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‘ad








- Times for December 31, 1922,

2.

s

THE COELEGE NEWS



Vr



GOAL REACHED IN DRIVE
FOR BATES HOUSE FUNDS

With Rockefeller heading the list of
contributions from the halls the one
thousand dollar goal set for the Bates
Housé Drive. was ‘reached and passed
jast week. The Freshmen, who. sold
their posters at auction’ between the
acts of Kreshman Show, raised the last
$300 necessary to complete the fund.

: The amounts pledged are as follows:

Rockefeller .0:....6.00... $213.75
RANGE oui cre oe es 107.50
Pembroke-Fast .......... 204.00 m
Pembroke-West .......... 149.00
WN EG ee 71.50
Denbigh: 6c ciatiasics 112.00

Posters sold by Freshmen 330.00

one ae







MISS FRIJLINCK’S BOOK FAVORABLY
REVIEWED



Dutch Graduate Student Edits Old
Manuscript



8.4
- Wilhemina P. Frijlinck, the Dutch grad-
uate. student who is studying here under
Dr. Chew and Dr. Brown, has edited from
the manuscript and written an introduction
and notes to the Tragedy of Sir John van
Olden. Barnavelt; an anonymous Eliza-

bethan play which has been judged. by :

students both here and abroad as a work
of great scholarship and distinction.

Various papers have reviewed Miss Frij-
linck’s work favorably.

The Literary Supplement of the London
said in a
review of Miss Frijlinck’s work that it is
.“an exhaustive study of the play, sources,
authorship, characters, “tnd- place—in—dra-
matic history and all else that anyone could
possibly want’ to know.” It further says
that Miss Frijlinck had “special advantages

for the study of. the documents of this] .

episode of Danish history, and_.a-good
equipment of knowledge of our Elizabethan
drama.”

“It is appropriate that we should have

to thank a Dutch student for a detailed
and trustworthy edition,” says the Spec:
tator of January 6, 1923.
editor’s greatest services,” adds the Spec-
tator, “that she has deciphered for us the
numerous passages of the play which were
altered or. obliterated at the command of
the Master of Revels.”
. The Literary Review of the New York
Evening Post for February 24, 1923, says
that Miss Frijlinck’s “knowledge of Dutch
sources has enabled her to identify the
‘materials employed by the author, and het
protracted study at the British Museum has
resulted in what will doubtless long be ac-
cepted as the most authoritative statement
of ‘the circumstances of the play’s pro-
duction and the scene-by-scene partition of
its authorship.”

Dr. Chew, of Bryn Mawr, in the March
issue of Modern Language. Notes, writes.
“Miss Frijlinck’s study -of- the aesthetic
value of the play and of its historical value
are exhaustive and admirable. It is in the
latter section that she most shows the ad-
vantage that she possesses of being a Dutch
woman. The whole subject is more clearly
before her mind than would be possible in
the. case of a foreigner and she. is better
able to judge the achievements of the Eng-

- lish drama.” .
“Her. notes are sisters: aoa and

reticent—occasionally perhaps, too reticent
_”

A new horior has come to Miss Frij-]°

linck’s book. ‘$he English Association of
which Edmond Gosse is president, has
“asked Miss Frijlinck to send them a copy
* of her book, that they may review it in

the book they are shortly to bring out:,

“Year's Work in English Studies 1922-23. Ad
. Before she undertook this enormous task
which won her fier doctor’s degree, Miss

_ Frijlinck did her preliminary study in the

universities _ of Amsterdam, Zurich, and

_- Heidelberg. In London she did the actual]



work from the sia “origicnh sapnuecrint inthe



“Tt is one of the



UNDERGRADUATE CURRICULUM COMMITTEE SUBMITS REPORT
OF GENERAL STUDENT OPIONION ON EXISTING SYSTEM i



4

should’ be given her degree: provided
her, other work has been average.
4That is, the granting of a degree
should not hinge entirely upon the
passing of the Comprehensive, but
other work should also be taken into
account. , The granting of the de-
gree with honor, .etc., however,
should depend on the ability shown
in the Comprehensive. As for the
fact that the Comprehensive Examin-
ation may be a mechanical vise
_ super-imposed upon a system already

too mechanical, the committee~feels-}

that the type o fwork that will be
necessary to pass such an examina-
tion will tend to do ‘away with’ the
mechanigs of quizzes and finals; and
since, after all,
requires a knowledge of a subject
rather than of a course, it is valuable
~~ and should be:tried.

