illaroonVol. 34. No. 79. UNIVERSITY OF CHICAGO, THURSDAY, MARCH 8, 1934 /"-.v^c.\College Syllabi Fail NEW PLAN BASEDto Serve New Plan’s ON SEVEN YEARSAims, Maroon Reveals 0 f EXPERIMENTSEducation Issue Climaxto Three Months’ControversyCritically campaigning for the in¬tellectual as opposed to the memori-xational approach to education, The|)aily Maroon brings its three-monthbattle to a stormy close wth today’sissue. Said John Barden, Editor-in-Chief: “The Maroon has fulfilled itspurjmse if some students, while think¬ing about education, try to accountfor their presence at the Universityin terms other than job-getting, socialpoise, and athletic prominence.Syllabi FailNew Plan syllabi for the four gen¬eral courses are reviewed in othercolumns of this issue. Both faultsand features of the syllabi ere clear¬ly revealed and accordingly praisedor blamed, but fail generally to ful¬fill new plan ends..An article by Frederick Schuman,assistant professor of Political Sci¬ence, disagrees with the aims andmethods of the 201 courses, which re¬peat general factual education forthird-year students, and suggeststhat such good intentions are mis¬placed and belong in the College.Hit English 102Engli.sh 102 is considered by a Ma¬roon writer to be an excellently or¬ganized and coordinated course whichis directed toward the wrong ends—a training in high school grammarand graduate school bibliography.A total neglect of one mode of self-expression—speech—is shown in anarticle surveying the history andpresent need for training in speakingas a part of University curriculum.A third editorial, completing theseries by Max Sch -en. Chairman ofdepartments of Education and Psy¬chology at Carnegie Tech, appears onpage 2 of this i.ssue under the title“The College and the Student.”Fair New Plan SummaryIn order to state the case of thenew plan, an excellent summary ofIts administration, content, and aimswill bt* found in column three of thefront page.The editorial, founn on page two,Mimmarizes briefly the type of gen-eial education advocated by Thel>aily Maroon in the hope of stim¬ulating thought and procuring somechange in emphasis of the new planin an intellectual direction. A morecomplete article by the editor of the.Vlaroon can be found in the currentedition of Comment, published yester¬day. SCHUMAN HAILSSOCIAL SCIENCESURVEY CHANGE Founders Aim to FreeStudents FromRoutineThe University’s new plan of edu¬cation, early in 1931, took twelveand one-half minutes to pass the Uni¬versity Senate, whose membershipincluded all full professors at theUniversity under the chairmanship BAR ASSOCIATIONCOMPLETE PLANSFOR M00][C0URTSjudges Steffan, DavidMatchett, FriendWill Preside Price Three C/o. ^Jacob Viner NamedSpecial Assistant toSecretary MorgenthauBy FREDERICK L. SCHUMANI am fully in sympathy with theprevalent sentiment among the stu¬dent body that the device of “sur¬vey courses” has reached the point j ^^f'TreVi'denrRobert MaynarTiutciT-of diminishing returns, at least in the | ins, then 32 years of age. But sev-field of the Social Sciences. It seems j en years of theory, experiment, andto me desirable that the first year j demonstration behind the new plansurvey course should be designed, as | denied the apparent hastiness withis in part the case at present, to fa- i "hich its legislation was adopted,miliarize the new student with a j plan was tobody of factual materials in the So- | P^ive the student freedom from edu-cial Sciences and to acquaint him j fftional routine and to place uponwith some of the standard literatureand with the more important con¬cepts in the various fields.To repeat this process, with varia- him the responsibility for his own ed¬ucation. To achieve these ends,courses were radically revised andtwo highly important and originaltions, in the second year should be I administrative changes were made,unnecessary. A possible solution of Fyst a College was set up withinthis particular problem might be the University for first- and second-found in pushing the present 201 students, who were to spendcourses down into the second yearand organizing them consciously assyntheses and interpretations of thewhole social process as viewed by two years acquiring a general edu¬cation. Second, every course in theUniversity and College was classifiedunder one of the following heads:each particular disclplme. Once out Social Science, and the Humanities.These University and College Divi¬sions are now respectively headed byDean Henry Gordon Gale, physicist;Dean Frank R. Lillie, embryologist;Dean Robert Redfield, anthropol¬ogist; and Dean Gordon J. Laing,SHOW HUMANITIESSYLLABUS LACKSNEEDED ACCURACY of the college the .student would thenbe free in the division to embarkupon more advanced and specializedwork.This immediate problem, however,should not be permitted to minimizethe very great value of the new plan , t a.-in stimulating genuine and critical Professor of ^tm.intellectual curiosity on the part of rgamza ion ostudents and in promoting fruitfulinter-departmental collaboration onthe part of the faculty. Both ofthese refreshing phenomena wereconspicuous by their absence in the“good old days.” Such modificationsof detail as the new plan may requireshould aim at conserving and further¬ing the gains already made in thesedirections.Social Science IPresents Facts,Overlooks IdeasBy JANET KALVENThe first problem which faced theeditors of the syllabus was what ma¬terial to select from the vast massof data on what man has thoughtand done. Quite properly they decid¬ed “to emphasize ideas, ideals, andstandards of judgment as the mostsignificant human characteristics,” By JAMES MARTINIn the syllabus, under the title“Recapitulation, is an orderly state¬ment of the ideas or propositionswhich constitute the doctrine of thecourse.” If these are facts and notideas, this merely means that thesepropositions are asserted to be true.We intend to show that in makingthese assertions the Social Sciencefaculty has taken one side of a basicphilosophic issue. Either they do notknow that there is another side, orthey assert one side without consid¬ering or refuting the other. The pro¬cedure is therefore either ignorantor dogmatic.Doctrine Summarized Organization of New PlanChief administrator of the Col¬lege is Dean Chauncey S. Boucher,professor of History, while GeorgeA. Works, professor of Education, isDean of Students in the University.Administrative reorganization ofthe divisions in the manner outlinedwas originated at the Universty ofChicago and has now been widely ac¬cepted and emulated throughout theeducational world. To a lesser de¬gree the differentiation between Col¬lege for general and University forparticular education has been recog¬nized. Abolition of compulsory classattendance has been orally applaud¬ed by other institutions, but has notbeen widely adopted elsewhere.Course content under the newplan has been modified to meet therequirements of general education.Each Division of the University ad¬ministers a general course which in¬cludes many aspects of the workdone in that division. From thesefour general courses, a student is ex-(Continued on page 2) What at the beginning of last yearwas nothing more than a hope and anideal will assume reality next quar¬ter when a series of moot trials will! be .started at the Law School underI the auspices of the University BarAssociation. Through the efforts ofthat organization there will be pro¬vided an instrument which is expect¬ed to be of great value in the train¬ing of law’ students at the Univer¬sity.Some of the outstanding judges inthe city have been obtained to presideat the trials, which will be held eachTuesday night, beginning the secondweek of the spring iiuarter. JudgeWalter Steffan, Judge David F. Mat-cheti. Judge Hugo M. Friend, andJudge Joseph B. David have alreadyconsented to preside at four of thetrials.Purposes of CourtThe purpose of the court, whichwill be known as the UniversityCourt of Cook County, is to providestudents an opportunity to get aworking knowledge of the rules of thenew Illinois Practice Act, to drawactual pleadings, to examine witness¬es and jurors, and to learn the rou¬tine of trials.The Bar Association Committee onTrial Practice, including Jim Sharp,pre.sident of the Association, and Am¬brose Cram, ^he chairman, will ap¬point the counsel, which will workout sets of facts. Several cases intorts, contracts, real property, andcriminal law have already been chos¬en, and for each trial there will bea member chosen from the seniorclass and one from the junior classto serve on each side. All trials willbe assigned this quarter in order thatthe cases may be adequately preparedand witnesses may be found. Onlyin unusual situations will appellatehearings be granted. HUTCHINS TALKSAT SENIOR CLASSMEETING TODAY Economist Is SixteenthFaculty Member inAdministrationThe Class of 1934 will hold itsfirst class meeting today at 11 inMandel hall. President Robert May¬nard Hutchins will address thegroup, together with Wayne Rapp,president of the class, and Pete Rus¬sell, president of the Alumni Associ¬ation.All seniors will be excused fromclasses at 11 in order that they mayattend the meeting. For the firsttime in its history, the Law Schoolhas dismissed all freshman classesscheduled to meet during that hour.Musical entertainment will befurnished by the Strolling Friars andby the University Night Owls.It is expected that the entiresenior class of 600 will be present.Plans will be discussed for a seniorclass dance, a senior class play, anda possible senior class breakfast. TheSenior Class Fund will be explained.Under the completed plans, each se¬nior will subscribe to the Alumni As¬sociation for one year and will re¬ceive the benefits of the organizationafter they leave their alma mater.LOGIC MISSING INPHYSICAL SCIENCECOURSE OUTLINEBy DARWIN ANDERSONThe syllabus of the physical sci-ces clearly reflects the reasonsThis doctrine is summed up in the j why the physical sciences have re¬ceived the universal'respect and ap¬proval of our modern world. First,there is in the physical sciences afollowing propositions: “The study ofthe successive quarters in Social Sci¬ence I should have enabled the stu¬dent: (1) To appreciate the signifi-j preciseness of terminology whichand to regard history as merely the I cance of ‘habits of thought’ as op- I surpasses all other modern discip-background for religion, philosophy, | posed to rational processes ... (2) j lines. Those who understand theand art. In short, they attempted to ; To grasp the irrational basis of cus- j terms and distinctions used can un¬present intellectual history,* But only i tom, the types of custom, and the ■ derstand the sciences in which theyphilosophers are competent to write j way in which customs define the be- j occur, since they have a definite mean-intellectual history, and unfortunate- i havlor of individuals ... (3) To un- | ing which does not shift with thel.v the editors of the syllabus admit \ derstand the basic mechanisms and context as is the case in the less pre-that they are not professional phil- i outstanding characteristics of human j else social sciences. Second, thereosophers (p. 58). The result is that conduct and to contrast the plasticity j is always an analysis for interpret-they treat or, rather, mistreat, basic j of human behavior with the relative j ing the natural phenomena in thephilosophic questions on non-intellec- ' fixity of animal behavior ... (4) To physical sciences. This analysis is us-tual grounds, and that they make envisage our basic social institutionsas parts of a complex whole that isin constant process of change andreadjustment in accordance withchanged conditions of life and chang¬ing conceptions . . . (5) To under¬stand the manner in which politicalinstitutions become established assanctified and unchangeable in theminds of people despite the neces¬sity for change.” (The numbering isamazing errors of interpretation.Combine Dogmatism with SkepticismFirst there is the curious combina¬tion of dogmatism and skepticismwith which they approach standardsof judgment and evaluation. Super¬ficially they are extremely tolerant—“we shall suggest certain standards,”• • ■ .“we have no intention to dictateto the student what he must or mustJ3ot admire, approve, or enjoy.” j ours to facilitate reference)/wv T% A . .s 11 ^ rrii^ r(p. viii) But at the same time theyhope to provide the student “with aset of spiritual values enabling himto bring a tutored understanding tobear upon the religion, the philos¬ophy, the art, and the literature of(Continued on page 6) The view of the nature of socialscience presented in this course is in¬dicated in the first sentence of thesyllabus (p. 3): “Change—JohnDewey has told us—is the primarysocial fact as surely as motion is(Continued on page 5) ually adequate for a clear under¬standing of the particular phenom¬ena, and is stated in definite proposi¬tions, rationally proceeding the onefrom the other. Third, in this order¬ing there is unity ahd coberenicewhich relates each proposition to thewhole analysis as an integral partof that whole. This wholeness or un¬ity of the field of the physical sci¬ences is an added reason for its clar¬ity and inielligibility. Last, but notleast, the experiments used are goodillustrations of the analyses madeand are real checks upon those an¬alyses.Though the phyt'cal science syl¬labus is the best of the four as far(Continued on page 3) Union MembersDebate Successof New SystemAccusations of “coddling and pam¬pering of students;” useless repeti¬tion of lectures, textbooks, andcourses; little concern for the devel¬opment of the student’s personality;no interrelation of courses in the.“■ame divisions; and that “cramming”is an essential feature of the Uni¬versity’s plan of education; weresome of the points brought out in around table discussion last night onthe new plan by members of theUniversity Debate Union, meeting inthe Reynolds club.That the increased attendance atlectures under the system of volun¬tary attendance is evidence of thefailure of the new plan, in that stu¬dents are not taking advantage ofthe new freedom, was pointed out inthe discussion. That comprehensiveexaminations do not test the stu¬dent’s knowledge but his power ofmemorizing was also charged; theuse of more discussion questionsrather than those of the objectivetype was suggested as the remedyfor this situation.The majority of the speakers cri¬ticized the lecture system, and favor¬ed more discussion groups with lessformality than the present ones andwith a larger amount of student par¬ticipation. Junior Collegefor Hyde ParkStarts MondayRegistration for classes in a newjunior college now being created bygraduate students of the Universityin the Hyde Park region will be heldThursday and Friday in the Wood-lawn branch library at 63rd andWoodlawn. Temporary headquartersof the college beginning next weekwill be in the Wadsworth school at64th and Woodlawn. The first termwill begin Monday.A full program of junior collegecourses under the supervision of theBoard of Education of Chicago willbe offered. Students will be able toreceive university credit through spe¬cial examination. The faculty willconsist of men who have receivedtheir doctor of Philosophy degreesand who have had six and eight yearsof teaching experience.The courses being offered are psy¬chology, history, sociology, English,political science, German, French,journalism, economics, public speak¬ing, ethics, poetry, logic, mental hy¬giene, and social psychology.While the junior college is in parta OWES project, it is also a partof the city school system. This collegeis one of a series of junior collegesbeing established in Cook County. Ifit is successful it will take the placeof Crane Junior College.Additional information about theproject may be obtained from EugeneWeafers, registrar, by calling Tri¬angle 7947.List Closed Coursesat End of SecondDay of RegistrationMADRIGAL SINGERSAPPEAR IN CONCERTA concert of sacred music will beheld at the First Unitarian ChurchSunday at 3:30. Under the direction | Anatomy 211.At the end of the second day ofadvance registration for the springquarter, in which students in the Bi¬ological Sciences and Humanities di¬visions registered, three morecourses and sections in five otherswere closed. The newly closedcourses are: Biological Sciences Idiscussion section e; German 103 sec¬tion f; Humanities discussion sec¬tions u, q; Physical Sciences discus-I sion sections r, h, j; Physiology 251sections a, b; Social Sciences II dis¬cussion section g; Zoology 220; and Professor Jacob Viner, Universityeconomist, was appointed as specialassistant to Secretary of the Treas¬ury Morgenthau yesterday. He is re¬garded as one of the brilliant mem¬bers of the economics staff at theMidway. He is known as a “middle-of-the-road” economist, neither rad¬ical nor conservative, and as an ad¬vocate of increased world-trade.A member of the University facul¬ty since 1916, Dr. Viner has been onleave of absence since last October,lecturing at the Institute of High¬er Studies, Geneva, Switzerland.Professor Harry Millis, head of eco¬nomics at the University yesterdaydescribed Viner as “one of the abl¬est of American economists—an au¬thority on monetary theory, interna¬tional trade, and govei-nment fin¬ance.”Born in CanadaProf. Viner was born in Canadain 1892 and received the bachelor’sdegree at McGill University in Mon¬treal in 1914. He came to live inthe United States immediately afterhis graduation and was appointed aninstructor at the University in 1916,at the age of 24. During the War heserved the government as special ex¬pert for the U. S. Tariff Commis¬sion and the U. S. Shipping Board.He did advanced study at HarvardUniversity, took the Ph. D. degree in1922 and was naturalized as anAmerican citizen in 1924.Dr. Viner has written two volumes,“Dumping—A Problem in Interna¬tional Trade,” and “Canada’s Bal¬ance of International Indebtedness.”He has completed a general treatiseon international trade which will bepublished this summer. Since 1928he has been editor of the Journalof Political Economy, published bythe University Press. He is bestknown for his monographs on eco¬nomic theory and world-traoe.Praised by FisherHe was named recently by Pro¬fessor Irving Fisher of Yale as oneof the ten Americans who “under¬stand” money.It is expected that Dr. Viner’sleave of absence from the Univer¬sity will be extended because of hisservice to the government. ProfessorViner is the sixteenth member ofthe University faculty to be calledupon for government service sinceRoosevelt’s inauguration.BIXLER OBSERVESDOMINANT TRENDSIN CLASS OF ’37of Robert L. Sanders and Cecil M.Smith, assistant professor of Music,the Madrigal singers of the Univer¬sity choir and the choir of FirstUnitarian church will sing numbersrepresentative of various periods andschools of music. Winfield Stracki,soloist of the Fourth PresbyterianChurch will sing a group of songs inwhich a composition by Leo Sower-by, organist, will be included. Students in the Social Sciencesand Physical Sciences divisions reg¬ister today, together with pre-legalstudents, who will obtain class tick¬ets from Miss Muir in the office ofthe Dean of the Law School from 9to 12 and from 2 to 4. Professionalstudents register tomorrow.The office of registration in Cobb210 will be open from. 8:45 to 11:30and from 1:30 to 4:30. “A slight trend has been observ¬able recently in the direction of awider geographical distribution ofthe sources of the class,” reports RoyW. Bixler, Director of Admissions,in “Neophytes of 1933-1934,” theannual sui’vey of the freshman class,in the March issue of the Alumnimagazine released today.Mr. Bixler goes on to state that“It’s commonly said that the scholas¬tic ability of the freshman class isimproving year by year. There islittle doubt that the scholastic char¬acter of the class did improve forseveral years after the inaugurationof selective admissions, but thereisn’t conclusive evidence that it hasimproved during recent years.”The remarkable development ofradio as advertising medium is de¬scribed in the ai’ticle on “Markets ofthe Air” by James W. Young, profes¬sor of Business History and Adver¬tising. The author bears out a previ¬ous item in the^ statement that com¬petition between ideas, instead ofproducts, is the most fundamental ofthe current trends in production.. Marion Talbot, LL.D., ProfessorEmeritus of Household Administra¬tion and former Dean of Women atthe University, writes “The WorldDiscovers that College Women arePeople.” “The Changing State Uni-vei’sity” is described by William Ben¬nett Bizzell, M. A. from the Univer¬sity and president of the Universityof Oklahoma since 1925.Page Two THE DAILY MAROON. THURSDAY, MARCH 8. 