LITTLE MAN ON CAMPUS Editorials Civ program fails test The Western Civilization comprehensive examination is one of the biggest jokes on KU students, but they aren't laughing. Indeed, for the 300 or so scholars who were forced to suffer the slings and arrows of this outrageous fortune Jan. 8, it was the culmination of at least two semesters of cribbing, cramming, and cussing. And for the 10 to 20 per cent of those taking the test who will be called upon for an encore performance, it will be remembered as the longest and, probably, most unsatisfactory four hours in their college careers. The entire Western Civilization program is unrealistic and, if you will pardon the pun, fails the average student. WHEN THE PROGRAM was established here in 1945, it was with two idealistic purposes in mind, according to the student manual. One was that "every educated person ought to possess knowledge and appreciation of the 'ideas' and 'ideals' that have shaped our civilization." PROMOTERS OF THE program, the faculty of the College of Liberal Arts and Sciences, felt that "the challenge to the Western World that had exploded into the holocaust of World War II had left many thoughtful persons convinced that the meaning of free institutions needed to be explored and expounded both at length and in depth" if such wars were to be prevented in the future. It was in their minds to insure the survival of society as we know it today. The other was to encourage a "learning by doing" self-study method. THIS PURPOSE IS noble, but the current system of one credit hour a semester for two semesters followed by an all-encompassing final is not. Rather than forming a student-improvement course, the Western Civilization officials have created a monster. They also pointed out that careful study of past national failures would be valuable in solving future problems. To attain these goals, they conceived a program of enlightened readings by scientists, political scientists, economists and philosophers from the 16th century to the present. Robbie Burns, Scottish poet of some repute, said it best: "The best laid schemes of mice and men gang aft a-gley." In today's campus environment where students are encouraged to take more and stiffer courses, the second ideal tends to blot out the first. IT WOULD SEEM that the Western Civ planners need to be reminded of the great bulk of the reading material in the program—about 3.500 pages required from some of the most difficult treatises and philosophies in the western world. To devote sufficient time to this program to gain a degree of understanding that the department would prefer is nearly impossible for the average student. Two problems are immediately evident. First, the student who begins the course in the fall semester cannot take the examination until the following May—a time lapse of nearly nine months. It is highly improbable that anyone could remember, in detail necessary for a comprehensive exam, things he had read so long before. Second, the student will be taking an average load of 15 other credit hours along with the program. He will be expected to keep up with his other courses as well as complete term papers and prepare for finals at the time the comprehensive is given. Since it is impossible for him to reread all the material just before the test, he is forced to rely either upon his study notes (which, the manual warns, probably contain topics not covered on the test) or a set of crib notes. The perfect solution to this situation would compromise neither of the two course ideals. It would merely expand the number of credit hours to make the course worth the effort. Last spring the College Intermediary Board proposed a change that would make the program into a two-hour course both semesters—the class meeting twice a week—with a two-to- IN ESSENCE, THE Western Civilization officials are forcing the student either to devote himself to their program and slight other subjects, or to keep up in subjects that represent more credit hours and slight Western Civ. For the average student the choice is obvious. three hour comprehensive examination afterwards. Nothing further has been heard on this proposal. AN ALTERNATE PROPOSAL, however, is more practical from the student viewpoint. Since the course is a requirement for graduation that, unlike the English Proficiency test, influences the grade point average, the course would be divided into two semesters of three hours each. The first hour of the week would be devoted to a lecture by the instructor over some of the more difficult ideas in the week's reading list to give the students a frame of reference. The other two hours then would be left open for discussion. THE COMPREHENSIVE EXAMINATION would be dropped entirely and regular hour exams and finals substituted. But this would make Western Civilization more like an ordinary university course, the department officials will argue. They pride themselves that the present system distinguishes itself from other courses on the Hill. Considering the majority student reaction, however, they should question whether such a distinction is worth the sacrifice of educating students in the "ideas" and "ideals" of our civilization. Bob Curtright THE BOOM IN books about World War I continues. It will likely last for three more