Work to Be Changed

A. We. suggest the following required sub-
jects: .

‘1- Two (2)-years of English—20 hours.

1. One (1) year of Science, except for

. 9 those majoring in Science—10 hour®

given in Minor—10 hours.

4. One (1) year of Philosophy and
Psychology—10 ‘hours.

This would make a total of fifty
(50) hours of required. work.._Were
it possible to condense material. given
in required courses into fewer hour
requirements, thereby xgiving more
hours ‘out. of- thé total_one hundred
and twenty (120) free for Electives,
Majors, and Correlating Subjects,
the’ committee would urge it. In
In suggesting the required work the

“committeeis guided by the opinion
that there are certain subjects about
which every college graduate, regard-
less of her Mapor work, should have
at least’a cursory knowledge. This
required work. should be completed
preferably by the end of Sophomore
year, and necessarily by the end of
Junior. This extra year should be
given to.those who wish to plan their

® courses so as to be able to do post-
major work, which, in many cases
in the existing arrangement, cannot
be taken until the completion of the
Major. There should be absolutely
no required work done in the Senior
year.

B. We suggest the following changes in
the reguired work as now given: ~
1.\ English.

(a) General Considerations.

(i) The present system of al-
ternating semesters of Compo-
sition and Literature seems to
us to be the best plan; for a
combination of the two, into a
a three hour and a two hour

course, would mean, it seemed]

to the committee, a diffusion of
attention which would result in
the loss of the best that is
now gained from the courses as
they are separated.

(it) There is in college a
wide difference of opinion as to
the two year ‘requirement. in
English. Some feel, particularly
those majoring in science, that
a two year course is tog much,
and they want but one year of:

required English. The commit-'

tee feels that the value of the
English course lies, on the one

hand, in its first-hand acquaint-
ance with English literature,’
which we, as English-speaking’
people, should have as a back-.

ground, and, o nthe other hand,

“in its giving the ability to or-|
ganize. material and to appreci- .

ate good _ writing. “Training in
this cannot be too thorough, and

sian: Seteaeemameneaann tader ieee

‘

the Comprehensive |

3. One (1) year of History as it is now |,



CONTINUED FROM PAGE 1

e

therefore we suggest . keeping
the two-year requirement with

* the following changes:

Literature Course.. We suggest:

(1) -A change of emphasis in

. , the material given, spending less

# time on the literature up to

Chaucer, and ‘less time on
Shakespeare, especially on the
plays made familiar at school.
In this way it would be pos-
sible to bring the course up to
ffirly modern authors and
works, :
(ii) Doing away with the
many weekly quizzes, and sub-
stituting for them more reports,
chosen by the student from
topics suggested by the reading.
(iii) Reducing the number of
lectures to three hours 4 week.
If there are but three hours
of lecture a week, one of the
two free -hours would be de-
_.yoted ot ‘small, group discus-
sions with the professor. _
(iv)—An— advanced standing
examination should be offered
in the literature course for
those who,. by virtue of good
school training or wide experi-
ence, would be able to pass it.
The examination in this case
should ,be inclusive of all the
reading, -and- the candidate
should be required to sign a
reading list.

(b) Composition Course. We suggest:

(1). Doing away with the final
examination and requiring in-
stead another long paper. We
feel that a final long paper, in
which the principles of writing
gained from the course are
demonstrated, would show bet-
ter than, a hastily written ex-
amination what a student has
gained from the cotrse. “We
We feel that here is one in-
stance-.in which we .may_bene-
ficially do away with the me-
chanics of an examination.

(d) Diction. We suggest a change
in the organization of the Dic-
tion ‘course, now on too indefin-
able a basis, so that it may be
put on a par with other subjects
required for a degree. We
suggest :

(i) A general lecture in the
beginning, explaining the princi-
ples and use of “Exercises in
Articulation.” :

(ii) Smaller and more regu-%
lar classes where there would
be more individual attention,
‘and where the element of prac-
tice would show more clearly,
so_ that there would be a more
tangible basis for marking.

(b)

??

. 2. Seinence.

