THE STUDENTS JOURNAL
PUBLISHED WEEKLY BY THE Students Journal Publishing Company
C M. SHERER ... Editor-in-Chief
E. E. SODERTROM ... Literary Editor
JOHN M. STEBLE ... Local Editor
WM. M. RAYMOND ... Exchange Editor
BUSINESS MANAGERS.
C. T.SOUTHWICK.W.J.KREHBIEL
SUB EDITORS.
H. C. Riggs.
S. T. Gluispie.
A. O. Garrett.
Miss Helen Wynne,
Dean Foster.
A. O. Hoge.
LET some clairvoyant please
state whether it is owing to a
disregard for truth or to a sense of
the humorous that most of the western
schools are called universities.
I
EDUCATION recognizes neither position nor wealth. In fact she often seems to deny her fairest treasures to those nursed in high places and pampered by gold. She may be considered as the high goddess of common democracy, the tutelary angel of the industrious and determined
THE Courier has given notice that it will probably soon be issued as a biweekly. In that case a large assortment of periodicals will be published at the University; The STUDENTS JOURNAL issued once a week; the Courier once in two weeks; the Review and the Seminary Notes, each once a month; the University Quarterly once in three months the Annual, presumably, once a year.
It is amusing to notice what some individuals consider a public spirit. They believe they personally are the public, and that everything should be given up to the pleasure of the public. By forcing themselves into the view of other men, they hope to educate everybody to love the dear public. It never enters their heads that it would manifest a genuine public spirit to die, or, if they will persist in living; to rest in some quiet corner until their fellows ask their assistance.
To a young man or woman contem-
plating attending college, the task of
selecting a school is perplexing. Some
say attend this school, others say attend that one. It is quite natural for an alumnus to advise others to attend the school he attended, or some school similar to that one; and for that reason most of the advice given to prospective students is almost worthless. In the second column are a few reasons—not advice, mind you—why students should attend the State University.
In a former number the STUDENTS JOURNAL suggested that medals are hanging in that wonderful storehouse called the future and that on those medals is inscribed "Never Defeated." They are beautiful medals, and the foot ball team is constantly getting nearer them. At the end of the foot ball season the team will have reached them. Then will go up a thundering Rock Chalk, Jay Hawk and bonfires higher and brighter than any yet kindled will illumine the fair Athens of Kansas. Once more a whole city will throng into streets and parks to do honor to "our University."
THE] universities of Paris and of Bologna were once powerful rivals of each other. The University of Bologna aimed to prepare students for a definite and practical career in life, while the University of Paris strove to furnish a general mental training. The historical results of the two systems of education are, that the University of Paris, less mercenary than the University of Bologna, acquired and exercised a much wider influence. It has influenced all modern Europe; while none can point to a definite and lasting good, inspired by the University of Bologna. What is true of these old Universities is true of modern ones; and any system of education which makes a university permanently influential also makes its students permanently influential.
K. S. U.S. HELP TO ITS STUDENTS.
The United States Congress believed a state university in Kansas would be helpful to the state and to the United States, and believing such to be the case, it made provision for the organization and maintenance of such an institution. The state legislature has at all times agreed with the United States congress in this matter, and from time to time has accordingly made appropriations for the University. The Congress of the United States and the Legislature of Kansas are composed of intelligent and patriotic men. If they—disinterested parties, intelligent and patriotic—believe the University is helpful to Kansas and to the United States; their opinion should not be set aside lightly.
To attend the University because it is a duty one owes to the state and to the country is a purely unselfish reason. Being such it may not appeal strongly to all. But there are many arguments persuasive to those seeking only their own interests. One of those arguments is, there is absolutely no tuition. That is a question of saving money; everybody understands and appreciates that. Yet, as enticing as free tuition may seem to a poor student who is working hard to educate himself, it is insignificant when compared with the fact that the University of Kansas furnishes better instruction than most schools attended by Kansas students. In the first place, it has the strongest faculty between the Mississippi River and the Rocky Mountains; and by the present arrangement of options, the students can study what his needs demand. Those two reasons prove that it is to the student's advantage to attend the State University, if he attends any school in the Far West.
