Evening star. [volume] (Washington, D.C.) 1854-1972, 1907-06-11
USES OF EDUCATION
Ambassador James Bryce De-
Iivers Interesting Address.
PLEASURES TO BE HAD
University instruction and Intellec-
tual Pleasures of Later Years.
NEED OF AN INNER LIFE
Second Self Necessity, Says the Am
bassador-Honorary Degree Con-
ferred Upon Him.
NEED OF AN INNER LIFE

CHICAGO, June 1-Ambassador James
Bryce delivered the convocation Grafton at
the graduation exercises of the University
dress was What University instruction
May Do to Provide Intellectual Pleasures
for Later Life" After the granting Of
degrees to the graduating class President
Judson conferred upon the ambassador the
honorary degree of doctor of laws. Mr..
Bryce's speech was as follows:
The ambassador opened his address by
commenting upon the fact that production
anu transportation all over the world have
been transformed by science and, he as
serted, the effect of science is also strongly
felt in educa ton.
Sixty years ago he said, science was not
given prominent part in the curriculum
of schools and universities, and now it Is
trying to relegate the study of language
and literature to a secondary place. In
some parts of the world. be said, it is be-
coming necessary to insist upon the impor-
lance of the human as opposed to the nat
ural or scientific subjects.
II ask you to join with me in consider
ing" said the speaker, the value and help
fulnes3 to the individual man Of scientific
studies and literary studies, respectively,
not for success in any occupation or pro-
fession, nor for any other gainful purpose
but for what may be called the enjoyment
of life after university education has ended.
Two Sides to Education.
"All education has two sides. 1t is meant
to impart the knowledge, the skill, the hab-
it's of diligence and concentration which are
needed to insure practical success. 1t is
also meant to form the character. to i'm
plant taste, to cultivate the imagination
and the emotions to prepare a man to en-
joy those delights which belong to hours of
leisure and to the inner life which goes on,
or ought to go on, all the time within his
own heart.
Every one of US ought to have a second
or inner life, over and above that life
! which he leads among others for the pur-
pose of his avocation, be it to gain money
or power or fame, or be 1t to serve his
| country or his neighbor He ought to have
some pursuit or taste to which he can turn
| from the daily routine. Whatever the taste
| or pursuit may be, whether of higher or
commoner type, it is good for him, but, of
course, the more wholesome and e!evating
| the taste or pursuit is, SO much the better
/ for him."
Instruction in Science.
The speaker then asked his hearers to
consider the question OF what can be done
| by instruction in natural science and
| what instruction in the human or literary
| pursuits can do to instill such tastes or
suggest pursuits. The human subjects, he
| declared, are best fitted to nourish and
| illumine the inner or personal life. Poetry
| and the imaginative treatment Of human
| themes, he said. were potent In this direc-
| ton
1.-THE practical lessons I would deduce,"
| said Mr. Bryce, in closing his address, ARE
| that the ardor with which the study of
| physical science is now pursued for prac-
| teal purposes must not make forget
| that education has to do a great deal more
than turn out man to succeed in bust
ness. In the second place students must
! remember that in the study of languages
| and history they must beware of giving ex-
| elusive attention to the technical philolog-
| ical work and purely critical inquiries. No
where In the world does there seem to be
| so large a proportion Of the people that re-
| ceives university education as here in
America.
Effects Will Be Felt.
1.-The effects of this doubtless will be felt
! in the next generation. Let US hope that