Voi. 34. No. 90.sweetnessand lightbycharle* tyroler and harry kalvenSWEET AND LIGHT . .STRICTLY IMPARTIALWith Olympian detachment, weimpartially viewed the Maroon de¬bate last Friday night. This impar¬tial detachment was made especiallyea.«y by the fact that we have no in¬terest whatever in Mr. Barden andMiss Kalven, the two main defend¬er.- of the Maroon’s editorial policy.That is, no interest aside from thefact that the former is our roommateand the latter our sister. Yep, strict¬ly impartial!DEBATE WITH MORETHAN TWO SIDESWhen the chairman of the Maroondebate on education last Friday ne¬glected to state what the questionto be debated was, it seemec^ to bemerely an accidental oversight onher part. However, it soon becameapparent, that there was no debat¬able quesstion involved. Mr. Bardenand Miss Berger were arguing aboutthe Maroon editorial policy, Mr.Martin and Miss Kalven were dis¬cussing the philosophic aspects ofeducation in general, and Mr. Clark,the ae.'thetic value the whole con¬troversy had for him.It seems to us that this disparityof topics is not adequately explain¬ed by the whimsical natures of thedebaters. The question of what onekind of education ts be.Ht suited toall men can have only one answer,an answer capable of almost geo¬metrically exact demonstration. Theque.-tion of Maroon editorial policyIS relevant only to tJie editor. And sothe evening was spent not in delatehut in a surprisirtgly enlightened ifsomewhat heterogeneous discussion.THE PRESIDENT UPHELDPresident Hutchins' February con¬vocation address was the initialStimulus to the controversy. The Ma¬roon supported the President in aseries of critical editorials climaxingwith the March 8 issue containingfotrr criticisms of the syllabi of the.\'ew Plan survey courses. Perhapsthe most most colorful result of thePresident’s speech was the Adler-Carlson debate on the logic andmethod of science. Spring vacationwitnessed a student discussion of theussue and finally last Friday came thedebate as a result of a heated publiccorrespondence between Miss Bergerand Mr. Barden. To anyone who hashad the privilege of reading Mr.Hutchins’ address, it will be evidentthat Mr. Hutchins, both philosoph¬ically and rhetorically, has said thefinal word on education as well as thefirst.VENTRILOQUIST’S DUMMY?•Miss Berger spoke first and, wefeel, did as well as anyone couldhave with her side of the issue. Thatis. Miss Berger made some very en-tertainmg, if derogatory, remariuabout the person of Mr. Barden.With admirable rhetoric riie paintodMr. Barden as an arrofant, Intollec-tual sort of ogre who was also some¬thing in the nature of a ventrilo¬quist’s dummy; Messrs. Adler andHutchins being the ventriloquists.Miss Berger’s two remarks whichwere not ad hominem were to the ef-f<*ct that the students who had writ¬ten the criticisms of the surveys hadnot read the syllabi thoroughlyenough and even if they had,tliat the syllabi were not in¬dicative of the nature of thecourses anyway. The argumentthat the syllabus has little relation tothe course seems to us utterly ridic-iilou.s. Unless the editors of the syl¬labi, who also give the lectures, se¬lect the readings, and lead the dis-cu.ssions, are playing Dr. Jekyll-Mr.Hyde roles when they write the sylla¬bi, we cannot .see how these bookscan escape being the primary indica¬tion of both the philosophy and thecontent of course,PHILOSOPHYMr. Martin, who wrote the critic¬ism of the Social Science syllabus,indulged in a somewhat mpre philo¬sophic discourse than had his op¬ponent. He made the important dis¬tinction between that which is theessential nature of a thing, and thatwhich is merely accidental to it. Af¬ter next making the distinction be¬tween potentiality and actuality, Mr.Martin held that man when unedu-(Continued on page 3) UNIVERSITY OF CHICAGO, WEDNESDAY. APRIL II. 1934 Price Three CentsO’HARA SELECTSCAST OF TWELVEFOR “JkARAMA”Cromwell, Springer, andCrossberg Appearin RevivalMandel hall stage will take onthe aspect of an old Southern plan¬tation when Dramatic Associationplayers revive Augustus Thomas’^“Alabama” April 25. Frank Hur-burt O’Hara, director of Dramaticproduction yesterday announced thecast for the performance.The members are veterans, allhaving appeared in several DramaticAssociation plays in the past. Alex¬ander Kehoe has the part of ColonelPreston, “an old planter”, the rolethat was made famous by J. H.Stoddartt. Colonel Moberly “a relicof the Confederacy” will be poi*-trayed by Norman Masterson.Hal James furnishes the humor¬ous element in the person of SquireTucker, “a Taladega County Jus¬tice”. Captain Davenport, termedmerely “a Northern railroad man”who is the leading figure in the play,is acted by Frank Springer, chair¬man of the Dramatic Association.Edward Day is his agent, Mr. Arm-.strong.Ebert It Raymond PageThe role of Raymond Page, “aparty of busine.ss” and the unscrup¬ulous villain is played by RobertEbert. Phil White is “a Southernboy” and the negro servant, Decatur,is played by Dan Heindel.I Lois Cromwell makes her lastDramatic Assoidation appearance asMrs. Page, “a widow wh<) thinkstwice,” Edith Grossberg, who hasthe part of Mrs. Stockton, al.so givesher farewell performance. CareyPreston, “an Alabama blos.som” isBarbara Vail. Ethel Ann Gordon isAtlanta, Colonel Moberly’s daughter,and Jean Russell is .S.idie.Undestudies will be Charles Nic¬ola, John Oliver C.ook, and JeanKu.ssell. Gifford Mast is in chargeof production. Jerry Smithwick andRuth Wprks are procuring the cos¬tumes, while Helen Ro.senberg ishandling pi-operties.Work on SettWork is now progressing on ^e.sets which are to be exact reproduc¬tions of the original. They will bethe elaborate “realistic” type of thenineties even to Spanish moss hang¬ing from the trees. Lattimore DiscussesResults' of TravelsThrough Inner-Asia“Frontiers of Inner-Asia” and thepart they play in modern history,will be discussed by Owen La i i-more, author and traveller, in a lec¬ture sponsored by the WilliamVaughn Moody Foundation tomor¬row night at 8:15 in Mandel hall.The lecture is open to the public andtickets may be obtained at the in¬formation office.Mr. Lattimore arrived in Chicagoyesterday and >vill fill several down¬town engagements before coming tothe campus. He will be the dinnerguest of the Quincy Wrights beforethe lecture. Mr, Wright, professorof International Law, will introducethe speaker.W’ell known nationally for his ex¬tensive journeys into isolated inner-Asia, Mr. Lattimore is one of the bestauthorities of today on Far E|stcivilization. He returned from “in-ner-Mongolia last fall where he hadbeen making a general survey of pre¬vailing conditions, the racial and so¬cial factors, the geographical andhistorical background, and the pres¬ent population movements. The ac¬counts of his trips continually ap¬pear in geographical magazines.During his expeditions, Mr. Latti¬more is accustomed to dressing asthe natives do, and traveling innomadic herds. In .this way he isbetter able to obtain the intimateinformation desired.REGISTRATION INREADING CONTESTCLOSES APRIL 19Preliminaries in the FlorenceJames Adams prize contest for read¬ing will be held in the Reynolds clubtheater on April 19 at 3:30. Studentswho plan to enter the contest shouldregister before that date at the of¬fice of Frank Hurbert O’Hara inMitchell Tower.The contest is open to undergrad¬uates who have divisional status, orwho have been in residence for twoyears. Any number of contestantsmay enter, but only four will be se¬lected for the finals which will beheld in Harper Mil on May 2 to 4.The prizes are $75 for first placeand $25 for second place. ANTI-WARRELATES FASCISMWITH MjUTARISMCottschalk, Lovett, andWright Speak inSymposiumThat war and fascism are closelyrelated and in a way responsible foreach other was the opinion express¬ed last night at the symposium on“Fascism and War” in Mandel hallsponsored by the United Anti-WarAssociation. The speakers were Rob¬ert Morss Lovett, professor of Eng-ish; Quincy Wright, professor of In¬ternational Law; and Louis M, Gott-schalk, associate professor of His¬tory, Sophonisba P. Bireckinridge,Samuel Deutsch professor emeritusof Public Welfare Administration,acted as chairman.