UNIVERSITY DAILY KANSAN
UNIVERSITY DAILY KANSAN
Official student paper of the University of Kansas.
EDITORIAL STAFF
Miles W. Vaughn...Editor-in-Chief
Lloyd Whiteside...News Editor
BUSINESS STAFF
BUSINESS STAFF
William Cady...Business Manager
REPORTORIAL STAPE
Donald Prindle
Don Dallman
Ralph Ellis
Harry Morgan
Harry Morgan
Glen Turner
Carrie Spillrow
Charles Sweet
Glenn
Morgan
Vincent Moore
Subscription price $3.00 per year in advance; one term, $1.75.
Entered as second-class mail mat-
ter for the office, lawwrongs. Kansas under the "un-
authorized" laws.
Address a1, communications to UNIVERSITY DAILY KANSAN Lawrence, Kansas. Phone, Bell K, U. 25.
Published. in. the afternoon. five
thirty minutes. from the press of
variety, from the news of the press.
The Daily Kansan aims to picture a university of Kansas; to go further than merely printing deals the University holds; to play no favorites; to be clean; to be courageous; to leave more serious problems to wiser heads; to enable the students of the University.
WEDNESDAY AFTERNOON MAY
Newspaper reports say that Henry Ford may return to Europe. Probably to sell enough jitneys to pay for the peace expedition.
THE BOOK STORE.
After several years of waiting, K. U. is to have one of the benefits from which other universities have profited—a co-operative book store. There is no question as to the feasibility of such a store. It is for the students and the faculty and they will be the ones to receive its benefits. The faculty will be the stockholders but the store is primarily for the students, as they are the largest purchasers of books.
Students have paid large amounts for books in past years and although their money has gone to keep up good book stores, they have come to realize that they could as easily sell the books and receive their share of the profits. It is the same idea that has lead to the formation of other co-operative institutions and it is bound to prove successful.
Next year the total purchases of students, of twenty-five cents and over, will form a basis for a per cent of the dividends, which they will receive, at the end of the year.
Guarding one's speech is hard. Guarding one's thought, action, and written word is still harder. James W. Gerard, American ambassador to Berlin, is truly in a difficult position. A misstatement might act as the spark that would start an immense malignant flame. Since his appointment July 13, 1913, Mr. Gerard has not held an enviable position but at present his place is the extreme of hazardousness.
Truly variety is the spice of life! A university woman's hat contains the following impediments: one bunch of plums, one bunch of strawberries, one peach, one bunch of currants, one more or less green apple, and one spray of cherries.
LETTING IT SLIDE
How easy it is to cuss that clock and take another cut. How easy it is to "kid" oneself into believing all will be well, and the present—well, that is built for pleasure. How easy it is to misjudge the inevitable march of time.
Students come and students go, but few escape the tantalizing desire to permit their performance to be just a little less than their best and endeavor to quiet their slothful consciences that they are doing honest work. This influence, so common to the modern school, is a unique product of college life. It is a queer condition—this Ease in Zion attitude, and it causes us to do peculiar things in the name of Duty. Yet who can point to a single influence that has had a more profound effect upon his college career than this wait-till-tomorrow feeling?
Students should be forming habits of life at the college age. But what do they form? Do they learn to appreciate the underlying flavor of work? Does Dad's honest cash bring
in an honest reward? Or does the Plodding Son return to his native town with a sweet sense of superiority to the man in the blue jeans and a slothful mentorship to "hitting the ball." Not all of us learn the trick of letting it slide. But are you, Mr. Student, the common example or are you the shining exception?
THE NARROW LIFE OF THE COLLEGE STUDENT
Commenting upon the narrow life of the college student, David Lee Clark, of the faculty of the University of Maine, shows that the average student goes in for the things that are intensely of his college and prepares himself for intellectual development which has to do with the world in which he is preparing to live. While Prof. Clark is speaking of the eastern university it need not be pointed out that the same condition prevails, probably to a lesser degree, at the University of Kansas. His communication, which was printed in a recent issue of the New York Times for the fourth edition and deserves the attention of every student in the University. It follows;
"I came out of school," writes Randolph S. Bourne in The New Republic of Feb. 27, 1915, "with no connected sense of my country's history or that of any other, and no sense of the world in which I had been living and had to live. I had learned to read and write and spell. I had learned to read and write, eliminating the classics, and had a distant relationship with the Old World. On political fact, personalities, foreign wars, around me—no school subject had thrown any light. My real education, as I look back on it, consisted in my own effort to make some sort of order out of the chaos of events in our home. That this effort had to be made outside the school seems to me now a sad waste of energy on the school's part."
It seems to me that with slight modifications this may be said of our colleges as well. Here, indeed, is a problem for the college to reckon with. Something must be done in order to make such a change made to meet this deficiency in our college training. Perhaps the most important step toward a solution is the recognition of its existence on the part of both Faculty and student. The coursework required is limited to any section of the country or to any kind of college.
