University of Kansas - Jayhawker Yearbook (Lawrence, KS)

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1 S THE JAYHAWKER lHlHl SHHH Hl Hlllllllll HllHl lHlSS T HAS been tradition throughout the years that the college was the citadel of intellectual free- dom. With the rise of freedom of thought Amer- icalwas settled by men who left the Old Country because they could not worship and think as they wished. Americans have always treasured their right not only to think as they wished, but to speak, write, and assemble as they wished. Today this cherished heritage is in danger. Today it seems that you can say what you wish, as long as it conforms to what your superiors wish. The danger of this to us as students lies in the fact that professors may be choked off from preaching intellectual free- dom for fear they lose their jobs. With the increasing pressure of our turbulent times, more and more will sentiment stand' opposed to freedom of speech and the freedom of assemblage. This is an unhealthful situation for a shrine of in- tellectual freedom. If the people of America can not speak out in their own schools . . . they can speak out nowhere. If the professors of this University are not allowed to think and speak what they wish, then this is no longer worthy of being called a University. In this great democracy which contains so many un- democratic elements, the college is one place which must maintain the democratic characteristic in order to preserve faith in the name-democracy. Perhaps faculty men have been tired for other reasons than their heresy. But if a vote were taken of their students, a majority should effect the reten- tion of their services. The students are the ones for whom this University was built. They have, by far, the best means of evaluating the material which a professor can put out. Some schools allow their students to vote at the end of each term on whether or not certain professors are to be retained. Have Q . . like ecfbllcw students on this campus ever been consulted before an instructor has been sacked? In a period of the unofficial curtailment of our civil liberties the teacher is the most pitiable creature immaginable. To be fired means the blacklist and the perpetual cold shoulder from any other educa- tional institutions at which he might seek employ- 1'I1CI1t. In the past the University of Kansas has been able to retain men on Mt. Oread whose abilities would bring far higher salaries at richer schools. These men stayed because they felt a thrill of freedom at K.U. which they might miss elsewhere. Regardless of the cause of the loss of this blessing, we are losing it. Perhaps the cause of this reaction Hows from the conservative people of Kansas. If this is so, the stu- dent body can only beg that the administration throw its weight in the balance to preserve intellectual freedom and secure for us a truly liberal education. If we are to be a free nation, we must insure freed om of thought to the citizens. If freedom is the cause of the strength of this great nation, let us maintain that freedom and enjoy that strength. We are not a nation at war. We are not a totalitarian nation-or are we? We as a nation and, especially, we as students, have a right to demand that the men to whom we come for education can speak their mind. Our campus is not cursed with those who organize bloody revolu- tions. Even the most radical professors believe that the American nation is the most fortunate in the world. But only a fool would say that America is perfect . . . that there is nothing wrong in our country. In the face of the stifling of intellectual individual- ism can we as students expect our teachers to speak

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OCTOBER 1941 We are seeking to stimulate the poets on Mt. Oread to submit their offerings. Our University is made up of men and women seeking an education, and we deem it worthwhile to show the student body the accomplishments in the field of literature of which K.U. students are capable. Perhaps it may be labeled a shift from the worldly to the ethereal, but it seems to be more in sympathy with a college pub- lication. The purpose of this 54th volume of the Iaylmwker is to give you an analytical view into the life of stu- dents on the campus of the University of Kansas. We want to entertain you, to interest you, and if possible to stimulate you. If you don't want to be stimulated, you should not be here. Aside from its present value, the ftzylmwker aims at giving you a permanent record of what you are doing and thinking while in college. We hope that twenty years from now, a glance through the Jay- lmwker will refresh your memory of the attitudes which you and your colleagues took on issues which we hope by then will be history. Rather than giving you a kaleidoscopic news reel of the University of Kansas, we are attempting to put it under the micro- scope and see what makes it tick. Many old features such as the gossip column, the social wheel, and the fashion notes are gone. Per- haps they are not gone for good, but they are gone for this issue. We recommend highly the reading in this first issue: Bill StaFford's poem, From the Sound of Peace is a thrilling piece from the pen of last year's Carruth contest winner. Clarence Peter- son has reached up into the professional realm with his Tale of the Green Beaver. Stan Kreider in his Story of a Building paints a beautiful word picture of a historic K.U. landmark. Smile at John Conard's expose on Who Blows the Whistle? and swell up with pride at our guest conductor, Bob Maplesden, who gives this magazine and you, its readers, a pat on the back. john Waggoner's One Night of Love may not be what the title implies . . . some will find it in- teresting others-amusing. The jfzyhmuleer souds oPf against skirts for the women cheerleaders in Char- lene Johnsons story on Educated Enthusiasm. And Jill Peck gives us a lovely look at the Latins in her excellent, Oooo Those Latin's. Dean Ostrumis On Becoming jayhawkersn pre- sents a vivid picture of the bewildered freshman and the process of mctamorphosis which he undergoes 7 EHNlHiININH On Becoming Jayhawkers .... . 11 Bowl, Containing Roses . . 14 Rush Week Rush .... . 16 Dormitories and Scholars . . . 23 Tl1e Great Game .... . 26 Flying Jayhawkers . . 29 Fighting .1 ayhawkers I . . . 32 Let's Deal Ourselves In .... . 34 The Imperative of Non-Intervention . . . 35 From tl1e Sound of Peace .... . 37 The Show Must Go On . . 38 One Night of Love . . . 40 A Postscript to Politics . . . 42 Intramurals . . . . . 46 The Union Forever . . . . 49 Educated Enthusiasm . . . . 51 The Story of a Building . . . . 53 The Tale of the Green Beaver . . 54 Oooo Those Latins! .... . 56 New Faces in Old Places . . 60 Who Blows the Wlxistle . . 62 The Mortar and Pestle . . 64 during orientation week. Wander through the well written Union Forever with Verlyn Norris . . . a story written for the outsider by an insider. There are some of the usual personalities both professors and students whom you should meet and know better. Also contained, is a detailed description by Fred Eberhardt of the administration which makes this machine go. The Whitney vs. Price editorial debate makes excellent reading for the thinking student, and donlt miss Spencer Burtis's ditty on the Fighting jay- hawkersf' They have done a good job . . . these so-called contributors. They are the most important part of this magazine and they have come through with flying colors.