“Fascism is the symbol of activeauthority, and is the precursor andaftermath of war,” said ProfessorLovett who spoke first. But he doesnot fear a national fascistic govern¬ment in the United States,“The heritage of the World Warwas the stimulation of activity whichis characteristic of fascism. Pre¬paredness is the urge for actionwhich results in the desire for su¬preme power that inevitably leads towar.”“The form of government is theeffect rather than the cause of in¬ternational high tension and war,”'em{liha^si:Hed Professor Wrig'ht. Tohim fascism is a form of government,rather than a state of mind as it isto Professor Lovett. Dictatorshipand fascism are considered synony-mou.s by Wright.“There are four characteristics ofthe fascistic form of government,”he continued. “(1) The tendency tobreak down the distinction betweeneconomic and political affairs. (2)The control of communication by thegovernment.” In regard to this point,Professor Wright cited the presentgovernment of the United States asstill liberal, since, in his opinion,it is not attempting to control com¬munication.. “(3) The substitutionof leadership for public opinion asthe motivating force in action. Butthere is a tendency in all govern¬ments of today not to follow publicj opinion, and to turn more to a istrong leader,” he added. “(4) The [use of traditional symbols of nation¬alism for creating unity.”GROUP Early Returns ShowSmith in Close Racefor State SenatorELECTION RETURNSRepublicanFor Sheriff of Cook County180 Precincts jRoute 1,099Ringley . 5.805Roche . .Kiessling 566AWARD RESEARCHFELLOWSHIP T OPROCOPE COSTASProcope S. Costas, research asso¬ciate in the University, has receivedone of the twelve research fellow¬ships appointed in the field of theHumanities for the academic year1934-35, according to an announce¬ment from the American Council ofLearned Societies.Costas was awarded a Ph. D. de¬gree from the University in June1933 in philology, linguistics, and re¬lated fields. He will employ the fel¬lowship to study the history of theGreek language in the Byzantine andmodern periods.Dr. Costas will leave the Univer¬sity in the early part of Septemberand will spend four or five monthsstudying at the Sorbonne, the Uni¬versity of Paris. From there he willgo to the University of Munich, inGermany for three or four months.After a brief travel over the contin¬ent, he will also spend part of histime in Gi-eece where he received hishigh school education.The holders of the fellowships, allof whom have already obtained thedegree of Doctor of Philosophy, willcarry on research work in the UnitedStates, England, France, Germany,Italy, Greece, Turkey, Palestine,China, and Japan. The fields inwhich the fellowships lie includeancient, medieval, and modern his¬tory, archaeology, paleography, lin¬guistics, musicology, literature, andoriental art.Maroon Opposition Attacks Criticism of General Survey Syllabi;Claims Critics Presented Distorted, Unjustified, and Unsound ArgumentsShow Review of HumanitiesOutline as DogmaticGeneralizationBy DOROTHY LOEB 'If the basis of knowledge is ex-;erience, it would be well to have |le new plan criticized by those who :re subject to it. It is obvious to Ilost that a student who has used a iaricular syllabus as a guide in!tudying the subject matter of a jourse, would be more competent to |jdge it than one who has only readle syllabus with one purpose-critic-im. In the face of the above, it isurious to note that four old plantudents were chosen to review the^llabi of the four survey courses infie March 8th issue of The Dailylaroon.We will confine ourselves to aons’deration of the article on the[umanities syllabus signed by Janet[alven. It consists of a series ofogmatic generalizations, some of'hich Miss Kalven attempts to sup-ort by quotations, distorted by omis-ions, shifts and disregard of con-sxt; others she makes no attempt) prove.Intellectual History“Only philosophers are competent) write intellectual history” asserts[iss Kalven in her opening para-raph. We answer that philosophyoes not constitute all of intellec*lal history, which includes philos-phy and literature, art> religion,jientific and economic thought. Ifle wants to criticize a course giv-ig history of philosophy she shouldriticize Philosophy 101, 102, 103,tititled “Movements of Thought.”Her accusation, “a curious com-ination of dogmatism and skeptic¬ ism,” in approaching standards ofevaluation, is supported by the fol¬lowing sentence: “They hope to pro¬vide the student ‘with a set of spir¬itual values enabling him to bringa tutored understanding to bearupon the religion, the philosophy, theart, and the literature of our ownday.’ (p. 353)” Reverting to thetext, we find the original sentencewhich appears in the last section ofthe syllabus: “Unless our work hasbeen for nought, we should afterthese many months be provided witha set of spiritual values enabling USto bring a tutored understanding tobear upon the religion, the philoso*phy, the art, and the literature ofour own day.” This would seem toimply merely that after being ex¬posed to man’s intellectual historyfor a whole year, the individual stu¬dent should have evolved some setof values enabling him to under¬stand modern intellectual life. MissKalven finds in the sentence the set¬ting up of standards but we fail tosee how.Nothing SkepticalShe sees a “strange duplicity onthe question” of setting up stand¬ards and charges “apparent tolerancewhile knowing the right answers.”Her chief example of this “strangeduplicity” is the text’s treatment ofthe 13th century. She denies thestatement in the text that people whothink that “the good life” has neverbeen achieved before or since the13th century, are “generally speak¬ing tempermentally or intellectuallyout of tune with the present age.”