The Thresher (Houston, Tex.), Vol. 40, No. 35, Ed. 1 Friday, April 17, 1953 Page: 4 of 8
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THB THRESHER
FRIDAY, APRIL 17, IMS
FESTIVAL
Rondelet To Embrace Weekend
More than ever before, the Rice spring festival, Rondelet,
will assume the proportions of an all-school weekend this year.
Plans have been outlined to make Rondolet a memorable oc-
casion for every honoree visiting Rice from other campuses
and a climax to the spring social activities of every Rice student.
Activities begin Friday nighl?
May J, with the class open house.
Although it is expected that stu-
time at the open houses of their
particular classes, it is hoped that
everyone will take the opportunity
to visit all four before the night
is over. Since classes will be held
as usual Saturday morning, all are
encouraged to save "their more ex-
treme efforts for the activities be-
ginning Saturday afternoon and
lasting well into the wee hours.
At noon Saturday, the out-of-
town honorees will gather official-
ly for the first time for luncheon
at Cohen House. At 2:00, students
will "lie able to meet the honorees,
.each other, and various interesting
'beverages at the traditional dormi-
tory open house. Although there
will be an official welcoming com-
mittee for the girls from other
schools and their escorts, Rice stu-
dents are asked to make a special
.effort to meet them and to make
them feel at home on the Rice
campus.
The majority of the revellers will
probably go directly from the open
house to the pageant in the Cohen
House gardens, which begins at
4:00. Although the form of the
pageant will follow the traditional
lines of all Rondolets, the entertain-
ment, decorations, and gowns of the
honorees will be several cuts above
the trite traditionality of most
spring festivals.
The Rally Club will entertain for
the honorees from 7:00 until shortly
before the Rondolet Ball. The ball
begins at 9:00 at the Crystal Ball-
room of the Rice Hotel. Tickets
are $3.00 per couple, and the music
will be by Buddy Brock. By popu-
lar demand, the revelry may be as
wet as the individual may desire,
short of flood conditions. The final
activity is the brunch for all the
out-of-town honoi-ees scheduled for
Sunday morning.
Thresher Poll Tally
Shows The Reaction
To Rice Rag
Forty-eight voters contributed
their criticism of Thresher features
via the ballot presented in last
week's issue. There were several no
votes.
Politics received 3 votes of "En-
joyable," 3 of "Informative," 4 of
"OK," and 10 of "Ugh!" From the
Top of the Lampost got 4 "Enjoy-
able," 3 "Informative," 8 "OK," and
5 "Ugh." From Under the Table
acquired 3 "Enjoyable," 1 "Informa-
tive," 7 "OK," and 9 "Ugh!" Sam
on Bridge received 6 "Enjoyable,"
4 "Informative," 4 "OK," and 5
"Ugh!" The Literary Supplement
was the hardest hit with 3 "Enjoy-
able," 0 "Informative," 5 "OK," and
12 "Ugh!" Owlook received highest
praise—7 "Enjoyable," 4 "Informa-
tive," 5 "OK," and 4 "Ugh!" The
Student Council column got 6 "En-
joyable," 7 "Informative," 3 "OK,"
and 4 "Ugh!"
iTsaitoff
(Continued from page 1)
come from the New Testament:
"Ye shall know the truth, and the
truth shall make you free." These
words should be cherished as the
4typrter of university education in
a democratic society.
This unprejudiced pursuit of the
truth has been opposed by dogmat-<
ic minds, who have feared that
some cherished doctrines of theirs
might be upset. In some periods of
our civilization these dogmatists
have been ecclesiastic, in other per-
iods they have been political or so-
cial reactionaries. When Galileo
formulated his principles of mod-
ern astronomy, he was accused by
the Inquisition of teaching doc-
trines coritrary to God's truth. His
answer to his judges should be re-
membered. He told the holy fath-
ers that he was a scientist, and that
the only way in which he could try
not to disagree with God's truth
was to make his truths as true as
possible. The judgment of posterity
has sustained Galileo. In our day
Communist Russia has prohibited
the teaching of the generally ac-
cepted biological theory that ac-
quired characters are not inherit-
able. Now it is conceivable that fu-
ture scientific investigation may
ror letter men '
Bu* ,eTsV£*T-
, arned PoNa *nn-*
■ . a I/,end na or>e-}
I kaveja u is a srn ourse-
s anV «^hUe carton1.
KW:/ LUCK
v-uair
sqU
and LUCKI ES
TASTE BETTER!
Cleaner, Fresher, Smoother!
