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6 CAMPUS MIRROR The Gentleman’s Place Miriam Drake, ’44 I Rescued from the pages of an examina- t ion Blue Book ) In recent years the place of the gen tleman in totalitarian states has under gone grave changes. Before this type of government gained such a strong hold in these states, the gentleman occupied a place of honor there, lie was highly respected by all people because he con cerned himself with the business of keep ing high his own standards of living and of doing his utmost to help raise the standards of his fellow citizens. With the coming of the totalitarian govern ment, the gentleman was knocked down from his place above the crowds, pushed hack into a dark corner and found that he must become either a refugee or a machine. The true gentleman usually chose the refugee’s fate, so now his place is almost empty in those states. The gentleman’s hope for a place in the future lies with the coming genera tions What they do may pave the way for him tomorrow. If the young people, who form the gigantic group coming on, insist upon feeding their bodies and not their mind, there will be nowhere for the future gentleman to stand. If, on the other hand, these youngsters interest themselves in the fine arts of life: music, hooks, paintings, and in the fine points of life: courtesy, kindness, pleasant speech--the gentleman of the future will find his way already prepared. The com ing generation, hy drifting along on a common planp could so prepare the world that it would want only to con tinue life in that rut. If that he the case, the gentleman would be rejected and would have to struggle on, on the out skirts of society, without ever making a path to the inside. The ghosts of all the gentlemen of the past join their cries with those of the gentlemen of the pres ent in entreating the coming genera tions: ‘‘Make a place for us in the fu ture ! ” Dr. Eaglesoii's Sunday School Class Having chosen Science and Religion for their Sunday School course, the members of Dr. H. V. Eagleson’s class have greatly profited from their choice. From the beginning the discussions proved to be free-for-all debates. These have been give-and-take arguments be hind which a spirit of friendliness pre vails. Perhaps the fact that the class is made up of students from each of the college classes and of all majors, par tially explains the incessant disagree ments. However, these discussions have proved lively, interesting, and informing under the leadership of Dr. Eagleson. At the first meetings the class at- What Do You Owe? By Dr. Charles Stelzle If anyone tells you that there’s no need to become a better worker and a clearer thinker because some time soon there’s going to be a social revolution that will usher in the millenium, you can make up your mind that he’s either a liar or a fool—for no matter what kind of so cial system may develop, there will still be need for men with brains—and brains will continue to rule the world as long as the world shall last. If you're tempted to shout about what the world owes you, just stop and think about what you owe the world. You can’t do a day’s work without getting the benefit of others’ sacrifices and labor in the past. In most cases it means that the thought and ingenuity of a century or more, resulting in better tools and de vices, make your job easier or better. And you owe it to future generations to do something that will make their tasks lighter. Remember that the value of your life is measured not by its length but by its quality. Methuselah was the oldest man in the world. He lived to be 969 years old. But you may get as much out of your life in forty years as he did in near ly a thousand, and you may put as much into it. You will meet with opposition—ev erybody does—but keep in mind that you never do permanent damage to a stream by damming it—you simply lift it higher. It’s the same way with men. Opposition deepens life, and produces power. A man who always has his own way is sure to become a mere trickle, and like many streams that were never dammed, he soon dries up. tempted to define the terms science and religion. Even here occurred much dif ference of opinion and several defini tions for each term had to be consid ered to please the group. There were some who believed that the definitions were too narrow because they applied directly to the Christian religion, exclud ing of her beliefs. Others disagreed. Having finally selected definitions the class tried to discover if there were con flicts between science and religion. Again after much discussion the class con cluded that there were. Many of these conflicts were named and studied. These studies led us to believe that conflicts were brought about by the contradiction of scientific laws and theories and be liefs in the miracles and mysteries per formed by the gods and disciples of the various religions. Interested to the n’th degree, these students are looking forward to even better discussions, in the spirit of conge nial repartee. 'flanlzlin Plintincj Golpelation 136 f 2 MARIETTA STREET, N. W, JACKSON 5616