(p. 175) We see nothing “patron¬izing,” “skeptical,” or “sophistical”in the syllabus here.Miss Kalven thinks “an analysisof what constitutes a grood life might reasonably be expected.” Weanswer that such an analysis belongsin an ethics course. It would con¬stitute dogmatism if the Humanitiesstaff dictated to their students what“the good life” is. However whatvarious ages have considered to be“the good life” does belong and isincluded in the Humanities course.Age of FaithThe text’s treatment of the medi¬eval period is again used as a singleexample—this time to illustrate “in¬adequate, inaccurate, and mislead¬ing” summaries of long periods. MissKalven has picked out a few phrasesfrom various sections on the MiddleAges and has strung them togetherto form a summary account. Herversion is, “The Middle Ages arecharacterized as an ‘age of faith,’only reluctantly ‘opening the jeal¬ously guarded citadels of faith tothe enemy (reason),’ and pre¬serving less of the spirit of rationalinquiry than the Moslems.”Going to the text, we find the firstphrase, “an age of faith” (p. 149)occurs in an account of mysticism,and not in an account of the periodas a whole. The second phrase,“opening the jealously guarded cita¬dels of faith to the enemy” (p. 190)occurs in a discussion of the earlyRenaissance and reads: “The 13thcentury had admitted into its phil¬osophy the element of reason andtherewith had opened the hithertojealously locked citadels of faith tothe enemy.” The third phrase hasbeen changed to, “preserving lessof the spirit of rational inquiry thanthe Moslems.” It appears in an ac¬count of the development of science.“In general the Moslem world seemsto have preserved a little more of theJ (Continued on page 4) Defends Social Science IAgainst UnintelligentDisparagementBy THOMAS STAUFFERAn article criticising Social Sci¬ence Course I on the basis of thesyllabus appeared in The Daily Ma¬roon on March 8 signed by JamesMartin. The charges made againstthe course were untrue and showedignorance of the course, the syllabus,and the readings. This article willnot attempt to extol the Social Sci¬ence Course in general, but to de¬fend it against the unintelligent andunfounded attacks launched upon it.Mr. Martin said, “ . . . a largepart of the syllabus material is in¬formation ... A science is eitherpractical or speculative, dependingupon whether it aims at knowledgeor action. Since psychology aims atknowledge, it is the speculative sci¬ence of human behavior . . . The an¬alysis of human behavior ... istherefore not social science but psy¬chology. Social Science is, then, thepractical science which uses psychol¬ogy and concerns itself with themeans and end of human activity.In so far as this course is actuallyabout social science, its problem isto show how social change can bebrought about.”Ideas and FactsThe objection that much of thematerial in the syllabus is informa¬tion is not valid; Martin himselfsays that ideas are derived fromfacts, so that facts must be suppliedif idea.s are to be discovered fromthem.Psychology is the study of mentalactivity, and hence refers only to in-(Continued on page 4) Ken Rouse Defeated inFight for Officeof Sheriff\T. V. Smith, professor of Philo¬sophy and Democratic candidate forSenator from the fifth Illinois sen¬atorial district, is in a close racewith Edward A. Callaghan, early re¬turns indicated last night. KenRouse, running for the Republicannomination as sheriff of Cook Coun¬ty, was 4,000 votes behind the lead¬er, James P. Ringley.Face September FightSmith, who has admitted that hisreal reason for going into politicsis that he enjoys “the galne,” mustpass the final vote in November,if he wins the nomination,against the nominees of other par¬ties to be assured of the senatorialposition which he seeks. His cam¬paign manager, Jerome Kerwin, as¬sociate professor of political science,asserted late last night that the realfight would begin in September. Hewas extremely optimistic regardingthe voting in the parts of the dis¬trict which consistently have votedoverwhelmingly Republican butwhich yesterday appeared to favoredSmith’s candidacy.Solicited by outstanding leaders ofthe district and not himself seek¬ing political honors. Smith enteredthe senatorial race comparativelylate but was immediately acclaimedby the entire party. He is known asa man most educated in regards tothe needs of the community and thetype of people in it. He is well-versed in problems of legislative pro¬cedure and undoubtedly will set inmotion action designed to relieve thepressing needs of the district.Rouse ThirdJames P. Ringley, former statecommander of the American Legionappears to be assured of Republicannomination for sheriff. He wasleading his nearest opponent, PatRoche, by a 3 to 1 vote, while KenRouse was 700 votes behind Roche.Fourteen thousand University alum¬ni together with civic leaders of thecity and county were enlisted tonominate Rouse.The patform upon which Rousesought the nomination was based onthe principle that the importantduties of the sheriff’s office, includ¬ing as it does the custody of danger¬ous criminals, should not be entrust¬ed to untrained and politically in¬volved office holders.Alumni MagazineFeatures Poemto Edwin FrostThe April issue of the Alumnimagazine will l>e released from thepress tomorrow. Although it is nota policy of the magazine to includepoetry, a poem by Horace SpenserFiske to Edwin Brant Frost will beprinted in this issue as the editorscould not resist its conjunction witha letter and photograph from OttoStruve, descriptive of the Univer¬sity's latest project in astronomy.Harold H. Swift, member of theAlumni Council for the College asso¬ciation and president of the Boardof Trustees of the University, sum¬marizes the financial standing of theUniversity in this year of depres¬sion—and it is not a depressing pic¬ture.“A Re-Educational Institution” isa story by Mary B. Harris, of theobjectives and methods used in pre¬paring women, convicted by theUnited States courts, for a success¬ful return to society. The authorof the article has been superintend¬ent of the Federal Industrial Insti¬tution for Women since 1924.M. Llewellyn Raney, Director ofthe University Libraries, contributesa concise account of the work ofthat most important department ofthe University. The President’s an¬nual address to the Alumni asso¬ciation, given at the Midwinter din¬ner, as well as a report of the oc¬casion and a brief summary of Sec¬retary Icke’s remarks, are printedin this issue.Page Two THE DAILY MAROON. WEDNESDAY. APRIL II. 1934-imlg ilarnnatFOUNDED IN 1901The Daily Maroon is the official student newspaper of theUniversity of Chicago, publiihed mornings except Saturday,Sunday, and Monday during the autumn, winter, and springquarters by The Daily Maroon Company, 6831 University avenue.Subscription rates: 62.60 a year; *4.00 by mail. Single copies:thrf>e 'Mints.No responsibility is assumed by the University or Chicagofor any statements appearing in The Daily Maroon, or for anycontracts entered into by The Daily Maroon.Entered as second class matter March IH, 1903. at the post-office at Chicago. Illinois, under the Act of March 3. 1879.The Daily Maroon expressly reserves all right of publicationof any material appearing in this pape^^ ^BOARD OF CONTROLJOHN P. BARDEN, Editor-in-C hiefVINCENT NEWMAN, Business ManasrerWILLIAM GOODSTEIN, Managing EditorWALTER L. MONTGOMERY, Cir ulationJANE I. BIESENTHAL, Associate EdHorBETTY HANSEN, Associate EditorTom BartonNoel B. Gerson EDITORIAL ASSISTANTSHoward P. Hudson Howard M. RichDavid H. Kutner Florence WishnickBUSINESS ASSISTANTSWilliam Bergman William O’Donnell Robert SamuelsSOPHOMORE REPORTERSCharlotte FishmanEdgar GreenebaumRuth GreenebaumCharles Hoerr Henry KelleyRaymond LahrJanet LewyCurtis MelnickDonald Morris Ralph Nicholsonlean PrussingJeanne StolteWilliam WatsonSOPHOMORE BUSINESS ASSISTANTSRod Chapin Howard Gottschalk Robert McQuilkinFrank Davis Thomas Karatz Gerald SternZalmon Goldsmith Everett StoreyEDITORIAL COMMITTEEPreston Cutler Sidney Hyman Linton J. KeithMartin Gardiner Georg Mann ence went so anti-Aristotelian that we are impell¬ed to inquire whether he has read Aristotle, Bio¬logical Science syllabus, or Maroon Writer An¬derson’s reveiw of it.j Simply stated, our thesis is that Daily MaroonI respect for this showing of its opposition is re-I spectful but not overwhelming. We do not de-I lude ourselves that through our opposition we areI representing the opinion of a large body of stu¬dents but, more likely though not intentionally,i of a large body of the faculty.And so, today The Daily Maroon has. by its' action, expressed its good will and good inten-' tions toward all who oppose it.