The news-democrat. (Providence, R.I.) 1906-1909, 1907-06-19

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his subject 1.-THE Place Of Science In
liberal Education" He said in part:
"The Place OF Science in a Liberal Edu-
oataon."
Ever since the beginning OF the Chris
tian era science has been forced to strug-
gle 10 gain and maintain place In liberal
education. The early Christian fathers,
the monastics. the knights were all too
busy with their own work 10 study nature.
Scholastcsm, the type OF Intellectual
lne which dominated European thought
from the eleventh 20 the fifteenth century,
aimed simply to build a logical system
atc scheme OF knowledge which should
defend abstract and subtle beliefs and
opinions. Scientific thought could not
flourish when the course OF nature was
regarded as tickle and changeable.
With the advent OF the Renaissance we
find an absolutely new outleek. Europe
welcomed with the literature OF Greece
and Rome, the world OF the beautiful In
man and nature. Scientific knowledge re-
ceived due attention and by the work or
Calico Capernlcus and other marvellous
advances were made I'm astronomy. ply
sizes. and the other sciences. Then came
the humanistic period when knowledge
OK little else than Greek and Latin suf-
fiiced for the educated man. This nom
scientific aim has continued 10 Influence
education even up 10 the present.
To-day all Is changed. In the last half
century the achievements OF the dis
covered and the inventor have become so
patent that they can no longer be neglect
ed In preparing a man for life. The work
OF the mathematician has created an In
valuable tool for the other sciences the
physicist and the chemist have demon
strated and applied the laws Of changing
matter: in short the character of the
scientists work has been stamped on
every subject Science is ever advancing
II must gain recognition In our intellectual
life.
"A liberal education may signify the
cultivation OF the mind by enriching II
with material: II may imply the furnish
ing OF Inspirations. purposes and ambl-
tions which will lead man 10 live
complete and well-ordered life; II may
mean the development OF the power 70
recognize excellence In any form. 10 APP
preciate beauty and perfection OF nature
or OF art An education OF this last type
IL truly liberal. II man be trained and
skilled In selecting the best the race has
achieved In literature. art. or science, In
discriminating the valuable from the
worthless I'm our social life, In choosing
the truest and noblest beliefs and concep-
tions in our philosophy. he will have the
power OF making due allowance for his
personal bias and prejudices In estimat-
ing the worth of all things he will have
the ability to discriminate between the ar
tihoial and the natural. the false and the
true. As part of his education a com
plete and thorough knowledge OF life and
Its products is absolutely necessary. -
The nineteenth century owed no small
part OF It's achievements TO science, ply
sical and social the twentieth century
will owe more.
"A liberal education must, therefore.
contain a large element OF science. In
-. sls.I
is certainly all important. The profess
sional school. as IL exists today. lays
more stress on utility and practice than
on general principles and methods. In
terest beyond the one subject may be lost
and the graduate has gained by no means
his end. superficial skimmering over all
the sciences gives neither insight nor
power of discrimination: a live interest
may be awakened, but there can be no
real knowledge. With a method between
these we have far different results. BY
mastering a science we have a knowledge
OF the best attainments I'm accordance
with these laws of all advance towards
the one great end. We shall, I'm short, be
capable OF appreciating the best In sci
ence and shall complete one part of our
liberal education
Immediately after the close Of the ora
tions the following memh OF the senior
class were awarded degrees:
PRIZES AWARDED.
The Dunn premium, awarded at the end
OF the junior year to the student having
the highest standing In rhetoric, Eng
llsh composition and public speaking, TO
Harry Walcott Robbins.
The Carpenter premiums, awarded TO
the two members OF the senior class who.
already on scholarships, shall, in the
judgment OF the faculty. unite In the
highest degree the three most important
elements OF success IN life. ability, char
acter and attainment" To David Wilkin-
son Smith and Leon Edgar Truesdell.
The Howell premium, awarded at the
end OF the second term OF the senior year
TO the student having the highest rank
In mathematics and natural philosophy,
to Homer Newton Sweet.
The class of 1878 prize. for the best es-
say on a philosophical subject TO Leon
Edgar TruesdeH.
The Fostor premium In Greek, to zech-
ariah Chafee. Jr
The Lucius Lyon premiums in Latin.
first, to David Wilkinson Smith: second.
TO George Hurley; third. to John Thomas
Bannan.
A collateral first premium for an exam
ination OF equal merit, to Miss Louise
Baggott Morgan.
The Society OF Colonial Danes essay
prize IN American history TO Miss Maude
Farnum
Gaspee Chapter, d. A. r., essay prize.
awarded TO the student In the graduating
class OF the Womsn's college who pre-
sents the best essay on the topic, THE
Yorktown Campaign" TO Miss Louise
Baggott Morgan.
The subject for 1S7-06 will be: THE
public life OF John Adams during the
American Revolution"
The two philosophical prizes. awarded
class Of the Women's college who present
the best and second best essays on the
subject, Inconsistencies In Contemporary
Morality" In equal parts to Louise Bag
gott Morgan and Louise Schultz
The two English prizes. awarded TO the
two members OF the Junior or senior class
OF the Women's college who present the
l.nuA AL han L.