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OCTOBER 1941 9 up against abuses? Can we as students allow pro- fessors to be fired simply because they believe in so noble an ideal as that war is evil. If a man believes that war is evil under any circtunstances, should he be fired and deprived of the means of livelihood. It is time that the great sleeping giant,'the student body of the University of Kansas awoke and de- manded its rightsg those same rights which we may soon be called upon to defend with our lives. The gifts of freedom and democracy have been dropped in our laps. But these gifts, like all gifts, carry with them a responsibility which must be as- sumed in order to preserve the possession. Nothing worthwhile is enjoyed without giving. In the case of the preservation of our rights, the giving assumes the character of being alert to the maintenance of the creed of intellectual freedom. Support this creed and we cn preserve our mental integrity and our right to call ourselves possessors of a liberal education. The student body as a whole is also to be blamed. How can they sit in apathy and not rise up in arms at some of the action on the part of the University ofiicials. The University of Georgia recently was in an uproar in which the students protested en masse against the politics in the administration of the school. Perhaps we have not an identical problem, but if the student body does not remain alert similar evil conditions will arise. An alert and sober thinking student body has the right to know the reason behind administrational moves which affect it directly. And on the other hand, an administration which recognizes such rights has the right to demand an alert and sober minded student body. A democracy is built on a fundamental respect for man as a thinking individual, and we assume that a thinking student will be strong enough to follow his line of thought with action. The heritage is yours, you jayhawkers, our school has been blessed with this freedom which is essential to a liberal education . . . but you as students must assume the responsibility of preserving that freedom in order to enjoy such an education. We preach not for a militant mob clamoring at torchlight demonstrations. Rather do we prefer a group of students jealous of their rights to the extent that no moves of the administration which might result contrary to the student advantage may go by unquestioned. You have taken too many things lying down which may make for an undesirable situation in the future. You should rise up in protest to demand a free Kan- san . . . you should do all in your power to secure a footing for such worthwhile projects as the at- tempted Review which suffered so sudden a death. You should question any advance in the payment of activity fees. In short you should demand to know the cause and the result of each action taken by school officials which might reliect on your own economic situation or on your chances of securing a liberal education. Such action should be encouraged by the adminis- tration. A student body which is on its toes keeps an administration on its toes . . . and vice versa. Such a student body is as essential to a good Univer- sity as is the required democratic administration. These two desirable elements will combine to establish once more the University of Kansas as a citadel of intellectual freedom, a home of truly demo- cratic characteristics, and an educational plant which turns out excellent examples of intelligent and broad minded citizens. This is the aim of all educational institutions . . . or at least should be, and it is only in this way that the educational institution can fill a worthwhile part in the life of our nation. Our appeal is to the students as well as the faculty and is made with the noble ideal of a liberal educa- tion in mind. Can the University of Kansas answer the chal- lenge? If not, we no longer deserve to be called an educational institution. TIIE STUDENT DIAGAZINE. . . . IIECUIIDING CARIPUS LIFE, TRENDS AND 0I'INIONS AT TIIE UNIVERSITY 0F KANSAS AT LAWVRENCE, KANSAS