—J. P. B. DENY ARISTOTLEPLAGE IN BIOLOGYSURVEYmLABUSCritic Terms Maroon’sAttack on CourseInconsistentNight Editor: Donald MorrisWednesday, April 11, 1934OUR OPPOSITIONLAYS A BARRAGEIf a traditional Daily Maroon of past years per¬vaded the campus today, it would hang its headin shame. Views of its hitherto scurrilous op¬position occupy more than half of its type-body!An ancient percept of pristine standing, assidu¬ously followed by The Daily Maroon since 1900runs thus: If possible do not let opposition getinto the Lettew to the Editor column, but, uponso magnanimous a concession, never let it getout of that column.But here we are in the Age of the New Deal!We print opposition letters in preference to let¬ters containing paeans of praise. We created aspecial opposition column for private use of dis¬senters, and now we devote more than half adaily issue to exposition of their views!Since The Daily Maroon of 1933-*34 has brok¬en more than one tradition in its gentle courseduring the current year, it is glad to allow its op¬position space in which to agree with The DailyMaroon that new plan syllabi fail to serve newplan aims, but to contend that even failures canhave good features — a proposition which wenever denied.Yet, we must admit that the terra “opposition”means more today than it has in the past. Un¬til today, “opposition” was a term of polite desig¬nation for a small, shifting group of students whoattacked TTie Daily Maroon, not by undermin¬ing its arguments, but by calling its editor names.Today you view the first, perhaps last, attemptof the opposition to meet proponents of The DailyMaroon on intellectual grounds. On this higherfield of battle, Opposition Writer Stauffer in hisSocial Science article seems to have fought thebest fight.Curiously enough, this young man is a productof the Honors course, conducted by Mr. Hutchinsand Mr. Adler, and a member of the staff of TheDaily Maroon.But even the Social Science article does notcompletely refute this supported assertion by Ma¬roon Writer Martin: “The social science facultyhas taken one side of a basic philosophic issue.Either they do not know that there is anotherside, or they assert one side without consideringor refuting the other. The procedure is there¬fore either ignorant or dogmatic.”Opposition Writer Loeb, member—again curi¬ously—of an Honors course in Law, conductedby Mr. Adler, was apparently so overcome by thebeauty of sarcasm in her Humanities article thatshe forgot to refute this supported contention byMaroon Writer Kalven: “Editors of the Human¬ities syllabus never justified themselves on intel- jlectual grounds.” |The Physical Science aritcle today does not dis- jagree in substance with Maroon Writer Anderson’s !syllabus criticism, which threw more bouquets Ithan brickbats, terming it the best syllabus of the ^four.Opposition Writer Nathan for Biological Sci-1 PASTHISTORYI Daily Maroon views about general educationfurnished the initial inspiration for its opposition.; Their emotional dislike to conclusions reached byj The Daily Maroon about general education hasI furnished them zest ever since.; By “emotional dislike” we mean that our op-j position has not to date disagreed with any fun-I damental assumptions upon which our system ofI general education is based.j If man is rational and social; if his rationalityi has aided him to rise from the status of lower: animals, accounts of later parts of this rise beingcalled intellectual history; if to give him properadvantage over the status of cavemen, each manI should have an understanding of intellectual his-! tory and of the use of his rationality, which is aknowledge of ideas and an ability to think; andif a general education may be defined as a knowl¬edge of ideas and an ability to think; then our con¬tention—that the way to get ideas is from menwno conceived them and the way to learn tothink is to handle those ideas—is not easy todeny.But our opposition will agree with all proposi¬tions and reasoning, then, for no reason exceptrepugnance, disagree with our conclusions.Our discouragement rapidly approaches im¬patience.—J. P. B.The Travelling BazaarBy MILTON OLINBLURBS ABOUT 'EMI had a strong impulse to slap .4/cc Kehoesquare on the back when I saw how sunburnedhe was after Florida, walking around stiff as amummy, but Alec has had a beating lately in thecolumns, so the impulse was conquered...Watrous was kicked off the Freshman Women’sCouncil because she got more excitement out ofthe Anti-War demonstration, plus an egg in theneck,.. .Hadda laugh at Sir Arthur Eddingtonwhen he was over to the House for lunch thelast day of his visit here... .Asked him how theindividual conferences came out, and he repliedthat they were much as might be expected....Mostly the older folks came, but when the under¬grads did come they were a distinct relaxation....One chap talked to him at some length be¬fore Sir Arthur could understand what he wasdriving at: the chap, it turned out, wanted toborrow fifteen bucks. Sir Arthur said, “I men¬tioned that that wasn’t exactly the purpose ofthe intei'views”....row fifteen bucks. Sir Arthur said, “I mentionedthat that wasn’t exactly the purpose of the in¬terviews”. .,.* t *MIDNIGHT MEANDERSA Golden Lucky Ho^eshoe to Hermie Stein...The piano-twisting rascal drove in a bit of snowand rain toward South Bend the other night,and going seventy an hour, he skidded just this-away from Michigan City.. .The car leaped overthe shoulder, into the prairie, turned over threetimes, and was completely wrecked..Hermie,unhurt, woke up smiling... .Pete Zimmer’s RuthBrinkman walks in her sleep over at BlackstoneHall The other night while sleeping she gotup and heard a taxi’s motor outside. She thoughther sister, with whom she lives, was runningaway, and began to cry and raise an awful noise,until finally the others got the idea out of herhead and put her back to bed Pete doesn’tknow what he’s getting into....