But further. The University of Kansas, as far as its work goes, is more helpful to the student than the larger eastern institutions. The work done here is as thorough and as comprehensive; Harvard is authority on such matters and she accepts students from here, as far as the work here goes, on the same basis as her own students. That shows that the work done at the State University is as beneficial as the same work would be, done at one of the larger schools in the East. But the statement was made that the University of Kansas, as far as its work goes, is more helpful to the student that are the larger eastern schools. Here are the reasons: Harvard herself admits the work done here is as thorough as it would be done in the East; the classes are not as large here as they are in the East, and, consequently, each student receives more personal attention from the different instructors. This last fact is worthy of consideration; personal attention gives half the value to the services of an instructor. That being the case, a well informed and judicious youth will attend the State University first; and, if he desires, an eastern school afterwards Kansas University is cosmopolitical. Among its students have been numbered white men of many nationalities, yellow men of several nationalities, red men, black men; men from all classes of society. To live and work in such heterogeneous body is in itself an education.
Again, from a standpoint of money making, the State University is more helpful to the student than any of the other schools between the Mississippi River and the Rocky Mountains. It has a wider reputation than neighboring schools; it has the reputation of giving society more learned and polished men than they; its alumni are stronger than theirs. The name of having been here is a more profitable recommendation.
The Illinois foot ball players say that the K. U. team is not only the strongest in the West, but it is an equal of the eastern teams. The Illinois boys have had much experience on hotly contested fields, and, after one makes the due allowance for their courteous warmth of statement, there yet remains a strong probability that, at the end of the season Kansas will be the possessor of the inter-state pennant.
LITERARY DEPARTMENT
COLUMBUS.
COLUMBUS.
Viceroy they made him, Admiral and Don:
Wishing, good King and Queen, to honor him
whose deeds should make all like its incisions
diam.
Columbus! Other title needs he noe:
And they, in wisdom more than kingship
blest—
Go down to future days, remembered n ast
For service rendered to that lowly one.
Columbus! With proud love, yet reverently,
Pronounce that name—the name of one who
wrote.
A word of life, and answering that word,
Braved death, unforgiving, on the shadowy sea;
Who, seeking land not known to any cairt—
That land by faith deep graven on his heart—
Found justice, truth, and human liberty!
—Florence Carpes in Harper's Weekly.
EXTRACTS FROM ADDRESS DELIVERED IN UNIVERSITY HALL ON COLUMBIAN DAY BY J. W. GLEED.
The thoughts suggested by the history and character of Columbus which seem to me especially useful to a body of students today in the land Columbus created for us out of the darkness of the nether world. are these. His life, which is typical, in a strange wav, of all human life, presents four distinct periods: the apprenticeship, the struggle, the triumph and the disappointment.
And first as to the apprenticeship. How long the great project of his life had definite form in Columbus' mind before its execution we do not know. It appears that he was at work at it as early as 1470. But I am sure that it was in the early days, the Genoa days, the days of the apprenticeship that America was really discovered. Depend upon it, it was the study at school, the boyish gossip with the sailors about the wharves, the discipline and inspiration of those first few voyages, that really accomplished the thing. After that it only needed time.
It is a common sarcasm that a boy knows more at the end of his college course than he ever does after. I think that in a very real sense a boy's college days are his wisest and best. They are not the easiest and happiest, but they are incomparably the most important and, rightly spent, the most blessed. Those are the days and the years during which go forward the unseen mysterious processes, more mysterious than the processes of chemistry, which in the end form character. Then and not afterwards is it uncertain what the man is to be. Then and then only, in all the days of our seventy years, is it given to us to look at this great universe through a clear, pellucid air, free from the dust of the conflict; free from the fogs of self-interest. Later the helmet is put on, the zizor shut down, our adversary chosen, and we are in the murky choking atmosphere of the struggling world. The early days are the days of questions. Those are the days of generous enthusiasisms. Those are the days when men dream dreams and see visions. Nothing essentially new comes after that.