1934Satlg iiar00«FOUNDED IN 1901The D»ily Maroon is the official student newspaper of theUniversity of Chicago, publiihed mornings except ^turday,Sunday, and Monday during the autumn, wintCT, and springquarters by The Daily Maroon Company. 6831 University avenue.Subscription rates: 82.60 a year; $4.00 by mail. Single copies:three cents.No responsibility is assumed by the University oi ^icagofor any statements appearing in The Daily Maroon, or for anycontracts entered into by The Daily Maroon.Entered as second class matter March 18, 1903, at the post-office at Chicago, Illinois, under the Act of March 3, 1879.The Daily Maroon exprewly rwcrves all right of publicationof any material appearing in this paper.BOARD OF CONTROLJOHN P. BARDEN, Editor-in-C hiefVINCENT NEWMAN, Business ManagerWILLIAM GOODSTEIN, Managing EditorWALTER L. MONTGOMERY, Cir ulationJANE I. BIESENTHAL, Associate Ed’torBETTY HANSEN, Associate EditorTom BartonNoel B. Gerson EDITORIAL ASSISTANTSHoward P. Hudson Howard M. RichDavid H. Kutner Florence WiahnlckBUSINESS ASSISTANTSWilliam Bergman William O’Donnell Robert SamuelaSOPHOMORE REPORTERSCharlotte FiahmanEdgar GreenebaumRuth GreenebaumCarles Hoorr Henry KelleyRaymond Lahrlanet LewyCurtis MelniekDonald Morris Ralph Nicholsonlean PruseingJeanne StolteWilliam WatsonSOPHOMORE BUSINESS ASSISTANTSRod Chapin Zalmon Goldsmith Gerald SternFrank Davis Edward Schaar Everett StoreyMarie BergerGeorg Mann EDITORIAL COBdMITTEELouise Craver Preeton CutlerLinton J. KeithNight Editor: Ralph NicholsonThursday, March 8, 1934EDUCATIONALFANTASYA great number of years hence when peoplehave ceased trying to be scientific about educa¬tion, the better American students will attend avery fine College for general education. ThisCollege, if we may place you in Utopian future,is of a nature that will contradict traditional Amer¬ican mediocrity in education.The registrar of the College will admit themupon demonstration that each can write two sen¬tences with a connected thought and can speakEnglish. They do not fumble with bulky cata¬logues because there are no catalogues and theyknow what they want.During the year, in groups of twenty headedby two instructors, they read thirty books by thir¬ty of the less-than-a-hundred really great think¬ers who have arisen in the brief, three thousandyears of man’s written rationality.Early each week the class begins another bookbecause it is not a comfortable habit to come todiscussion without reading. Before they get wellinto the book, they meet to discuss mutual dif¬ficulties, misunderstandings, and misinterpreta¬tions.Late in the week, they meet again, but thismeeting is far more exciting. Instructors ascer¬tain that each member of the class understandsthe contents of the books, not by recitation, ques¬tion, or quizzing, but, strangely enough, by dis¬cussion. Faculty and students fire* questions atone another and cross-fire answers. Argumentsare settled by going to the text, and holders ofuntenable positions are adroitly reasoned fromthem. Fast, clear thinking is the order of thehour.Both students and instructors had learned toread the books with view to asking questions aboutthem. Each had come prepared to defend his in¬terpretation of each book, but no instructors, whowere expected to be right most of the time, evershowed contempt even for a ridiculous interpreta¬tion. Instead, an instructor rationally recognizedand combatted it.In these discussions the group was intensely in¬terested in the mind of the author and how itworked. Right reason and good logic were therules by which each author was measured. Whatideas and how were they handled suggest topicsdiscussed.As the year progressed the class began to un¬derstand the tremendous intellectual record manhas left almost forgotten in most university cur¬ricula. With a comprehension of ideas advancedby these authors, they felt a lengthening perspec¬tive by which they could view all accomplish¬ments, past and present, of mankind.ELxperience, they reasoned, is responsible forboth facts and ideas, but ability to abstract ideasfrom experience is the highest expression of hu¬man endeavor and a faeture of differentiation of man as opposed to animal. < Furthermore, since asingle idea may classify countless facts, there arefewer ideas than facts. Again ideas are under¬stood, while facts are merely memorized, or, ifunderstood, are understood only in relationshipto ideas. Colleges andStudentsBy MAX SCHOENThat life and, knowledge are syn-Lectures at the College occur once a week, butthey are announced at an odd moment during dis- j onymous calls for no elaborate dern-_ . 1 J I -r I onstration. As a person grows incussion and are considered purely auxiliary. Lee-1 his worldhe is also growing in life, in theconsciousness of being alive. It is inthis vital matter of arousing in thestudent a vision of the nature andsignificance of knowledge as a wholethat colleges fail most dismally. In¬stead they turn the campus into atrap baited with grades and diplomasto tempt students to turn themselvesinto more or less receptive vesselsinto which professors may pour whatpasses for knowledge, but what con¬sists mostly of rehashed, devitalizedhusks of information. If the vesselis being filled in keeping with theprogram of academic procedure ofcourses and examinations it is pro¬nounced a “good student.” Whetheror not the information functions isblissfully ignored. The teacher isthrough when he has handed in a, , . . , , . , . . grade, the student is through whenlanguages and training in the technique and criti- j ^as “knocked out” a passing gradecism of the fine arts to equip students for ade- I in the “stuff.” At the end of fourturers refrain from mentioning the date of theauthor’s birth, marriage, and death in spite of thefact that they are probably the most importantthings that happened to him. Rather, the lecturertells what he thinks about contemporary intellect¬ual opposition encountered by the author, otherworks of the author, or the relationship of histhought to that of other great thinkers.Examination comes at the end of each year.It is oral and written, commentary, critical, andanalytical. The exact science of mathematics isnot used in marking them.Accompanying courses include history by lec¬ture commencing with stated ideas and principleand selecting facts and data to support them;rhetoric and pricniples of grammar common to allquate self-expression and appreciation of it inothers.After two years of this delightful, simple edu¬cation in which students had been allowed to com¬prehend the most important ideas behind the arts,literature, and sciences of man, the graduates ofthis College had an understanding of the world,not complete enough to be arrogant but sufficientto be sagacious. If they looked back upon thesad state of affairs among great universiites in1934, they would see illogical relations and struc¬tures of the sciences, particularly the social sci¬ences, and the humanities, the chaos of assorteddepartments, the futility of the pedant who aggre-grates facts, unrelated to ideas, calling the processand result scientific. They would entertain ahealthy scorn for anti-intellectualists and pedantswho are indeed indistinguishable.But above all they rejoiced that education forthem was philosophic, not scientific.—J. P. B, years the vessel that has regularly“passed” is considered to be suffi¬ciently filled to be sent out into theworld “with all the rights and privi¬leges thereunto appertaining,” al¬though no mortal has as yet suc¬ceeded in determining just whatthese rights and privileges might be.Obviously this whole rigmarole is asad, depressing travesty on educa¬tion, on knowledge, and certainly, onlife.Some MisconceptionsWithout going into details, thesins of the colleges against a living,vitalizing, educational procedureNEW PUN IS BASEDON SEVEN VEABS OFEXPERIMENT, THEORYThe Travelling BazaarjBY CHARLES (“Scriblerus”) TYROLEREVEN THE WALLS HAVE EARSLouis Miller went to History yesterday for thefirst time in four weeks Tom Barton’s tele¬gram about the wrestling meet last Thursday ar¬rived at the Maroon office today slightly late weshould say.... (ft is now six o'clock and we aremissing supper.... such self-sacrifice) TomFlinn is about the only football player who fre¬quents the coffee shop.... Rita Houze is the only... .well that’s the reason anyway... .Ashley Of-fil is the most retiring guy around.. .we live rightnext to him and have only seen him once in sixmonth.® and that -was over at Mandel Hall!. ...But we always run into Alan SchlesingerWell is it our fault?.., .And what are you goingto do in spring vacation.... And who are the twoloving playmates in Physical Science lecture andwhy do they get so intimate in public and aren’ttheir seat numbers 55 and 56?....The LambdaChis are all installed in their new house whichis the old Delt house and they have thirteen newpledges and we hear that they are going to inviteHarry Morrison over for lunch oh yeah?How’s economics getting along^ Baker and Wom-er?....High-steppin’ Donkle was in that too.,..too bad that Deem and Rice aren’t in the courseto keep Baker and Womer company.. .well, may¬be not only Baker and Womer....LAST OF A LONG LINEAn education number of the Maroon and stillthey include the Bazaar god knows there isn’t anyreason for having it in on ordinary days but thenadding insult to injury they put it in the educa¬tion number as if the Bazaar educates anybodybut the gny.who writes it and he only learnshow to make dots and asterisks on a typewriterand how to spell “and”. .Guthrie Curtis is carry¬ing seven courses this quarter in order to be eligi¬ble for baseball some ambition.. .that oughtarate a Major ‘C’ without Guthrie playing at all.... “loyalty to the school” and such.... And nowwith Mirror just over Blackfriars start with try¬outs and the girls will have to just sit back andwatch and there won’t be anybody to take themto the show in May because everybody will beeither in it or doing something with it... .maybethey’ll have to buy thej^r tickets... .a pleasure...It’s been nice this week with all the Mirror chorusgirlies running around Lexington in scanty cost-tumes it’s been verrah nice.., And who was itthat thought the bust of Adler by Mrs. Hutchinson the front page of Comment was a bust of aGreek? It’s an Egyptian, you dope yesand Adler, too....with an Egyptian head dress... .aren’t there always such people?,... (Continued from page 1)pected to get information and ideasto form a broad background for lat¬er work in a particular