* * ♦OVERHEARDGeorge Watrous got off one at yesterday’sBlackfriars tryouts..There is the role of Presi.dent Hutchins’ dog..It is likely that George willplay it. Said he: “I’ve wanted to play Hamletall my life, and here’s m’chance” At the Wal¬nut Room of the Bismark, where Tommy andBetty Wonder cavort so dancingly, a lady askedAl Kvale did he have dark eyes, or blue. “Both,”he answered, “dark underneath and blue inside.”Harriette Guttmun reports that Mr. Strand-skov who gave up professional baseball to studythe genetics of fruitflies, and is at present lec¬turing on eugenics in the Biological Sciences, re¬marked the other day that this springtime getshim down. He’d like to get o^it of the classroomand into a suit and onto the diamond, as, ineffect, Aren’t We All? By LEONARD NATHANLike Galileo, threatened by theworried Pope Urban VIII, the staffof the Biological sciences should besummoned before the Inquisition forthat extreme heresy of casting doubtupon the infallible Aristotle, deifiedand worshiped by certain membersof the Maroon staff. Suppliant andtrembling, repentant and humbled(preferably by a glimpse at a rack),that group of erring biologists shoulddeny that the brain is anything buta gland for tear secretion and a de¬vice for refrigeration of the body;it should print in gold letters that-Xristotle is responsible for the state¬ment that “Man is a rational ani¬mal,” even though Plato had the au¬dacity to say it some years beforeAristotle and did not credit Aristotlefor the fact.No Dogma About EvolutionAccording to the Maroon educa¬tional edition, the Biological Sciencesurvey course, as .shown by the syl¬labus, is all that a survey courseshould be. It is a good generalcourse; it introduces; it gives funda¬mental principles and familiarizesthe student with basic terms. It isunified.But it is ‘biased’ and ‘prejudiced.’It presents ‘dogmatic’ statements.That the syllabus is dogmatic canhardly be denied, but the syllabus isnot intended as a textbook nor is itthe Holy Bible of the course. It isan outline of the material covered,and the statements in it are qualifiedby the lectures.One of the ‘biases’ lies in thetreatment of evolution. If the writerof the criticism had ever attendedthe lecures, she would have heard of¬ten enough to be impre.ssed thatthere are other ideas in regard tothe creation and developmnt ofplants and animals. In the syllabusitself is a statement to the effectthat the answer to the rise of plantsand animals is found in either oftwo schools of thought, one follow¬ing the idea of ‘special creation andorigin,’ the other the ‘theory ofevolution.’ There is an explanationof why the course deals with the sci¬entific concept.Fifty per cent of the criticism wasdevoted to six per cent of the sylla¬bus—a condemnation of the part ofthe course dealing with Psychology.The writer disqualified the coursebecause the approach to the studyof psychology in a mechanistic ap¬proach, and therefore is biased. Twodays of the two weeks devoted tothe brief and sketchy introduction tophychology were taken up in a dis¬cussion of the various schools ofpsychology, and in the syllab«8, inaddition to the outline of the work,is a chart to make more comprehen¬sive the various aspects of dualismand monism.Why Put Aristotle in Biology?Why does not the writer jump tothe defense of Descartes because inthis same section of the syllabus,which makes a reference to an ideaof Aristotle, there is a paragraphtelling how Descartes believed manthe only animal with a soul and thatthe seat of the soul was the pinealgland. The statement is disqualifiedbecause biologists have discoveredthat a dog has a pineal gland.Such a gross misstatement, thatAristotle is considered an ignoramus jbecause the syllabus di.sagrees with 'his theory that the brain is a reser- jvoir for tears, is too inane to dis-1cuss. The criticism of the Biologicalsciences was not a criticism of thecourse. It was a condemnation of theFordham UniversitySCHOOL OF LAWNEW YORKCase System Elaborate PoliceSystem Protects' Campus PropertyA somewhat elaborate police sys¬tem, with which most students are iunfamiliar, is operated by the de-1partment of Building and Grounds Iin an effort to prevent the number jof thefts suffered by the University iand its students. 'During the month of March ar¬ticles valued at $337 were stolen, in¬cluding $124 w’orth of platinum inmedical laboratories, an automobile,and tw’o typewriters. At one timea person was apprehended by a jan¬itor in an attempt to steal a type¬writer. The thief struck him and,when he fought back, dropped thetypewriter and escaped.During the school year of 1932-33the amount of property stolen fromthe University premises totaled $3,-314, including $1,527 in personalproperty.The police force includes a chief,who is a deputy sheriff, six nightwatchmen, and a patrol car, supple¬mented by special guards for athlet¬ic fields and other places. Since 1930this force has made 26 arrests. Themen involved included one who waspractising a confidence game andthree who were attempting robberywith guns.Since the patrol car wa.s added tothe force in 1933, the number of au¬tomobile thefts has decreased 90 percent.syllabus for not acknowledging theuniversal supremacy of Aristotle.The Biological Science course wasformulated by men who were notpresumptuous enough to become.\ristoteleans—after three years incollege. While they undoubtedlyrecognize the debt science owes Aris¬totle, they perhaps see no reasonwhy .science should be enslaved tohim forevermore. MORGENROTApril 16 and 174:30 and 8:30 p. m.International HouseComing April 23 and 24La Frochard Et Let Daux OrphdinetENTERTAINMENT COURTOF COOK COUNTYUniversity ofChicago Studentsvs.DREXELTHEATRE858 E. 63rd Sf.SUBPOENAAll students are hereby commandedpersonally to be and appear at theDREXEL THEATREWED., APRIL IITHTo judge the case of one)OHN BARRYMOREm hisGreatest PortrayalCOUNSELLORAT LAW ’Presiding JudgeElmer RiceWkere dinixt^ is ever a deli^bt!M34 WeodU A.rmkmmA Better PositionYou can get itHundreds of teachers, students and college graduateswill earn two hundred dollars or more this summer. SOCAN YOU. Hundreds of others will secure a betterposition and a larger salary for next year. YOU CANBE ONE OF THEIM. Complete information and helpfulsuggestions will be mailed on receipt of a three centstamp. Good positions are available now in every state.They will soon be filled. (Teachers addre.ssed Dept. T. Allothers address Dept. S.)Continental Teachers Agency, Inc.1850 Downing Street . Denver, Colo.Cover* the ENTIRE United StatesSchool Officials! You may wire us your vacancies atour expense, if speed is urgent. You will receive com¬plete, free confidential reports by air mail within 36hours.The quality that is brew¬ed into BUDWEISER issealed in, becauseBUDWEISER is bottledexclusively in theworld’s largest brewery.Budw^serKING OF BOTTLED BEEROrder hy the Case Jor your HomeANHEUSER-BUSCH - - ST. LOUISThree-Year Day CourteFour-Year Evening CourseCo-educationalCollege Degree or Two Years ofCollege Work with Good GradesRequired for EntranceTranscript of Record Must Be FurnishedMorninir. Elarly Afternoon andEvening ClassesFor further information addre.s8CHARLES P. DAVIS, Registrar233 Broadway, New York ANHEUSER-BUSCH, Inc.