One evening in 1883 I crept slowly up the side of a Swiss mountain. We started at dusk in the rain. It was pitch dark and snowing when we reached the top. I remember how black the pines were; and how the mountain stream came roaring and grinding down about us; and how rugged and awful looked the mountains around us, lighted up now and then by a chance flash of lightning. Overhanging rocks; wide dark valleys; deep jagged chasms and clefts; occasional glimpses of lakes; growing darkness; rain and cold. At the top, chaos; nothing but blackness and mass. We stopped all night on the summit. In the morning I am awakened out of a bad dream by a sweet strange bugle call from what I presently discover is an Alpine horn I can see that it is just growing light. I can feel that it is very cold. I rise and get out of doors. The north wind blites It is half frozen. I climb a little hill and look out toward the east. An age in creation has begun. Let there be light. It is the thing I have seen which I shall longest remember. A sunrise on the
Alps. It seemed to reach hundreds of miles away, it seemed to be two or three miles below me. A great valley containing eight lakes, filled with sunlight and mountain shadow, hovered over by light freewy clouds—guardian angels; little villages with clumps of trees and white church spires, stripes of yellow grain, green meadow, black wood. All down below me a sea of soft, cool, pure, transparent air. Away in another direction, snowy peaks, sunlit and radiant, with clouds and shadows resting below. A whole world distinctly and clearly revealed at a glance. That was ten years ago, just at the close of my life in this institution as student and instructor—ten years ago, when I was wiser if not older than I am now. And after ten years of experience in what we call the practical world, this is the message I bring to you. In our student days we have the vision of the mountain peak; we survey the world from an emirence, through mountain air. In the mountains we are not compassed by the thoughts of utility and self interest, nor does the burden of material duties rest heavily upon us. Those are the things of the plain. In the mountains we are free. That part of a man which came in the well spent days of his youth is the part of which he is the proudest or least ashamed. The sentiments, sympathies, aspirations and opinions which were formed in his school days are those for which he still has the most affection and respect.
By faith I mean that something within us which compulsus us to put aside the known, tangible, attainable case, pleasures or good of the present, and reach out toward some unknown, intangible, uncertain good of the future. * * *
When the farmer plows and plants, he sacrifices the ease and comfort of the present without any certainty of future reward, but moved and upheld by faith in the bounties and benificence of nature. * * * He moves by faith. Thus with the student who spends a dozen of his most precious years in general and special preparation for practical life. The faithless man takes his case. The master, if there be a master, has gone to a far country. He is cynical. He says it would have been better if the new world had not been discovered. He buries his talent. He says "Nothing matters;" "it will be all the same;" "life is too short." He says "Let us eat, drink and be merry; and later he says 'Vanity of vanities; all is vanity.'" The man of faith says: "If I but do my part all will be well."
As Columbus discovered land, but not the things he sought, nor the worlds he expected, so you, as students, if you push steadily and faithfully on. will make your discoveries and acquisitions, but not of the world you now seek nor of the things you now expect. To be forever discovering new worlds quite unexpectedly and where we had not anticipated them, and often against the prophecies of the wise and great, and still offener against the wishes of all those who are comfortable and satisfied—such is human progress.
Columbus sleeps with his fathers. I certainly think he was the kind of man it is worth while to be—brave, strong, simple, patient. He fought the true fight; he kept the faith in himself, the faith in the idea, the faith in which he set out in the beginning, which sustained him throughout the long struggle, and which finally gave him the victory. Such a man was Columbus; such are the lessons I draw from his life.
The Unitarian Sunday school class has an interesting class in ethics conducted by Prof. Carruth, and one in New Testament History conducted by Prof. Newson. The classes are composed mainly of University students, the subjects are treated from a scientific standpoint, and the discussions are lively and spirited. It is well worth one's while to attend.
Take the Students Journal.
ALL, HALLOW EEN is over and all the "BARBARIANS" examined our yrices and found them satisfactory on all classes of University text books and supplies. Also stationery of all grades and everything in book and stationery line; and recorded that it is the best and clearest place to buy. Come and see us "THE TWO GEORGES" at THE LAWRENCE BOOK CO.,745 MASS STREET (Crew's Old Stand.)
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