Just how young college men—who perhaps more than any other class of young Americans have the greatest opportunities for knowing these things—can hold themselves so aloof from the big, living world, compartmentalized apart and stand especially when we realize that we are living in the most tremendous age of the world's history. I wish it to be known that I am referring to the average undergraduate, and not to those hundreds and thousands of wide-awake, ambitious students who are destined to become college men, in terms of activity. I refer to the great mass of college men who not only have very little knowledge of their country's history and the political and social movements of the present day, but are actually indifferent to such knowledge. Time and again we know that college men can be the college man for his negligence in this respect, for they contend that education divorced from the activities of the world, the realities of life, is a very narrow education.
places the college on the defensive. During the last three or four years I have given general information tests to my students, including freshmen, sophomores, juniors and seniors, to acclimatize to what extent the average graduate is intelligent reader of daily papers, weedles, and monthly magazines, and if possible, to create an interest in current events. The general information tests appearing annually in The Independent are excellent for this purpose. The test of 100 questions in that week of March 8, 1915, I gave to my students, with the student answers 30 per cent. The general average was below 12 per cent.
This sort of attitude undoubted,
places the college on the defensive
But the difficult question is, How can we relate college to national interests? At least some progress has been made by forming discussion leagues. These leagues are voluntary as to membership and attendance; the discussions are led by a member of the Faculty, and all important event events in history, science, and literature are held at these students. The chief objection to this plan lies in the fact that those who least need such instruction are the ones who attend. Perhaps the most successful plan yet tried is the use of standard periodicals, such as The Atlantic Monthly, The Nation, The Independent, and The New Republic, in connection with courses in English literature, politics, history, etc. But there can be no complete satisfactory solution of this problem so long as the chief interest of the student is in the athletic and the social rather than the intellectual, side of the college.
THE WHISPER OF THE SANDS
Ry. Clinton Seallard.
POETS CORNER
Night, and the golden glory of the moon
the undulant sweep of
And borne ome dusky dale and shimmering dune
shimmering dune sands!
Faint as the faintest ripple on the shore Of Nile that holds its enigmatic
Of Nile that holds its enigmatic
mell:
Faint as the dawn-wind where tall palm-trees song,
Or murmur in a shell!
Faint and inscutable, freighted with
the breath of
your soul that have long, long
Of ages that have long, long leased to be;
Weighted with mysteries of birth and death.
"The three demons!"
And so I linger till the night grows old
And the rose-blossom of the morn expands.
And hear those ceaseless marvels manifold ___
The whisper of the sands!
WANT ADS.
STUDENTS - Please bring in your passbooks for balancing. Do not leave them until the last day and have them balanced while on wait
Watkins National Bank.
FURNISHED ROOM for ladies during summer session. Also board for ladies and gentlemen at 1245 La. Adjoining university campus. No hills to climb. 1243W B. Home.
BOWERSOCK TODA ONLY MAUDE FEALY in "BONDWOMEN" And MARY PAGE
THURSDAY ONLY EDMUND BREESE In METRO FIVE REEL FEATURE And "MUSTY SUFFER"
FRIDAY (Matinee Only)
SATURDAY (Afternoon and Night)
MATINEE DAILY AT 3 O'CLOCK
"SWEET KITTY BELLIARS"
MAE MURRY THE MOST BEAUTIFUL ACTRESS IN THE WORLD IN
Barker Silk Collars
25c
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SILK COLLAR
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Also These Shapes in Pique
2 for 25c
THE ANSWER:
What is the dollars and cents value of attending a Summer Session at the University of Kansas?
PROOF:
The University Summer Session is worth more than a job paying you $1,000 for the summer.
The average man who has graduated from college earns more than $4,000 a year when he is forty-five years old. (See the recently published Kansas Engineer and the Literary Digest for Feb. 3,1912.)
The man who spends three years in college instead of four, has one more year in life in which to earn this annual income of $4,000. In other words, if it takes a college graduate twenty years to reach his maximum earning capacity, then the one graduating at the age of twenty-three will reach it at forty-three while the man who saved a year of college time and graduated at twenty-two will reach it at forty-two. Thus the man who attended summer sessions will have earned exactly as much by the time he is forty-two as the other man will have earned by the time he is forty-three. If both men retire at sixty, the summer session man will have had eighteen years of maximum annual income, while the other man will have had but seventeen years of maximum income, a difference of $4,000 between the two men. Thus the value of a year of time during college age should be figured on the basis of what the man will earn in a year when at his maximum earning power. A year saved, then is worth $4,000 to the average college man.
If a year saved is worth $4,000, then a summer saved is worth one-third of $4,000 or $1,333.
Making reasonable deductions for interest on money earned during vacations, it is conservative to state that a man who must earn less than $1,000 a summer uses bad business if he works for wages instead of continuing his education.
Tradition and not sound judgment is mainly responsible for our customs of attending college but three quarters of the year.
What do you think about it?
DIRECTOR OF SUMMER SESSION. 119 Fraser.