(Chicago Branch)526 W. 18ti» Street Chicago, 111.THE DAILY MAROON, WEDNESDAY. APRIL II, 1934 Page ThreeAnderson’s Criticism of Physical Science SyllabusIs Termed Unproved, Dogmatic, and UnfoundedScientists Interpret FactualKnowledge withTheoriesBy MARIE BERGERMr. Anderson claims that “despitethe fact that the physical sci¬ences insist that everything must beproved, they assert dogmatically (1)that experiments are the most im¬portant things in science....” Thisclaim of Mr. Anderson’s is an un¬proved dogmatic a.ssertion as hispart, as far as I can see. There isno place in the syllabus that I knowof wherein the above statement ismade. Might I add parentheticallythat my acquaintance with the syl¬labus has come from actually usingit in the course for nearly a year,not from a superficial perusal under¬taken solely for the purpose of find¬ing things to criticize.Theories Stressed by ScientistsThe method of analysis of its sub-jtct matter which the course usesseems to me to be rather as follows:1. Certain happenings are observ¬ed :2. A tentative explanation of thesehappenings is made;1. The explanation is tested by ex-ponment;1. Eithera. The tentative explanation wheiitested does not fit the facts, is dis¬carded, and another advanced,orb. The explanation, for the timebeing, .seems to adequately explainthe phenomena.The tentative explanation iscalled a theory to be further check¬ed by experiment.t>. Sometimes a theory which ex-pain* a limited kind of phenomenain a re.stricted field will also explainphenomena in a different field. Somedisparities arising from the applica¬tion of the theory to this second fieldmay often suggest important experi¬ments. This is a common and mostfruitful method of progress.It will be easily seen that experi¬ments are exceedingly important to ithe phy.sical scientist. But it also is |apparent that he does not consider jthem the “most important.” The logi- !cal deductions from observed data,the theories and hypotheses areequally important and are stressedto an even greater extent in thecourse than the actual data. Mr. An¬derson missed completely the factthat the syllabus uses data from ex¬periments aa evidence for the the¬ories pieced before the student. They are important as evidences for thevalidity of theories because theyhave been used to check them,Mr. Anderson has distorted theso-called “claims” of the physicalscientists and condemned them be¬cause he dislikes the distortion hehas set up. It is easy to see thatwhat he attacked in his article is notwhat actually exists in the physicalscience syllabus or the course.Syllabus Only Topical OutlineThe syllabus is supposed to bemerely a concise summary of thepoints touched upon in the lecturesand reading. It should not be regard¬ed as a textbook. It w'ould be impos¬sible to put in 237 pages the wealthof material both factual and theoreti¬cal that is offered in the course. Cer¬tain phrases might have soundeddogmatic to Mr. Anderson. But he.should realize that this is due to theconcise brevity that is necessary. As¬sertions can be qualified, modified,and intarjireted in lectures andreadings. But lack of space and lackof a desire, I believe, on the partof those who wrote the syllabus totake the edge off the process of find¬ing knowledge by predigestingeverything for the student produceda syllabus which was a summary. Thesyllabus is valuable not as a text¬book to be memorized (heaven for¬bid) but as an aid in review and inorganization of the subject matter.Syllabuc Doec Ncl Assert DogmaMr. .Anderson’s second indictmentis that the syllabus dogmatically as¬serts that the universe is mechanis¬tic. What the syllabus actually stateson this point is: “The student shouldunderstand why electrons and atomsare regarded as the building stonesof all atomic and molecular struc¬tures.” (p. 82) Is this a dogma? Allthe syllabus asks is that the studentknow the reasons for the statementof the atomic theory, in other wordsthat the student see on what evidencethe theory is ba.sed. Mr. Andersoncalls this dogma; again he is guiltyof distorting in order to attack.God Not Empirical DaturaThis critic then goes on to saythat the “mechanistic dogma is in¬sufficient.” This statement is obvi¬ously a truism that no one woulddeny. It should not have been usedto prove the failures of the syllabus.He accuses the scientists of failingto “answer several vital questions.What produced the first mechanism?If the first mechanism caused itself,how were other compounds builtout of it?” All I can answer to himon this point is that the teaching of theology and metaphysics does notbelong in a physical science course.No one knows what produced thefirst mechanism. Surely if the coursegave a final answer on this point,Mr. Anderson would be the first oneto accuse them of indoctrinating thestudents with dogmatism. And inthat case he would be justified. Sofar, metaphysics and theology alonehave given an answer to his question.The fact that the physical sciencecourse does not seems to me to be amighty poor reason for indicting it.Mr. Anderson claims “that the an¬imation of concepts is common, andexcused on the ground that it makesan understanding of the conceptseasier. If the scientific concepts areso obscure that that they need to beanimated in order to be understood,something is wrong somewhere.”You are right, Mr. Anderson. Some¬thing is wrong somewhere and thatsomething is your ability to readprinted matter without forming adistorted idea of what you read.The “animation” you speak of (pp.61-62) is a result of your interpre¬tation of such words as “attract,”“escape,” etc. These words are usedto describe the behavior of moleculesaccording to the kinetic theory ofmolecular motion. It is unfortunatethat these words are common to oureveryday vocabularies and are usedoften to describe the actions of per¬sons. The concepts stated in the syl¬labus could be described in purelymathematical notations. But the lat¬ter method would demand too muchmathematical background of a stu¬dent to be practical in a generalcourse. Mr. .Anderson would nothave been confused by this use ofwords if he had taken the course andheard the definitions given to them.Anderson Distorted SyllabusThe claim is made that there is“an unreasonable assertion of evolu¬tion (p. 224) “and that the syllabus“asserts evolution as the deus exmachina of all other things.” Hereagain Mr. Anderson is guilty of grossdistortion of what is actually said inthe .syllabus. Turning to the refer¬ence given, page 224, we read thefollowing:1. The life of the globe was eithera. Created by divine handb. Introduced from extraterres¬trial* sources, orc. It originated through the nat¬ural synthesis of elements avail¬able at the earth’s surface.The syllabus then goes on to show allthe data that scientists have so farlound about the history of the earth.The student draws his own conclu¬ sions. Does Mr. Anderson quarrelwith the fact that the conclusion gen¬erally drawn from this data is thatthe theory of evolution is a better ex¬planation than the others? Perhapswe should hold a second ScopesTrial here on the campus and letsuch an ardent fundamentalist havehis say. Certainly Mr. Anderon hasno basis for stating that the theoryof evolution is “asserted withoutproof or fitting it into any analysisbased on experiment.”Physicists Do Not PhilosophizeMr. Anderson’s last inaictment ofthe syllabus (we fail to find basis forit in the syllabus) is summed up inhis last paragraph. He says therethat scientists “would be assistedperhaps by an examination of thefundamental principles of naturalphilosophy and by a proper distinc¬tion of physical and metaphysicalquestions. Physicists should recog¬nize that their status as experimen¬tal scientists does not justify themas amateur philosophers and especial¬ly not in the fields of metaphysicsand theology for which technicaltraining is so indispensable.” Con¬cerning this last remark of his wemerely want to ask two questions towhich we think Mr. Anderson mustanswer no, if he is truthful. Canhe point out (without distortion)any part of the syllabus whichteaches amateur philosophy, meta¬physics, and theology? Has his ownbackground included that technicaltraining in metaphysics and theologywhich is so indispensable in suffi¬cient amount to qualify him as ajudge? Earlier in