years, until the 50th anniversary of the end of the war has been celebrated. Then we will realize that we have been glutted, as we were recently by centennial books about the Civil War. No fictional shock This forgotten war (or relatively forgotten, at least), this last of the romantic wars is the subject of a worthy new paperback called The American Heritage History of World War I, by S. L. A. Marshall, Brig. Gen. U.S.A. (Ret.) (Dell, 75 cents). Like the recent paperback, The Horizon History of the Age of Napoleon, this one will have the most serious limitations for any who saw the beautiful illustrated gift edition. Yet it has a text by one of our most distinguished literary commentators. It is retrospective, and it goes back to set the stage for the war. There is an "American emphasis, as the title suggests, but that is quite predictable and quite all right, really. The style is bright and vivid; there are pace and excitement; the book goes to you with hearty recommendations. For the scholar in philosophy there is a bright and worthwhile new series, and amazingly not one of the three initial volumes will do you much good in reviewing for your Western Civilization exams. The series is called "The Laurel Great Lives and Thought"; the books are Jeremy Benthem, by Charles W. Everett; Blaise Pascal, by Morris Bishop, and Emile Durkheim, by Robert Bierstedt (all Dell Laurel, 75 cents each). BENTHAM IS BEST known for his utilitarian ideas, for placing legislation and jurisprudence on a foundation of science. "The greatest amount of happiness for the greater number of people"—that was his goal. Several generations of liberals drew inspiration from him. Pascal was both scientist and theologian. In the 17th century he became famous for experimentation with the barometer, but religion became the chief concern of his life. Durkheim is one of the giant names in sociology, particularly for his concern with formulating a science of society. He is the most recent and also the most contemporary of the three great men. The playwright endcaves to present the life of the Negro in America, especially the pain and humiliation he goes through. Yet it is not a fictional treatment. It is documentary in the exciting sense of some of the Living Theatre productions of the late thirties. "In White America" opened in an off-Broadway theater in late 1963, and it has been a shocking, stimulating and controversial topic ever since. IN WHITE AMERICA, by Martin B. Duberman (Signeet, 60 cents). Duberman has included actual testimony of whites and Negroes taken from speeches, diaries, letters, famous documents; excerpts from the writings of three presidents. Duberman's essay, "History and the Theater," is included. "FLOSSY SAYS TO AMUSE YOURSELF IN TH GAME ROOM SHE'LL BE DOWN IN A FEW MINUTES." The People Say... against CATV TO THE EDITOR: There are several important facts about cable TV which were left out of the January 17 UDK article about the subject. First of all, the purpose of CATV (not CA-TV) is to provide local television reception in areas (such as Manhattan) where it is not currently available with home antennas. Lawrence is not such a location since several area stations now provide good signals here. IT IS TRUE that there are outstanding independent television stations in some major cities (but not New Orleans) that provide additional programming. However, it was not mentioned that two such stations have been granted for channels 30 and 54 in Kansas City. When these stations go on the air, we will be able to receive them in Lawrence—and they'll be FREE! The price mentioned for the "service" is also misleading. The cost usually is higher and most companies require an installation charge. If prospective CATV subscribers consider the facts, they will realize it is less expensive to install a good antenna rather than subscribe to cable television. Dave Pomeroy Dave Pomeroy Lawrence graduate student Radio-TV-Film TO THE EDITOR: Simons wrong Tim Larson Rockford, Ill. Graduate student Radio-TV-Film The implied statement by Dolph Simons Jr., that cable TV would be needed in Stouffer Place, is in error. Good reception via home antennas is already available and the charge for CATV would be unnecessary. In fact, Channel 19 from Kansas City can be received here clearly with an inexpensive indoor UHF antenna. With the new independent UHF stations planned to begin soon in Kansas City, the important question is again raised . . . why CATV? 2 Daily Kansan Wednesday, January 19, 1966 THE UNIVERSITY DAILY kansan Serving KU for 76 of its 100 Years UNiversity 4-3646, newsroom UNiversity 4-3198, business office Founded 1889 Represented by National Advertising Service, 18 East 50 St., New York. N.Y. 10022 Mail subscription rates: $4 a semester or $7 a year. Published and second class postage paid at Lawrence, Kan., every afternoon during the University year except Saturdays and Sundays, University holidays and examination periods. Accommodations, goods services and employment advertised in the University Daily Kansan are offered to all students without regard to color, creed or national origin. EXECUTIVE STAFF MANAGING EDITOR Judy Farrell BUSINESS MANAGER Ed Vaughn EDITORIAL EDITORS Janet Hamilton, Karen Lambert ONS ... 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