New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1907-06-12
MIR. BRYCE AT CHICAGO.
Speaks at University on Later Pleas
ares Of Education.

Chicago, June u.-Ambassador James Bryce de-
livered the convocation grafton at the graduation
exercises at the University of Chicago to-day Inc
subject Of the address was What University In
struction May TO 10 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 doc
tor Of laws.
The ambassador opened his address by comment
ing upon the fact that production and transporta-
ton all over the world have been transformed by
science and. he asserted. the effect Of science is
also strongly felt in education.
Sixty years ago, he said, science did not get
prominent part IN the curriculum of schools and
universities and st is trying to relegate the
study of language and literature TO a secondary
place. IN some parts Of the world he said. II is
becoming necessary 10 insist upon the importance
Of the human opposed 10 the natural or scien-
tifc subjects He continued:
ask you 10 join with me in considering the value
and helpfulness TO the individual of scientific
studies and Of literary studies, respectively, not
for sHS Other gaRfu paPPose but for What may
be called the enjoyment Of life after university
An education has two sides; It is meant to i'm in
nart the knoWledse, me sktl; me naol9s % IN
gence and concentTatlon which are needed 10 IN
sure practical success It Is also meant TO form
Imagination and the emotions to prepare q man
to enjoy those delights which belong 10 hours OF
ought to 90 on all the time within his own heart.
S and Of 6b GS qga{ { If lie h Wc he eds
others for the purpose Of his ayocatIon, be II 10
gain money power fame. or be Il 20 serve
his country his neighbOr- He. ought TO nave
some pursuit or taste which he can turn from
the daily routine. Whatever the taste or puFsull
NAV be whether Of q higher OF CouInoner RPe' IL
is good for him: but, of course, the more WhoG-
some and elevatng the taste or pursuit IS SO i4uSh
the better for him.
The speaker then asked his hearers 10 CONSIDER
the question Of what ne done by instruction IN
natural science and what instruction in the human
or literary pursuits do 10 instil such tastes
o. suggest pursuits. The human subjects he de-
clared 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 direction. He said. IN closing:
The practical lessons I would deduce that
the ardOr with which the study of the physical
sciences Is now pursued for practical purposes
must make forget that education has 10 DO
q great deal more than turn out man to succeed
ia business. In the second place. students must
remember that in the study of languages and MS
they must beware OF giving exclusive attell-
ton the technical. philoloEtcal work and purely
critical inquiries Nowhere in the world does there
seem 10 be so large proportion OF the people tlat
receives university educa ton as here IN America.
The effects Of this will doubtless be felt in the next
generation. Let hope that they Will be felt not
for public life and IN their wsgmer zeal for civic
progress bUt also IN q true perception OF the es-
sential elements Of happiness larger capacity
for enjoying 5hose simple pleasures which the
cultivation cf taste and the Imagination opens 10
all