his article he seem¬ed to want the physicist to tell hintwhat produced the first mechanism—a theological question at the pres- Ient state of our knowledge. Now he jcensures them for being amateurs |theologians. He accuses them at the isame time of sins of omission and |commission of the same thing. Is |this Aristotelian logic, Mr. Ander¬son?It is on the basis of silly, distorted !articles like this that the Maroon jdogmatically states “College Syllabi |Fail to Serve New Plan Aims, Ma¬roon Reveals.” SWEETNESS ANDLIGHT(Continued from page 1)cated is only potentially a rationalanimal.POTENTIALITY FORRATIONALITYMiss Kalven pointed out that acollege education w'as not intendedto be a substitute for experience,was not intended to prepare the stu¬dent vocationally, was not intendedto develop the student’s personality,but was intended to actualize hispotentiality for becoming a rationalanimal. The university should equipthe student with the ability to under¬stand the problems of his own dayby having given him adequate knowl¬edge of his intellectual heritage.This heritage is most easily realizedby a reading of the classics.Mr. Barden defended his personalgenerosity toward his opposition andonce more emphasized the contentof his editorial policy.SOUR NOTETo us the one somewhat sour notewas struck by Miss Berger’s ally,Mr. Clark. Mr. Clark seemed some¬what indecisive all evening as towhether he really should have come. We canno: believe that the audienceentertained many doubts as to theanswer at the end of the evening.Mr. Clark’s chief asset was his re¬markable capacity for mixed meta¬phor. Such phrases as “intellectualdiarrhea” and “bovine contempla¬tion of man’s intellectual navel”added much to the evening’s amuse¬ment. Mr. Clark seemed somewhatconfused about the soothing effectsof a debate on jangled nerves. Per¬haps he hoped by some mentalchiropractory to send the audiencehome more relaxed.SCOFFERSWe suppose that we are a bit oldfashioned in really believing thatthis type of discussion is importantin student life. But we cannot re¬strain our contempt for those whotry to laugh the whole business offand murmur “Hah-hah, facts andideas—wonder what Barden will fillthe editorial columns wdth next quar¬ter.” After all, trying to actualizeone’s rational potentialities is not acompletely absurd endeavor.II[ China is unsafe for students who1 adhere to the philosophy of Marx.The usual procedure is a brief trialI and execution. Chinese students saythat it isn’t safe even to mentionthe word communism.Employers preferUniversity graduateswho write Gregg ShorthandBu8ineM men can fit you into theirorganizations more quickly and easilyU. you write Gregg Sbor^and. Don'tlet your college training go to waste.Put it to work in a position securedthrough Gregg Secretarial Training.Write, call or telephoneState 1881 for particularsThe GREGG COLLEGEHome of Gregg Shorthand• N. lIlchigMi Ave., Chicags cU Wood'sJOY IN YOUR HEARTSUNSHINE IN THE FOODPEP TO YOUR STEPIn Hy<de Park It’sWood's Cafeteria1510 HYDE PARK BLVD.Plenty of Parking Space PHONE KENWOOD 4878Special Parties by ArrangementSPRING IS HERENow is the time to orient yourselfto the season. Replenish your ward¬robe and adjust your habits to matchyour spring mood. Our advertisers offer finest qual¬ity merchandise and they are preparedto cater to your needs.Maroon advertisers support yournewspaper. It is up to you tosupport them.means to store70 million dollarsworth of tobaccomiles of warehousesIt means something to keep 70million dollars worth of tobacco instorage. It means just this:We do everything possibleto make Chestetfield thecigarette thaVs milder^ thecigarette that tastes better.hat itw.'Everything that Science knowsabout is used in making Chesterfields.One thing we do is to buy mild,ripe tobaccos and then lock up these to*baccos in modern storage warehousesto age and mellow like rare wines.It takes about 3 years to age thetobaccos for your Chesterfield, forTime does something to tobacco thatman nr\r r^anthe cigarette that’s MILDER the cigarette that TASTES BETTERPage Four / • ' ' -r - . - . - ^THE DAILY MAROON. WEONESDAY; APRIL 11 . 1934 ,HUMANITIES REVIEWIS GENERALIZATION,OPPOSITION CLAIMS(Continued from page 1) !spirit of rational inquiry than the |Christian world.” (p. 152), states]the syllabus, refering to scientificinquiry and discovery.Bold PhilotophyIn the final summary section called"The Medieval Synthesis,” we findstatements which do describe theperiod as a whole. One of them is:"The human mind....by a projec¬tion of a bold philosophy (scholas¬ticism) brought about the acceptanceof reason as a source of knowledgeby the side of faith.” (p. 176) .-^ndM iss Kalven charges that "It is mis¬leading to characterize a long anddiverse period in terms of only oneof its trends!”.Another accu.sation is about theinadequacy of philosophic definitions.We answer that it is unnecessary toburden a general student with manytechnical philosophic definitions.M iss Kalven would like to have "suchterms as science, philosophy, specu¬lative, theoretical, practical” defined.May we refer her to Webster’s Col¬legiate Dictionary. She thinks phil¬osophic problems are treated toovaguely, that "some of the problemsare not genuine; other are badlystated; the most important problemsare omitted;”. However she makesno attempt to prove these assertions.Her original premise is false—thatphilosophy constitutes all of intel-!lectual history and therefore shouldbe treated in more detail than theother fields of thought,Mis.^ Kalven accuses the authorsof disregarding their main thesis—the continuity of civilization and theintellectual tradition—in their treat¬ment of Galileo, Descartes, and Rabe¬lais. She asserts that these threeare completely medieval in that theyare "directed towards God as an end,” and. "use essentially the samelanguage as their 13th century prede¬cessors.” We. question the validityof both points. Furthermore we findno evidence of any accounts of".sharp breaks in the inteliectual tra¬dition.” The gn^aduate character ofchange is stressed throughout by.such statements as the following: “Itwas the thorough rationalism of the.scholastic system that formed the in¬tellectual atmosphere in which mod¬ern science was born.” (p. 243) Andin a discussion of Renaissance sculp¬ture—"Undeniably with each newgeneration, the medieval inheritanceweakened....” (p. 196)Lusk Senttmentaltty“Lush sentimentality” is Miss Kal-ven’s verdict of the treatment ofliterature and fine arts. Her only jus¬tification given is that personal re¬action and an interest in developingthe student’s personality are stressed!She objects to the definitions of lit¬erary and artistic trends but citesonly one—that of expressionism—to prove her point. If she will readthe context (p. 370) of the definition,she will find it perfectly intelligible.She finds "innumerable, inaccur¬ate and misleading statements on al¬most every page” and then cites asingle instance. Her example is acontroversial one. She quotes thesyllabus as saying Aristotle’s .studiesof ethics and politics reveal hisstrong revulsion against Plato’steachings. The syllabus does statethis and if Miss Kalven will turn to.Aristotle’s Politics, she will see hedevotes some few pages to criticiz¬ing Plato’s Republic. Aristotle andPlato, says Miss Kalven, would haveagreed on certain propositions suchas