depa.'tment.InstructionInstruction under the New Planis given in large lecture classes. Inthe general sciences courses, .studentsare offered the opportunity to fa¬miliarize themselves with laboratorytechniques if they wish, hut in theclass room, the experiments neces¬sary to understanding are demon.s-trated or shown in the new series ofscientific motion pictures in sound.The general lectures are supplement¬ed by tutorial sections, in whichsmall groups of .students meet withinstructors to discuss the subject mat¬ter of the lectures.Besides the four general surveys,every student in the College musttake two electives, each from a dif¬ferent Division of the University, be¬fore he car receive his College cer¬tificate which entitles him to continuework in the University. These elec¬tives are more particular surveys ofthe work of a department. Like thesurveys they are of a year’s duration,and, again like the general courses,are climaxed by a comprehensive ex¬amination over the year’s work. Aseventh course is elementary Eng¬lish, consisting in techniques of note¬taking, summarizing, bibliography,and grammar.Comprehensive examinations rep¬resent one direction in which theideals of the new plan are not fullyrealized. All seven of them requiredfor graduation from the College arej graded with old fa.shioned A, B, C,j D, F grades. Passage of a new planI course is indicated by S or U (satis-[ factory and unsatisfactory), but pas-I sage of the course depends entirelyj upon the final examinations. Hence,j grades are awarded and studentprogress is still measured by the Re¬corder’s adding machine, despite newI plan idealism.Syllabi in all courses outliningreading, lectures, and subject matterprovide guides for independent stud^These syllabi are written by the faT^ulty in charge of the course andare on sale at the Bookstore. Theyare still experimental and are rewrit¬ten annually. At present, they varyin worth from course to course. TheBiological Science syllabus, by gen¬eral agreement, has been the mostsuccessful.According to Dean George A.Works, the new plan has affracteda higher type of student to the Uni¬versity. His conclusions are based inlarge part on the Thurstone Scholas¬tic Aptitude tests, which are giventhroughout the country. Student dis¬cussion on student initiative has beon(Continued on page 6) may be summarized in the followingmisconceptions:1. That information is knowl¬edge.2. That students are naturallyopposed to intellectual development,and come to college primarily toloaf, and to put something over ontheir teachers.3. That the acquisition of knowl¬edge must be a painful process.4. That forceful feeding andperiodic disgorging is conducive tothe development of an intelligenthuman being.6. That the amount of good astudent derives from a “course” isin direct proportion to the agony heis experiencing in taking the“course.”6. That the more hours the stu¬dent has to devote to a subject themore he gets out of it.7. That because a “course” isdifficylt it is for that very reasona good “course.”8. That if a student enjoys a'“course” he is getting little out of it.9. That the best driver is the bestteacher.10. That students must be con¬stantly watched and hounded byteachers, deans, etc. or they wouldgo straight to the dogs.11. Tiiat if a student is notgrinding away he is loafing.12. That if a student questionshis teacher’s infallible wisdom he is impertinent^13. That students do not knowand cannot know, what is good forthem.14. That because a man knowshis subject he is therefore competentto deal with the developing mind.15. That the failure of a studentto advance in a subject in accordancewith the judgment of his instructoris a sign of his stupidity, laziness orinadequate high school preparation.16. That every college teacher isa superior scholar and person.DREXEL theatrk868 E. (3rdThurs. and Friday.March 8, 9‘HER SWEETHEART’("Christopher Bean")’ withMarie Dressier - Lionel BarrymurrMat. Daily—15e to C:S0 P, M.INTENSIVE ComikuI Sfenotp^t^hic COURSEFor CoIIece trained Men and Womcn.IOOwords a minute in 100 days. Astured hrone it*. Day clasace bcglo April 2nd.VMl, sprite or Jihone RANdolph 1575BRYANbSTRATION18 SO.MICHIGAN AVE . CHICAGOThe Rental LibraryANDThe New PlanThe sets for the Survey courses areavailable only at the University ofChicago Rental Library. We havealso reference books for manycourses.THE UNIVEBSirr OF CHIGiBO BOOKSTOBE5802 Ellis AvenueOPEN HOUSEFriday, March 9University of Chicago SettlementDancing - Carnes - EntertainmentRefreshmentsPAUL LAURIEAND HIS BANDQoister Club—Ida NoyesADMISSION ONLY 35c 8 to 12JANGLED[NERVESi(^re YOUR nerves?819472728196188632918243090628 809702778421664321821863987654Hwe is a 35^^this Series contjthe same order,these two. of numbers. Twidiyits.Avara,r.,Copyright,f" ’ ■■ '■■ ' ■ ■'■ ,1,1 J1.IVP«11THE DAILY MAROON, THURSDAY, MARCH 8, 1934 Pagfe ThreeGENERAL BIOLOGYCOURSE IS TERMEDBIASED,_PARTIALSyllabus Is Praised forIts TechnicalPerfectionBy CLARICE ANDERSONThe essential characteristics of aflood general introductory course areone, that it be a good general course,and two, that it introduce. An intro¬duction should give the fundamentalprinciples, and should familiarize thestudents with terms, laws, etc., whichare basic to all future w’ork in thefield. Beyond a doubt the generalcourse in Biology (as represented inthe syllabus) does that.The course must be general for thesake of those who want a broadknowledge of the subject and who donot intend to take further work inthe field. The student’s energiesshould be devoted to what is import¬ant for understanding biology, not tomemorizing technical terms and un¬important details. The syllabus notonly uses a minimum of technicalnames, but guides the students inlearning which are important enoughto remember and which may be mere¬ly nmlding acquaintances.Unity of Cour>e ContentIf the course is to be adequate andthe style good, the material must heunified. Too often, general coursesturn out to be a series of separatecourses connected only by “and ’.I’nity of subject matter (in thiscourse, life in its various aspects),plus intelligent handling, gives thematerial the necessary unity.Finally, a general course should beimiiartial, fair, open-minded. Thispresentation may be the only insightsome students will get into the sub¬ject matter, and it should be a trueinsight. Here, it seems to me, thesyllabus is weak.It must be kept constantly in mindthat the thet^ry of evolution is ex¬tremely imperfect. There are greatand serious gaps in the theory liridg-ed only by surmise from very meagerevidence. Opinions vary, and eachdeserves examination.Mechanistic BiasThe authors of the section on psy¬chology are subject to a tlefinite biasin favor of mechanistic explanationsfor all psychological phenomena.But there is much that cannot be ex¬plained by describing the machineryof the brain. We observe that thereare activities of human beings whichoccur only when certain physicalequipment is present; for example,we find sensation, imagination, rea¬soning occurring always in conjunc¬tion with sense-organs and the cen¬tral nervous system. Therefore, themechanist concludes that all that isnecessary for the occurrence of thesephenomena is the physical equipment.-Anything which is not a neurone ora collection of neurones he labels a“mysterious force” and dismisses asmere superstition. Imagine, as aparallel situation, a being who can see inorganic matter, but cannot seeor know of the existence of organicsub.stances. He sees an automobile.It moves apparently as a response toa stimulus given it by a green light..All the machinery is pre.sent by whichthe thing moves, but the being whohas knowledge only of inorganic mat¬ter does not see the man sitting atthe wheel directing the movement ofthe automobile and therefore saysthat nothing exists but what he cansee. He has succeeded in explaininga great deal by observing the ma¬chinery of the car and therefore pre¬sumes that that is all there is toknow. Our mechanists who deny im¬material substance because they can¬not see it are liable to the same sortof error.Mechanistic DefeatismOnly a confirmed mechanist wouldsay, when speaking of mental activ¬ity, “Man is a tremendously compli¬cated organic machine, the remark¬able complexity of structure natural¬ly giving rise to equally complex andremarkable functions.” The corollaryis that no other explanation is neces¬sary for the.se remarkable functions.Increasing the complexity of an auto¬mobile a thousand fold does not makea driver unnecessary. A new anddifferent element must be introducedto make the machine run.Aristotle Disparaged, Then AdoptedIt is amusing and rather character¬istic of modern science to find Aris¬totle disparaged in one sentence andparaphrased (without due acknowl¬edgment) in another. He is quotedas saying that the brain is a largegland for secreting tears, and a de¬vice for cooling the animal spirits.Modern psychologists are amused atsuch gross misstatement of fact. Butthey adopt Aristotle’s definition ofman and modify it for the worsewithout acknowledging that this ig¬noramus, who called the brain a gland, said it first. The case in pointis Aristotle’s a.ssertion: “Man is arational animal,” and the syllabus’sstatement: “Man is a machine thatthinks”. Definition (logically speak¬ing) consists in giving the genus anddifferentia of a substance. Animalis the genus in this case, rational thedifferentia. The definition in thes.vllabus gives machine as the genusand thinking as the differentia. Thereis a gap between machine as thegenus and thinking as the differentiawhich must be filled. Animation isnot implied in machine. The defi¬nition, to be complete, must read“Man is an animated machine whichthinks”; or, in Artistotle’s moreeuphonious language, “Man is a ra¬tional animal.”Distinguish Reason, Fact, DefinitionIt is also significant, in this con¬nection, to point out the distinctionbetween truths of reason, truths offact and definitions. Truths of rea¬son depend for their assertion onlyupon prior truths of reason, whichmust ultimately have their founda¬tion in self-evident truths. Truths offact are known through sense per¬ceptions, and such knowledge is prob¬able and inadequate in-so-far as oursenses are unreliable and are limitedto giving us knowledge of individualcontingent things. Definitions areanalytical and are not asserted astrue or false. A definition can onlybe false when it is