Weaver commences a sale of Rugs Friday morning.
The Weekly University Courier
The Largest College Journal Circulation in the United States.
Published Every Friday Morning by
COURIER COMPANY
EDITORIAL STAFF:
JOHN A. MUSHRUSH, EDITOR-IN-CHEIF.
ASSOCIATES:
J. M. SHELLLABARGER.
MARK OTIS,
HELEN WEBER,
EDITH MANLEY,
J. O WORDEN,
H. F. ROBERTS,
HELEN SIMPSON,
GUSSIE PRICE,
IRENE WEBB.
CLARENCE SEARS.
BUSINESS MANAGERS:
J. M. CHALLISS, | H. S. HADLEY,
    CITY OF TORONTO
P. T. FOLEY, Printer, Lawrence, Kas
Entered at the post-office at Lawrence, Kansas,
as second-class matter.
UNIVERSITY DIRECTORY.
一
PHI GAMMA DELTA fraternity, Meets in the Eldridge House block, third floor.
PHI DELTA THETA, Meets on second floor of Opera House block.
PHI KAPPA PSI, Meets on third floor of Opera House block.
SIGMA NU, Meets in the Eldridge House block, third floor.
SIGMA CHI, Meets on the fourth floor East of the Opera House block.
BETA THETA PI, Meets on fourth floor of the Opera House block.
KAPPA KAPPA GAMMA, Meets every Saturday afternoon at the homes of members.
KAPPA ALPHA THETA, Meets every Saturday afternoon in the Eldridge House block.
PI BETA PHI, Meets every Saturday afternoon in homes of members.
OMATORICAL ASSOCIATION: L. T. Smith, President; C. P. Chapman, Secretary. Executive Committee: E. M. Munford, Chas. Voorhis, Fred. Liddeke.
BASE BALL ASSOCIATION; Manager, Prof. A. M. Wilcox, Captain of the nine, Charles Voorhis.
UNIVERSITY SCIENCE CLUB, Meets in Snow Hall.
PHILOLOGICAL CLUB, Meets in room No. 30 every other Friday at 8 p.m.
TENNIS ASSOCIATION; President, F. E. Reed; Secretary, F. H. Kellogg; Treasurer, W. A. Snow.
COURIER COMPANY; President, J. M. Shella-carger; Secretary, J. C. Fox.
THE last quarterly report of the Kansas State Board of Agriculture just received through the kindness of Hon. M. Mohler, contains a complete illustrated list of the native grasses of Kansas besides much other valuable information.
It is very unfortunate that the inter-fraternity base ball league has not been thoroughly organized this spring so that when we come back next September the series of games could be played. It is not too late yet and we trust something will be done.
The present Senior class excites universal pity and commiseration in its inability to furnish talent enough to present a program on Class Day, in connection with the program it will present on Commencement day. The Junior class will have a chance to distinguish itself next year by correcting some of the mistaken notions of the soon to be late lamented class of '89.
P. Wik and Josie went botanizing last week.
With the departure of Professor Marsh, the University loses one of its best Professors and Lawrence one of its brightest citizens. Prof. Marsh has been with the University only three years but during that time he has increased the efficiency of his department until it is second to none. His success as an instructor has been recognized not only in our University and throughout the State, but also at Harvard, his alma mater, where he has been called to take a professorship in the department of Belles Lettres. Before assuming his duties at Harvard he will spend two years in Europe. While we are glad to see the Professor honored thus by his alma mater, yet it is with a feeling of sadness that we see one who has done so much for the University leave it perhaps forever. And this feeling is deepened by the fact that his successor is not yet known, and by the fear that when he is known he will not give that satisfaction so uniformly given by the Professor. As an instructor Professor Marsh has been careful, conscientious, thorough and progressive. He brought to his classes not only a great store of knowledge but he also brought that other most necessary requisite—an immense fund of common sense. It is the loss of such instructors as he that causes us to complain of the niggardly appropriations of the Legislature and makes us wonder how long it will be before our State awakens to the loss it is sustaining in the departure of such men from our educational institutions. That the Professor, and his wife on their European trip and throughout life may enjoy life's richest blessings is the wish of every student of K. S. U. and of the Courier.
Unity Club.
One of the most enjoyable lectures given by the Unity Club this year, was the lecture of Professor Marsh, on Hamlet last Monday evening. The Professor took up and discussed the two characters, Hamlet and Ophelia, in a manner that led many to think that they had not read Shakespeare aright. Hamlet's soliloquy, he said, was not a discussion of suicide but his thought as to whether he should kill the King. Was it worth his while? If he killed the King it would of course hasten his own death. Should he commit the murder and take the consequences, or should he allow his uncle to perish from remorse? Hamlet's thoughts on life and his contemplation that man is at best only destined for the worms to feed upon stayed his purpose and made him hesitate to avenge the murder of his father. The Professor in his remarks on Ophelia, said that he could not give her the high character so often ascribed to her. He described her as the typical society girl, vain and foolish, and caring for nothing but Hamlet's good appearance, high position, sweet words and fond caresses. She was unable to comprehend the meaning of love and failed to understand the thoughts and passion of Hamlet and to sympathize with him in his distress. Indeed she only noticed the disheveled condition of his attire and not his pitious look. Hamlet's repulse of Ophelia, then, was not caused by brutality, but was caused by a heart-breaking distress increased by Ophelia's inability to feel his sorrow and to sympathize with him in that distress.