man is naturally rational (hasreason), and social (lives insociety); the end of knowledge istruth, which is achieved by reason;men are unequal; the end of thestate is the common good. To thesewe say—so what? They are descrip¬tions of facts which many rationalmen from an early date have observ¬ed.May we digress to discuss the va¬lidity of another proposition cited—"ideas are immutable,’’ It is certain that ideas change or there would be ^no intellectual history. Uut in a cer-1tain limited and almost obsoletesense of the word idea—as signify¬ing, not subjective phenomena, but"objective truths,” such as "the idea”of a triangle—there can be said tobe an immutability. Although whatis gained by saying a triangle is atriangle and when pec''1e think of atriangle they always think of a tri¬angle, we fail to see. And we wouldlike to have demonstrated on rational grounds how such obviously chang¬ing concepts as justice, wisdom, andgood, can be considered as immut¬able objective truths!No Specific ProofTo return to Miss Kalven’s article, *we find her objections center aboutthe treatment of the medieval periodand of philosophy. Those directedagainst the treatment of the MiddleAges are not supported by actualreference to the text. In those basedon the treatment of philosophy, nospecific proof has been attemptedand as we have .shown they arefounded on a false premise. Amongthe wealth of denunciatory adjec¬tives strewn carelessly about in MissKalven’s article, we find "slovenly,sentimental, misleading, inaccurate,ai>ti-intel}ectual, sophistical, incon- fsistent, and dogmatic”—none ofwhich are sub.staniate<l.It is on the basis of this and threesimilar reviews that thf Marooncharges the four syllabi with fail- iing to meet new plan objectives! Theend of the new’ plan survey courses 'is a presentation of the four generalfields of knowledge. In tne Human¬ities course the purpose, allow’edeven by Miss Kalven, is a presenta-,tion of man’s intellectual history, iand we add—not a presentation of *the philosophic doctrine of Thom* iis’tic-Aristotleanism. SUPMS SOCIALSCIENCE SYLLABUSAGAINST AHACKSCoeds at Washington College, hav¬ing been granted permission to !.smoke in cla.sses, ambled into psy¬chology class sporting corn-cob pipes. [The professor ordered that all win¬dows be kept tightly closed and in 'a short time the class fled. CContlnued from page 1)dividuals, while social science is thestudy of human behavior in society.It is closely related to psychology,but is as distinct from it as one sci¬ence can be from another. It hascoordinate theoretical and practicalbranches, but as a whole fits intoneither category. The theoreticalproblem Is: "What is the nature of!social behavior, or changes there¬in?”, and the practical problem is:"How can social changes be broughtabout?” The answer to the latter de¬pends upon the answ’er to the form¬er.From the facts contained in thereadings the rational student willdraw the follow’ing conclusions: thatwhile man may act rationally, hedoes not always do so; that whileman often does rational things, hemay do them not as a result of de-,liberation but because of custom;that man does many irrational thingsbut may rationalize them; and thatwhile customs may be rational inorigin, they may irrationally con¬tinue in use after the conditionsunder which they originated havechanged.Advocate Rational Social ChangeIf these conclusions regarding thenature of social behavior and socialchange are true, and provide an ade¬quate analysis, the following conclu¬sions regarding the problem ofbringing about social change may beformulated: that social change mightbe induced by action resulting fromthe stimulation of irrational reac¬tions; or that it might be inducedby a recognition and elimination ofirrational factors, and rational ac¬tion, that is, the determination ofthe desired end, the best means tothat end and action accordingly; and that the latter method is the more,desirable one.These conclusions are not present¬ed directly in the syllabus, but willbe discovered by the intelligent stu¬dent from the syllabus and readings.They are not intended to be regard¬ed as revealed truths, but as justifiedconclusions from valid evidence, "rhesignificant ideas the student is ex¬pected to grasp are, it is true, sug¬gested in the Recapitulation, butsuch a statement as "To understandthe basic mechanisms and outstand¬ing characteristics of human conductand to contrast the plasticity of hu¬man behavior with the relative fixityof animal behavior” is not a dog¬matic, factual, doctrinal tatement, asMr. Martin claimed.Farticulsr Cluirfe* Fal»«In addition to basically misinter¬preting the syllabus and reading;s,Martin made a number of particularcharges. His claim that “the idea.‘;on the nature and method of socialscience . . . are derived . . . from. . , Comte . . ., Hume, Bacon, Locke,and Berkely” was based on pp. 289to 290 of the syllabus. This is a partof the reading by Doctor Ames onReligion, not on the nature andmethod of science, and its mentionof the above men refers to their in-riuence on religious thought. Martinal.so charged that "The componentsof social change—people, intitutiohs,customs—are treated as passive.” 'The fact that the chief concern of Ithe course is with social chan^, and Ithat the treatment i.« neither teleo- jlogical nor fatalistic shows that these |factors must be regarded as active, jThe specific statements in the sylla¬bus, “All other things muat, man isa being who w’ills” (p. 39); “manand culture . . . are the dynamicand determining factors;” “. . . weare not dealing here with an activeagent, environincMt, and 8 passiveagent, man” (p. 183) show Mr. Mar¬tin’s statement to be at least unin¬formed.Statcmenta Not Dofmatic“The doctrine ... is that reasonis related to habit only as a meansof rationalizing customary activity,”to quote further, is contrary to any¬ thing in the lyllabuB or readings andis an obvious mistatement. The in¬stance Martin cited to support hiscontention that the quesion of therationality or irrationality of socialchange is dogmatically settled, "Ra-tional approach versus habit and cu.s-tom,” and its sub-topic 8, "The im¬pact of reason upon traditional be-havior,” (p. 4), do not constitute adogmatic settlement of the que.stion,but a call for thoughtful and criti¬cal examination of the point; simi¬larly the idea.s on the same point inthe Recapitulation.The final and most damningcharge that "... the social scient¬ists, by their mode of education,are tending to develop a society inwhich change is in fact non-rational”must, being based on the crude mis¬interpretations of the very clearstatements in the syllabus and read¬ings, and failure to infer obviousideas from specific facts, be erron¬eous.We venture to suggest that Mr.Martin has been blinded by the .saw’-dust from the dummy he belabors sodiligently.There are over 11,000 volume.s andabout 9,500 dissertations and otherpamphlets, including files of over300 periodicals and other serials, onmathematics in the University „f Il¬linois library.University of Hawaii offers honorstudents at many coast colleges freetuition and transportation on a ba.s{'«of reciprocity.TRY THEUniversity Pharmacy1321 E. 57th St.SclwrMi KiaiWrk' ait^FOR DRUGSFOR COSMETICSFOR I.UNGHBON8 (Sk)Pr*(«iat IMiTerr P«p«l«r PrimF*r Frv* DelWwjr Svrvir* Until 12 P. M.Can H. P. MSIrignrattM 2 far ISc