Morning journal and courier., 1892-06-28
CONTINUED ON SECOND PAGE.

heir hearty greetings and Misunderstanding
dded zest to the scene. The ladies also
we're on hand, and in large numbers in
'aded these retreats generally secluded to
Ill but men.
THE CT ASS GRAFTON.
Riggs Rathbone's Address
MIR. Hinckley,s Poem.
The class Grafton was delivered in the Bat
tell chapel by Henry Riggs Rathbone o f Al
bany, NY. and was on the subject, ''Forma-
live Influences of the University" Follow
ing il the grafton:
For those Of us who are gathered together
here for the last time there is a feeling OF sad
u, Of As look
back over the past four years, With all their man
fold experiences crowdjug in upon US, we newt
What has college done for us? We all feel that
we have changed greatly; but has that change
been Tor TIE better or f1a Inc worse! ne
and controlling our grow h in every d.
rection These formative influences of the uni
the Undergraduates standpoint and to voice
what believe to bs the prevailing opinion con-
And first as to the knowledge ACQUIRED here
have we learned more than we would have under
other crcumstances? Now among the ne, many many
are two which are very often heard and which
have undoubtedly xeied an untavorabie intiu-
erae toward it on many MINDS f,rst, t9ac Dy
courses we produse rambling, fetal knowl-
edge, without attaining to the thorough mastery
ued effort Such a charge originates 10 mis-
take as to the true purp pose of education: DIR
date results, not SO much TO make a man ion
mediately proficient in some one branch as to
fit him to the Sest
has, at least one talent by which, IT it be proper
ly cultivated, he may .se t. decisive usefulness
1t is the chief end Of education to discover this
aptitude and then to use every power to develop
it to its highest efficiency To accomplish TINS
in the majority O; cases. it il necessary to touch
the same time Start is made in many things
and their rudimentary difficulties mastered, so
cannot eaa1 Tnb be- Wholly Strange to u.s. moreover
he whose study has been concentrated o on one
oH 9GXnksr eve1 IN bis
True it it is that 1--WE need to see more than one
side in order to see that side lightly" We re-
qnire for the thorough knowledge of any subject
all the Side-lghts which can be flashed upon it,
as we'll as to ascertain its relation to adJacent
objects. IDEAS are not c3lsted, but nteract and
SUPPORT eaSh other Ike stones fr m w
discriminating throuGh wide field Of informa'
ton As each ne gate ol ans bY
cramping tendencies OF Spec1altles rms resul'
is wider sympathy with the me ~ varied inter
ests OF mankind.
The o'her charge brought against the present
system of college education is that It IL LOO tue
retical and not practical enough. 1t is, IN fact
the voice OF materislism bidding all other inter-
ests PROSTATE themselves before it and follow as
obedlent slaves in its train. But there is hlghe
aim in education than the mere accumulatlon O
so-called practical il formation, however deslra
| BILE possession it may be htreafter. A broad
is to-day Can it be denied that our mental ad
vance has sadly Jagged behind OUT material, tina
ture aud wider range of thnking7 Not that W
despise the of ,chnical skill and Its beneIl
| ciai influences on mankind Such knowledge i
also Of paramor1t importance. But for thos
| who demand special instruction there are alread
| abundant training schools which are perfectt
Of instruction have thei- own spheres; let then
| follow out independently of one another thei
| own peculiar ends.
But the mere book knowledge is not the great
| est good, which this university IS capable Q
| imparting. Far more important, it seems t.
| vague term mean the training of ones powers
| SO that they may be most thoroughly servlc y
BILE to him in aft IF lite. Mere book learning dill
fers from such discipline as an accretlon from
natural growth knowledge furnishes tn
materials; culture is The ect to use them well
| Our education here does not strive to account
| late enormous mass Of information. Such
| burden is often destructive to our powers an
many sink overcome by the weight 9
own e ane reat for nrselvss frl
this inert mass and by thoroughly assimilatipg
make it a source of wisdom for the future. No
| he who knows most, but he who knows best
the wise man. Such culture is not show
or ost.ntatious. Its gains are silent, Intangible
| energy of action. Like virtue it is its own e.
eeedIng great reward. But let it not therefor
be supposed that it is removed from the int
the the, hours in which culture is not pursued as
conscious end at all, but in which 1t comes u
sought through the quiet medium Of sympath
| and friendship the most icelaSS of all. Sue
| Influences are not considered as belonging
education in the ordinary sense Of the word, ou
! in a wider sense they ere educating II HuencrS O
! the highest order In the words of Emel SON
THAT which we do not cal education is ofte
| mere precious that what we do call so. Th
scholar loses no hour which the man lives''
But the chief aim of all education, to my mint
ought to be the development of strong, mani
character. The whole view of the matter ma
be summed up one sent nce-"Put cultu,
above knowledge, and character above culture.
