The Providence news. (Providence [R.I.]) 1891-1906, 1902-06-12
CONTRIBUTION To
CHURCH AND STATE.
Subject of Address by Rev. w. H.
P. Faunce to the Graduating Class
of East Greenwich Academy.

The annual graduating exercises OF
East Greenwich academy were held yes
tsrday under the most favorable condi-
tons. bright skies and invigorating wea-
ther.
The members of the class OF 1902 and
the several courses they have completed
are as follows: James Robert Buckley.
classical; Elwood Foster Higgins. scienti-
hc; Medora Corinne Stone. pianoforte;
Walter Henry Phelps. commercial; VIII
liam Waterman Clapp, commercial; VIII
fred Mason Miller. commercial: Richard
Arnold Houghton. commercial: Maude
Evelyn Lillibridge. stenography and type
writing: Dutee Jerald White. stenography
and typewriting; Lena Anna Glass.
stenography and typewriting; Bertha
Parkhurst. stenography and typewriting
The Wellington orchestra OF Providence.
Bowen r. Church, leader, was present and
rendered enjoyable selections.
ADDRESS BY DIR. FAUNCE.
Rev DR.. Barker OF Boston university
pffered prayer and then Principal Field in
troduced President Faunce OF Brown uni
versity, whose theme was THE Contri-
button OF the School to State and
Church"
Or. Faunce spoke Of the wonderful in
ventions and discoveries made during the
century OF the academys existence. OF
the IL greatest inventions In the worlds
history at least seven had been made dur
Ing the last 100 years The distance was
not so great from Nero's chariot to the
English stage coach as from the English
stage coach TO the Empire State Express.
The lamp used by Cicero was about the
mo "a fhaf kxr 1t,.ta, Tlttr rlTA
Were we advancing I'm intellect and char
Acter as rapidly as I'm apparatus and me-
ohanical Inventions? There was a cry
ing need 10 heed the Bible text, Let us
make man" The duty devolved upon the
schools TO make men Of character and
men Of power to love devotedly and TO
hate intensely.
In speaking OF the service rendered by
the schools 10 the state he emphasized
their contribution TO national unity. Ii
was the teaching OF common language,
common political tradition. common
love of liberty and law that constituted
what is called the common school All
the higher textbooks were essentially the
same. The Puritan ideas OF New Eng
land throbbed I'm unison with the spirit OF
Oberlin and Colorado colleges. The sum-
mer schools were bringing all sections OF
the country together and were visible
organ OF religious and educational union.
No better remedy was known TO the
speaker for cynicism and despair than 10
come TO places like this and imbibe the
buoyant spirit OF young graduates with
their ideals uncrushed and full of hope
and courage for the career before them.
SCHOOL AND STATE.
Then another desirable contribution OF
the school TO the state was moral serl-
business The greatest JOY any man could
know was to Identify himself with some
thing small and lift II into greatness. In
Of her 81
bad identified themselves with struggling
hstitu tions of learning from consecrated
conviction and made great results from
small beginnings. The professors ana
teachers In some of these schools had
cultivated literature on little oatmeal
state trained inteiiigence. The laws of
nature were inexorable. America would
prosper only while II had men and wo-
men who were capable OF leading In de-
veloping the resources of the country. lie
desired 10 em7hasZe the statement that
no amount OF training In Latin and Greek
or the modern languages would take the
place OF thorough knowledge OF our own
vernacular. Colleges could not teach
students how to spell English words.
That must be done In schools OF lower
grade. These graduates and Undergrad
yates should see TO II that they spend
long generous years in liberal prepara-
tion and culture for after work. Better
10 years OF public service by n man who
understands himself and his times than 30
years of laundering by an amateur.
CONTRIBUTIONS TO THE CHURCH
The service Of the school to the church
was the second part or his subject The
church today especially in New Eng
land needed the courage TO exclude from
its pulpit men who have not learned TO
think deeply before they speak widely. 1t
was a most significant fact that the three
most widely successful evangelists OF the
10Th century gave the closing years of
their lives TO the dissemination of Chris
tian education Among these perhaps no
man ever spoke to vaster audiences than
Dwight L. Moody. But his monument
was net In the huge tabernacles he erect
ed, but rather I'm the green fields of the
Connecticut valley, where thousands
gather summer and winter TO receive
Christian education.
Education gave the power OF growth
and the power OF service. The man who
Nod cea sed 10 learn was thereby dlsquali-
ned 10 teach The students character
would be Judged by the fact as to wheth
or they were seeking to get something out
of the world or TO put something into 81.
IL this school had contributed something
10 their lives they should see that II
cea sed not TO contribute to other lives
DIPLOMAS AND PRIZES.
At the conclusion OF Rev. Dr. Faunce's
address Principal Field presented the
dlnlomas 10 the graduates and made an
notlncement that prizes had been award
ed bv the several committees as follows.
The Carpenter prizes for excellence I'm art,