality of social caste—a universality which even those who pretend to ignore it, recognized by the very pains they take to seem unaware of it. The statement was made and dwelt upon that social position is not determined upon moral qualities, and a solution attempted of the question what does it then depend upon? The answer, Miss Manley stated to be, social position depends primarily on the degree in which a man conforms to the laws of beauty in his manners and conduct; she supported her position with several quotations from Emerson's essay on "Manners."
Toward a state in which the true relations of moral and aesthetic law to conduct would be perceived, society was declared to be tending; a caste founded on such laws was declared natural and justifiable The gentleman is an object of interest because of the intrinsic worth of the qualities that made him such.
Miss Manly showed herself a master of her subject by the admirable manner of its presentation.
Mr. E. E. Squire's oration entitled "Reserved Power" was car y written and forcibly delivered. Mr. Squires said: "It is a popular truism that in this world men are very venturous and seem to forget that as speed is increased the power must also be increased. Hence there is aften an entire use of force and no power held in reserve. But this is a mistake. Men reserve that which has in it reserved force. For this reason men revere nature. Her plenitude of power, her concealed forces, these have ever been revered by poet and philosopher and were to some extent by all men. As with nature, so with individuals, lack
of reserve power often it dicates failure. Men are not moved by the power which an orator exhibits but by the power which they feel he has in reserve. There are crises in the life of every man, the existence of every nation, which demand reserve force. And this reserve power is most fully developed by thorough education, thus furnishing one of the strongest arguments for higher education.
Miss Anna McKinnon in her oration on "Wordsworth's Conception of Nature," said: The poetry of the time of Pope, treated of man. Nature and man's relation to it was a new theme and satisfied the poetic longings of the new age. William Wordsworth was the true prophet who was to reveal to men in the familiar objects of nature, the embodiment of a spirit in harmony and sympathy with the soul of man. In the face of nature Wordsworth saw not simply different forms of vegetation and earth formation, but Life in various manifestations, a form of the same life which resides in man. He lent a soul to the objects about him and they repaid him in full measure. He found in nature an inspiration,, a source of high and noble feeling and emotion. In the companionship of Wordsworth each man discoveres for himself the living spirit of Nature and enjoys her sweet companionship. Miss McKinnon's was one of the best of the day and merited the close attention it received.
"The Conflict of Educational Ideals," was discussed by Miss Merrill as follows: "Plato in one of his dialogues gives us a picture representing the uneducated soul as imprisoned under the ground, passing his life smong shadows and treating them as if they were real objects. Following the line of Plato's thought, every generation may be asked whether it will belong to the dwellers in underground caverns. This question may also be asked of the young men and women in college, and they must attempt to answer it, to examine slightly their aims and motives in education. They are not wholly responsible for their training, however, the motives of education employed by colleges must of course have some effect on students. A most destructive tendency in educational methods of to-day is the tendency to specialization in studies. Special training is good in many ways but may have also indesirable results, the worst being perhaps the narrowing and lessening of intellectual interests. Although colleges offer to students opportunities possibly not good in every respect, yet the students themselves must be answerable for the motive with which they use those opportunities. Do they specialize in their eagerness for truth, or do they wish rather the worldly advantage gained by being a master in something? The proper aim of colleges is hardly to prepare students for business, but to give them means of living a higher life than commonly goes on in the world. It is yet doubtful whether the method of educating by specialization can give assistance to such an aim. So long as breadth of view is thought to be inconsistent with accuracy, students, seeing how much more value the world sets on the latter, will probably continue to be influenced by sordid motives to become proficient in studies yielding the greatest financial benefit. Success in life does not consist in acquiring wealth, but in increasing perception of spiritual import beneath the surface of things; in ceasing to search for shadows and in striving for the great object of life, truth.
This outline was probably the most practical in its relation to college work of any that was delivered, and was presented in a very pleasing manner.
Hon. F. A. Stocks, class of '84, then delivered the Master's oration on "Constitutional Evolution." Mr. Stocks traced the growth of constitutional history down to the time of the adoption of our constitution, and then showed how "by amendment by interpretation, and by usage we have given beariugs to our constitution, which would surprise its framers. Yet, our people are loyal to its principles and ever will be. Mr. Stocks oration was a splendid effort, and e regret that we cannot reproduce it in full.
The program was very pleasantly, interspersed with music by the orchestra,and the exercises through out were honor to the senior class.
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