The Pacific commercial advertiser. [volume] (Honolulu, Hawaiian Islands) 1885-1921, 1896-12-18

cause and effect The result is a /
training of the judgment which cannot |
be equaled by any other line Of study. /
We have touched upon the value OF |
scientific study as a mental discipline. |
How about its value as a moral and |
religious training? In the study of ma
ture we find that every violation of law |
is met with disaster, and the line be-
tween truth and untruth is sharply |
drawn. We expect good effects from |
good causes and bad effects from evil !
ones
In regard to the moral training of the |
l am not we'll prepared to |
state, but I would ask the learned of the |
moral worth of many of the stories and |
odes Of classic lore.
Of all studies, science is essentially |
religious; no time is taken to study the !
stories of heather myths and idols;
but every question put to nature brings
out some new revelation of Gods law
and we see the Almighty everywhere
in his works. The proper study of sci
ence develops the conception of the
universe as one grand harmonious
whole, and man drawing his analogy
from the harmony of music, sees his
own existence in its true light.
We have seen that the sciences have
played the most important part in the
activities of life and in the development
of the individual. Why, then, should
we devote so much time in our So
called general courses to the study Of
classics which are found of but little
use in the average life? That the clas-
sizes are useful in special lines of re-
searches is readily granted; but why
load down our general curriculum with
subjects that might better be taken in
professional school similar to the
schools of medicine and of technology?
Associate Justice Frear took up the
cudgeI for the classical colleges, al
though admitting that he had per-
sonal leaning to the other side. Mr..
Frear thought all would agree that the
highest aim in life was not the pursuit
| of material wealth, and it was from
an erroneous view of education that the
classics were not given more credit.
Classics had been made the basis of
educational work, because of their in
herent merit; past results showed the
great merit of these studies, and men
who had been brought up on classics
were among the foremost leaders of
the world today. Justice Coleridge
in one of his addresses had said: do
not give up the classics People of to-
day are liable to fall into the same
error in this age of science, and forget
the past. 1t is not the object of educa-
ton to accumulate a lot of facts to be
put into immediate use. In practical
life students remember very little of the
Learned at college. A great deal OF
primary power may be gained by a
study of science, but we are prone tC
give too much attention to the intense
lily practical side. study of classics
is the best foundation for the study OF
modern languages and for beauty OF
expression, style and fine expression
of thought the classics have no super
ior. In Greek and Latin, students come
in contact with the best and most arts
tic minds the world has ever known
Classics when used in the light of best
education should be given place with
science.
Secretary Crawley gave brief de-
scription of the aims and objects OF
university clubs in the United States
with which he had beenzassociated, re-
viewing more particularly the work OF
the Harvard clubs, which have healthy
existence in every large city of the
United States. Mr.. Crawley noted that
the first % members of the Hawaiian
Club represented 80 colleges and rs
degrees, the majority of the graduates
being from New England institutions
S. M. Ballou told of the decadence Vi
hazing, but pointed out that the col
Ilege men had some "cussedness' left, as
was shown by the incidents which &C
company initiation into college sOci-
cites.
Jamie Wilder kept the company con-
vulsed with one his inimitable stories
Rev. G.. NJ. Hyde was called upon tC
speak for Williams, and gave a splen-
did fiVe-minute response, dealing par
ticularly with the academic family life
of the college during his day. His ref
ference to President Hopkins was greet
ed with applause. He hoped the Uni
Iversity Club would take up the uni
Iversity extension movement.
President Hosmer of Oahu College
responded to the toast to Amherst, and
Rev. DR.. Brine did the honors very
gracefully for Yale. DR.. N. B. Emer-
son told what Williams had contribut-
ed to the forces that saved the Ameri-
can Union. Rev. Mr.. Monroe, who was
one of the few Western college meL
present, paid a high tribute to the
civilization the college men Of
early Hawaiian days, had established
Prof. Maxwell, the only English rep
resentative present, spoke upon the
great good science and scientific edu-
cation had wrought in the world.
Closing speeches were made by Presi-
dent Dole and Minister Smith, Mr.. Dole
dealing more particularly with the val
ue of educated men to the country. Mr.
Smith told some good stories, and paid
a pretty tribute to the teachers of the
country.
No college gathering is complete
without it's songs and the club was fort
innate in including in it's membership
the Pacific Male Quartet, Messrs. Wood
Ingalls,, Rabbit and Macurda. The
quartet started the ball rolling, and
besides rendering several very nice Sc
lections, led the way to Solomon Lee
vi" and kindred reminders of days
when the boys were gay college youths.