internally incon¬sistent, that is, when it cannot de¬fine anything. Aristotle in his ex¬planation of the function of the brainerred in a statement of fact, accord¬ing to our present knowledge, whichin turn may be corrected in the fu¬ture, But that Aristotle can be cor¬rected by later scientists with respectto matters of fact cannot reasonablyjustify the contemporary treatmentof his basic definitions and principlesof analysis in biology and psychology. \ 'Physical Science Syllabus Gives ’Evidence of Worthin Precise Clarity, But Lacks Proper Organization(Continued from page 1)as precision of terminology, unity,coherence, and clarity is concerned,it could be much improved in its or¬ganization. There is too great a sepa¬ration into courses which appear tobe unrelated, except that all arephysical sciences. There has been apraiseworthy attempt to combine andintertwine the lectures on astronomyand physics, but this attempt has notbeen completely successful, as canbe seen by looking through the tableof contents. The lectures discussingthe stars, spectroscopy, and the ne¬bulae follow a discussion of theearth, which in turn is preceded bylectures on the constellations and thevault of the sky. Between these threedivisions of the astronomical lecturesare interspersed lectures oh physics,not always connected with what pre¬cedes or follows them. The discus¬sions of mathematics, geology, andmeteorology seem to be “just added”rather than placed in relation to thewhole course. These errors in goodorganization could be very easilyremedied hy an order somewhat likethe following: “Flights into Chaos,”“The Skies of Night,”—we do notunderstand why it appears necessaryto become sentimental in findingtitles for lectures in astronomy; thatcan best be left to poets,—the nebu¬lae, the stars, the sun, the solar sys¬tem, the mathematics and formulaeby which stellar and planetary mo¬tions are calculated, the earth, itsgeology, the physics and chemistrynecessary to know the motions andcombinations of elements on earth,and lastly meteorology as the least certain of the physical sciences. Suchan ordering would present the fieldof the physical sciences as a whole.Unproved Dogmatic AssertionsDespite the fact that the physicalsciences insist that everything mustbe proved, they assert dogmatically(1) that experiments are the mostimportant things in a science (sum¬maries); (2) that the universe ismechanistic and is built up of elec¬trons and atoms (page 82); and (3)that the theory of evolution is ap¬plicable to all other subject matters,as well as in biology.A collection of experiments is nota science. In a new field of research,in which scientists have no proposi¬tions, it is legitimate to begin think¬ing in that field by an illuminating ex¬perience or exploration. Though ex¬periments are necessary it is the ana¬lysis made in the new field, thus open¬ed up, that is the science. What wecan say as the result of experiment¬ing is that in the real world thereare examples of our reasoning; i. e.,the experiments are illustrations ofour theories. For example: we reasonthat if there is x then y follows, isobservable and is observed. But thisdoes not mean that the converse ofthe above proposition is true; i. e., ify then x. This is a common errorin reasoning, known to all, but vio¬lated by many. The experiment isan excellent check on our reasoningby means of which we can correlateour experience with the results ofour reasoning. If there is found tobe a discrepancy between the resultsof our reasoning and our experi¬ments, then it is time to criticize our theories and correct them or discardthem for others more applicable.Mechanistic Dogmas InsufficientThe second dogma asserts that theuniverse is compounded of electrons,the fundamental building stones ofall matter, (page 82), which are incontinuous motion drawn togetherand repelled by the forces of attific-tion and repulsion (pages 61-62).Having thus built up a universe oflarger and larger mechanisms, onedependent on the other, scientistshave failed to answer several vitalquestions. What produced the firstmechanism? If the first mechanismcaused itself, how were other com¬pounds built up out of it? But inmore advanced physics (as in fieldtheory or quantum theory), mechan¬ism has been given up; so why, wewonder, is mechanism asserted as adogma when it is to be dropped lat¬er and the student forced to learna more subtle analysis?In connection with the dogma of(Continued on page 6)“Is yourstheDUNLAP,sirToday on theQuadran;The Daily MaroonNight editor for the next issue:>avid Kutner; assistant editor: Rayahr.LecturesThe Role of Mathematics in theorrelation of the Sciences. Profes-3r Arthur C. Lunn in Kent theatert 8.“Monetary Problems.” H. S. Moul-)n at 8 in the Social Science As-;mbly.Religion“Some Outstanding Christian Mys-cs” by the Reverend M. Boisen.oseph Bond Chapel at 12.Calvert Club. Informal socialleeting. Ida Noyes Library at 4.MiccellaneousSenior Class meeting in Mandelall at 11.Rifle and Pistol Club at 4:30 inlassies 11.Y. W. C. A. luncheon fron» 11:30) 1:30 in Ida Noyes Hall, secondoor. Tickets at Y. W. C. A. office,0 cents.Blackfriars cast tryouts in Mandelill at 3. ARE YOU AThose penciled scrawlsare a sign of jangled nervesIf you're the stolid, phlegmaticsort of person who doesn't feelthings very deeply, you'll prob¬ably never have to worry aboutnerves. But if you’re high-strung,alive, sensitive—watch out.See whether you scribble thingson bits of paper, bite your nails, jump at unexpected noises—they’re signs of jangled nerves.So be careful. Get enough sleep—fresh air—recreation. And makeCamels your cigarette.For Camel’s costlier tobaccosnever jangle your nerves — nomatter how steadily you smoke.COSTLIER TOBACCOSCamels are made from finer, MORE EXPENSIVETOBACCOS than any other popular brand of cigarettes!SMOKE AS MANY AS YOU WANT...THEY NEVER GET ON YOUR NERVES!PATRONIZE THE DAILYMAROON ADVERTISERS Ikll CAMEL CARAVAN featuring Glen Cray's CASA LOMA Orchestra and other Headliners Every Tuesday andI U M t IN! Thursday at 10 P. M., E.S.T.—9 P. M., C.S.T.—8 P. M., M.S. T.—7 P. M., P.S.T.. over WABC-Columbia NetworkDAILY MAROON SPORTSPage Four MARCH 8, 1934Swimmers MeetPurdue Tomorrowin Dual ContestSaturday Maroon swimmers travelto^ Lafayette to meet Purdue in theirlast dual meet of the season. Lastweek the Boilermakers overcame In¬diana by a 44 to 40 score. On thebasis of comparative scores, whichare fairly reliable in a sport suchas swimming, the Boilermakersshould defeat the Maroons decisive¬ly. Francis Baur, Purdue star,should give Chuck Dwyer and Cap¬tain Dan Glomset a good race inthe bi'east stroke, although Chicagoought to be victorious in that con¬test. Sam Carter, Purdue-ace andhigh-point man of the Indiana meet,is the Boilermakers’ chief hope in theshorter freestyle events.In the water polo game which willfollow the swimming meet, Chicagoshould win and thus leave its recorduntarnished with four victories andno defeats. However, the Maroonswill not be undisputed titleholders asNorthwestern’s Purple aggregationhas yet to finish at the short end ofa score.The conference swimming meetwill take place at Iowa a week fromSaturday. Coach McGillivray willenter several Maroon stars. VORRES ENTERS 3MEN IN CONFERENCEWRESTLING TOURNEYThe Big Ten wrestling champion¬ships will be held at Bloomington,Indiana, tomorrow and Saturday.Coach Vorres has been debatingwhich of his boys to send out insearch of titles, but hasn’t made uphis mind.Ed Bedrava, second in the Big Ten165-pound class last year, may godown to seek a championship in the155-pound class. Roger Gorman, a135-pounder who has been showingpromise, may go for the experience.If Barton’s injured knee responds totreatment he may compete at 118pounds. Several other men may besent down at the last minute.Most of the boys are still tiredafter their 1,900 mile jaunt to Ohiouniversity and Franklin and Mar¬shall. The team won one and lostone, dropping a decision to the Fand M team. Max Bernstein, EdBedrava, and Captain Bargemanwrestled their last meet at Lancas¬ter last Saturday.Coach Thom’s Hoosiers are de¬fending champions, having won theNational Collegiate title, in additionto the conference championship lastyear.Debonair yetDignifiedThe Manor created bySTETSONThere’s a gallant swing to the lines of this new Stetsonhat for spring. Snap it in front if you like, or wear it off-the-face. Either way, the slightly tapered crown and up-curved brim give the “Manor” an air of energy andsmartness. Try it on at your Stetson dealer’s. He has awide range of attractive new Stetson styles and colors.Stetson hats for spring are priced at $6 (unlined), #6.50,$8, $10 and upward. Also the Stetson Mity-Lite, new extremely light-weight “crusher,” at ^5.JOHN B. STETSON COMPANYJT THE BETTERSTORES A SIZE AND SHAPE FOR EVERY HEADDance at theHanger of theHotel La SalleSunday Evening,March 111ST ANNUAL JEWISH STUDENTSFOUNDATION DANCEDave Cunningham’s Broad¬casting Orchestra. Radioand Stage Entertainment.Informal$1.50 per couple 9-1 SportFlashesHaarlow or Froachauer—Lanabert Picks One—Eastern Wrestling—Collegiate Golf—-By TOM BARTON- POLO TUM WINDSOP SEASON IN GAMEWITN0.0FDETII0ITBud Froschauer of Illinois is gen¬erally being picked as one of the for¬wards on the Big Ten basket team.Froschauer was pretty good but it isour humble opinion that Bill Haar¬low, Maroon forward, rates all-Con-ference mention over the Illini star.Bill was a marked man in everygame this season, and despite thishandicap was third in the Big Tenscoring.» s *Coach Ward Lambert d* fne cham¬pionship Boilermaker quintet maynot have been far wrong in his selec¬tion of an all-Big Ten team. Lam¬bert picked his whole starting lineupof Cottom, Eddy, Fehring, Loweryand Shaver as his all-star team.* * «They really take their wrestlingseriously in the East. When Chicagomet Franklin and Marshall collegeat Lancaster Saturday there were3,400 paid admissions. And the tick¬ets were sold at 6i5 cents, 85 cents,and box seats at $1.10.