The Professor based his argument mainly on Ophelia's speech in Act II, Scene I; but did not Ophelia in her attempt to describe Hamlet's disordered mind and his mad passion use only the most natural means for such description when she mentioned his disheveled attire, his strange looks and actions?
After the ladies had indulged in a "tilt" with the Professor in defense of the society girl, President Whitman expressed the regret of the Club that they should no more be favored with hearing the enjoyable and instructive lectures of Prof. Marsh who during his stay in Lawrence had made friends and admirers of all whom he had met.
The new officers of the College Y. M. C. A. are, president,E. L. Ackley; vice-president, E. E. Slosson; secretary, C. P. Chapman; treasurer. Dwight Potter.
EDITOR COURIER:—The proceedings of the last meeting of the Philological Club as reported in the Courier brings forcibly to my notice, that the average college professor has no regard for an idea unless it has been buried in the accumulated dust of centuries, and in order to be appreciated by him, must necessarily have ceased to be of any practical use to any one for thousands of years. So the Phantoms of the Pagan past are resurrected continually and are in his opinion at the apex of moral, intellectual, and physical excellence. But in our humble opinions the celebrities of Greece and Rome, including the mythical heroes of the Trojan war, all sink into utter insignificance in comparison with the immortal Washington. The celebrated El-Boranchus, the Arabian philosopher who flourished 337 B.C., (but who is now dead) in his commentaries dwells at great length on the absurdities of different mythical
STUDENT.
characters. Among the lot we find Herodotus whom he claims is a myth, and the writings attributed to him justly belongs to Sophocles. Furthermore he claims that Sophocles being cognizant of the untruthfulness of his various narratives assumed the cognomen of Herodotus to give prestige and currency to his orks. Granting Herodotus was the real author, El-Boranchus asserts that his works are so full of exaggeration and distortions of facts that they have no historical value whatever.
Denominational Schools
Protestants, as a general rule, regard it as almost treason against the State that a Catholic should refuse to send his children to the public schools. The Catholics are no doubt honest in their belief that the common school system is dangerous to morals and destruction of religion; yet, notwithstanding all this, they are regarded by the Protestants as enemies of liberty, and simply because they desire to educate their children under the influence of their priesthood, they are accused of seeking to fasten upon our nation a State religion. The common school system is loudty praised by the Protestants. They say that it gives us more and better schools at less expense than any other system, that it brings the different classes of society together upon the same level and thus modifies to a great extent the prejudices of social position and wealth, and that it tends to inspire patriotism and to diffuse a feeling of loyalty for our country. At the same time it lessens bigotry and destroys excessive religious feeling. But all this, it is claimed, the Catholics are wickedly opposing, when they oppose the public schools.
Has it, however, once occurred to these same Protestants that their protestations might, as a boomerang, return upon their own heads with redoubled force? Have they ever stopped to think of the "disloyalty" and "treason" they were practicing when establishing schools and colleges throughout the land and urging the young men and women of the United States to shun "temptation" and the "appearance of evil" by attending a denominational school? Surely if they do stop to think, the Protestants can not but recognize that their actions are strongly inconsistent with their teachings. If one sect has a right to oppose State education in its highest and most complete form where it has to deal with the mature mind, how much more reason have the Catholics for objeciting to entrusting the mind of the
child in its most impressionable period to the influence of the public schools.
That both sects make a great mistake is very evident. Education should consist in the development of the physical and the moral as well as of the intellectual qualities of man. Moreover these qualities can not be perfectly developed where exclusive attention is given to any one of them. Much less can any one of these qualities be developed by implicitly following the teachings of any one theory. The mi.d must be free and must be compelled to think and judge for itself it is to be of any value to its possessor. But in a denominational school it is too often confined to one theology and often times the students' views are narrowed by the bigoted teachings promulgated by the "eminent divines" in the Faculty. More often, however, the mind of the student is narrowed by the limited facilities offered for its development by so many of our denominational schools. This lack of facilities has always seemed to us to be one of the greatest, and at the same time the commonest faults of the denominational system. Not only does it cause a certain narrowness and bigotry in the students, but it also draws them away from State institutions which could furnish them excellent facilities for a thorough education. Nor do the denominations stop there. Instead of establishing one good university in each State they must needs start three or four little schools thus dividing their resources and weakening their energies and capabilities at the expense of the students in attendance.
There was once a time hwen denominational schools were perhaps necessary. But that time is past. Civilization and morality have certainly reached a high enough plane to warrant us in entrusting to the State the education of our youth. The members of all denominations together with those who belong to no denomination, should unite in supporting one great State institution where the best instructors and the best facilities could be found and where the greatest advantages could be gained by the student. Then if schools for the special education of ministers must be established, let them be established close by this State University so that the theological students may have the benefit of its advantages and of its broadening influence. True, some sects would perhaps flourish at the expense of others and perhaps some would die. But if education destroys them, their time of usefulness is past and they merit death.
FOR YOUR FINE SPRING