COMMUNICATIONS.
ALTERNATE STUDIES
The greater range of college studies within the last twenty years has made it necessary to secure the greatest possible economy of demand upon the student. Regularity in meals, exercise, and hours of study is urged and re-urged upon the student, and the fruits of this regularity have not been slow in showing themselves. In view of all this, it is especially pertinent to ask the advantage of the system of alternate studies, which prevails to a certain extent in the University. Why should a student spend three days a week on French or Latin, and two on German, instead of half a term on each? The confusion which results from the present system is seen every day. Indeed, a moment's thought ought to convince any one that it could not result in anything but confusion and a waste of energy. In the case of language studies, it evidently causes confusion of the two languages in the student's mind; it destroys his enthusiasm and does more than anything else to make drudgery of college work. How many students are there who have enthusiasm enough in French or German, or any other study to hold over from Tuesday to Thursday, and from Thursday to Tuesday?
How would the system work in the study of languages under more favorable circumstances? Let a student go to Europe, establish himself on the border between France and Germany, and spend one day in conversing with the French and the next with the Germans? How will his knowledge of the two languages at the end of a year compare with that of a student who spends six months in Paris and six months in Berlin? Obviously, the latter will know more of both languages. And why? Because he has given his attention in an unbroken chain to each separately; while the former has been spending his time trying to keep from addressing a German in French or with a French construction, or vice versa. He has found it next to impossible to get up any enthusiasm over the study of either language; and his sleep has been disturbed by horrified visions of conflicts between French and German irregular verbs, between nasals and umlauts, *ouis* and *jas*. Now does not the same principle hold good with regard to University work? Of course it does. A student goes into a two-fifth class on the first day; he has not been particularly interested in the lesson, but a discussion arises, or the instructor explains some point which awakens his enthusiasm. But he goes home, lays down his book, takes up another study and probably has the same experience with regard to that. Now how much enthusiasm for the first study has he when its time comes around?
Take as an example the class in Horace's Satires and Epistles. How many students are there who do not almost hopelessly confuse in their minds the Satires and Epistles, reading them, as they do, alternately? In this case, the confusion is merely in the sense of the poems. Here the same words, syntax and metre recur from day to day. Nevertheless, I appeal to the students and instructor even in this class: Would it not more than repay the time and trouble
to have a separate class for the students reading both the Satires and Epistles, so that they might finish up the Satires before taking up the Epistles? If this is true what trouble would it not be worth to oblate this difficulty with regard to different languages?
But it is not necessary to go to any trouble. In one class, that in Logic and Psychology, the class has regularly, I believe, finished Logic before taking up Psychology, although they are catalogued to be taken two and three days per week respectively. That this innovation has been attended with the best results cannot be doubted. It needs only the concurrence of the several instructors in the languages to make the same change in the arrangement of the Freshman and Sophomore language courses. Let the
Freshmen study French the first half term and German the second half, and the Sophomores, German the first half and French the second half. This arrangement will result in as little conflict of studies as there is at present, and it will certainly cause much more satisfaction. The now lagging interest in these studies will revive. The students will do more and better work. There will be more real appreciation of language study more conversation in German and French, and when the professor asks intelligense? Seldom and more seldom will come the answer or ja.
C. S. GRIFFIN,
A UNIVERSITY BAND
was held for the purpose of arranging a students' band. A goodly number was present and a temporary organization effected, of which G. O. Foster was elected president, Barnum Brown vice president and A. U. Topping secretary.
This is a move in the right direction, but the most of us do not seem to realize how much need we have for an organization of this kind. The Glee and Mandolin clubs are all very well and proper in their sphere, but there is a demand for music at our out of door student gatherings, which they cannot fill. At these times we need a band. Nothing would add so much to demonstrations of University spirit. On Monday, when we began to cast about for some fitting reception to give the foot ball team on their return from a signal victory, we at once recognized the necessity of having a band with which to greet their triumphant return, and accordingly it became necessary to raise a collection and hire the Haskell Band. What we want is a band of our own, so as not to depend on any other institution. We want a band of and for the University—one that may not only re present us creditably, but one that feel the spirit of K. S. U. within it; one that can unite with us on "Rock Chalk" when the occasion demands us.
We want a band to go with us on excursions, to be present at the oratorical contests, base ball and foot ball games; and to furnish music for every parade and line of march. Nothing would do more to help athletic interests, to make a display, or to represent the University on any occasion than a well trained student's band in uniform of loyal crimson. We have talent among us which needs only to be organized and put to work. Then let every one who can play an instrument or wishes to learn, see the president at once, in order that the band may begin to practice and be able to play before the foot ball season is over.
E. S. Rues
E. S, RIGGS.
Resolved that the article in the STUDENTS JOURNAL charging a scheme to some of the members of the Young Mens College Republican Club to select Mr. Rush for the chairman of the meeting in which Mr. Ingalls was to speak as not only being false but that the individus who caused it to be published wrote across the forehead of his reputation the word liar and that Mr. Rush's selection was by the unanimous consent of the Club. By order of the Republican Club.
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