The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1922-06-09

We, the Class Of 1922, occupy the
centre of the stage this evening,
Our minds, and the minds Of those
who are interested in us, turn back
ward to review the past and reach
forward to divine the future. We
are thinking of the process, the
product and the prospect-the pro-
cess of the long years of school
through which we have passed, the
product that has been evolved in
body and mind and soul, and the
prospect that destiny and God and
self will make real and reveal IN
the future yet unknown.
Let US reflect for a moment up
on the process of the shaping and
making Of the product you now be-
hold in US. We must recognize first
of all heredity as one powerful fac
tor. We bear not only the imprint
of the physical features of parents,
but we inherit as we'll tendencies of
mind and heart. The Bible teaches
it and observation confirms it.
Next, at six years of age we are
sent forth to school. We carry with
US our inherited qualities and the
training and influence of home.
Who can overestimate those first
six years of home life. This influ,
ence is almost always for good.
Barring mistakes and occasional
neglect, the influence Of home
comes as near being divine as any
thing we find on earth, for it is fill
ed with sympathy, sacrifice and
love.
Now comes school. Books and
teachers and fellow-pupils become
new factors in our lives. Con-
sciously or unconsciously each fac
tor operates on US each day.
Mother knew this when she sent us
forth that first day, and she trem-
bled lest these influences that ought
to bring US good might also bring US
harm. Now as we reflect on this
school life of ours we ask our
selves, and we have asked others to
help US answer the question, "What
is the purpose of education? What
was the design of this course of
study through which we have been
led?" The answers are various, but
perhaps not conflicting. One object
is simply that we may learn facts,
facts of history, facts Of science,
facts in every realm Of life. The
use of these facts will come later.
The search for facts becomes sa-
cred. If they are facts, they must
be Gods facts. If it is fact, let
Calico tell us that the earth re-
wolves around the sun, whether it
fits in with mems previous beliefs
or not. Let US not say the astrono-
mer who sweeps the. heavens with
his telescope is merely wasting his
time dreaming. Later we will use
, his knowledge, for every ship that
sails the sea, every train that speeds
across the land, and every clock
that strikes the hours and ticks the
seconds will be regulated by that
sun whose laws the astronomer has
given to us as pure facts. Catalogue
the flowers and trees and minerals
Just because they are facts. Later
the chemist will extract the per-
fumes and medicines. So one use
OF school is to give US facts and to
train US to search for facts. We
must search for facts with the same
earnestness and truthfulness as we
pray, and not attempt to deny
facts or invent facts to color any
story of hero, or bolster faith IN
any religion, or support any sect or
party.
But education is not finished
that stops with facts and opinions
All about us are men full of facts
and opinions, but without action
and without character. The great
world lies about US waiting for the
knowledge of the schools and col
Ieges. So the cry comes from all
over the land that the school must
bo nooda nractical and intimately