(a). We suggest that those students
majoring in. Science be allowed
to substitute for the required
Science five (5) hours of post®
major work in their Science.
We also suggest that those stu-
dents majoring in a_ science
other than that on which. they
entered, be required to take five
hours of post-major work in
that major science.

History to Supplant Latin

3..History. This cottrse should consist |

of the present Minor History survey

course.

- (a) We wish History, required “
cause:

-(4) Minor History covers
‘material which is of the utmost
value as a background for all
other studies, arid which should |

_be part of the: — of}
every college graduate.
CONTINUED ON PAGE 4



IMPORTANT. TENNIS ‘SCHEDULE
ANNOUNCED FOR AFTER
_ EASTER

A tennis schedule, regulating the
time for each team to play, will go
into effect during the ten days after
the Easter vacation, before match
games begin on the 16th of April.

All teams below the first and second
may use the courts in the afternoon
between 1.45 and 4 o’clock, signing up
for forty-five minute periods. From
4 to 6 o'clock the first and second
teams will have the courts fof hour
periods. The tennis courts have been
assigned to classes by lot, though this
‘does not mean that other people may
not use a particular court, the players
of the class which holds it will have
the right to put them off. In_ the
morning they will be free to, everyone.

Coaching in the gymnasium will cof-

tinue. : :
rl? Varsity Courts
Basket BALL FIetp =
BS oe or oot aed Courts 2,4 <
1 "Ti papc RUS irene pera daar: Courts 3, 5
[+ aa aa Mepp epee TT COUTTS 7, 6
1926





SS eee Courts 1, 6



FRESHMAN. SHOW TRANSPORTS
AUDIENCE TO NEW FRANCE



CONTINUED FROM: PAGE*1
in passing,” “say rather, the soul in flunk-
ing,”—but in such things as the really witty
dance of the three orange-smocked artists,
whose very abandon possessed a delightful

terspersed with such charming interludes
as the dance of the flower-girls. and their
‘| dapper grey-suited swains, excellent toe
dancing by Laura Laidlaw, and the enchant-
ing tango danced by Martha Talcott as the
Café Chanteuse and the artist Lesage, Anne
Kiesewetter, who made the most intriguing
of Rudolph Valentinos. Both dancers were
exceptionally graceful and moved as one
person through the difficult steps, meriting
the loud applause and their encore. Helen
Brown, as Fifi Fauxpas, was entirely cap-.
tivating, to the audience and to one Wiggin
T. Quingue, the part taken by. Winnifred
Dodd. Wiggin was perhaps the most lova-
ble character in the whole cast, and pos-
sessed of “the greatest amount of that in-
definable and overworked quality, ‘pure
charm. From the moment when he sat at
the table in his light blue smock and’ began

to you,” to Marietta Bilter’s delightful ac-
companiment on the harp, the-spell was cast. °

The “light blue smock”—on that hangs a
tale. Perhaps we are too much bound by
the precedent of symbolization, but could
there be a hidden meaning in the preser-
vation of 1924 in a scarlet gown, and 1925:
in the above light blue smock? Or is it the
mere whim of the designer which aflows
of no such flagrant error as the meaningful
distribution of color?

Vers Libre Poet and Rosie Praised

Barbara Sindall as the Vers Libre poet
who “knew a lot about the art of attracting
women,” was convincing’ in her animated
composition of lines like “my soul turns to
wall paper and dances like moth-eaten
whiskey bottles,” and in her tender praise
of Fifi, “my goldfish is a lot like you,”
the three bookmen were exceptionally good.
In horror we heed their warning to “look
at us three and do not be, a dusty, musty,
‘greasy grind.” “Rosie the concierge, with
her energy, knitted socks grumbling like

genuine French, was a truly ss esscyer spot
in the evening.

which any averagely nasty-tempered critic
sould be bitter. Of course, the liries were
|not worthy of Don Marquis, nor yet of |
Vachel Lindsay. The ending of each act
was noticeably poorer than the beginning.
But these discrepancies vanish before the
excellence of the performance 3 a whole,

the. skill with. which it was produced.. ‘The








CONTINUED ON PA

sublety.. The. whole performance was in- -

to sing, “I wish I had all ‘Paris to give -

streaked lightning in what we know to be

Stupid as it may seem, it is difficult to -
Snd a suitable number of things about ~

the spirit with which it ie and.
3