Ask yourself this question: Why do I smoke?
You know, yourself, you smoke for enjoyment.
And you get enjoyment only from the taste of
cigarette.
Luckies taste better—cleaner, fresher, smoother!
Why? Luckies are made better to taste better. And
what's more, Luckies are made of. fine tobacco
L.S./M.F.T.—Lucky Strike Means Fine Tobacco
So, for the thing you want most in a cigarette..,
for better taste—for the cleaner, fresher, smoother
taste of Lucky Strike . . .
Be Happy-CO LUCKY!
♦he
COLLEGE STUDENTS PREFER LUCKIES
IN NATION-WIDE SURVEYI
Nation-wide survey based on actual student in-
terviews in 80 leading colleges reveals more
smokers prefer Luckies than any other cigarette
by a wide margin. No. 1 reason—Luckies' better
taste. Survey also shows Lucky Strike gained,
far more smokers in these colleges than the na-
tion's two other principal brands combined.
> A.T.Co.
PRODUCT OF
AMERICA'S LEADING MANUFACTURER OF CIGARETTES
prove thatt this doctrine is aft
or, but this could not be achieved
by prohibition, but in only one way,
by investigation. Such legislation in
matters of scientific truth is a scan-
dal and a disaster to Russian sci-
ence. And it would be a disaster
for us too, if we were to follow in
our education the Communist poli-
cy of intellectual repression in any
field. The best way to preserve our-
selves from Communist corruption
is not to imitate the Communist
policies. The rule is" very simple:
"Do not repeat the Communist ev-
ils!
This principle of intellectual free-
dom applies in college teaching just
as truly as it does in scientific or
scholarly research. If ecclesiastic or
civil authorities or well-organized
factions in our society should suc-
ceed in enforcing on teacher* the
obligation to teach certain definite
ideas and to oppose certain other
definite ideas, to read certain books
and not to read certain other books,
then the whole process of education
would be compromised. No real
training of young minds in the pur-
suit of truth would be possible, if
the students saw in their teachers
men who were obliged to teach
them the way they did, for other-
wise they would lose their jobs or
get into further trouble. The cor-
ner stone of a real university is in-
tellectual freedom and integrity.
You can see, then, why free in-
quiring minds resist curbs and shac-
kles. The spirit of resistance to
compulsion in thinking is a bul-
wark to our democratic freedom all
around, and especially in a period
of crisis like the present. The way
to safeguard our young minds, and
our old minds too, from pernicious
errors, is to examine and under-
stand those errors, to see why they
are errors and pernicious. It has
been well said that the first foreign
language which a people should
learn is the language of their chief
enemies. So it is also important
for us to understand thoroughly
the doctrines and the propaganda
of Communism. There are some
people among us who think that if
our college students should read a
communistic book they would be
converted to communism. We on the
other hand believe that erroneous
and false doctrines have to be un-
derstood in order to be really re-
jected. The better we understand
the communist teachings and the
communist practices, the more
clearly we can see how communism
threatens our whole democratic
civilization and .its great human val-
ues, the more intelligently we can
then resist its insidious influence.
I have endeavored so far to give
my reasons for my firm belief in
intellectual freedom. Now, however,
I am bound to consider the other
aspect of this problem, as I see it,
in our university life, namely, the
responsibilities of academic free-
dom. A great modern liberal ex-
pressed a profound truth which is
relevant to our discussion tonight.
He wrote: "A man has a moral
right to that* freedom which he re-
quires for the performance of his
duties." Why do I demand freedom
of teaching and research? Because
I need that freedom in order to live
a life of intellectual integrity, to
seek and to find the truth. There-
fore, in-my classes and in my writ-
ings, I should examine and discuss
all ideas fairly. Surely I should not
take advantage of my students'
trust in me, I should not give them
a biased account of the facts and
the ideas with which I am dealing.
As all of us know, even with the
most fair-minded intentions, a pro-
fessor is apt to convey in his teach-
ing his own partiality to some ideas
ratl^pr than to others. But just on
that account, I say, I should always'
try to be as objective as possible.
What "is most important is that I
give my students good evidence of
the spirit of fair inquiry, both in
what I advocate and in what I op-
pose.
(Continued on Page 5)
f I
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The Thresher (Houston, Tex.), Vol. 40, No. 35, Ed. 1 Friday, April 17, 1953, newspaper, April 17, 1953; Houston, Texas. (https://texashistory.unt.edu/ark:/67531/metapth230939/m1/4/?rotate=180: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting Rice University Woodson Research Center.