« * *Michigan’s Big Ten championshipgolf team suffered a setback whenJohnny Fischer dropped out ofschool to practice up for the Walkercup team. Fischer, Big Ten cham¬pion, is one of the leading niblickwielders in the amateur ranks. Thenumber of collegiate golfers whohave risen to prominence in the ama¬teur ranks has been steadily increas¬ing.Five of the Walker cup team arecollege men or recent graduates.George Dunlap, captain of the team,was a former Princeton golfer, Na¬tional Collegiate title-fioltJer, andpresent National Amateur champion. When Tommy Wason, Bob Hepple,and Captain Bruce Benson take thefloor against the University of De¬troit’s pow'erful polo team at theriding club Saturday, it will be thelast collegiate game for the entiremembership of the home team. RayIckes, who will see action during thecontest, is also a graduating senior.Although they whipped the previ¬ously undefeated Illini by a 10 to8^ count last week, the chances fora Maroon victory are not too good,considering the fact that Detroit isusing two graduate students on itsteam. A1 Neberle and Gil Otto, Nos.2 and 3 respectively, are both seniorsin the law school and have played to¬gether for four years. Herman Der¬ry, No. 1 man, is the only newcom¬er, being a freshman.Hepple Believes in SignsLast week Coach Price tried theexperiment of using Benson at No. 2and Hepple at No. 3, but it didn’tvrork out so well. Benson appearedin his regular jersey, with a largenumeral “3” on the back. Hepple,noticing this, decided that he hadbetter play at No. 2. Result: Threemen on offense with an unguardedgoal.The scoring efficiency of this par¬ticular arrangement was evidentfrom the fact that the Maroons rangup five markers in a row, but whenthe Illinois forwards saw the wideopen goal in front of them, they re¬sorted to the tactics of passing theball from one to the other, until theyhad eluded the Chicago horsemen.It was then an easy task to scorethe goals which twice tied up thegame and kept the crowd in su.s-pense until the last whistle. Indiana May Spring Upsetin Big Ten Track FinalsNew Scoring System toBe Adopted FavorsMichigan MenFive places instead of the usualfour will be scored in Saturday’s con¬ference track and held championshipsin the fieldhouse. This innovationwill do much to increase the uncer¬tainty of the team champion, thoughthere is little doubt that the winnerwill not be any school other than In¬diana or .Michigan. The new scor¬ing system to be u.sed for the firstfive men is: 5, 4, 3, 2, and 1 points,which favors the Wolverines.Reports indicate that Coach E. C.Hayes of Indiana ha.s numerous sur¬prises up his sleeve. For one thing,Hayes has developed Ettore Antonini,giant football end. into a promisingshot putter. There is also a chancethat Charley Hornbostel will try fora place in the two mile, in additionto running the half- mile, and relay.Count on Hobb*Indiana has also kept its mysteryman, .Marmaduke Hobbs, under cov¬er. Hobbs, -eputed to have morepromise than Hornbostel last year asa freshman, has l)een running behindthe Hoosier captain al* season and histrue ability is unknown to those out¬side of Bloomington. He will defi¬nitely compete in the mile and mayalso run in the two mile and relay.Wes Biisbee, secorid in the shot lastyear for Indiana, has only recentlyrecovered from an attack of measlesand competeil for thi first time lastSaturday Hgain.st Illinois. Even ifthe football player were in goodr.hapt' he would not be able to out¬distance the four forty-eight feetmen, Dave Cook, defending championfrom Illinois, George Neal of Ohio,Bob Stephen of Northwestern, andBill Freimuth, Minnesota sophomore. Big Ten Trackand Field Records, 60 yard dash—:06 2-10—G. S.j Simpson, Ohio State, 1929 and 1930;j J. A. Timm, Illinois, 1929; Edwardj Tolan, Michigan, 1931; Donald Ren-j wick, Michigan, 1932; Don Bennett,I Ohio State, 1983.j 70 yard high hurdles—:08 5-10—, Lee H. Sentman. Illinois, 1930.I 440 yard dash—:60.0 — EdwinI Russell, Michigan, 1932.j 880 yard run—1:53.9—CharlesHornbostel, Indiana, 1933.j One mile run—4:12.5 — Henry! Brocksmith, Indiana, 1932.Two mile run—9:18 4-10—Henryi Brocksmith, Indiana, 1982.I One mile relay—3:20.6—Michigan1 (Edwin Lemen, Tom Ellerby,I Charles DeBaker, Charles Alien*' 1933.I Shot put—48 feet 9*4 inches—I Clarence Munn, Minnesota, 1932.' Pole vault—13 fet, 10 inche.s—E.I Lennington, Illinois, 1933.High jump—6 feet, 5 inches—Charles McGinnis, Wisconsin, 1927.STAGE I-M SWIMMINGMEET TODAY AT 3:45 CONFERENCE FENCING,GYMNASTICS MEETSTO OPEN TOMORROWHEADQUARTERS forSTETSON HATSTHE{!i(5HUBHenry C. Lytton & SonsState and .lackson—CHICAGOEVANSTON OAK PARK The winter quarter all-UniversityI intramural swimming meet begins' this afternoon at 3:45. All residents,I except varsity and freshman tank-; men, may enter by rejmrting to Bart-! lett natatorium by 3:30.The schedule of events released' yesterday by Randolph Bean, sopho-' more manager, is a.s follows: 40-yd.free style, 100-yd. breast, 100-yd.back, 100-yd. free .style, fancy div¬ing, and 220-yd. free style..\ team composed of the winnersof this competition will face thefreshman swimmers in a dual meetearly next quarter. Since today'smeet is an all-University meet, noparticipation, or organization pointswill be awarded. • With high hopes for victory, twoUniversity teams play host to the BigTen tomorrow evening in Bartlettfor the conference championships.The gymnastic team enters thetournament a.s the outstanding fav¬orite. Its strongest competition seom.sto be in the form of the Illinois andMinnesota aggregations. CaptainWrighte of Chicago will be gunningfor his second conference all-aroundtitle as he and his teammates try fortheir fifth consecutive Big Ten cham¬pionship.The Maroon fencers also rate asfavorites in the conference cham¬pionships, although Illinois, whichthey overcame a short time ago,.should give them plenty of competi¬tion.Choose Girls’ HonorTeam in BasketballTen girls have been chosen for thebasketball honor team from the gymclasses. They will automatically be¬come members of “C” Club. Thegirls are: Irene Buckley, Ruth Camp,and Jeannette Cardoza, guards; Mar¬jorie Hattel, Mary Walter, and RutiiWright, forwards; Ruth Fletcher,Jane Hebert, Dorothy Johnson, andJane Woodruff, substitutes.YOU MUST HELP SAVETHE CHICAGO SCHOOLSYSTEMAll who are genuinely interested ineducation * are aware of the hopelesssituation which has existed in Chicagofor many weary months. Local agenciesare unable to cope with the situation—Now It’s Up to Yousimply by mailing one of the postcards prepared for the appeal to Presi¬dent Roosevelt you can assist in thismovement to secure federal aid. Upon the payment of one cent forpostage you may obtain one of thesecards at The Maroon Office or in Lex¬ington Hall.The Daily Maroon most urgently re¬quests cooperation, so that this massappeal may be made effective.THERE IS NO ONE TOO INDIF¬FERENT TO CONTRIBUTE HIS SIG¬NATURE AND ONE PENNY TO THECAUSE.THE DAILY MAROON, THURSDAY. MARCH 8. 1934 Page FiveSocial Science I iPresents Facts, |Overlooks Ideas |(Continued from pafe 1)the primary physical fact.” We mustunderstand first how change is re¬lated to social science. The consid¬eration of what changes have in facttaken place is the function of a his¬tory. But, although a large part ofthe syllabus material is either infor¬mation or history, history is not sci¬ence, and hence not social science.Historical or descriptive knowledgeis concerned with particulars, wlfile iscience treats only of universals.Further, a science is either specula-tive or practical, depending on !whether it aims at knowledge or ac- ition. Since psychology aims at }knowledge, it is the speculative sci- ience of human behavior, and all 'knowledge which pertains to humanbehavior is properly within its 'scope. The analysis of human be- !havior, individually and collectively,is therefore not social .science but ipsychology. Social science is, then, Ithe practical science which uses psy- 'chology and concerns itself with the |means and ends of human activity, jInsofar as this course is actually |about social science, its problem is to jshow how social change can be ibrought about. As a basis for un- |derstanding the ‘primary social fact,’ .or given condition, it must examineand adopt a psychological doctrine. :Irrationality A««umed But Unproved iThe ideas on the nature and meth- !ods of social science in syllabus and 'readings are derived largely from !the Positive Philosophy of Comte, |and from the empiricism of Hume, ideveloped out of the work of Bacon, 1Ix)cke, and Berkeley. (Cf. pp. 287- !290.) For example: the notion that !past history explains—shows thecause of—a given event. This is 'based on the doctrine of determin- |ism—implicit in Comte’s positivism !—a doctrine which has never been !intelligibly formulated, let alone jdemonstrated. In the course as now ;taught, the properties of social ichange are the object of investiga- jtion; just as in kinematics, the prop- |erties of motion are described. The jcomponents of social change—peo- ipie, institutions, customs—are treat¬ed as passive in exactly the same )sen.se that the matter of physics ispassive. (Statements 2 and 3, above; ,and Dewey’s statement). This brings [up the basic philosophic issue: viz., iwhether or not human activity is sub¬ject to volition—can be rationallywilled or directed. Now both Humeand Comte deny the possibility ofdiscovering the essence of efficientcauses; by which they imply, for ex- |ample, that simply from the descrip- jtion of actual events or customs, we jcannot discover whether these have joriginated rationally or irrationally.Further, at no place in the syllabus ;is there indicated any demonstration .that social change is irrational. The |problem is not even discussed; it is |settled at the outset, dogmatically. I(p. 4) ‘‘Rational approach vs. habit ,and custom. The perils of approach 'through ‘reason’ as illustrited by 'Blackstone’s Commentaries. Ration- Ialization.” ‘‘His (Sumner’s) method \of presentation cannot fail to make ■us look more objectively at our own jcustoms and institutions and to lead 1us to the hypothesis that, though we imay rationalize them, they are lar^e- jly irrational in origin.” (p. x.)Dectrine Supported by FaithThe basic doctrine, then, is not jexamined but is accepted without iquestion. It is taken on faith and <supported through (a) empha.sis on |the progressive evolution of thought,which in turn is made plausiblethrough (b) ignorance or misinter¬pretation and distortion of the op- ,position. The doctrine, simply stat- ied. is that reason is related to, habit |only as a means of ‘rationalizing’ jcustomary activity, and has no real ;effect in guiding action; and conse- jquently, that active reacon is incom- |patible with (versus) habit and cut- |tom. It is sufficient in opposing this idoctrine to indicate only