Aud it is precisely in the formation of characss
| that the strongest and ! st influences of our uu
versity are exerted. am aware that this sorue
strangely to some who have ffen head collee
ob5eet to the freedom Of such lie are n rea it
maxi ing leir at ck upon one Of the IL 1damel
ty. We believe that in a college a IN should
| practically freq develop b r self accord 7g
ais own bent and that 4 tf's way only i,
charact r. be fol ned which she'' bear lmove
| the snocl-s of eft re. There ev'' inf
ences, it is tue at work here, but they &c sue
Young gbsw mr. can 6s move
1 wv A'OA 20
anced by the GOOD influences, which ore pecul:s
to the univel slty, aud which give it a spsci'
l power as a school for c1Grect r.
Awarm, wild, reaching hi man sympathy an
good viii arc charact Ii Site Of the p cce. Sit1
ated as we are %ith our paths intes sct,ng At O.
begin to r1ders Id something Of or fellows t
sympathize with them. By meas Irin% then
selves with OF he.j we are enabled to .orm o
idea of what we can hop to accomplish II aft.
life. We lea / what we can and wha5 we caunc
do. In this n,'uiatr~e world of GUS we fn
49, n6o rirf Of fha
foreshadowed. We I'VE through one c. Gle
experience befoet, emit ,r;1g upon wider one, TO
IN Is
| Nor need any despas- becaree of b 9 fe'r"e, :.
or apparent, to do well in college: Here as els
best teachers His fair o may be just th
nerded wernirg or stimulus to make succe
Dut the great st good of all comes, 1 thinl
from the college friendships. Men are comm
more and more to recog nize in them the highes
power they exef upon US! How they .ee o
cur tagging energies! With what magne' a
us For foTr yeai5 they have been forming
growing ever stronger, deeper as the days weI
by, binding rs oget'ler " .th overnight snin
bonds. long to express my appreciation c
| this noble fellowship II words but they fa'' me
| But what need of enY words OF mine? We all {
feel the depth s1a meaning Gf these these fre16
hearts are new. opened } their ,nder ;ptluenct
| A thousand happy memories of past years arts
hour Of parting into beauty and splendor whic
| others cannot comprehend in the highest.
| To the president Honored sir, to you in behal
| of the class would convey the'- deeoest revel
| ehce and sincerest app eciation OF al. you hav
| done for US and for the university in the pas
| May you long continue to exert your benencen
| influence over the ever Increasing prosperity Q
| this well loved place.
Classmates-The hour of parting has come
l How often OF late have we turne
with slow, reluctant footsteps from tn
| fence and the friends who were gathered Their,
with strange feeling of sadness in our hearts q
| we thought that the time would soon come whe
| we should meet there no more. And then, pei
| haps, we thought of the noble, true hearte
souls, SO full of promise, who left us at the be
| ginning and the end of our college course an
| whose well loved faces we shall never see agar
| The present hour is one of hope not Of sadness
| Our little band has at length emerged from be
| meath these sneltering elms and now for the frs
time we look into the far distance, where tn
| mountains ofthe future tier on tier stretch ava
| stepped in the sunlight of hope Our ways O
his own path alone. In efter life we will dwe
| with an oft recurring affection on our happy lf
| here and the remembrance of it will live on wit
/ us, making green with its clear waters the rug
| god places Of our lives.
And now classmates, friends, good bye. Blu
| set determination, that the years spent here shal
| not have been in vain, that from the memories O
| this happy college life we draw renewed devo
| ton to our alma mater, and that come what ma,
| we will always strive to show~ourselves worth,
| Of Yale and the dear old class of '92.
| THE CLASS POEM.
| The class poem was by Henry Barrett Hinck
| ley of Northampton Mass The closing portion