The Hawaiian star. [volume] (Honolulu [Oahu]) 1893-1912, 1912-06-05

College of Hawaii made the follow
ing remarks at the first annual com
mencement exercises of that institu
ton on Monday:
1t must be recognized at the outset
that the great aim of any system of
education under the influence of a
Democratic form of government is to
increase efficiency, to further knowl-
edge and to augment the pleasures
and amenities of life. The aim OF
education is not as expressed by some
writer's to serve as a balance wheel
in society. In other words, systems
of education must be fashioned for
the benefit of the people, and not the
people for the schools.
In the earlier days of this Republic
it was stated that the government as
a Democracy could not stand and this
criticism was also carried to the sys-
tenn of education whereby all people
were benefited alike. At the present
time, however, our conditions have
changed, our various activities in
trade, commerce, manufactures and
other forms of production have in
creased enormously in both scope as
we'll as numbers of those employed.
Because of this great change We have
classes performing different services
to the community and securing I'M
equal rewards in proportion to their
class function. At the same time,
however, there is entire freedom for
members of the one class to pass into
the other without any restrictions
save that of native ability. This is
essential for the preservation of a
democratic society, and so also it is
possible for a democracy to endure
even though there be great Unequal
tiles of material wealth in the posses
sion of its constituents. On the other
hand, when the halls of knowledge,
the business of wealth getting, or
any other form of human activity is
relegated and restricted to one class
there is the democracy-whether
state, society or form of government
in danger.
Variation With Equality.
That education in it's primary and
secondary forms is a function of a
democratic society has long been con-
coded. Indeed it is one of the found
alton stones of that society. But
that higher education is function of
our form of government has not for
so long been conceded. This 1 de-
sire to set forth and also that all
phases of education including aca-
demic, scientific, professional and in
dustrial are within the scope of the
states interests. Indeed, our form
of society would not be democratic
if this were not granted. When we
refer with pride to our Declaration
of independence and find that all mer
are created equal we must remember
at the same time that this does
not set forth the entire situation.
That all men have equal rights be
fore the law and to justice by the
courts, and that we must be unre
strained in the reasonable pursuit o
vocations and pleasure, must be con
coded, but our cherished statemen
does not apply to the intellect or thu
capabilities of men. Variation is on,
of the great laws of nature and 81
far as we understand at the presen
time it is fundamental to the progress
of all forms of life. 1t is the dut!
of the state therefore to recognize il
it's citizens range of adaptable
strength and energy, and while it /
about the business of education t
provide the means and facilities 70
all to get the type or phase of educa
ton for which they are peculiarl
adapted.
If I say that it is the duty of tn
state to provide the means and faci
tiles for all phases and grades G
education, it might with equal pre-
priety be asked of what service t
the state can educated or trained me
be- To answer this first, let us col
slider the usefulness of the scholar
the state In the first place, the pre-
ence of a class of educated men sea
tered throughout the state whose Sc
vice is devoted to the promotion {
scholarship and research opens u
ever new lines of industrial oppo
tunity and win therefore tend to pr
vent the lodging of the power c
wealth in the grasp of any one groul
This condition guarantees the ope
chance for the poor man of today b.
coming the rich man of tomorrow.
1t is essential for the schools an
universities to foster the kind
.s,I