one in- jstance of a rationally formed habit, j(The logical point involved is most |elementary, but has been consistently |di.sregarded by Hume and subsequentempiricists.) The instance: manypeople who travel frequently, con¬sciously develop a habit of keepingtheir tickets in one pocket to avoidembarrassment and delay. In furth¬er opposition: it is admitted (state¬ment 3, second clause) that socialphenomena are peculiarly human(fixity vs. plasticity). Habits haveto be established; and we have indi¬cated that they may be establishedvoluntarily. It is therefore impossibleto consider human beings and their.social phenomena as analogous to thematter of physics and natural phe¬nomena. Natural phenomena arepurely natural, while social phenom- ■ ena are natural only in the sensethat their nature is determined byhuman activity. Such determinationswe call conventions. Conventionsare established through the exerciseof human reason; and their useful¬ness depends upon the correctnessof the deliberation which originatesthem. This side of the issue is neith¬er considered-nor refuted.Propose Anti-Intellectual EducationThe educational program of thesocial scientists is consistent withtheir doctrine. This is indicated bytwo points: (a) that students are‘conditioned’ to the accepted ideas ofmodern philosophies; and (b) thatthe emphasis is upon memorativetraining (factual) rather than intel¬lectual training (discovery and hand¬ling of ideas by students). But ra- I tional action is possible only whenI knowledge retained in the memory isI applied to action through delibera-I tion and volition. Otherwist thereI can be no connection between what! is known and what is done, since theI memory itself is passive and not ac-I tive. In such case, emoticons andI feelings can guide action in the placeI of reason. The failure to train stu-I dents to think, therefore, tends to1 produce members of society whoseactions will be in fact as the socialscientist has chosen to describe them.This process is circular. What athing is, when fully developed, wecall its nature. Beginning with thepreconceived notion that socialchange is necessarily irrational, thesocial scientists, by their mode ofeducation, are tending to develop a society in which change is in factnon-rational. Therefore the actualaim of the educational process is toproduce a society whose nature isas described in the original assump¬tion.Superficial ScholarshipOn the contrary the unsupporteddogma that change is irrational failsto exclude by any necessary implica¬tion the possibility of rational socialchange. Thus, the objection to in¬tellectual education — which, inci¬dentally, can give the ‘perspective’talked about (pp. 25-26)—is based,not on rational conclusions, but onthe choice of one of two alternativeassumptions without demonstrativelyrejecting the other. The essence ofbad scholarship consists in doing justthat. Observation of the developed prac¬tical sciences shows us that: (a) byobservation or inspection, we dis-j cover facts; (b) by rational thoughtwe derive ideas by means of whichfacts become intelligible; and (c)through deliberation we can applyour ideas to action. For example,through the ideas of the physicalsciences, the physical facts assumemeaning; and the jiractical scienceof engineering consists in applyingthe principles of physical science.This may account for the differentintelligibility and applicability of therationally developed physical sciences—e. g. Galileo, Newton—and theanti-intellectual, fact-finding socialsciences. “To expect to look modernlife in the face and comprehend it by mere inspection is a philosophyI whose weakness can easily be test-: ed.” (p. 105) And to 'become ‘educat-I ed’ in order to live and act irration-• ally is absurdity plus.CLASSIFIED ADSFOR SALE—Tuxedo, hand tail¬ored. Size about 16. Like new at lessthan half of original price. Dorches¬ter 5282.AUTO WANTED—Good lightcoach for cash. Prefer Ford or Chev¬rolet. Phone Hyde Park 5434. Box53, Social Science Bldg., campus.FOR SALE—Serge master’s gownfor woman. Size 16. Euclid 7908.GOOD TASTEonly the center leaves. They are themildest leaves, the most tender. 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MARCH 8. 1934Humanities Course Misinterprets ENGLISH 102 COURSEand Mistreats Philosophic Questions Q[[) ||||[J|{0Q3IN NEW PLAN MODEL(Continued from page 1)our own day.” (p. 352) Obviously,setting up standards necessarily in¬volves deciding whether all stand- ophy, it is no wonder that the editorsare skeptics!Interpretation InconsistentThere are a number of curious in- Physical Science Syllabus Gives Evidence of Worthin Precise Clarity, But Lacks Proper Organizationards are equally good, and u they consistencies in their interpretation,are not, on what grounds can we pre- ^ main thesis, which emphasizes ;fer one to another. There is a , continuity of civilization and the 'strange duplicity in the attitude ot intellectual tradition, is convenient-|the editors on this question. For all forgotten when the editors choose !their apparent tolerance, they know regard such great Renaissance ithe right answers. They indicate Rabelais, Descartes, and !their position by dogmatic state- q^ihoo as representing a complete jments and sly derogations, but they ijj.oni^ -with medieval thought. A curs-never justify themselves on intellec- i examination of the texts showtual grounds. For example, in dis- j yy^.^y these three use essentially thecussing the thirteenth century they language as their thirteenthremark that blind enthusiasts regard (.pf,tuiy predecessors. Furthermore,this century as having achieved ^oie yy^^ sense in which the middle agesof the elements of a good and profit- j being directed towardable life than any other. They do end, these three are com-not take the obvious (and rational > , pi^ygiy medieval. There is no sharpapproach of asking what elements intellectual tradition,make up a good life and which of jcliu*these were present in the thirteenth F.,.e St.temenU and Schol.r.h.pcentury. Instead they remark pa- Among: the worst offenses against ,tronitinglv that only “sensitive, ' sound scholarship are the >nuumer-wounded spirits," “temperamentally ■ able inaccurate, inadequate.out of tune with the present age”would make such an exaggeration.This argument ad hominem is reallya return to the sophistical proposi¬tion, man is the measure of ail kings. . , , u-Men's feelings and opinions differ, and politics is revealed his strongandmisleading statements of doctrine.The following example is typical.Others may be found on almost ev¬ery page. ‘Particularly in his—Aris¬totle’s—studies dealing with ethics The new' plan survey in English102 wa.s apparently established to aidstudents in composition and in theorganization and formulation ofscholarly papers. It does aid »n theperfection of composition oy fhe ob¬vious method of requesting studentsto submit papers which are later cor¬rected and discussed. This methodhas been found adequate for the pasthundred years and there is no reasonwhy it should not work now.They Do ExercisesOne of the exercises frequentlyresorted to is the listing of arbitrarypoints w’hich, properly organized,might furnish a suitable theme for apaper. The student is then requiredto write a paper with the points giv¬en him as subject matter. The oldsentence correction exercise is re¬sorted to and w’ho are we to questiona method that, despite its high- (Continued from page 3)a mechanistic universe, the error ofI deification is committed. The anima-I tion of concepts is quite commoni and is excused on the ground that itrevulsion against the teaching ofPlato.” (p. 61.) ‘‘In the single mat- ^ter of the futility and hatefulness of 1the debased democracy which bothphilosophers (Plato and Aristotle)had experienced in Athens they re¬mained one heart and soul.” (P. 62)Hence, men evaluate things differ¬ently in teims of differences in feel¬ings. This position refutes itself. Itis true that man is a measure. Butmeasure implies constancy. Man isthe measure of all things not by vir¬tue of the shivers dow'n his spine ^ •„!but by virtue of his rea-son, which is ! Surely even the most superftetaconstant. It may, therefore, be sus- i read.ng of the texts would show thatpected that the reason the editors 1 P'uto and Ar.stotle would havedo not justify themselves on intel- j agreed completely on such importantlectual grounds is that their position | propositions as that man is naturallyis not Justifiable. uud rational; that everything. , „ , » ! is not a matter of opinion; that the ,Take Ant.-Intellectual Approach knowledge is truth; that manAnother philosophic Question j ^^^ains truth by reason alone; thatwhich they proceed to answer on lif^ is the intellectual life: ,non-intellectual grounds, is the ethi- I f'^^t speculative know'ledge is prior 'cal problem involved ih the shiftfrom the middle ages to the Renais¬sance. The humanist expresses thespirit of the Renaissance (and w’eare still living in the Renaissance;its ideas, ideals, and conflcts still oc¬cupy our minds) in turning fromGod to man, “from the hereafter tothe here,” ‘‘from the Christian fearof death to the pagan joy of life,”from the sweeping renunciation ofthe earth to the repossession of theearth. If the editors mean merely todescribe a change from a civilizationin which spiritual goods are of pri¬mary importance, to a civilizationin which material goods are the onlygoods, they are undoubtedly correct.But since we are to develop spiritual to and more important than practicalknowledge; that the end of the state 1was the common good; that ideas are !immutable; that men are naturallyunequal. This error is all the more iamazing in view’ of the fact that 'even a cursory reading of Will Dur- jant (w'hose Story of Philosophy they ifind so quotable in connection with 'Aristotle’s works) w’ould have indi¬cated the absurdity of this particularblunder.There are many too facile sum¬maries of long periods and compli¬cated trends, summaries which are in¬adequate, inaccurate, and niislead-ing. For example, the Middle Agesare characterized as an “age offaith,” only reluctantly “opening the terial—names of authors and charac¬ters, titles, dates—which occupiesmuch of the ninety odd pages devot¬ed to literature.Finally the inability to frame pre¬cise definitions of such terms as real¬ism, romanticism, expressionism,classicism, idealism, makes for suchvacuous passages as the following:“There mingle in it (expressionism),depending on circumstances, ele¬ments deriving either from the pre¬ceding realism or from the still moreremote romanticism or from both atonce. In this as yet undefined tend¬ency America shares as naturally asdoes Europe.” (P. 370)An IndictmentIn short the syllabus is sophistical,dogmatic, anti-intellectual, inaccur¬ate, misleading, inconsistent, senti¬mental, and slovenly. Its only virtueis that it is a handy compendium ofcommonplace errors for the studentwho has no time to read all the thirdrate books that have ever been writ¬ten. Yet W’e hesitate to suggest re¬vision. The first edition is betterthan the third only by virtue ofhaving fewer pages. schoolish nature has proved of valuelor these many years.Practice Makes PerfectBut now we come to the .sectionof the course W’hich is devoted to thepurpose of assisting the stiidi'nt inpreparing the physical fotm andphysical presentation of a schol¬arly paper. The course undoubt¬edly accomplishes this objec¬tive for the leader.s of the depart¬ment of English remember the say¬ing displayed before them in theirkindergarten classes: “Practicemakes perfect!” So they attempt to.'ihove practice in this dull work downthe throats of resisting .students.But to be brief, the course doe.s' not deserve to be listed as a modelof new’ plan experiment. The courseI is old—the same methods are em-I ployed that have been uwed from time; immemorial. No new ideas or con-; ceptions are employed in the courseI but this is perhaps to be expectedj from the University’s most reaction¬ary department. Then too we claim: a mis-direction of emphasis in thei scholarly paper section. We do not■ question the adequacy of tiu* meth-1 ods employ’ed but we should like toi see the English department attemptI some experimentation. Certainlyj they cannot expect us to believe that1 'iltimate and absolute jierfection has' been reached in the teaching of Eng-I lish and further that their courseembodies (his absolute perfection.We que'-tion the means to their end♦o this ilegree and then accuse one, of their ends of relative ins.gnifi-cance.Reacticnary Complacency^ If either of our claims are valid.I is it too nmeh to expect of the Eng-' lish department that they devotesome original thinking towards thet correction of these imperfectionsrather than secreting them.selves withI reactionary complacency in remou*corners as the world streams by ben*on progre.ss? makes understanding of those con¬cepts easier. Thus scientists in theirlectures make the concepts andmeasures, “attraction,” “atom,” and“electron,” into “things” or “littledemons” that do and act as individ¬uals. “Attraction” is spoken of assomething having a pull to drawother objects together (pages 61-62); “atoms” too get their share ofbeing juiimatcd and joining togetheras individuals to form nebulae (page29). If the scientific concepts are soobscure that they need to be animat¬ed in order to be understood, some-tiling is wrong somew’here.Unreasonable Assertion of EvolutionThe third dogma is that of evolu¬tion. Science has apparently’ dem-on'^trated to its ow’n satisfaction thatevolution is the most probable ex¬planation of how the human raceand all life on this globe came to be(page 22-11. Scientists, however, donot .stop here but assert evolution asfhe dsus ex mucbina of all otherthings and apply it to star de.stiniesf’ln.ce 100), to man’s distribution indi^^orent races over the face of thisearth (page 236), and to the evolu-‘■on in th“ mind of men of the num¬ber sy.stem from counting on the fin¬gers (page 169). In all these casesit is asserted without proof or fittinginto any ana'ysi.s based on experi¬ment. The serious effect of thisdogma is that when evolution is tak¬en over inicritically by “scientists”in other fields who copy their meth¬ods from the phy.sical sciences, itfonevates such declarations as thatfhe human mind itself has evolvedrutl is slowly charging. In conse-rv.en'e of this theory most of the’bought prior to 1.500 is in somequarters discarded aa the outmoded"••oduci of a previous state oi evolu¬tion.An Eacy AnswerOrder, as abstracted from the ob-sejved regularities of motion and thejirecision of prediction in the stel’.aiuniverse, has been accepted uncriti¬cally and cnthusia.stically as the an¬swer to the (luestionr What rules thi>univer.se? This deification of orderas the ruler of the universe is toouKsy an answer, and has too manv exceptions. Scientists apply the con¬cept of deified order to larger andlarger unities bound together by or¬der and law from super-galaxies oninto infinity (page 53). This has keptthose scientists who deal with themicroscopic end of the scale, whereorder seems to be the exception rath¬er than the rule, believing that allthey really need is better instru¬ments to detect uniformity. Bothwould be assisted, perhaps, by an ex¬amination of the fundamental prin¬ciples of natural philosophy, and bya proper distinction of phy.sical andmetaphysical questions. Physicistsshould recognize that their statusa.s experimental scientists does notju.sti/y them in being amateur philos¬ophers, and especially not in thefields of metaphysics and theology,for W’hich technical training is so in¬dispensable.iNEW PiA)N IS BASEDON SEVEN YEARS OFEXPERLVEN r, THEORY(Continued from page 2)‘'rcatly stimulated by the advent ofthe new plan, and controversy con¬cerning the new plan is rife on cam¬pus if reflections from the campusnewspaper and literary magazine areto be taken seriously.A lair estimate of student opinionconcerning the new plan might becontained in this motto: (’riticize forhome consumption, but point withpride when aluoad. .Ml the Univer¬ity adniinistratiirs welcome critic-i<'m freely. Yet few persons existunder the new plan who do not real¬ize that they are working under aneducational scheme which is morepiogressive than the curriculum inany other major institution. Thef;iculty work steadfastly, undeterred!)y either praise or criticism, in thebelief that they are contributingsomething in the way of research inEducation.PLEDGINGPhi Beta Delta announces thepledging of George Simon of Chi-‘ago.standards and bring a tutored un- ! jealously guarded citadels of faithderstanding to bear on our problems. , to the enemy (reason),” and “pre-and since this problem of tne Renais- j serving less of the spirit of rationalsance is also our problem, an analy- j inquiry than the Moslems.” May w’esis of it might reasonably be expect- ask what Moslems preserved more ofed. Here, again, the editors know the the spirit of rational i nquiry thananswer. Both by subtle suggestion Augu.stine, Anselm, Abelard, Aquin-and by arguing “that on the sweep¬ing renunciation of life preached bythe church it was impossible to builda civilization,” they align themselveswith the humani.sts. Again the rea¬son for this unintellectual approachis clear. An analysis of what con- as? Surely it is misleading to char¬acterize a long and diverse period interms of only one of its trends.Misleading AssumptionsIt is equally misleading to say thatmedieval thought was' “handicappedby authority of the past.” Unlikestitutes a good life w’ould have shown many modern philosophers, the medi-them that intellectual goods are farmore important to a good life thanmaterial goods. A study of Catholicdoctrine would have shown themthat the Christian renunciation oflife was not a denial that a minimumof material goods are necessary tolife, but a judgment of their relativevalues. The “Christian fear of<leath” is really an eager desire foreternal life, and is completely inharmony with the “pagan joy oflife,” at least as understood by suchprominent pagans as Plato and Aris¬totle. The proposition that it wasimpossible to build a civilization onthe doctrines of the church is incom¬prehensible in view of the material evals had ma.stered the intellectualtradition and were able to quotefrom it extensively. But it is im¬portant to remember that proposi¬tions were not accepted as true be¬cause Aristotle had stated them. Theywere understood, accepted, and de¬fended on purely’ rational gi-ounds.There are occasional eriors offact. For example, “They (all con¬ceptions of natural law’ and naturalrights) were neglected in the Middle ;Ages.” (P. 281) May we refer theeditors to the discussion of natural 'law’ in la Ilae Q90-97 of the SummaTheologica of St. Thomas Aquinas?Bad Treatment of Arts, LiteratureIn dealing with imaginative litera- iin the .syllabus on the civilization i ture and the fine arts the editorsW’hich was thus built up. I combine dogmatism w’ith a vein ofDefinitions Are Meaningless j lush sentimentality, an interest in de- ■Clear and precise definitions of ! veloping the personality of the stu- ,such terms as science, philosophy, | dent. They “hope that each student 'speculative, theoretical, practical,realism, idealism, etc., are ab.solutelynecessary in intellectual history, and w’ill have acquired an added personalrealization of the manner in whichliterature, art, philosophy, and re- jthe formulation of them is well with- j ligion may contribute to the enlarge-in the abilities of most human minds. ^ ment and enrichment of experience.” ;Definitions so all-inclusive that they’; (P. 270). This exaggeration of the;are meaningless (example, realism i importance of the shivers down the ;p. 335), and terms used carelessly individual spine as a test of greatand confusedly render much of the ' art is illustrated in the outlines for !discussion vague. The most pathetic- ! criticizing painting, sculpture, etc.ally inadequate definitions and the ! “Does the work viewed as a whole ;clearest indications of philosophic ; arouse any emotion in you (i. e., of !amateurism are found in the outline ! joy, of reverence, of loathing, ;of fields and definitions in philos¬ophy. Some of the problems are notgenuine; others are badly stated; themost important problems are omit- etc.l?” The student w’ill check theright answer.The second component of theirliterary criticism is dogmatic evalua-ed; and the positions defined in the i tion, such as the following: “It is noanswers are so grossly inaccurate exaggeration to say that he (Balzac^and so completely untenable that no has never been surpassed in the fieldone, except perhaps authors of out- of fiction.” (P. 339)lines of human knowledge, has ever The third component is a mass ofheld any of them. 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